Definition and Overview of Classroom Observation

A schoolroom observation is the purposeful scrutiny of learning and/or learning events through the systematic procedures of informations aggregation and analysis ( Bailey, 2001 ) . Classroom observation was besides defined as a procedure by which the perceiver sits in on one or more schoolroom Sessionss, records the teacher ‘s instruction patterns and pupil actions, and so meets with the teacher to discourse the observations. Therefore, it is a collaborative procedure. Both the instructor being observed and the perceiver holding important functions before, during, and after the observation procedure. Collaborating at each stage of the procedure can assist put both participants at easiness so that each benefits from the experience. The chief intent behind the schoolroom observation is to let a instructor to acquire feedback from an aim, experienced observer and to affect in context-specific treatments about learning with an advisor. Furthermore, informations will be collected on what the instructor is making what they should likely be making ; schoolroom acquisition environment will be assessed and reported to the stakeholders. Additionally, the instructor ‘s capableness to show assorted learning methods is besides observed ( Wragg, 1999 ) .

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The observation should non be an indorsement for publicity and term of office, a judgement of the instructor ‘s instruction methods, manners and accomplishments, or an appraisal of the instructor ‘s cognition of disciplinary content. It is strictly developmental instead than bullying and doing determinations.

Classroom observation has been used for long clip to measure the quality of learning provided and the consistence between the course of study program and the existent bringing of the stuff by instructors. Wragg ( 1999 ) stated that “ the intent of looking at execution is to see whether there is a mismatch between purpose and schemes ” . Classroom observation has invariably been seen as an effortful undertaking from the side of the instructors. Negative attitudes have been expressed from several instructors venting their letdown about the procedure by which observation has been implemented. This feeling of unhappiness and dissatisfaction is non a merchandise of today ; it is perchance an collection of many old ages of autocratic, impressionistic, and impartial theoretical accounts of supervisings with instructors experiencing of small ownership. Because the perceiver has a great function in regenerating the instructor ‘s contracts, they had to conform to the supervisor ‘s point of views. This is considered an exceeding restriction of the observation procedure.

At the degree of Fujairah- Institute of Nursing ( ION ) , teachers have expressed the issue of incompatibility in the perceptual experience of the observation tool among the perceivers many times. In add-on to the manner, the schoolroom observation is conducted. Therefore, these issues needed to be investigated at the IONION.This paper aims to happen out any disagreements in the apprehension of the observation tool used by the perceivers, and to place the instructor perceptual experiences of the schoolroom observation method. The consequences of the survey will be reported to the course of study commission and instructors every bit good.

To prosecute the undertaking suitably, a two stage qualitative survey was conducted. In the first stage, the observation instrument revisited to see whether the perceivers perceive its point likewise or non. In the 2nd stage, a questionnaire was distributed to all ION instructors in an effort to measure the method of observation conducted at that place.

Therefore, this paper is an effort to reply the undermentioned inquiries:

Is there a important difference in the perceptual experience of the same observation points within the instrument used by the different advisers ” in the ION?

Is there any defect in the observation procedure?

Literature Reappraisal:

Classroom observation is surely the most common signifier of roll uping informations for instructor assessment. So as to achieve a representative sample of the coach ‘s public presentation in the category, a figure of different schoolroom observations need to be implemented. One schoolroom observation does non leave equal informations. A common unfavorable judgment by coachs is that perceivers do non take the needful clip to roll up pertinent informations and supply them with valuable feedback. Conversely, teacher inspectors want peculiar vehicle non merely for public presentation informations aggregation but besides for pass oning it to the teacher.

Over the past several old ages, diverse research indicated that the manner instructors behave in the schoolroom and the instructional attacks they use act upon the grade pupils learn. Using schoolroom observations, pedagogues and research workers are able to supply feedback that may take to alterations in instruction patterns. Hopkins ( 2002 ) believes that the motive behind any school observation does non halt at schoolroom research but it besides extends to the professional development of instructors. It is because of the many old ages of observations that modern educationists decided to abandon through clip the conventional ‘recitation lesson ‘ , that is the formal presentation of information by the instructor standing at the forepart of the category, was standard ( Wragg, 1999 ) .

