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definition of the teaching observed include lectures and class solidarity among colleagues observed. Mutual support between colleagues is a third-party observation of lectures and teaching in schools to provide feedback and coaching process. This observational study is descriptive, with the observer's personal judgments. It is by giving the viewer a rare opportunity to let students see and analyze what to do in the classroom in the end while the observer and the observed beneficial. In contrast, classroom observation is far more complicated, it is the analysis and interpretation can be a description of classroom activities, often including quantitative analysis of teacher-student interaction. Classroom observation of the observer with no personal judgments, is academic research, professional training received by the researchers. Scope of the study observed the teaching of teaching observed, including mutual aid between lectures and classroom colleagues observed, the following research areas: ① the effectiveness of teacher-student interaction and the relationship between education; ② student attitudes and behavior; ③ change student behavior or habit formation; ④ learning a particular aspect of the process, such as classroom language activities; ⑤ teachers teaching in the lecture clarity; ⑥ teaching means and methods of teaching the use of its changes; ⑦ the process of teaching a particular aspects, such as questions, etc.; ⑧ experiments and curriculum development process and results; ⑨ classroom learning atmosphere; ⑩ classroom management; teachers and students, student-student relationship; teaching and evaluation. 3.1 The purpose of teaching colleagues observed between the purpose of mutual support among colleagues mutual lectures lectures for two purposes: ① to obtain formative feedback, the purpose is to improve teaching quality; ② for summative assessment, such as units and personnel decisions (such as assessment excellent, job classification and employment, etc.) basis. The formation of mutual help among colleagues 3.1.1 lectures for teachers to improve the quality of teaching and into the classroom and observe colleagues teaching process. Such lectures can be arranged by the education department chair, as part of teaching and research activities; also want peer feedback from the teachers make their own arrangements. 3.1.2 Mutual Assistance between the end of my colleagues lecture classroom behavior includes the evaluation of colleagues, the purpose is appraised, job classification or re-appointment of other major decisions on teaching quality information. This lecture is generally a special committee chaired by the school personnel including senior teachers, young teachers, and even a high school graduate or undergraduate. 3.2 The purpose of classroom observation classroom observation purposes: ① describe the teaching behavior; ② inequalities found in the medium of instruction; ③ improve the teaching level. 3.2.1 describe the behavior of classroom observation study teaching the fundamental purposes is to describe the status of teaching activities, teaching and discovery issues. 3.2.2 inequalities found in many studies teaching staff Monster beats dre, through classroom observation found that some students in the classroom by teachers treated differently; They also found that the classroom teacher-student interaction patterns of inequality can lead to students of different learning outcomes. 3.2.3 to improve the level of classroom observation of teaching can improve the teaching standards provide an important basis. For a long time, affecting the quality of teachers to improve classroom teaching one of the reasons is that teachers lack of effective and accurate information. Many teachers, even experienced teachers, often difficult to realize that their classroom behavior. They did not even realize the extent of their yield to the students or their students deal with the scope, let alone realize that they have taken on specific students what behavior. Classroom observation of teachers can use the data to objectively reflect the original appearance of their classroom activities. Defects observed teaching mutual support among colleagues 4.1 has the following disadvantages ① lectures observations vulnerable to the impact of personal relationships. If the lectures and the lectures were closely related to people, or their relationship is not good, it is difficult to be objective and impartial observation. Meanwhile, pressure from other colleagues will also affect the observed results. ② the relationship between colleagues will therefore be hurt. Mutual support between colleagues is to make quality judgments lectures, and lectures are also included in the feedback form their own judgments and to see the other side in, so if the improper suggestions will affect both lectures personal relationships. ③ observations and lectures were preferred because of their teaching methods affected. If the lecturers teaching methods and his lectures were the same or similar, some people will feel good lectures; the contrary would say no. 4.2 There are three classroom observations also lack ① lack of theoretical support. Although classroom observation has been made a lot of discovery, and these findings can be used to improve the quality of teaching, but also a lack of consensus on this study and confidence. Educators that it has no theoretical basis and can not explain why some of the teaching methods can affect students' learning. Classroom observation was also questioned why only observe some of the variables while ignoring other variables. ② The method is questionable. For example, as classroom teachers and students know someone observing their every move, so this observation method itself will be a problem. Anyway, take a stranger how many classroom teachers and students will change the behavior. Therefore, the classes to get the data may not reflect the natural state of the case. ③ feasibility. Spend a lot of money to do classroom observation. Training of observers both expensive and time-consuming. Meanwhile, we should be allowed to enter the school and classroom lectures is not an easy task. In addition, the classroom observation data can be abused. Classroom observation as a means of formative evaluation is useful, it helps us to understand problems in the teaching process; however, more and more researchers opposed to classroom observation to provide conclusive findings. After all, our existing university teacher performance evaluation results are not satisfactory, simply one or two classes a teacher's performance on the competence of its conclusions will undoubtedly make too arbitrary. Observe the ethics of teaching ethics is any study of science and must follow two basic principles. Observation of classroom teaching as a place to man-made objects moncler sale, the method itself is inevitably the object of study and its impact on classroom atmosphere, causing more or less, so the ethical problems can not be ignored. To sum up, teaching observation to observe so few ethical principles: voluntariness, equality, honesty, morality. Researchers access to schools and classrooms should be before the prior consent of the school and teachers, through public consultation into the way of the