Peer Observation In Teaching

1.1 Peer Observation

A Peer Observation is the process of Observation between colleagues within the same school that influences enhancement in their everyday work.
A common element in the peer review process is the observation of teaching. Peer observation should not be seen as a replacement to student evaluation. Students can reliably comment on a number of aspects of course delivery, not only because they are the intended participants in the teaching learning process but they also are involved in all sections of the paper. Nevertheless, with careful preparation, colleagues can provide an alternative perspective to that given by students.
These guidelines are designed to assist university teachers to obtain systematic feedback

Observed teachers benefit from analyzing the descriptive data the observer collects about classroom interactions and the class environment; they can also grow though discussions that result from observer questions and suggestions to improve learning outcomes.
Based on their discussions and reflections, participants can develop action plans or action research projects to improve their teaching practice.
Peer observations can also improve and deepen collaboration, and increase self-awareness among participating teachers. 1.2 Relevance and

In the first case the meeting point will be more clearly on helping the novice to build up their teaching skills both by being observed by an experienced colleague. In the second case the purpose is to afford opportunities for experienced teachers to reflect on their teaching in a calm and classified setting.
Peer Observation gives teachers an opportunity to learn from each other in a non- threatening environment. Where there is no hypercritical outcome and an ambiance of conviction between the participants, it is to be hoped that teachers will split ideas and suggestions openly and constructively to their mutual professional benefit.
Peer observation is commonly carried out for principles of appraisal or judgment of the observed, and this can be detrimental both to teacher confidence, and to a supportive teaching environment. Furthermore, this approach seems to have a little value for active teacher development, since the focus is on being developed, rather than on self-awareness and self-development. Peer observation, therefore, should not be a vehicle for the evaluation of others on the basis of our hypothesis, but a reassessment of these hypotheses on the basis of their teaching.
The focus of peer observation is on the student experience and how their learning can be promoted through improved