Clearly, different signifiers of observations encompass assorted standards. These standards may be comprehensive or specific. Some observation signifiers may concentrate on the pupils ‘ behaviour while others may seek out the response of instructors to such behaviours. Harmonizing to Hopkins ( 2002 ) , there are four methods of observation: unfastened, focused, structured, and systematic. Each method needs particular instrument. . Observation tools are signifiers that are to be filled out by the perceiver. Depending on the observation technique, some signifiers or instruments may merely be a clean sheet, a worksheet, a graduated table, checklists, computing machine package, or a tally sheet. Some perceivers may be affected by the scene in which the lesson takes topographic point and may concentrate on some peculiar characteristic of the instruction of one particular topic, like scientific discipline or English. This in bend may act upon whether they adopt a quantitative manner, which is a type of systematic attack ; numeration and recording of single events, or a qualitative method, which is a type of the unfastened observation attack, seeking to look behind and beneath the mere frequences ( wragg 1999 ) .

Furthermore, there are many observations tools used by instructors on their categories or in peer observation scenes ( Malamah-Thomas 1987, Wajnryb 1992 ) . Such instruments are powerful developmental tools for instructors and for trainee advisers, leting both to look at the lesson consistently in concurrence with the feedback from advisers. Therefore, instructors and perceivers must comprehend the instruments likewise to avoid misunderstandings and sensitivities of the points within the tools.

In add-on, the schoolroom observation is seen as a important component of each educational system, research workers have found that instructors were non satisfied with the observation procedure. The chief grounds research workers found were judgmental, appraising nature of observation, important function of perceivers and normative nature of feedback ( Akbari and Tajik 2007 ) .

Wang and Seth ( 1998 ) found out that schoolroom observation has gained a negative repute in the ELT profession because of its subjective, judgmental, and unclear nature. Many teachers resent being observed at short notice by ‘important people ‘ who judge their public presentation harmonizing to their ain, non needfully appropriate standards, and do unwelcome ‘suggestions ‘ for alteration. It seems as if these inspectors have the concluding word on whether their public presentation is good or bad, right or incorrect.

In many state of affairss, the perceivers enter the categories to look at the instructors ‘ public presentations to make up one’s mind at the terminal of the academic twelvemonth who will go on in his/her occupation or non. Surely, this perceptual experience places instructors under excessively much emphasis, which negatively impacts their public presentation in the schoolroom. Randall and Thornton ( 2001 ) believed that anxiousness degrees in the lesson executing stage can go really high and can precipitate failure on the side of the instructor to bring forth an effectual lesson ( Fig 2 ) .

Figure 2: The consequence of anxiousness on public presentation ( adapted from Randall and Thornton, 2001 )

Bennet, ( 1992, cited in Howard, A 2011 ) stated that schoolroom observation for some teachers will surely be a significant menace. This is true, ifaˆ¦.the intent of the observation is perceived by the teacher as a mean to judge their quality of instruction and offer suggestions for future sweetening, this will do the experient instructors much more dying than a novel capable instructor who has less experience with regular invitees to the schoolroom. This suggest that the perceiver must play as indispensable function in alleviating instructor ‘s anxiousness and fright by placing the developmental function of the observation.

Sing the procedure of the schoolroom observation in the UAE, Alwan ( 2001 ) finds out that the teachers in the UAE are acquainted with the observation ; nevertheless, it does non take the systematic attack that would increase the accomplishments for the instructors.

Consequently, such ad-hoc assessment patterns can merely give extended instructor anxiousness, a deficiency of belief in the cogency of the observation, and a delicate disheartenment of other institutional enterprises to sustenance instructors ‘ attempts to present classs efficaciously ( Murdoch, 2000 ) .

