Jizzakh branch of the national university of uzbekistan named after mirzo ulugbek foreign languages d

Reading independently 

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Independent reading promotes active problem solving and higher-order cognitive 
processes. It is these processes which equip each student to read increasingly more 
complex texts over time; “resulting in better reading comprehension, writing style, 
vocabulary, spelling and grammatical development”. “It is important to note that guided 
reading is not round robin reading. When students are reading during the independent 
reading stage, all children must have a copy of the text and individually read the whole 
text or a meaningful segment of a text (e.g. a chapter). Students also have an important 
role in guided reading as the teacher supports them to practise and further explore 
important reading strategies”
7
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Peer observation of guided reading practice (for teachers) 
Providing opportunities for teachers to learn about teaching practices, sharing of 
evidence-based methods and finding out what is working and for whom, all contribute to 
developing a culture that will make a difference to student outcomes (Hattie, 2009, pp. 
241-242). When there has been dedicated and strategic work by a Principal and the 
leadership team to set learning goals and targeted focuses, teachers have clear direction 
about what to expect and how to go about successfully implementing core teaching and 
learning practices. One way to monitor the growth of teacher capacity and whether new 
learning has become embedded is by setting up peer observations with colleagues. It is a 
valuable tool to contribute to informed, whole-school approaches to teaching and 
learning. The focus of the peer observation must be determined before the practice takes 
place. This ensures all participants in the process are clear about the intention. Peer 
observations will only be successful if they are viewed as a collegiate activity based on 
trust. According to Bryk and Schneider, high levels of “trust reduce the sense of 
vulnerability that teachers experience as they take on new and uncertain tasks associated 
7
West, Michael. (1937). “The Reading Approach and the New Method System.” 
The 
Modern Language Journal
. Available: http://www.jstor.org/stable/317672, accessed April 15, 2011. 

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with reform” and help ensure the feedback after an observation is valued (as cited in 
Hattie, 2009, p. 241). To improve the practice of guided reading, peer observations can 
be arranged across Year levels or within a Year level depending on the focus. A 
framework for the observations is useful so that both parties know what it is that will be 
observed. It is important that the observer note down what they see and hear the teacher 
and the students say and do. Evidence must be tangible and not related to opinion, bias 
or interpretation (Danielson, 2012). 
Examples of evidence relating to the guided reading practice might be: 
•
the words the teacher says (Today’s learning intention is to focus on making sure 
our reading makes sense. If it doesn’t, we need to reread and problem solve the 
tricky word) 
•
the words the students say (My reading goal is to break up a word into smaller parts 
when I don’t know it to help me decode) 
•
the actions of the teacher (Taking anecdotal notes as they listen to individual 
students read) 
•
what they can see the students doing (The group members all have their own copy 
of the text and read individually). 
Noting specific examples of engagement and practice and using a reflective tool allows 
reviewers to provide feedback that is targeted to the evidence rather than the personality. 
Finding time for face-to-face feedback is a vital stage in peer observation. Danielson 
argues that “the conversations following an observation are the best opportunity to 
engage teachers in thinking through how they can strengthen their practice”. 

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