Peer observation form © BBC | British Council 2008

The aim of this is to record what you see, not to assess the teacher’s teaching. As you
observe, write down what the teacher says and does and what the learners say and do.
Reflect on your notes as soon as possible after the observation. Identify an ite m or items
for praise and note areas for discussion. Reflect also on what you have learnt from
observing this lesson.
Teacher Observer
Roberta Felipe
Class Date & time: 1 p.m., March 10th
Upper intermediate
Observation focus ( for example: lesson stage, techniques, activities, learner response etc)
Lesson stages and techniques.
Description (write notes on what you see , Learners (responses, reactions, participation
without giving opinions or comments) etc)
LEAD-IN: Set the task: Roberta started with The students didn’t talk much in the
an anecdote about her younger self looking instructions for the lead-in task. However,
for UFOs in the sky. She asks questions once in the breakout rooms, they were
about the picture on page 9 of the course surprisingly engaged in the talk, even
book. Do you agree/disagree with the though the topic isn’t exactly what one
sentence “there’s probably life on other would think those students would find
planets”. Students discuss in breakout interesting (the conditions for life on other
rooms bearing in mind all the elements planets). Moisés participated a lot in the
necessary for life. Breakout rooms (5 whole class discussion. But most other
minutes): students discuss. Feedback: She students seemed quiet for those stages of
called on the students by name when the lesson.
eliciting answers from them. Moisés
interacted a lot. Preparation for discussion:
whole class discussion. She asks questions
about the number of stars, about water on
other planets, and temperature on other
planets. She takes her time with this stage.
Setting the task: she resumes the anecdote
about her younger self’s search for UFO’s
and then introduces the video whilst asking
the students to note the different steps one
needs to take to become a good discussion
leader. Listening for gist: she plays the
video for the students to listen for the steps
one needs to follow to become a good
discussion leader. Break out rooms:
students’ discussion was cut short due to
lack of time.
Discussion points (look over your notes, pick out things you feel would be useful to talk to
the teacher about).
1. Wasn’t the book’s lead-in a wee bit too complex? I think I’d have liked it a lot better if
you had gone with your anecdote instead. That was very interesting.
2. Perhaps you could ask more follow-up questions to the less confident students when
eliciting an answer from them.
3. Do you think it would be a good idea to ask Bjarne if you are allowed to cut out from
Peer observation form © BBC | British Council 2008

the lesson a few things from the course book? Some of them don’t add much to the
lesson anyway (like the video)?
Learning points: What have you learnt from observing this lesson?
Roberta came across as very calm and relaxed, that helped me with my own TP, as it
made me think there was nothing to fear. She was also very friendly to the students,
always smiling and appearing genuinely happy to be there. The anecdote she told for the
lead-in gave a personal touch to the lesson that course book materials alone cannot
achieve. I will try and apply all these things to my own teaching next time I get the
chance.