scene. Even lectures and lecturers belong to the same school, or lectures where the instructor who is teaching school management staff, the voluntary principle is still to be complied with. Lectures personnel without the prior consent of the instructor enters the classroom lectures, the light will teach teachers felt unprepared, a loss, affecting the quality of teaching, the instructor will make severe psychological conflict and antagonism. Lectures could have been well-intentioned people, but because of a violation of the principle of voluntary and may be pushed to the instructors themselves in opposition, made recommendations for improvement will not be happy to accept each other naturally, and even met each other's resistance. In fact Jeans true religion, this Began in 1985, the United States, and the rage of the universities' total quality management In addition to the principle of voluntary compliance, the researchers (who lectures) but also equal treatment instructors. Lectures commanding officers should not have the mentality and behavior, the instructor can not see Dang Bazi; the contrary, we should teach teachers as their partners and a member of the team. Before lectures, lectures side to interviews with the instructor, frankly told each other their own ends and means of lectures, teaching teachers to eliminate the psychological tension and misunderstanding, for the instructor's consent and cooperation. After the lectures, the researchers want to study the proper use of data, to tell each other the results, while avoiding improper use of data to the instructor injury. 6 Although the whole process of classroom observation of mutual aid among colleagues in the lectures, lectures and classroom observation instruments and data collection methods have a large difference, but in lectures before, during and after phases have in common. Because lectures taught by lectures and parties to cooperate to complete a process, so the lectures before Ugg boots, during and after both sides have to do stage work. 6.1 Instructors work to do before ① lectures. And research staff (lectures party) to discuss the following issues: a. The purpose of this lesson; b. on the day, going to do? c. pay attention to what the parties want to lectures? Instructors also told staff lectures: a. want them to sit in the classroom, what position; b. Do you want people to participate in classroom activities, lectures; c. class time and place. ② lectures. a. Introduction to the class lectures personnel; b. lectures to the class to explain the purpose of personnel; c. tell the students in the classroom lectures on the role of staff; d. after class to write down their feelings, including satisfaction and dissatisfaction place for after-school and lectures to discuss. ③ After the lectures. The researchers reviewed together with the classroom process, to consider the purpose of teaching and research focus on observation of classroom activities. Told the researchers: a. where the smooth progress of the classroom; b. where the future need to change; c. When the classroom and to the same or different places; d. Please research proposals. 6.2 researchers (lectures staff) to do the work ① lectures before: a. meet with the instructor, told the other lectures aim to obtain a license and with each other; b. listen to teachers on classroom teaching plan; c. understand the instructor requirements on their own; d. tell the instructor that they will do in the classroom (eg recording); e. ready for data collection tools (tape recorders, video recorders, or lectures, observation scale table); f. pre- nice after-school setting with the instructor's time and place of interview; g. if it is more than lectures, and will have to unify our thinking, clear division of labor. ② lectures in: data collection and minimize impact on classroom teaching. Not in school before entering the classroom, do not leave the classroom before the class. ③ After the lectures: a. organize observational data; b. talk with the instructor; c. I listen to the instructor's evaluation of the classroom; d. the observation tells the instructor; e. provide constructive suggestions. 7 Observation Scale and lectures Table 7.1 Use of classroom observation observation Observation Scale for the content varies greatly. Data shows that the development of classroom observation in western classification systems scale up to more than 1300 kinds, which can be said that the greatest impact Flanders Observation Scale developed by teacher-student interaction. Flanders interaction analysis system behavior through classroom observation and record, record data establish a matrix, analysis of classroom structure, behavior and style, and thus make a meaningful analysis of teaching situations. Classroom teachers and students will be divided into 10 categories of speech activities, respectively, with 1 to 10 to represent each record of a certain time interval of 1 second. Objective of such scale and simple, no observers to make judgments on classroom activities, the disadvantage is only suitable for specially trained researchers. In the practical application of generally continuous observation for at least 15 minutes and audio or video to prepare for later analysis. The data obtained can be objectively described classroom situations. However Birkenstocks, China also has researchers in the analysis of this research method that Flanders interaction analysis system has a strong structural and quantitative characteristics of the study, which analyzes its use in the classroom to bring limitations. In China, classroom studies, researchers have improved on this method, said: structure and understanding of the significance of the link. Because the main improvements for the colleagues, the lectures is set to be comparatively simple, focusing on observation and evaluation of the following six aspects: ① whether students really involved in classroom activities. For example: students can self-study, teachers are students learning it? Students can observe that, teachers are provided the opportunity to observe? ② students to participate in the teaching of ③ whether the teachers teaching and concern for all students. ④ whether the objectives of classroom teaching emphasis from knowledge point only toward a focus on teaching knowledge and skills, processes and methods, attitudes and values ​​such as multi-dimensional curriculum goals. ⑤ whether teachers rely on textbooks in the teaching, whether consciously around the full development and utilization of curriculum resources, and contacts are concerned about social change and the students real life. ⑥ of teachers to students is to develop evaluation methods and motivating. Mutual support among colleagues lectures and classroom observation although there are differences, but at the end is to serve the teaching, in order to create a good learning environment for students and improve student learning. To achieve this objective, the classroom, students must become active participants in and aware of the learning should be less dependent on its ability to find the right answer and more dependent on the expression of their views and wishes; role of teachers and also from changes to the teaching content to guide students to explore new ideas. [1] References 1

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