Tasks as solution of the problem
Reasons to observe learner’s behaviour
Approaches to observation in the language classroom studies
Data recording problems
Types and evidences of validity
System-based approach
Evaluation of documents
The frame of the observation tasks
Test on reliability and validity of variables
Social climate
Learner motivation
Description of the task
Learner as a doer
Description of the task
Learner level
Phases of the observation period and their objectives
Choose a range of six students of different gender and language level to comment on their motivation for learning
In the far right column, record the strategies used by the teacher to adjust learner level. For example
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Tasks as solution of the problem
Learner observation tasks as a learning tool for pre-service teachers
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1.1.2 Tasks as solution of the problem
In my paper I am looking for some help for my students to make their observation experience more meaningful. Student teachers should know that the reason of observation and filling the observation sheets is that we want them to learn something from doing so, and only then grade them. The features of a good observer should be made clear to them. They should realize that the skills of observation can be learnt. The university supervisor should try to transfer some of her observation skills by observing a lesson, and analyzing observation sheets after a lesson she has observed with the trainees in a collaborative and consulting way.
The main suggestion concerns the format of the observation schemes. Numerous schedules of observation have been introduced: the Flanders System of Interaction Analysis (FIAC) by Flanders (1970), the Foreign Language INTeraction (FLINT) system by Moskowitz (1971), FOCUS by Fanselow (1977), COLT by Allen, Frölich and Spada (1984), the Stirling system by Mitchell, Johnstone and Parkinson (1981). They are valid and do not require trials. But the main problem with these instruments is that they were originally designed for educational research and for in-service teacher development. Some of these instruments, they are described in Chapter 2.5.2. are recommended for teacher training education. However, the researchers do not deny the fact that all of them are complex and require intensive training. Thus for teacher training education we need reliable observation instruments based on scientific grounds that develop observation skills gradually and improve them with practice.
Observation tasks have been introduced by the Professor Wajnryb (1992) and are widely used in a modified way round the world in teacher development programmes. She clearly identified the advantages of observation tasks. They limit the scope of observation and allow an observer to focus her/his attention at one or two particular aspects. Concrete subsequent statements provide a convenient means of collecting data and free student teachers from interpreting the behaviour and making evaluation during the lesson. A list of questions after a lesson guide them what aspects of the teaching/learning process they should reflect on. What is more they allow student teacher to personalize the data and to view their own teaching experience. Thus the nature of the task-based experience is ‘inquiry-based, discovery-oriented, inductive and potentially problem-solving’ (Wajnryb 1992:15).
However, initially classroom observation tasks have been introduced for teachers’ professional growth but not for teacher training education. That is why they need to be adapted for this purpose as well. Learner observation tasks offer samples of categories to the student teachers without restricting them. Student teachers could decide in which form to take notes, either putting down actual utterances or jotters. It is important because it allows student teacher to be independent and autonomous. Other modifications are described in Chapter 3.
The two main purposes of the tasks can be formulated as to raise trainees’ awareness about the aspects of the teaching process and guide student teachers to make their own decision about the teaching process. In addition to them observation tasks may occur as the basis for further deeper case study research and provide student teachers with data for writing a course work according to the National Programme for Teaching English Language Department.
1.1.3 The problem of assessment of observation documents
At the end of the Teaching Practicum observation sheets or diaries must be included in the Practicum Folder to be assessed. There is another problem a supervisor faces. There are no explicit criteria for assessment student teachers’ observation sheets. Gill S., a university teacher from the Czech Republic, in his feedback to my request about Teaching Practicum experience in different countries noticed: ‘What we use to arrive at these decisions (assess or not assess student’s observation schedules) is our internal and doubtless highly subjective criteria’. These criteria include the full answer to the questions, evidence of student teachers’ ability to describe what they have seen and link it to the activities of the lesson, evidence of reflection, and language explicitness. It is evident that all these criteria sound ambiguously. What should we treat as ‘the full answer’, ‘evidence of reflection’ and ‘language explicitness’? In my paper I am going to introduce scientific criteria for assessment of observation for research purpose and adapt them to observation as a learning tool for teacher training education.
1.2. Learner as a central focus of observation
1.2.1 Learner’s central role in the teaching process
For my dissertation I have designed observation tasks which are directed to observe and study learner’s behaviour, their attitude to each other, the teacher and the subject, and guide student teachers to contemplate about their motives, reasons of these behaviours. There are many reasons to set a learner in the centre of the observation. Historically, due to the teacher-centered approach in education, observation was focused to the aspects of teacher’s behaviours: opening /closing procedures, use of voice, handling discipline problems and many others. But all humanistic, language acquisition theories approach to the teaching process that an individual learner can bring his/her own experience, knowledge, ideas to the classroom. One of the main aims of the present teaching process is to help learners to be responsible for their learning progress, to promote their autonomy in language learning. To accomplish this aim, student teachers should know individual differences, learners’ subjective needs and preferences. This knowledge will help them ‘to make instructional procedures more flexible to individual learning pace and needs’ (Tudor 1996:11) that enhance learners’ involvement into learning process and learners’ progress accordingly.
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