Throughout my ten years as a teacher and during my teacher training experiences I have been both observer and observed. Most recently, as a Chief Instructor at Simul Academy, I have had to observe five to six teachers each term as part of our in-house teacher development program. During this time, I have become much more aware of how my own past observation experiences, postgraduate studies, and gradually evolving beliefs about teaching have had a major influence on my present non-judgmental approach to classroom observation.