Masum Billah

When we think about enhancing teachers’ performance, ‘teaching observation’ is something that becomes quite relevant. It is an approach in which one teacher observes another’s classroom practice, following a structured discussion. This approach does not necessarily have the aim to find faults with teachers. Rather, this is a reflective process focused on pedagogical learning, performance appraisal and skill development. Teaching observation truly holds immense potential to improve teaching quality when conducted meaningfully and followed by constructive feedback.  Teaching observation mainly keeps teachers professionally active and nurtures their capacity to teach more effectively and efficiently.  It is a powerful but underused tool in our educational arena.

A fellow teacher trained in observation technique can undertake the task of observing his colleague’s class. But, the observation must be preceded by careful planning, which calls for a checklist outlining the parameters to be observed professionally. The checklist should include lesson planning, teaching methods, classroom management, content delivery, relevance of teaching materials, strategies for assessing learning, and the use of effective feedback. Observing the classes and delivery styles of other teachers makes the observing teacher more conscious of their own practice when they teach in the classroom. Hence, it serves as a key tool for developing and improving one’s own teaching.

Trust is essential in this method because no one wants to feel that they are being judged or evaluated. This is why a culture of trust and safety must first be established at the institutional level so that teachers feel comfortable observing one another’s classes. Institutional heads can schedule mutual class observations. Subject teachers themselves can invite colleagues voluntarily, as it is a simple, inexpensive, and readily available tool for self-development. It requires no extra financial cost but yields great professional value. This understanding must be nurtured among teachers themselves.

Teachers need to learn constantly from colleagues, from their natural surroundings, seminars, workshops and even from students while conducting classes and interacting with them. Viewing webinars, attending professional learning sessions, reading books, and being part of a professional learning network all contribute to continual growth. Additionally, teachers can pursue their professional passions and explore other self-directed learning experiences.

Maya Angelou, an influential American poet, once stated, “I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.” Indeed, Angelou was right: feelings have much to do with learning. Countless studies have shown that positive emotions improve cognition, memory, attention, reasoning, and behaviour. Teachers need to take breaks, exercise, eat well, stay hydrated, and spend time with friends to remain healthy. To do so, they should engage in tasks that feel meaningful to them.

Students feel honoured when they receive attention from their teachers, and a teacher can do so only when they are motivated, happy, and smiling in class. Unfortunately, this is often not the case in our current classrooms, as many teachers face financial crises that cannot be changed immediately. But does that mean they should stop loving their profession or even leave it? Definitely not. They must remain motivated and maintain a cheerful atmosphere in class to draw students’ attention and affection. This positivity, in turn, keeps teachers healthy and mentally strong.

When one teacher observes another, the process must be handled seriously. Following the checklist, the observer should evaluate various aspects of teaching — such as time management, class control, student engagement, assessment of learning, and feedback practices. The teacher’s communication style should also be considered: clarity of speech, responsiveness to questions, and use of gestures and body language. These observations should be recorded and discussed at a mutually convenient time. The post-observation discussion is a crucial phase. The observer may begin with polite, probing questions such as: “Why did you use this method? Do you think your approach helped students understand the topic? If so, how? If not, what would you change?” These questions promote self-reflection and constructive dialogue.

Importantly, the feedback should be professional, specific and encouraging — never embarrassing or overly critical. One proven approach is the “sandwich model,” proposed by psychologist John Heron. In this model, feedback begins with positive comments on the teacher’s strengths, followed by constructive suggestions for improvement, and concludes again with positive reinforcement. A simple example might be: “Thank you for your clear delivery. You might consider increasing the font size on your slides. Overall, your pronunciation was excellent.” Such balanced feedback will increase the likelihood of genuine engagement and acceptance by the observed teacher.

While the professional benefits of classroom observation are clear, its implementation in the Bangladeshi context faces challenges. One major barrier is teachers’ reluctance to be observed, often arising from a misunderstanding of its purpose. Since this practice is uncommon in our education culture, teachers may hesitate. Well, the institutional heads and trained, motivated teachers should take the lead in discussing techniques to overcome such hesitations and explaining the professional benefits of peer observation, as it will give teachers a collaborative opportunity to learn from each other.

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The writer is the President, English Teachers’ Association of Bangladesh.

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