Being able to step into someone else’s classroom and see them teach is such a privilege. I always remind myself of this because teaching is personal and having someone observe you can be nerve-wracking. As a Subject Leader and Instructional Coach, my aim is to make sure that, when I observe my colleagues, the feedback is honest but kind, helping them grow while feeling supported. In this blog post, I want to focus on learning walks from the perspective of instructional coaching, which I have been applying in my practice for the past four years. Here is my approach to observing and coaching...
1. Doing the homework
Before I step into a classroom, I make sure I know the context and thoroughly research the subject. This year, I am also coaching two colleagues who teach English and one who teaches Physics. If the teacher has been working on specific action steps, I review those so I can see how they are progressing. For example, if a teacher has been focusing on questioning techniques, I keep an eye out for that during the lesson. This helps me tailor my feedback and show that I am invested in their development.
It is also good to think about what is unique to MFL if the lesson learning walk is subject specific. Are students using the target language? How is cultural knowledge being woven into the lesson? Being aware of these details makes feedback more relevant and practical. For example, I look at whether key vocabulary is displayed and whether students are encouraged to use it independently. I also consider whether the lesson showcases aspects of culture that help bring the language to life.
2. Announcing yourself
I always make a point of greeting the teacher and the class when I walk in - just a simple “Good morning!” or “Guten Morgen” I believe, it sets a friendly tone and avoids that awkward moment when they realise someone’s watching. I don't like it when the observer just 'sneaks' in.
If it is a virtual observation (Iris Connect or Swiwl), I let them know in advance when I will be logging in or reviewing recordings. Transparency makes a big difference in helping people feel at ease. In situations where time is tight like during drop ins, when I usually stay cca. 15-20 mins, even a quick smile or wave can help build a sense of trust and mutual respect.
3. Taking notes
While observing, I make sure my notes are time-stamped, factual and non-judgmental. We use StepLab, where the notes are uploaded for the observed or coached colleague to review. I focus on key stages and moments in the lesson, without worrying about making the notes polished, as they are intended to be a reference for me later.
At times, I use tools like seating plans or quick checklists to track participation or how tasks are being scaffolded. These tools help identify patterns and enable me to provide specific feedback.
If I notice a recurring trend, such as certain students consistently not engaging, I bring it up for further discussion during the feedback session. However, instead of directly pointing out that these students aren't engaging, I prefer to start by asking about the students. I believe it is important for the teacher to reflect on why students may not be engaging and to consider what they can do to better engage them. Together, we can brainstorm strategies or ideas to improve engagement and motivation, as well as explore and recognise that there may be underlying reasons we might be unaware of.
4. Keeping feedback focused and positive
When giving feedback, I start with praise to establish a positive culture. Praise is specific, timely and encourages teachers to think about why their choices were effective. For example:
“Your use of sentence starters during the pair work was excellent - it gave students the confidence to speak more fluently in the target language.”
“I noticed how you checked understanding using mini whiteboards. This allowed you to address misconceptions immediately, which helped keep everyone on track.”
This not only boosts morale but also helps teachers identify their strengths and understand the impact of their actions.
I follow up with an actionable focus for improvement. Action steps are clear, can be implemented immediately and are explicitly modeled if needed. For instance:
Action step: “After presenting new vocabulary, set aside time for students to use it in structured sentences. This will help them transfer their knowledge more successfully to similar tasks.”
Success criterium: “When practising, model how to build a sentence step-by-step, emphasising word order and agreement.”
This ensures feedback is constructive and directly linked to student outcomes.
5. Probing and reflecting
I find probing during feedback sessions invaluable for helping teachers reflect on their practice. I focus on identifying specific moments in the lesson and use questioning to explore the teacher’s choices and their impact. For example:
“What led you to pair those students for the speaking activity? How do you think it worked?”
“When you introduced the listening task, how did you decide what vocabulary you need to pre-teach? What impact do you think that had on student confidence?”
“How do you feel the students responded to the written feedback you gave last week? Did they understand how to act on it?”
These questions help teachers analyse their decisions, understand their gaps and consider how to refine their strategies moving forward. Probing isn’t about catching people out - it is about guiding them to think deeply about their practice and the impact on student learning.
6. Focusing on small action steps
I am a big fan of small, manageable action steps that lead to big improvements over time.
When giving feedback to an observed colleague, if I noticed that students were struggling with responding to feedback, I might ask, "How effective do you think the students' response to your feedback was? Is there anything you would change, and if so, what and how would you adapt it?"
The goal is to get them thinking and help them come up with solutions, like setting aside 10-15 minutes for students to revise their work based on feedback. Breaking it down like this makes progress feel more doable.
