WHEN we speak of advancing teacher preparation and professional development, the role of ‘teaching observation’ deserves renewed attention. Teaching observation involves one teacher observing another’s classroom practice, followed by a structured discussion. This is not an exercise in fault-finding, but rather a reflective process focused on pedagogical learning, performance appraisal and skill development. If conducted meaningfully and followed by constructive feedback, it holds immense potential to improve teaching quality. A study in the ‘European Journal of Theoretical and Applied Sciences’ affirms that teaching observation not only keeps teachers professionally agile but also nurtures their capacity to teach more effectively and efficiently.
Despite its proven value, teaching observation remains uncommon in Bangladesh’s educational landscape. Yet, for any nation seeking to enhance the quality of education, embedding such practices should be a priority. Teachers and educational authorities must collectively learn how to plan, execute and follow through on teaching observation for it to yield the intended benefits.
A peer, ideally, a fellow teacher trained in observation techniques, can undertake the task of observing a colleague’s class. Such an observation should be preceded by careful planning. An observation checklist or guide is essential, clearly outlining the parameters to be observed. These typically include lesson planning, teaching methods, classroom management, content delivery, the relevance of teaching materials, strategies for assessing learning and use of feedback. This checklist, when shared in advance, allows both the observer and the observed teacher to approach the process with clarity and mutual understanding.
During the lesson, the observer usually takes a seat at the back of the classroom, ensuring they do not disrupt the natural flow of teaching and learning. Following the checklist, the observer neutrally evaluates various aspects of the teaching process — how the teacher manages time and the class, engages students, evaluates learning and responds with feedback. The teacher’s communication style is also considered — clarity of speech, responsiveness to student questions, as well as gestures and body language.
The observer may note these elements either through a tick-box system or brief annotations, which will later inform the feedback session. For instance, ‘eye contact with students’ may be one parameter. If the teacher successfully maintains it, this is marked; if not, a comment is made for discussion.
The post-observation conversation is a crucial phase. The observer may begin with polite, probing questions: ‘Why did you use this method? Do you think your approach helped students understand the topic? If so, how? If not, what would you change?’ These questions prompt self-reflection and exchange of perspectives. Importantly, the feedback given should be professional, precise and encouraging — not embarrassing or critical in tone.
One proven method for delivering such feedback is the ‘sandwich model’, proposed by psychologist John Heron. Here, feedback begins with positive comments on the teacher’s strengths, followed by constructive suggestions for improvement, and concludes again with positive reinforcement. A simple example might be: ‘Thank you for your clear delivery. You might consider increasing the font size on your slides. Overall, your pronunciation was excellent.’ Such balanced feedback increases the likelihood of genuine engagement and uptake by the teacher being observed.
While the professional benefits of teaching observation are clear, its implementation in the Bangladeshi context faces cultural resistance. One major barrier is a teacher’s reluctance to be observed, often stemming from a misunderstanding of its purpose. This hesitancy can be addressed through pre-observation meetings, where both parties agree on the process, outline their expectations and address any concerns.
From personal experience, I can attest to its effectiveness. I recently observed a colleague’s lesson and commended his strengths: clarity, confidence and the use of sound teaching strategies. I also offered two modest suggestions: summarise the lesson at the end and erase the whiteboard before leaving so the next teacher has a clean start. He welcomed these points and admitted that summarising had not crossed his mind until it was mentioned. Later, he returned the favour by observing one of my classes, providing useful insights. This mutual exchange strengthened our teaching practice and highlighted how peer observation, done respectfully, fosters genuine professional growth.
Institutional backing is key. School authorities, particularly principals and administrators, must take initiative. They should promote observation not as a surveillance tool but as a collaborative opportunity for teachers to learn from one another. This requires not only awareness-raising among staff but also structural support: scheduled observation slots, availability of training resources and integration into ongoing professional development plans.
If the education authorities formally encourage formative observation and constructive feedback across schools, the benefits would be far-reaching. Over time, a culture of reflective teaching would take root, gradually lifting the overall quality of instruction in classrooms.
Bangladesh’s education system faces multifaceted challenges, from outdated curricula to teacher shortages and infrastructure gaps. Yet one reform need not require heavy investment: the simple act of teachers learning from each other. Teaching observation is not a panacea, but it is a powerful and underused tool. With the right mindset and institutional support, it can help shape more reflective, responsive and effective educators, ultimately leading to better learning outcomes for students across the country.
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Srejon Datta is a senior teacher in English Language and Literature at the Starlit School of English.
