As Hopkins (1993 cited in McDonough 1997) describes, observation is a “pivotal activity with a crucial role to play in classroom research” (p 101).
The purpose of this observation is to inspect the various interpersonal interactions between instructor ,aids and learners. Observations is not a rigid technique, it should be a dynamic one, this dynamism keeps the class going on.
Teacher in the role of observer creates the awareness feeling within the learners which allows the teacher to impose his/her actual plan in the class-room, the teacher drops syrups then the bees come around.
Likewise the teacher popes out the question of the discussion, the process of observing starts, teacher steps, back and forth or sits and observe the learners ,the way they react, they way they look, their gestures, facial expressions, it is not a matter of diagnosing the weaknesses of the learners, it’s the a matter of getting started where the catch is? Teacher watches, listens while learners giving answers and records every interaction between learners themselves and between the teacher him/herself and his learners what is being asked? What general reactions occur? This kind of technique (observation) helps in creating a friendly and non-threatening atmosphere, therefore the climate of give and take knowledge becomes an easy task.
The teacher as an observer must be fair in distributing (verbal and non-verbal) communication as well as behavior.
We can conclude that class observation is the process of monitoring learners in the class room in order to make sure that all students have equally participated. This stage gives an impression to learners that class for all, chances for all no matter what and how many mistakes the learner does. From the researcher’s point of view, that observation can easily make learners engaged and busy in 2LC which increases his/her motivations and active participations.
Observation is a free effective lance neither to hit straight forward the weaknesses of the learners, nor to identify the isolated weak learners, nor to make them aware of them, too. But it is more realistic to have the role of recording and collecting data, so as to able to help the teacher him/herself reflects on the lesson taught .
English Language Learning Progression (ELLP) explains what 2LL specialists and mainstream teachers need to know about English language learners. They will help teachers to choose content, vocabulary, and tasks that are appropriate to each learner’s age, stage, and language-learning needs. This may include learners for whom English is not a first language but who would benefit from additional language support. The ELLP also enable schools and teachers to identify starting points for new learners of English, and to track and monitor their progress over time.
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