It is often a nerve-wracking experience to be observed for the first time, particularly for younger colleagues, and it is important to bear this in mind when feeding back. In this context, it is helpful to:

With regard to the process of feedback, recommended practice is for:

  1. the teacher to be given the opportunity to describe or what he or she thought happened in the session. Some useful starter questions are:

  2. the observer then to describe what he or she observed, i.e. to give their narrative of the session

  3. on this basis, and with due regard for the teacher's account, for the observer to:

  4. or the teacher to reflect upon and respond to the comments of the observer to jointly identify strengths and areas which may require attention

  5. to jointly agree on any steps which may be taken to improve teaching, e.g. appropriate forms of staff development

  6. to jointly agree to review the matter at a mutually convenient time.

In order to undertake this, it is essential that the observer:

The person observed will often want to know what the observer thought of the session, and this is a reasonable expectation. It can be very irritating to be looking for an evaluative judgement from someone who is not prepared to express a view. The negotiation should include this issue. Where evaluative comment is made, it is important to remember that both are talking about perceptions, in an area where objective truth is hard, if not impossible, to establish. Phrases such as "It seemed to me ..." or "I felt that ..." are more appropriate than "This was bad ..." or "You didn't succeed in ...".

It is essential that the teacher

Finally, it is essential that both the teacher and the observer share responsibility for: