Classroom Observations

Some of you attended the peer observation workshop I presented this semester. I explained in it why peer observation of teaching is important. On of the most important reasons is that your peers know things about teaching and the work that goes into the preparation of good teaching that students do not. Therefore peers are better equipped to observe those elements.

It is important to note that teaching is a very complex activity, the success of which is influenced by a large number of variables. To demonstrate successful teaching we cannot solely rely on the perceptions of our students, but have to show its impact from multiple perspectives using multiple, relevant measures. Student feedback is only one of those measures, even though their input is important because they are the ones doing the learning.

To know good teaching depends on experience, and the study of teaching and learning literature, Fortunatly, a large body of research exists from which "best practices" can be derived. Unfortunately, many faculty members are too busy with other responsbilities to engage in the study of teaching and learning. This is where centers for effective teaching and learning can play a critical role.

To class this blog I want to share the valuable comment I read in your blogs on classroom observations.
Blog 8 summary: Observations
1) Observations are effective in that you got to observe different methods of teaching; you can ignore the content and look at the actual teaching behaviors and actions.
2) Fascinating to watch student interaction with the teacher and their body language
3) Difficult to assess folks who just give a talk (lecture) to distribute valuable information [HM Comment: distributing information can be done on a pamphlet or in a book. What is the role of the person who distributes the information? Shouldn’t s/he do a bit more than rattling off a PPT and list of items to ensure participants in the session really do understand the important points? You know that we all “filter” information based on our own experiences and knowledge. If you want folks ‘to get it right” you probably have to do a bit more than simply give them the information].
4) Explaining tasks clearly at the beginning of the session is key to success for the students’ learning and the flow of the session.
5) The observation provides new ideas on teaching, especially active learning techniques.
6) Just because you gave a good lecture doesn’t mean the students actually understood the material.
7) Being observed really helped because of the constructive feedback received.
8) It was not clear initially how you could benefit from a peer observation, but the observation helped see what grabs students’ attention and things (mistakes) to be careful of.
9) Good teachers guide students in discovery rather than provide them with answers.
10) Observing a class is completely different from attending it as a student, because now you see the “finer points” of good teaching.
11) Received very practical feedback on classroom management
12) Teaching strategies have changed for the better over the last decades in a number of instances, but there are still stalwarts and traditionalist teachers who only deliver information.
13) Some people should not be teachers because they have no teaching skills and don’t understand the process.
14) Lectures results quickly in a loss of attention by the students.
15) Big classes are intimidating.