Since I began my journey as an international teacher in 2019, one of the most unexpected joys has been being observed while teaching.

Yes, I enjoy being observed. And if you’re a teacher, you probably find that strange. But here’s why: each observation has offered me insights that reshaped my teaching. Over time, these small reflections added up to something big, a shift in how I teach, how I relate to students, and how I design my lessons.

In this article, I want to share real observation feedback I’ve received over the years (2019–2025), and the lessons I’ve drawn from them. You’ll find student-led moments, ATL-driven tasks, authentic learning, and honest questions that pushed me forward. Whether you’re just starting your teaching journey or reflecting on another year, I hope these snapshots spark some thinking around your own classroom practice.

Let Students Lead Like Coaches

Observer: Dr. Michelle Kleiss, Head of School

“I observed an MYP2 PE lesson where students completed their summative assignment to prepare a coaching lesson plan on a volleyball skill. They were to use the lesson to teach the skills to three classmates.

The students were all on task, engaged, and appeared well organized. Elves checked in on all students by circulating and intervening when necessary.

The students led the lesson; their roles were well defined. As far as the lesson’s contextualization in the real world is concerned, this was an opportunity for the students to lead as coaches of their athletes, and thus, students were engaged in an authentic problem. Students were supporting each others’ learning.”

Takeaway:
Creating opportunities where students take charge, as coaches, teachers, or leaders, brings real-world relevance to our subject. It’s not just about physical movement; it’s about communication, responsibility, and peer learning.

Movement and Meaningful Collaboration

Observer: Jake Eagle, MYP Coordinator & Vice Principal

“Hi Elves – it was great to be in the gym this morning with you and your crew of dancing students working on their IDU! Here are some observations:

I saw students listening carefully to you during the introduction. I heard students sharing their lesson goals with you. I saw students collaborating on a dance routine. I noticed some groups much better prepared than others. I saw some groups start their practice straight away while others were still getting ready.

I noticed whiteboards with lots of MYP learning goals/info posted – ATL skills; concepts; global contexts; SoI; etc, though I didn’t see that information for this particular class. I noticed you checking in with groups offering some advice. I saw lots of smiles!

ATLs present (implicit/explicit):

• Students working together (collaboration skills)

• Planning and practicing for performance (self-management skills)

• ATL skills explicitly referenced on the board (collaboration skills)

Reflection question: How might a lesson-specific learning goal or ATL goal posted on the board be a valuable message/reminder for students? How might you incorporate an explicit discussion of ATL skills required for this task?”

Takeaway:
Even in performance-based lessons like dance or team sports, it’s crucial to make learning goals and ATL skills visible and explicit. Students perform better when they know the why behind the task, and when reflection is integrated into movement.

Strategy, Trust, and Critical Thinking

Observer: Mechum, Principal

“Today I was looking for community building. Your G6 students were playing a cricket-ish game, and I observed positive and trusting interactions between you and students, and between students. You implemented structures that got students to think critically about their role and strategy in the game, and structures for them to record and share their ideas. Your approach combined student activity and meaningful analysis.

Reflection question: Most students seem oriented toward activity, how do you encourage students who aren’t as oriented toward reflection?”

Takeaway:
Creating a balanced PHE environment means blending activity with critical thinking and reflective structures. Even a game can become a deep learning opportunity when you prompt students to analyze and discuss their decisions and strategies.

The Power of Being Observed

If there’s one thing I’ve learned from 8 years of being observed, it’s this: teaching is a mirror, and observers help us see ourselves more clearly. Not to be judged, but to be refined, challenged, and uplifted.

So next time someone walks into your gym or classroom, welcome them. You might just discover something new about yourself and your students.

Let these observations inspire you to pause, reflect, and grow. The next academic year is another chance to bring even more meaning to movement.

See below the observations I received six years ago.

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