![]() Thus, by exercising your skills of observation, you're prepared to respond to situations that can affect the atmosphere of the workplace. Observing this change, you can then decide to act, even if only to ask how they're doing. Perhaps the colleague is tired or distracted by personal concerns. This is emotional intelligence, a type of observation skill. It's about more than just noticing the presence of an individual or an object, as keen observation entails making connections between what you see and deeper levels of meaning.įor example, if you note that a normally talkative colleague has become quiet and withdrawn, you can draw conclusions based on this sudden contrast. Practicing observation requires being mindful of the people and things around you. Observation skills are qualities and proficiencies that relate to your ability to one or more of your senses to acknowledge, analyze, understand and recall your surroundings and the elements within it. Related: Observation Skills: Definition and Examples What are observation skills? In this article, we define observation skills, discuss their importance and explain how to improve them. ![]() To build your observation skills, it can be helpful first to understand what they entail and how they affect you and others. It's an essential skill both professionally and personally, as it ties into various other important qualities that allow you to interact effectively with your environment and the people in it. ![]() These include peer observation for professional development purposes (Rorschach and Whitney 1986 Richards and Lockhart 1991–92), peer coaching (Joyce and Showers 1982, 1987 Showers 1985 Showers and Joyce 1996) and action research (Kemmis and McTaggart 1988 Mingucci 1999).Observation refers to the ability to take note of surroundings and draw meaning from them. Recently, however, teachers themselves have undertaken classroom observation for a variety of reasons. In each of the four contexts outlined above, teachers and learners have often been observed by outsiders. ![]() Fourth, observation is widely used as a means of collecting data in classroom research. Third, practising teachers are observed by supervisors, course co-ordinators, department heads, principals or headteachers, in order to judge the extent to which the teachers adhere to the administration's expectations for teaching methods, curricular coverage, class control, etc. Second, practising teachers are observed either by novice teachers or by colleagues, for the professional development purposes of the observer. First, pre-service teachers are often observed in the practicum context by teacher educators, who typically give them advice on the development of their teaching skills as a regular part of pre-service training programmes (Day 1990). In language teaching and applied linguistics, classroom observation has historically served four broad functions. This chapter focuses on observation in language classroom environments. Such events may occur in untutored environments (see Chapter 12) or in formal instructional settings. Observation, as the term is used here, refers to the purposeful examination of teaching and/or learning events through systematic processes of data collection and analysis.
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