Observations from Observing: Methods
This past year, I had the distinct pleasure of serving as a mentor to an excellent new math teacher who was an absolute pleasure to work with (and is definitely going to be a superstar). All of the teaching fellows at my school took a seminar with an administrator, and then each one had a mentor who observed them and generally gave them advice. Though we did some lesson planning together, and we worked a little more closely at the beginning of the year, our main form of interaction was weekly observations.
For the whole year, she came to my class once a week, I went to her class once a week and then we met once a week to debrief. Sure, she tells me she learned a lot, but this was also the best professional development possible for me too. I learned so much over the course of the year and engaged in so many excellent conversations about teaching – I grew so much from a commitment of a little over an hour a week.
It makes me realize that I should have been doing this all along with a colleague, apart from the whole school appraisal process. Though it seems so easy, and I of course exchanged the common “I’d love to come visit your class” with so many colleagues, it never happened before. I think the thing that made it work with us was a structured commitment, and the formation of a habit in our schedules (it didn’t feel like something ON TOP of everything else, it was part of what I did every week). Any observation program, even if an informal agreement between colleagues, needs to be structured and scheduled so that we don’t push it away for the million other things we can do with our time. It can’t be something like “Go and visit someone’s class in the department at least once this term.” In my experience, that just does not work.
As I pore over my notes from the past year, I am going to dedicate the next few blog posts to my major takeaways from a year of observations. But first…
How We Observed Each Other
There are a million different ways to do observations, but here is how we did it:
- All visits were mutually scheduled beforehand, at the beginning of the week. We got so comfortable with each other that knowing someone was in the room was REALLY not a big deal, and wouldn’t change how we would plan our lesson.
- We did this so we could touch base beforehand to see if there was anything that the observer should look for. This was helpful when we were workshopping a technique, trying out a new type of activity or just wondering about something that is happening in the classroom.
- The observer would always take notes in the following format, which is something we developed based on other formats, and which we found simple and effective:
The time column really helped us pay attention to something that is often the last thing you pay attention to when directing a classroom. The middle column helped us talk about what happened and helped us remember everything that happened in a class. The column on the right was an acknowledgment that we aren’t just robots sitting there, but have helpful opinions and suggestions, but it helped us focus our subjective comments by basing them on what was actually happening in the class.
- Then, we would find a time to exchange notes and just talk about everything that happened in a comfortable and frank manner. We would talk about the objective things that happened in the class and share ideas and observations based on those. It wasn’t hard to talk for 45 minutes about teaching, but we could share notes in 15-20 minutes if pressed for time.
What worked for you for observing? Any other way of taking notes or organizing a program?
Posted on August 17, 2013, in Observing, Teaching. Bookmark the permalink. 6 Comments.
love the structured comment formula. I’ve done observations of other teachers (once as a lead teacher and now as a fellow math teacher) and frequently I was disappointed that the other teacher didn’t really see what I wanted feedback on in my class. The idea of meeting beforehand and having a structure for feedback is what I’ve been missing.. (duh, moment here)
This may be part of one of your later posts, but two things I always really appreciated were: (1) scripting every single question I ask (literally), and (2) drawing a map of where I moved in the classroom for the entire lesson. Both of these really helped me see some of the subtler behaviors of my teaching that I took for granted,like how I form questions or where I spend most of my time in the classroom.
Looking forward to more posts like this!
Thanks Bowman. This is great. Looking forward to the rest of your posts on this.
When I was student teaching, one of administrators that sat in on some of my classes always drew a quick chart of all the students and then put a check mark next to their name every time they participated. It was super helpful to see how even (or not) participation had been, and to compare the reality of participation to my perception of participation. It really helped me be much more deliberate.
Great protocol–I totally want to use this for peer observation this year!
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