However, schoolroom observation should be intended at heightening professional growing of the instructor instead than endangering them. It should besides concentrate on the strengths of the lesson. The coachs and through their traffics with the pupils will remember which countries delivered in a good mode and the 1s that require revisiting. It is valuable to indicate out that the advisers ‘ function is to research with the instructors so that they have the opportunity to reflect on their ain instruction with the outlook that this attack will turn into a cardinal portion of the instruction and acquisition procedure. Therefore, it changes into a contemplation in action procedure that is conducted during the learning acquisition procedure. Schon ( 1983 ) explained this brooding procedure by stating:

“ Both ordinary people and professional practicians frequently think about what they are making, sometimes even while making it. Stimulated by surprise, they turn thought back on action and on the knowing which is inexplicit in actionaˆ¦usually contemplation on knowing-in-action goes together with contemplation on the material at manus. ( Schon, 1 989 ) ”

Therefore, schoolroom observation is acquiring more importance than earlier. The intent of many of them is intended towards professional development. It is through experiential acquisition that the coachs will be self-evaluative and hence will be capable of reflecting on their instruction scheme. Heron ( cited in Randall and Thornton 2001 ) said that working from experience the client ( the instructor ) is prompted to ‘uncover ‘ incidents, which are of import, ‘reflect ‘ on these incidents and to detect new significances for these incidents, and so ‘ prepare ‘ to set the acquisition from experience and contemplation back into a new experience.

Finally, it is of virtue to advert that instructors teach many lessons of which merely few of them are observed. Consequently, if the ascertained lessons are considered valuable and eligible to be observed so they must be regarded as worthy to be analyzed suitably, for small intent was served if, after a lesson, perceivers merely exude good will, mutter mistily or look to be unsure why they are at that place, or what they should speak about ( Wragg, 1999 ) . There is now a huge constituency of persons who need to be sentient of what is included in schoolroom observation or how it might be directed. These involve instructors, caputs, pupil instructors, inspectors, valuators, research workers, and course of study. Masterfully held schoolroom observation can assist both the perceiver and the instructor being observed, be givening to update and better the professional sleight of both individuals. Badly handled, nevertheless, it becomes counter- productive, at its worst eliciting choler, resistance and misgiving.


Observation Method

Classroom observation is conducted through three stages that were adapted from Day ( 1993 ) and Richards and Lockhart ( 1994 ) were: pre-observation meeting, observation stage, and post-observation follow-up stage. The research worker will be utilizing the ION designated tool during the observation procedure. ( Fig 1 ) .

Pre-conference stage is executed before the schoolroom observation. The intent of this meeting to portion information that helps both the teacher and perceiver prepare for the observation and to light the expressed results of the lesson observed. It besides aims at clear uping the activities through which these results will be attained. Information exchanged during this meeting includes the overall procedure of the rating, the intent of the observation, class information, lesson program, instructional aim ( s ) , category activities, instructional methods, Whataˆ©youaˆ©want theaˆ©observeraˆ©toaˆ©payaˆ©attentionaˆ©to, Whereaˆ©you’daˆ©likeaˆ©theaˆ©observer toaˆ©sit, what will go on during the observation, and observation follow up chances. This stage does non take topographic point in the ION.

The 2nd phase of the procedure is the observation stage ( Data Collection ) or the executing of lesson. The ION observers gather information to be discussed latter with the coach. These informations include instructoraˆ©doing/saying, studentsaˆ©doing/saying, instructional methods, teacher-students interaction, and flow of the sessionaˆ¦etc. By and large, the ASP will utilize a checklist tool designed for this intent of schoolroom observation ( Appendix 2 ) . The perceivers, unlike the traditional supervisors who normally sit at the dorsum and papers the schoolroom events, sit where they can hold a good position of the category.

Analysis of the collected informations and fixing for the post-conference take topographic point instantly, following to the observation, it is suggested that perceivers code the information checked in their notes. Identify information that links to the followers: Organization and presentation of the lesson, degree of pupil concentration, interactions, and engagement, the quality of interpersonal relationships between the instructor and pupils, effectivity of direction and how direction could be improved.

