Observation in the English Language Teaching (ELT) field is an educational practice historically located in the construction of what is known as a good English class and effective teaching. Most research studies on the topic have revolved around the role of observations in teacher education and professional development, guidelines for classroom observation, and observers’ effective feedback; however, little attention has been given to the observer as a subject. This research paper shares results of the analysis of three ELT observers’ narratives to cast light upon the ways observers problematize their subject position as observers of in-service English language teachers. Within a decolonial approach to relate to others, autobiographical narratives mobilized a series of reflexive and critical components that revealed that the enactment of the ELT observer subject position invisibilizes observer positions (others) that shadow feelings of discomfort at being in a position as mere tick markers without subjectivities and knowledge. The findings allowed us to conclude that observers’ subject positions are pivotal to exploring their struggles and self-visions of a better practice of observation in which a more horizontal, relational, and humanistic consideration of the observer subject position prevailed. This study contributes to the ELT field by highlighting a more humanistic view of the subject who observes classes.