Being new to a school generally means that there is going to be some kind of performance appraisal and observations within the first few months and this school, I'm glad to say, is no different. It can, of course, be an intimidating experience both for the teacher being observed and, at times, the observer. What I like about the initial performance appraisal at my current school, ISL, is that it is all led by the teacher themselves. Every member of faculty had to complete quite a long self evaluation appraisal form on various aspects of our professional lives. From this we were asked to pick some focus points that we would like to work on and this would be used in our observations. Next was a meeting with the allocated member of the leadership team to discuss these professional goals, refine them further and let the observer know what you would like them to look for in your professional practice. ​Once specific goals had been set out, the observer did a series of unannounced drop-ins with a variety of my classes to see my teaching in action in short stints with various age groups. Finally there was an announced full class observation.

Now, as far as I am aware I am the only "TPRS" teacher in my school and I've actually already led a short language department meeting on its benefits after attending Grant Boulanger's workshop in Leysin American School in 2015. However, I am pretty certain most of my colleagues are indeed "CI" teachers as I know they deliver interactive, energetic lessons with lots of comprehensible input (I've already observed some of them in action!). Nonetheless, I was a little more than apprehensive about my first official observation in a new school taking place in my now deskless classroom with a crazy story about 'Kim-Jung Il' receiving a package from his scary auntie who was looking for someone to open it on planet Mars!!

In the end I thought "what the heck, this TPRS stuff was good enough for them to hire me so it better be good enough now that I am actually here!" - as part of my hiring process I had to teach a lesson and, 'surprise, surprise', I did a TPRS mini story (which they obviously must have liked!)! As the lesson and story developed I could see that the observation was going well as the observer himself was laughing away, repeating the story, copying the gestures and clearly learning a little Spanish. 

So why am I sharing this? Because TPRS works!! For everyone! All ages, genders, personalities and levels. As you can see from the Assistant Principal's comments below (that he has given me permission to post), it is clear that after coming by my class a few times, Mr. Anderson is also sold on the benefits of TPRS. If you are worried what your school or colleagues might think, or if you are simply toying with trying that first story but keep find reasons not do it, then stop. Just go for it. You will laugh, the students will laugh and they will learn. A lot. They will learn so much in one class and will be dying to come back to your class the next day. Now if that sounds like a good day at work then ask yourself again "what am I waiting for?".