The 3rd phase is the post-conference stage or followup. Shortly after the observation, the advisers emphasize the positive countries of the observation procedure such as the strengths of the lesson. The instructor will be asked to measure and reflect on his lesson at first. Then, the perceivers will discourse the collected information with the instructor. It is a descriptive phase where the perceivers describe the assorted stages of the lesson. The perceivers during this stage inquire examining inquiries that guide the instructor through the procedure. They besides provide direct feedback on the countries the instructor has asked for in the pre-observation conference. In making so, many of the countries for betterment are originally stated by the instructors because they had a opportunity to reflect on their instruction. In the ION context, the station conference session is short. The instructor is non given the needful clip to reflect on his session. In many occasions, the instructor and the perceiver do hold with each other.

Figure 1 Observation Cycle: Adapted from: hypertext transfer protocol: // ( 2004 ) .


The United Arab Emirates ( UAE ) encompass three institutes of Nursing ( ION ) located in Sharjah, Ras ELkhaimeh and Fujairah Emirates, and they are governed by the Ministry of Health ( MOH ) . Harmonizing to the policy, the ION has an observation system performed by three individuals: the Central Academics Coordinator ( CAC ) , Academic Support Person ( ASP ) and the Branch Manager ( BM ) . The schoolroom observation is held two times per semester and as needed. One observation is announced and the other is unheralded. At the degree of each ION ; the observation duty is delegated to the ASP. In instance the instructor observation consequence was non satisfactory, the CAC will be called to reobserve the same instructor within two hebdomads of the unsatisfactory observation but can besides detect those with satisfactory results. The BM does a topographic point cheque from clip to clip on the ongoing of the instruction procedure. The three perceivers use the same observation instrument, which is qualitative ( unfastened methods ) in nature where observation prejudice can sometimes significantly affect the consequence.

The session Appraisal signifier is composed of 29 points concentrating on two countries of schoolroom patterns: Effective Questioning ( eight points ) , Effective Teaching Practices ( 21 points ) . These points are marked as, Accomplished, Partially accomplished, and Not accomplished. The consequence is either satisfactory or unsatisfactory ( Appendix 2 ) .

The adopted instruction methodological analysiss are cased-based and lecture-based, depending on the class. Most of the instructors at the ION are good experient and hold maestro grade. I have been working as a senior nursing coach for the last seven old ages in the ION. It happened more than one time a instructor got two or more different feedbacks from the perceivers. The instructors ever blame the perceivers for their incompatibility in the apprehension of the observation points and in the manner the observation is conducted. The bulk of the coachs wonder whether a difference should be at that place while utilizing the same observation checklist and similar observation methods. The research worker will seek to reply this inquiry and East the instructors to the findings.

To ask about instructor ‘s dissatisfaction with the overall observation procedure, a two stage qualitative survey was conducted. In the first stage, the observation instrument revisited to see whether the perceivers perceive its point likewise or non. In the 2nd stage, a questionnaire was distributed to all ION instructors in an effort to measure the method of observation conducted at that place.

To prosecute the undertaking suitably, the advisers will non be participated in any other occupation but roll uping informations. Randall and Thornton ( 2005 ) refer to an adviser that has no other than to detect and take notes as a non-participant perceiver ( Gebhard and Oprandy 1999 ) . As the name designates, this sort of observation requires the perceiver non to prosecute in any interaction with the persons being observed. Alternatively, the perceiver should concentrate on a peculiar behaviour – a specific standard ( Wragg, 1999, Hopkins 1999, 2002 ) . For an perceiver, it is really of import to avoid prepossessions and subsequently attack whatever is to be observed with an unfastened head ( Wragg 1999 ) .

