Introduction. Professor Bailey is currently serving as President and Chair of The International Research Foundation for English Language Education (TIRF). With her work for TIRF, Professor Bailey and the TIRF Board of Trustees are seeking to promote effective practices in the use of English in the emerging global knowledge economy of the 21st century. She has conducted teacher training activities, including leading workshops and teaching courses, in thirty different countries. Observation , as the term is used here , refers to purposeful examination of teaching and learning events through systematic process of data collection and analysis. Such events occur in untutored environment or in formal instruction settings. (1) 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 (2) second practicing teachers are observers. (3) Third practicing or headteachers in order to judge the extent to which the teacher adhere to the administration’s expectation for teaching method , curricular coverage, class control, etc. (4) Observation is widely used as means of collecting data in classroom research. What is Observation? “Observation is the active acquisition of information from a primary source. In living beings, Observation employs the senses. In science, observation can also involve the recording of data via the use of instruments. The term may also refer to any data collected during the scientific activity. Marcus Aurelius says that:- • “Observe always that everything is the result of a change, and get used to thinking that there is nothing nature loves so well as to change existing forms and to make new ones like the.” • Observational field note can be use either as the sole source of data or in tandem with electronically produce recordings. • In classroom observation, the observer’s field notes provide a running commentary on the events which occur in a lesson This is not to say that inferences or opinions need to be avoided entirely, but that they must be • 1) recognised as inferences or opinions by the observer • 2) Supported by verifiable observational data • 3) checked with the observes whenever possible. Observation can be qualitative, that is, only the absence or presence of a proper of a property is noted, or quantitative if a numerical value is attached to the observed phenomenon by counting or measuring. The scientific method require observation of nature to formulated and test hypothesis. Conclusion Whether classroom observation is used for teacher education, supervision, teacher development or research there are now numerous instruments and codified procedures for working with observational data. In addition, in action research, peer observation and peer coaching, teachers themselves use a variety of procedures for observing classroom interaction, and analysing the data collected during observations. Reform Generally speaking, classroom observations could be considered a de-facto school-improvement strategy, since they are typically intended to improve instructional quality and teaching effectiveness, whether they are conducted by fellow teachers or by administrators. Since teachers often work in relative isolation from their colleagues—e.g., they may create courses and lessons on their own, or teach behind the closed doors of a classroom without much feedback from colleagues—teaching styles, educational philosophies, and academic expectations often vary widely from class to class, as does the effectiveness of lessons and instructional techniques. Classroom observations arose in response to these common trends, and they are often used as a form of professional development intended to foster greater collaboration and more sharing of expertise and insights among teachers in a school. Debate Classroom observations may become the object of debate or criticism for a variety of reasons. For example, if classroom observations are used as part of a job-evaluation process, school leaders, teachers, and teacher unions may have divergent ideas about how the observations should be conducted and what the evaluation criteria should be. In addition, while classroom observations have long been used in the job-performance evaluations of teachers, some critics contend that the observations contribute relatively little to the improvement of teaching for several possible reasons: • Principals may not use consistent, evidence-based evaluation criteria. • Principals may not have been trained in proper observation strategies, or they may not have the teaching experience or expertise required to evaluate instructional techniques. • Job-performance observations are typically prescheduled, which means that teachers can prepare in advance and alter their methods, and that the quality of teaching on the observed day may not be representative of a teacher’s normal practice. • The feedback teachers receive may be superficial, inconsistent, or unhelpful in terms of improving instructional quality. • Most teachers receive high job-performance ratings from principals, even in poorly performing schools where there is evidence that low-quality teaching is occurring. Classroom observations may also challenge established institutional conventions and teaching practices, which can make the strategy an emotional topic in some schools. For example, some teachers may not see any value in the process, they take issue with the specific criteria being used, they may not approve of certain people watching them teach, or they may be uncomfortable with the idea of being observed because they they may feel threatened or insecure in such situations, to name just a few possible reasons. Observation Helped learner to observe actual peer scaffolding within the confines of the group work.. The activity where students are able to observe by documenting their own progress made so much sense, that I plan to introduce similar activity in my class. I learned the ways you can keep the discussion going by introducing new ideas and unusual statements. Teacher also provided cultural comments when students talked about Thanks giving. The idea of having a books in general. Shared discussion serves as an additional motivation. One of the important implications for teacher in Hadley (2001) is: “Supporting students in identifying successful strategies for reading texts in the second language.” We compare the teacher’s post lesson critical reflections over time as an example of how their reflective capacity developed. At the beginning of the course teachers were taught the importance of reflecting on one’s practice. Initially all the teachers found reflecting on a lesson difficult to do. One teacher, Thabo, completely misunderstood the purpose. He tried to reflect on a lesson before it was taught. For the first lesson observation. He wrote his reflections while planning the lesson and presented these ‘reflections’ as part of his lesson plan. Rather than reflecting critically on what went well and what needed improvement. Many teachers simply recounted events in their lessons, as Bonisille’s Journal reflection, below, illustrates: One learner was asked to read the poem for the rest class. The teacher explained some of the poetic devices in the poem. Some of the figures of speech dealt with were alliteration, apostrophe, metaphors and smile. The learners were divided in to groups of six. Each group was given a stanza to identify figures of speech and to report back. Many learners also found it difficult to identify the things they had done well, things which made their lessons a success and without the prompting of the facilitator they tended to focus on what needed to be changed in their lessons. Teachers also utilize classroom observation producers to conduct action research. Action research entails an iterative cycle of planning, acting, observing and reflecting. The observation phases can include all the data collection producers described above, but in this approach they are typically under the teacher’s control. Audio and video recording and teacher’s journals are among the most frequently used forms of data collection in action research observations.