ABSTRACT
Every Mathematics Lesson is an extremely complex event. Even short video extracts from lessons can provoke rich and lengthy discussions from practising teachers who may either focus upon different aspects of the lesson or try to weave together all these different aspects into a coherent interpretation. Observers are doing many things at the same time — trying to follow the action, watching the teacher, watching the pupils. If a student is being watched they may also be making judgements about the performance and the sort of feedback which may be helpful after the event. In the case of the trainee, there may also be a range of expectations of this feedback. Student teachers may expect a judgement, or may be eager for advice, or may want their own voice and opinions to be a priority. Striking the right balance here may be difficult. If advice is given but the student teacher feels powerless to disagree, there is a chance that good advice will be rejected and that resentment may set in. On the other hand, if the observer simply says that the lesson was fine, the student teacher may feel let down and disappointed that an experienced practitioner cannot give some more constructive comment.