Validity and dependability in observation

It is indispensable that observation is every bit nonsubjective as expected and advisers must be aware of their ain involvements and sensitivities so that the information gained is as valid and dependable as imaginable and non designated to verify a point ( CCC 2004 ) .

aˆ? Perceivers customarily continue-the-spot notes to finish an observation agenda so that any excess or uncommon actions can be noted. For illustration ‘A come into the category and talked to teacher. This interrupted schoolroom for 3 proceedingss ; ‘Fire dismay rang at 2.24pm so the category was shorter today than usual ‘ .

aˆ?’Field notes ‘ are frequently written post appraisal and the advice is to make this every bit early as possible. Robson ( 2002 ) proposes that you should ‘never get down a 2nd category observation before screening out your records for the first one ‘

aˆ? Practice in using a agenda before the ‘actual ‘ observation will help the perceiver to settle uncertainnesss in how to use it or how to enter unforeseen or obscure informations.

aˆ? Reliability of observation will arise from valuator consistence. Appraisers have to do certain that they make parallel determinations about similar state of affairss on diverse events. They must besides take similar determinations about similar events if they see or hear them once more ; state on picture or audio tape.

aˆ? Preferably, holding more than one valuator detecting the same events, at least in initial pattern Sessionss, so that there can be understanding on what is traveling on and how it is to be coded.

The two perceivers at the ION were cognizant of these points to guarantee the cogency and dependability of the category supervising.

Ethical Considerations

The ethical considerations were carefully considered before carry oning the survey. A permission missive was sent to the concerned people to accept them. Anonymity and confidentiality of instructors ‘ responses guaranteed ( Appendix 3 ) .

Part I:

Procedures and Participants

Two perceivers visited Diploma I category to measure a instructor learning Nursing Care of Adults 201.One of the perceivers is the ASP whose term of office is 11 old ages and the other is a critical friend who holds a maestro grade in instruction and has 10 old ages of learning experience ( table1 ) . Both are familiar with the observation tool. This attack was used to research incompatibilities in the perceptual experience of the observation points within the specified from. They were informed about the procedure ; they should sit at different corners in the dorsum of the category ( Fig 5 ) , do non talk to each other, and fill in the assessment organize the manner they perceive it with an grounds for each partly or non complete point.

Datas Analysis

At the terminal of the schoolroom observation the research worker collected the two filled signifiers and sit with the two perceivers to discourse the findings. The perceivers ‘ findings and instructors ‘ responses were organized for analysis and reading through the usage of simple statistic. Tables and graphs were employed to sum up informations and to show the findings of the probe.


The two signifiers were collected, and it was found that two points were uneven where each coach has his ain perceptual experience.



Observer 1

Observer 2

Session Time

Teaching Method

Diploma 1

Nursing Care of Adults/Hyperthyroidism

Academic support individual, 11 twelvemonth instructions Experience

Critical Friend, more than 10 old ages learning

50 proceedingss


Table 1: Observation puting

The mismatched points were two out of 29 points ; the two points were located under the Effective Teaching patterns Table 2 ) . Finding of the first perceiver marked as ( 1 ) and ( 2 ) for the 2nd.

Effective Teaching patterns


Partially Accomplished

Not Accomplished

26. Asks pupils to measure their ain or other responses.



29. Show the ability of covering with job pupils



Table 2: Perceiver ‘s findings

Perceivers Justification

First observer

26. Asking pupil to measure and reflect on the replies given, acquiring feedback from schoolmates should be done often in the instance based session as this would affect the pupils in the category and heighten their apprehension. This should be observed as a dominant characteristic in the session and non merely one time or two.

29. The pupils were enthusiastic, motivated and take parting actively. It was loud voice but non noise, but you have to inquire pupils to take down their voices to hear their schoolmates “ .Raising their custodies without naming ‘Sir’aˆ¦ . Is just plenty.

