302-group. Musulmonov rustam

302-GROUP. MUSULMONOV RUSTAM.

Classroom observation is a quantitative method of measuring classroom behaviors from direct observations that specifies both the events or behaviors that are to be observed and how they are to be recorded. Generally, the data that is collected from this procedure focuses on the frequency with which specific behaviors or types of behavior occurred in the classroom and measures their duration. There are several elements that are common to most observational systems:

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  a purpose for the observation
  
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  operational definitions of all the observed behaviors
  
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  training procedures for observers
  
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  a specific observational focus
  
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  a setting
  
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  a unit of time
  
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  an observation schedule
  
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  a method to record the data
  
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  a method to process and analyze data
  

Prior to the use of observational methods, research on effective teaching typically consisted of subjective data based on personal and anecdotal accounts of effective teaching. In order to develop a scientific basis for teaching, researchers began to use the more objective and reliable measures of classroom observation. Although there are several types of observational procedures or techniques that have been used to examine effective teaching (e.g., charts, rating scales, checklists, and narrative descriptions). Some of the major strengths of using classroom observation allow educators to do the following: 1) permit researchers to study the processes of education in naturalistic settings; 2) provide more detailed and precise evidence than other data sources; and 3) stimulate change and verify that the change occurred. The descriptions of instructional events that are provided by this method have also been found to lead to improved understanding and better models for improving teaching.

The experience of observing comprises more than the time actually spent in the classroom. It also includes preparation for the period in the classroom and follow-up from the time spent there. The preparation can include the selection of a focus and purpose and a method of data collection, as well as collaboration with others involved. The follow-up includes analysis, discussion and interpretation of the data and experiences acquired in the classroom, and reflection on the whole experience.

It is important to say at this point that observation is a skill that can be learned and can improve with practice. It is often assumed that the ability to learn through observing classroom events is fairly intuitive. In fact, while few would deny the role of intuition in the preparation of teachers, the ability to see with acuity, to select, identify and priorities among a myriad of co-occurring experiences is something that can be guided, practiced, learned and improved. It is a major aim of this book to encourage these types of learning processes among beginning and practicing teachers.

In this course we learnt the followings:

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  Classroom investigation
  
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  Data-collecting
  
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  Field-notes, logs, journals, diaries and personal accounts
  
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  Observation techniques: recording and analyzing classroom skills
  
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  Questionnaires and interviews
  
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  Stages of observation(pre-observation, observation, post-observation
  
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  The learner tasks
  
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  The teacher’s meta language
  
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  Learning environment
  

During this course we did some different and interesting tasks such as writing reflection, complete tasks, learner tasks, preparing teaching materials and design materials and other tasks. We knew about how to observe in the all stages of lesson.

And I think that these stage in our course is very important for future career. It give us right way in teaching.