Learning from the Rear View Mirror

Steps to a Coaching Classroom: Newsletter # 10 Extra

In a previous Newsletter, I talked about not stealing the learning from students and letting them struggle a bit, waiting for the right moment and teaching when they are hungry to learn.

In this article, I described how to use Exit Slips as a way to find out what your students are learning from your lessons.

In the following article, I write about teachers learning from looking back on a lesson.

You may have had your lessons observed by a senior colleague or school leader. Often there is an agreed list of criteria that are observed and graded.

I hated my lessons being observed

It was time for lesson observations, we were told at one staff meeting. My heart sank. I knew the Head of School had a checklist of things we were expected to be doing, because he had shown them to us. He had handed out a copy of the checklist to each teacher who would be observed in the coming week. I held the paper in my shaking hands. I felt sick to my stomach. I was afraid that I would lose control of the lesson and instead perform to pass the test.

Later that week, the Head was passing the open door to my classroom and I invited him in to catch the ongoing lesson, "Why not come in and have a listen?"

Inviting the Head to observe an ongoing lesson helped me to feel that I was in charge of the observation.

The lesson was one where I was not 'teaching' from the front of the room. I had created a safe, collaborative learning space and the students were collaboratively discussing and solving Mathematical problems.

I have no idea what 'score' I got on the 'test'. We never discussed the observation and I didn't get any verbal feedback. But I did get a smile.

Response to Lesson Observation - checklist style

Here, I review teachers' comments on those 'checklist' observations.

I invited the seventy thousand members of the LinkedIn professional group, “Teacher Training and Education” to answer the question, “Classroom Observations? Reactions?

80% of the responses were positive. What made their experience of classroom observations positive?

This is what some of the teachers wrote:

• I am sure it's completely necessary in order to improve your skills
• If a teacher has a positive attitude towards observation of teaching performance, that teacher eventually learns to do ongoing self evaluation, to reflect, to identify strengths and weaknesses.
• Embracing observation of teaching/ learning as a worthwhile instructional enhancement, can propel an ordinary teacher to an outstanding professional.
• Observations are a way for me to gather feedback about possible ways to improve.
• I was aware that this observation would lead to a fruitful discussion post the session.
• Great, some feedback on my teaching - someone to talk with first hand about what I am doing in my classroom.

Relationship is important

• The senior teacher and I are partners.
• I loved being observed by my colleagues to help me improve my teaching.
• I had a good administrator who afterwards put me at ease.
• Classroom observations only work when both, observer and teacher are true to themselves.
• To improve they way of being a teacher WE had to work a lot: meetings before and after the lessons.
• It should be done in a safe environment between the teacher and the observer.
• Intelligent and trustful relationships between teacher and students have to be observed and shared!
• I do really like to reflect on the process with colleagues. I find it very useful and energising.
• If positively taken by both the one being observed and the one observing, observations can help us to grow professionally.

Targets, check-list, skills, tools

• When both sides know the target and tools, why not?
• The administrators use detailed rubrics for lesson planning, lesson delivery and professional development outcomes.
• The key factor has been the knowledge, skills and understanding of the observer.
• Feedback should be constructive and actionable.
• Observation is good if the observer is good and smart enough to identify your strong and weak points
• Should be based on some special factors.
• We should be given a checklist as well before observation.
• I ask the observer to watch out for certain things for me!

TIPS

1. The relationship between the Observer and the Teacher must be based on trust
2. The measures, targets etc must be mutually agreed in advance.
3. The teacher needs to feel they are in control, when they are being observed by someone who is checking up on them

NEXT

In the next article I show how Formative assessment for students can become an inspiration for Feedback for teachers, and how that can evolve into feed forward and insights for all concerned.