Second perceiver

26. Students were reasonably able evaluate their replies, and that was done with two pupils merely. As for the responses of their co-workers ; the pupils were called more than one time to reflect on their replies when the instructor asked them: 1 ) Do you hold with S? Why? 2 ) Why did M associate the presence of inordinate feeding to burden loss? Remark on her reply. Although, the instructor tried with them, the pupils were non able to measure their responses.

29. Loud voice from the side of the pupils will upset the acquisition environment forestalling the others from hearing the replies. The instructor tried to command pupils ‘ noise, peculiarly when they gave an reply together, but he could non. Biding by the schoolroom norms is the duty of the instructor. Puting clear guidelines should be made to restrict this behaviour.

At the dorsum of the session appraisal signifier there is a room left for the valuator ‘s remark to reflect and put the countries that need betterment on points that are non covered clearly in the observation signifier but should be portion of the lesson, or he may stress certain points seen in the category.

The first perceiver

A ) Group work:

The instructor should give more clip ( more than 10 proceedingss ) for the group work to let the pupils to fix and discourse the undertaking decently among them as the undertaking given require deep analysis. Furthermore, the instructor should guarantee that all the pupils are take parting in the treatment within the group.

Checking group work end product is non necessary to be done with each group, as far one or two groups were investigated, so the other groups could be done if required by the judgement of the coach ” .

The Second perceiver

A ) Group work:

Ten proceedingss for each undertaking is just plenty as the pupils should come prepared from their place. The clip is given merely for treatment and fixing the transparence. Giving more clip will blow the instructor clip and impede his ability to cover the class aims.

Group work end product was non explored: instructor has to uncover all group findings and seek rating or remarks from other groups.

The first perceiver

B ) Teaching scheme

The instructor should implement assorted learning schemes in the schoolroom such as function drama, watching and noticing on pictures to advance pupils ‘ apprehension, engagement and do the session interesting.

The Second perceiver

B ) Teaching scheme

The session was rather interesting. Harmonizing to the undertaking discussed in the session, function drama or picture would non be effectual as the presentations used by the instructor plus the clinical illustrations and the existent life illustrations given by some pupils were satisfactory to cultivate the different constructs in the Sessionss.


One method for analysing the observation findings of the two perceivers is through triangulation. ” Triangulation in the schoolroom research involves look intoing the perceptual experiences of more than one individual to see if one ‘s ain readings have any support “ Wragg ( 1999 ) .The entire figure of the points in the observation checklist is 29, and the problematic points were 2. Then, the understanding was about 93 % and dissension in 7 % , which means that the instrument used is dependable. “ When the perceivers agree on & gt ; 80 % of their observation, this means the information and the informations are dependable ” Wragg ( 1999 ) .

It is believed that different manner dimensions of acquisition of the perceiver may hold a possible influence on supplying feedback to the instructor. ( Randall and Thornton 2001 ) . The first perceiver, the academic support individual, conducted more than four observations to the ascertained instructor, and knows him better than the 2nd co-worker. Hence, he built his feedback on his old cognition of the learning manner of the ascertained instructor and provided the feedback in a consultative instead than facing attack, “ The pupils were enthusiastic and take parting actively. It was loud voice, but non noise, but you have to remind pupils to take down their voice to hear their co-workers “ .

Part II


The participants filled a qualitative questionnaire of seven inquiries ( Appendix I ) . The questionnaire was piloted before being administered. A sum of 11 questionnaires were administered through face to confront contact with the research worker. Ten of them were collected and analyzed.


The participants in this survey were 10 instructors of Nursing in one of IONs. They have been learning in the ION for more than seven old ages. Those instructors have been observed by three different perceivers utilizing the same tool. The instructors are male and females and scope in age from 36 to late 54. They bulk of them are native Arabic talkers from different states, and two instructors are Westerns. They are of multi-cultural background.

Datas Analysis

The responses to the questionnaire were gathered and so analyzed ( table 3 ) . The responses were calculated utilizing simple statistics and presented in charts.


No. of Teachers


I have been observed two times by the ASP.


80 %

I have been observed three times, two by the ASP and one time by the CAC.