Sometimes small tweaks, like using mini whiteboards to check understanding or trying “I do, we do, you do” for modelling new grammar concept, can make a real difference. Little changes can add up over time.
For ECTs, transitions between activities can be tricky, so my number 1 action step would be to teach and practise transition routines until they become second nature. It is all about making improvements feel manageable and achievable.
7. Face to Face
For me, feedback works best face-to-face, ideally as soon as possible (If that's not feasible, the observation notes I take are invaluable for recalling the key elements of the lesson.). It is a chance to share examples, clarify points and have an open and meaningful discussion. Teachers often have valuable insights about how their lesson went and I want to make sure those are part of the conversation.
Asking something like, “What do you think worked well with the speaking activity?” can be a great way to open the dialogue.
I also find that sharing my own experiences of lessons that didn’t go as planned helps to normalise the idea that every teacher is on a journey of growth and learning.
Observation isn’t a one-and-done process. At my school, observations and drop-ins are embedded within our instructional coaching programme, so I always follow up to see how my coachees are progressing with their action steps. When I notice improvement, I make sure to celebrate it; it is crucial to acknowledge the effort teachers are putting in and the strides they are making.
Sometimes, I suggest peer observations as part of the process, particularly when I am mentoring an ECT or ITT student, but this isn’t exclusive to them. Watching a colleague in action can be incredibly inspiring and often sparks fresh ideas for your own teaching. Peer observations also help build a collaborative and supportive culture where everyone benefits from shared learning. I have seen teachers, including myself, adopt fantastic techniques simply by observing others in practice.
8. Tricky feedback conversations
Sometimes, feedback conversations can become tricky for various reasons, such as negative past experiences, a lack of trust in the purpose of the observations, or a history of observations being tied to performance management. I had this experience in the past with a colleague who had previously encountered lesson observations used for performance management in their former school. As a result, they struggled to trust that this was not the case in their new setting. This led to initial defensiveness.
How would I / do I approach such feedback conversations?
If the discussion feels challenging, I remain focused on the facts, which is where having clear and detailed notes becomes invaluable. By staying factual, non-judgmental and solution-focused, I aim to keep the conversation constructive and centered on improvement. This approach helps prevent the discussion from becoming personal or emotionally charged, creating a space where reflection and growth can occur.
To ensure the conversation stays productive, I encourage the teacher to reflect on their own observations and identify potential causes for disengagement (if this was the issue, for example):
Understanding the classroom dynamics:
I might ask the teacher, “What patterns have you noticed in the students who aren’t engaging? Are there specific times in the lesson when their participation drops?” This can help identify whether there are any recurring issues related to the lesson structure, pacing, time of the day (after lunch / break, specific lesson) or classroom environment that could be affecting engagement.
Scaffolding instruction:
I encourage the teacher to explore if the task is appropriately challenging for all students. I might suggest, “Have you considered scaffolding the tasks to better match the students' learning levels or interests?” This could involve providing extension tasks for more advanced students or offering additional support and scaffolding for those who need it.
Building student relationships:
Sometimes, disengagement can stem from a lack of connection between the teacher and students. I might propose strategies like, “Have you tried incorporating more one-on-one check-ins or building rapport with those students through informal conversations or small-group work?” This can foster a sense of belonging and encourage more active participation.
Interactive and engaging activities:
I also suggest exploring more engaging lesson activities that encourage participation. For example, “What if we introduced more collaborative activities where students can work together to problem-solve or create something? This might encourage those who are less engaged to participate.”
Utilising formative assessment:
Another useful approach could be using formative assessments to gauge understanding throughout the lesson. I might say, “How about using quick formative assessments, like MWBs, exit tickets or quick polls, to get immediate feedback on how well students are grasping the material?” This could highlight areas where students might be struggling, allowing the teacher to adjust in real time.
Student voice:
Encouraging student input is another strategy. I might ask, “Have you asked the students what they find tricky / difficult and how can you help them?” Allowing students to voice their preferences or challenges can provide valuable insight and open up new ways to adapt teaching.
Throughout this process, I emphasise the importance of reflective practice. I might say, “This is a chance for us to look at what might not be working and explore ways to improve it. The goal is not to criticise, but to collaborate on solutions that benefit the students and the teacher.”
By keeping the conversation focused on problem-solving and providing concrete ideas for change, the teacher is empowered to take actionable steps to address the issue at hand.
Conclusion
Observing lessons is about more than just pointing out what is wrong. It is about supporting teachers to be the best they can be. In MFL, where the classroom can feel like a mix of grammar boot camp and cultural adventure, feedback needs to reflect the complexity and creativity of what we do. By preparing well, keeping feedback focused and celebrating progress, we can make observations, learning walks and drop ins a positive and empowering experience for everyone.
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