Classroom Peer Observation

Peer-observation is a kind of formative evaluation which is conducted by peers to observe each other usually on reciprocal and voluntary basis (Carthew, 1988; Opp-Beckman & Klinghammer, 2006; Scales, et al., 2011). It is a situation in which a teacher invites a colleague or colleagues to come to his/her class to collect information about his/her lesson, particularly if there are no videos or audiotapes available (Nikolic & Cabaj, 1999). In the process, the pairing can be either equals or one can be in a mentoring relationship with the other (Opp-Beckman & Klinghammer, 2006) but it should be noted that to be much more effective and productive, the peer should be a colleague from the same subject area in the same institution (Carthew, 1988).

In order for observation to be viewed as positive rather than negative experience, the observer’s function should be limited to that of gathering information; that is, the observer should not be involved in evaluating the observee’s lesson (Richards & Lockhart, 1996). Even, observations carried out by supervisor should be supportive and developmental in that they need to look to the future; stimulate and encourage both parties to develop techniques, skills, and knowledge; and progress personally and professionally (Carthew, 1988). There should also be agreement on the purpose of the observation, the time of visit, the personnel to be involved, the kinds of activities (areas) to be observed and commented upon, and the final report (Carthew, 1988). In addition, it is important for the observee to feel comfortable with the observer and have the confidence and trust in the observer (Carthew, 1988). Moreover, the conclusion of such discussion should be some action, improvement, or innovation aimed at enhancing students’ learning experience (Opp-Beckman & Klinghammer, 2006). Furthermore, it should not be one-off-observation because it may hardly provide honest view of the observee’s teaching: repeated or multiple observations are productive and representative though they are time taking, where the observee and the observer can target specific areas for action after the first observation and discussion and see these at work in the second observation, which can provide ongoing and developmental process (Carthew,