20 %

I felt dying and blocked when the observer visited my category.


100 %

I am dissatisfied with the manner I observed. I did non run into with the perceiver before the session.


100 %

The manner the perceiver enters and sits anyplace in the category, clicking on the observation signifier.


70 %

The perceiver did non place himself to the pupils, making unstable scene in the category.


70 %

The late feedback does non reflect the immediate feedback.


80 %

The observation is non intended at instructor development.


90 %

The feedback is endangering if it is unsatisfactory.


90 %

Classroom observation does non carry through my educational demand.



Classroom observation has no impact, whether negative or positive.


20 %

Classroom observation partly fulfills my educational demand.


10 %

Table 3: Consequences of the Questionnaire

Discussion and recommendations

The present portion of this survey addressed the inquiry of the instructors ‘ perceptual experience of the schoolroom observation method. Based on the analysis of the first stage of the survey ; it seems that there is no job in the observation tool. So, where is the job? The consequence of the questionnaire provided to ten instructors revealed that the job is in the observation procedure itself. The bulk of the coachs ( 80 % ) have been observed two times per semester by the ASP ( four times/year ) whereas the staying 20 % were observed three times by the ASP and the CAC ( table 4 ) . This is considered inconsistent when compared to the other educational institutes where the instructor is ascertained one or two times per twelvemonth. This will besides set more emphasis on the instructors. All the instructors ( 100 % ) expressed assorted degrees of defeat and anxiousness when they are observed. They assured that the perceivers themselves were a beginning of apprehensiveness. Teachers added that none of the perceivers take an action to relieve their anxiousness. These findings were similar to that of Randall and Thornton ( 2001 ) who stated that anxiousness degrees in the lesson stage can go really high and can take to failure on the portion of the instructor to bring forth an effectual lesson. Furthermore, Akbari, R. , et Al ( 2007 ) , found that instructor observation causes emphasis in both instructors and scholars. All the coachs ( 100 % ) expressed their feelings of dissatisfaction with the observation methods as no pre observation conference is conducted neither before the proclaimed nor the unheralded visits. This puts more force per unit area on the side of the observees. A brief talk with the instructor prior to the session will assist in relieving instructors ‘ anxiousness ( Randall and Thornton 2001 ) and a sort of regard to the instructors ‘ rights that encourages brooding instruction ( Akbari, R. , et al 2007 ) . Furthermore, 70 % of the instructors considered the manner the perceiver enters and sits anyplace in the category, clicking points on a checklist as invasion of their privateness and distraction of pupils ‘ attending. Akbari, R. , et Al ( 2007 ) believed that instructor should take permission before come ining and sitting in the category as instructors consider their categories ‘ private districts. Furthermore, a non-intrusive topographic point should be assumed by the perceiver which is the back row. Another 70 % of the participants were dissatisfied with the manner the perceiver approaches the pupils ‘ as he did non place himself to them and the intent of being at that place. This disrupts the stableness of the schoolroom environment as the pupils perceive that he is detecting them, doing them loath to reply and take part in the category efficaciously which in bend impact the executing of a lesson. Furthermore, he sits in the corner of the category and started to document his notes all the clip. Consequently, the pupils think that he is composing about them. Another important point raised by 80 % of the instructors is the feedback given by the perceivers. They confirm that the immediate feedback provided is inconsistent with the late feedback received by the instructors. This makes the instructors tensive, demotivated and may suppress their involvement in learning ( Alwan 2001, Akbari, R. , et al 2007 ) .The striking issue was the perceptual experience of the 90 % of the instructors for the session assessment as a menace instead than developmental ( Fig 3 ) .Teachers feel intimidated and frightened by the full supervisional procedure. This is because the theoretical accounts of observation we inherited are autocratic and directing ( lam 2001, Gebhard 1990, Brown 1995, Stroller 1999 ) . All these factors combined their effects to increase instructors ‘ anxiousness and dissatisfaction with the observation procedure. When instructors asked to rate their degree of satisfaction with the procedure of observation, 70 % considered it unsatisfactory as it does non carry through the educational demands of the instructor and did non heighten their instruction methods ( Akbari, R. , et al 2007 ) , 20 % were impersonal and 10 % was reasonably satisfied ( Fig 4 ) . This necessitates reconsideration of the overall observation procedure.

