Point by point…

1. Then there won’t be any observation
2. Yes, this I agree with
3. Absolutely – but very few get the chance to do it that often. I like the idea of an “Extensive Observation” programme, in which learners can choose their own observations, observe as much easy material as they can….
4. Yes, maybe. But my CELTA and DELTA observations were the only times I have been observed ‘usefully’, and they were very much silent clipboard. However, I did have a great deal of respect for my trainers and before and after the classes I was always encouraged and given excellent feedback. I could contrast that with the one external observation, in which the fella walked in ten minutes into the lesson and left fifteen minutes before the end without a word, and with no feedback, just a score at the end of the course (I passed ). I suppose what I’m saying is that the most important thing is the skill of the trainer / manager / supervisor, and the quality of the relationship outside the observation.
5. I’ll buy that. But don’t tell me, after you serve up a shoddy lesson, that it’s usually much better than this…

As a school manager myself, I (reasonably) quickly discovered some essential rules for effective and non-stressful observation of lessons:

1. Teachers are not to be observed unless they instigate the process (as in, specifically say they would like to be observed, to help them improve) – OR, because of some success they are having in classes, are asked if others can observe them and pick up some positive tips

2. Teachers with “problems” tend to improve if they get to observe seniors (rather than having seniors observe them)

3. Observing or being observed tends to get a lot easier the more you do it

4. Silent “elephant with a clipboard in the corner” observers are potentially damaging, compared to participatory observers (who partake in the lesson as a “learner” or a co-teacher, which actually creates opportunities for observing as well as being observed!)

5. Learners almost ALWAYS behave very differently when they know they (or the teacher) are being observed, which creates a non-natural (or non-regular) classroom environment when observation takes place (which means almost everything that is observed has to be taken with at least a reasonably large grain of salt)

Based on that, I wouldn’t say I necessarily completely agree with your point about observation helping “one person only – the oberver.” It is true in most cases, but when a teacher who knows they are struggling – or just wants to know how they appear to be going – asks to be observed, it can definitely be beneficial to them.

Creating the environment where teachers actually want observation (of either type) is the key challenge, I guess. For me and the teachers I’ve worked with, participatory observation had by far the most positive impact (and least intrusive effect on a classroom environment).