A Guarantee To Bring Improvement

A Guarantee To Bring Improvement

By: ROZINA JUMANI

http://www.starteaching.com/RozinaJumani.htm

Have we ever thought about the question, ‘What is the purpose of the classroom observation?"  If it is an informal visit to a classroom, or if we are guests and want to see the classes, or we are donors and want to investigate the infrastructure, etc., then certainly we would get in and out very quickly. But if we are teachers and are engaged in a process of learning, then our response would be entirely different.

If it is first agreed between observer and the observee then there are also other points to be determined.  For instance, whether the teacher initiated the process of observation by suggesting his/her name voluntarily, or it is enforced on him/her?  Does s/he willingly accept the visitor in the classroom? Then s/he must have thought about both positive and negative (improvement) areas to be highlighted by the visitor or observer. Thus all would be based upon the mature relations with each other, the purpose of the observation, and it would enable us to determine the outcome of the observation.

In my professional career as teacher and then teacher educator, I have had many opportunities to be observed and then observe others. Many times it was institutional policy, control and enforcement, but there were quite a few times when new teachers invited me to become their critical partners.  Furthermore it was to suggest to them how to be more effective in various aspects such as handling of content knowledge, pedagogical skills, time and resource management, classroom management, etc.

Furthermore, there are many other informal ways to provide feedback to teachers for instance:

·        Sharing opinions in an informal ways projecting oneself at his/her place using structure like, “If I was at your place, I would have…..’.

·         Invite him/her for observation of my own or another teacher’s class and discuss wanted and unwanted behavior and its impact on students learning

·        Audio or video recording of the taught lesson could be analyzed either individually (there s/he get more time to reflect) or together

·        Engage him/her in an open discussion on taught plan and its execution plan, etc.

·        Modeling and/or peer coaching could be another way to invite comments

Taking down observation notes is a skill that matures with time in the life of a teacher or teacher educator. In my career I have seen myself growing in that skill; initially I used to take down what is good or bad in the lesson, then gradually I noted down how the objective/s of the lesson are achieved. In the later years as teacher educator, I started observing a lesson with two major themes focusing on ‘What was the teaching saying?’ and ‘What were students saying?" Then I fine tuned my own observation by linking teachers’ instructions, explanation, and discussion points with students’ learning and outcome. I used to highlight my analysis (positive and areas to be improved) about each lesson.

Classroom observation and feedback process becomes demoralizing when the element of force directs the process, when the mutual coordination and trust building seems impossible due to misunderstanding. This culture creates a bossy attitude among the observers which cause humiliation and lack of trust, and eventually fosters hatred, jealousy, and unwillingness to work. To avoid such a condition where colleagues would play ruler and subordinate role, it is necessary to understand and practice a diversity of perspectives; to respect other ideas and avoid unnecessary impositions on a fresh teacher; rather it is suggested to inspire them by modeling one’s role appropriately when unconsciously s/he learns and adapt where necessary.

Teaching leads to inspiring other young people and adults.  It is a voluntary process and no one can dumb his/her ideas on others’ heads; thus it is suggested to keep this (classroom observation  and giving feedback) process lively when both the partners show willingness to share and create new knowledge.

Further it is suggested to create a friendly bond between observer and observee by co-planning and peer coaching.  As one cannot be perfect in knowledge, it is therefore important to remind all those who are TEACHER EDUCATORS to become nurturing and not be perfectionists;  And above all, avoid creating model of imposition and enforcement.