Classroom Watch practical guide 02
Run a coaching conversation
Turn observation evidence into a thoughtful professional dialogue.
A helpful coaching conversation starts with the teacher's intention, uses specific evidence and makes room for the teacher's interpretation. It should feel like inquiry between colleagues rather than a verdict delivered by an observer.
A step-by-step approach
Agree purpose and boundaries
Before the observation, agree the focus, confidentiality, evidence format and whether any recording is appropriate. Clarify who will see the notes and what happens after the meeting.
Try this: Ask: ‘What would make this conversation useful for you?’
Invite the teacher's perspective
Begin with what the teacher noticed about the lesson and students' learning. Resist the temptation to lead with the observer's conclusions.
Try this: Ask: ‘Which moment are you most interested in exploring?’
Look at concrete evidence together
Share a short timeline, direct description or agreed example. Distinguish observation (‘five students responded’) from interpretation (‘students were disengaged’).
Try this: Choose two evidence moments and examine each one carefully.
Explore possibilities
Use open questions to consider alternative explanations, the learner experience and where the teacher's own goals connect to the evidence.
Try this: Try: ‘What else might explain that moment?’
Agree one realistic next step
Let the teacher choose a manageable action and a simple way to notice its impact. Summarise accurately and agree whether and with whom anything will be shared.
Try this: Capture one teacher-owned action and an optional follow-up date.
Questions to ask
- What felt most successful to you?
- What do you notice when we revisit this moment?
- How might students have experienced that part of the lesson?
- Which adjustment would you like to try, and what evidence could show its effect?
Worked example
Teacher focus: questioning. Observer evidence: after three closed questions, most responses were one word; after an open prompt, pairs discussed for two minutes and several learners offered explanations. Coaching question: ‘What changed when the questions opened up?’ Agreed action: deliberately plan two open prompts for the next unit.
Privacy and professional trust
Treat coaching records as professional information. Follow your school's confidentiality agreements and keep evaluative processes distinct from supportive peer coaching.