| Prior to the use of systematic observational methods, research on effective teaching typically consisted of subjective data based on personal and anecdotal accounts of effective teaching. In order to develop a scientific basis for teaching, researchers began to use the more objective and reliable measures of systematic classroom observation. In the last quarter of the twentieth century, several hundred different observational systems have been developed and used in classrooms.There are several elements that are common to most observational systems. Teachers are the core elements in education and teaching, and the teachers' teaching ability affects the teachers'teaching quality and effectiveness. In order to improving EFL teaching in junior middle school, we have to focus on observing teachers'teaching in classroom with the use of several types of observational procedures or techniques.Viewed appropriately, classroom observation is active, not merely a form of "watching". As we know, systematic classroom observation is a quantitative method of measuring classroom behaviors from direct observations that specifies both the events or behaviors that are to be observed and how they are to be recorded.There are three parts in this dissertation. Part One (Chapter 1 and Chapter 2) is an introduction. Part Two (Chapter 3) is an example of EFL classroom observation. Part Three (from Chapter 4 to Chapter 6) is the extention of Part Two.The study analyzes the interaction system between learning and teaching. It also gives some suggestion to help teachers improve teaching through classroom observation, such as:communicate effectively, stimulate and sustain learner motivation and engagement, demonstrate effective teaching skills, provide clarification and feedback. Furthermore, through classroom observation teachers may update and improve professional knowledge and skills, comply with established ethical and legal standards and establish and maintain professional credibility as well. |
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