It is worthy to advert that the range of this survey is limited to a group of instructors of Nursing in Fujairah campus in an educational zone. Therefore, the generalisation of the survey might non be possible.

The findings of the survey of the schoolroom observation gave rise the research worker to foreground an of import points. Having a pre-observation conference will steer the perceivers during the observation stage on the making of the instructor, schoolroom planning, and the lesson focusaˆ¦etc. , and will diminish the instructor ‘s degree of anxiousness that consequences from the procedure of review in the portion of the instructors. This will besides help the treatment that takes topographic point in the post-observation conference. The professional instructor is one who is able to reflect critically on their ain pattern ( Schon 1983, Wallace 1991 ) . Consequently, the overall procedure will advance contemplation on what really occurs in the schoolroom in the expectancy that this experiential question will finally be fed into the following instruction lessons. Finally, the pattern of contemplation on action becomes an integrative portion of the learning acquisition procedure so that it grows into more contemplation in action. Therefore, the ION should follow the procedure of contemplation on action in schoolroom observation.

Therefore, the presence of both the pre-observation and post-observation conference signifiers is extremely recommended to finish the observation signifier used for the schoolroom observation stage. Furthermore, it is of virtue for the perceiver to place himself to the pupils and to avoid invasion. The immediate feedback must be consistent with the late written feedback. Coachs must be informed that the purpose of the schoolroom observation is developmental and non intended to endanger the coachs. Workshop and preparation of the perceivers and observes is valuable and will better the observation procedure and accordingly, the instruction and acquisition procedure which intern enhances the pupils ‘ accomplishments.

However, because this has been a little survey, it is suggested that other probes be conducted to analyze profoundly this issue to make more conclusive results.

Number of instructors

Frequency of observations




80 %



20 %

Table 4 Frequency of observation

Figure 3 Percept of schoolroom observation

Figure 4 Satisfaction degree

Figure 5 the schoolroom layout


Although schoolroom observation is seen as a important component of each educational institute, it is non good accepted by coachs in general. This resistance to the schoolroom observation pattern creates a disputing contrast to the recognition that schoolroom observation is an indispensable constituent of the institute agenda. Before we can use schoolroom observation expeditiously as a mean for developing capable teachers, we have to grok the country of involvement. Initially, we want to place teacher ‘s expectancy of aims, forms of action, method of observation, the agencies to obtain feedback, and other aspects connected with schoolroom observation. Making enquiries about coach ‘s primacies refering diverse features of schoolroom observation and using them, observation will be carefully linked to their accession of the pattern and will hold indispensable effects in the extroverted nurturing of the patterns ; there is an evident demand to detect what coachs require from schoolroom observation. Findingss of the probe helped us place teacher ‘s positions of the observation procedure. Sing new attack in inspecting the instructors will antagonize the negative attitudes of coachs towards the observation procedure, makes observation objective instead than subjective, synergistic instead directing and more instructors centered than supervisor centered. No more teachers are threatened by authorization ‘s maltreatment ; higher-ups are no more able to run in a top-down mode. Like so, we allocate the teacher to take the answerability of observation. This helps us travel over the alteration in teacher observation patterns.

Howard, A. , ( 2011 ) . Teacher appraisal observations: possibilities and impossiblenesss ppt [ Online ] .Available from: hypertext transfer protocol: // @ @ c950009cd281097e738efeb084bfc5fb/courses/1/EDU02502Jan2011/content/_18348_1/Teacher_appraisal_observations__possibilities_and_impossibilities % 20 % 28participants % 29.ppt [ Accessed 16 march,2011 ] .