CLASSROOOM OBSERVATION : IS IT AN ORDEAL?

    Classroom observation as a supervisory function of a subject coordinator or head of a school can either be un-announced and announced. An evaluator can drop in and write about what has been transpiring inside the classroom of an able teacher. Oftentimes, when there is an observation of teaching-learning activities, a teacher has a feeling of anxiety- a normal sensation before, during and after the evaluation period. Well, it is better to have observations rather than nothing at all. Thus, the benefits of classroom observations should be underscored. Here are some of them: Professional growth is one of the primary reasons in order to provide a systematic and legal assessment of instruction for further improvement. Not only are the weaknesses are noted but also the strong points are needed for affirmation. To assert one’s strengths will motivate the teacher to do better and grow professionally. Finding inequities is also a vital purpose of classroom observation. It serves as the strategy of “checking-balancing “any forms of prejudices and disparities which take place in the classroom. These could be caused by some students’ treatment and behaviors towards other students or by the teacher’s manner of treatment of the students. The students in a classroom learn in varied levels, so the periodic assessment of classroom teaching-learning activities is essential. Next, effective incorporation of technology into a classroom shows that the teacher is conscientious in using technology, productively addressing the needs of his/her students. It should be understood that the existence of technology is neither a threat nor annihilation if it is used properly. Teachers can use calculators, Internet, whiteboards, videos and other technology-aided instructional materials to involve the students successfully.
      
     In the past, I supervised one subject area composed of seven enthusiastic English teachers. Basically, classroom observation was “a-must-do” responsibility. Therefore, I had to cope with coaching my colleagues and teaching my own lessons too. I certainly knew that they were very good educators; however, considering our school’s professional development program, everyone should be treated as beginners in all areas to match with the fast dynamic changes in education; therefore private and public school teachers must be updated and must be evaluated periodically.

     As a realization, classroom observation must be considered as an assistive measure rather than it is thought as an ordeal. However, even if we have modernized educational system, there are still teachers who are adamant to suggestions of their superiors or coordinators. Thinking observation as a tormenting evaluation of teaching skills, any teacher considers classroom observations as somewhat stressful, burdensome and fault-finding. This mind set prophesizes a situation that may lead to a domino effect among others. Thus, a negative perception towards classroom observations is developed and contagious per se. A paradigm shift in the light of this method of evaluation is indispensable. How should the change of view towards observing teachers be done? Communicating the implementation of observation clearly should be done in order to make the teachers understand the purposes: to improve the instructional practices, to evaluate imbalance that exists in the classroom, and to improve classroom instruction. 

      Before observing English classes, I had to conduct conferences with my colleagues. I realized that pre-conferences were very effective in the sense that I would be able to know what would happen in the classroom. Those conferences set prior to classroom observations helped me in terms of formulating recommendations. Sometimes during the pre-observation conference, the teacher would ask suggestions and important points that could make teaching and learning effective. In that case, the teacher felt an opportunity to prove his/her meaning-being a teacher. In addition, conferences before the day of scheduled class observation are helpful and done informally. You, as an observer, are able to establish a good relationship with your subordinates. You may also be able to listen to them as they freely show to you the expected outcomes and by this, their self-esteem is boosted. It is good to support them in preparing their lessons before coming in the class. 

      Now, the observation proper comes. The evaluator normally sits at the back of the classroom. Of course, when the students notice that you are already there, they turn to you and greet you. Reply to them if necessary and be on time as a major rule. The teacher being observed of course has his/ her parts done: preparing the lesson plan and putting it on the chair provided, informing the students a day before that the class is going to be observed; organizing the class as a routine, etc. Sometimes the responses of the students to the teacher’s questions may appear superficial but try to be broadminded that you, as an observer, are there to purposely record everything that is observable. In my case, I always do write the details: how the class starts, how the class behaves and responds, how questions are asked and answered by the students and the teacher, how the class ends, etc.

      To complete the process, the observer and the teacher should have a post-conference. This is a crucial part of the classroom observation. It is a time to clarify some points that the observer has failed to recognize, and it is a moment to listen to the teacher’s explanations. At the end , the assessment should come out as a positive and practical supervisory practice. By this time, too, the teacher can also realize which area needs improvement and which area is strong. Above all, the observer must establish an agreement that classroom observation is a better direction towards one’s professional escalation.

      By the way, in the previous university where I taught for 19 years, I underwent yearly classroom observations from the following: peers, academic coordinator, directress of the secondary school, institutional evaluators (at least two evaluators inside my classroom), and PAASCU evaluators from different universities/organizations for accreditation purposes. All of those assessments made me a better teacher for real.

PRO-ACTIVE TEACHING BEGETS PRO-ACTIVE DISCIPLINE

In reality, the better days of a teacher are the days when his/her students behave in class, i.e., a teacher can teach the lessons with less effort on discipline but with great participation and positive learning outcomes. For a teacher to have these glorious days, there must be a predetermined plan which should be adapted. Teachers should get rid of the idea that discipline is done in a fierce manner so that the objectives set for the day may be achieved. The end of discipline must be understood. It is to train the students to have good manners such as taking responsibility, politeness, respect, obedience, etc. In this course of action which is necessary in every learning situation, a good discipline plan works out. In my own experience, I have come across with proactive discipline after a few years of “trial and errors”. Negatively, to try one and discard it after a failure took a lot of energy and produced stress on my part. I have learned from one seminar the tenet of proactive discipline. Well, there might be no perfect plan, but at least, an effective plan based on proactive thinking and action works.

Proactive discipline is a kind of discipline which encourages sense of responsibility, building of self-esteem, trust and confidence among the students. It builds a strong foundation of a good relationship between a teacher and his/her students. A classroom that lacks discipline or control before a situation happens could be a worst nightmare of a teacher. This happens when a student takes the chance of provoking his/her teacher. The teacher’s reaction is ignited and chances would be that the teacher shouts and scolds that student causing the provocation. Who is now out of control at this time? The whole class eventually know quickly that their teacher has lost his/her composure. However, the outlandish attitude shown by the teacher can be avoided when he/she is proactive. A proactive attitude is characterized by preparedness, organization of the lesson, cooperation and compassion.

If a teacher is prepared, he/she has readiness to greet the students everyday. Aside from this, the teacher always informs his/her students about what will happen within the day and tomorrow. In other words, there is a clear cut direction generally involving the whole class. A teacher who organizes his/her lesson plans has a daily routine. There is no time wasted and every time is a productive time for both teacher and students. The teacher lists down what are the necessary things for the day and takes all of these in class. Besides, he/she designs in advance the lesson plans. In the light of a proactive classroom control, it starts with setting the tone of the classroom in a few minutes, before behaviors can become problems. If a teacher misses the opportunity for a smooth beginning of the class, more time is needed to settle things down. Normally, a teacher aims to have a participative class. Therefore, there is a need to also collaborate with other teachers and with the administration. A teacher needs not to be the only one who “swims” in the middle of an unpleasant situation. It means to say that the administrators are able partners to follow up warnings, reminders, and other disciplinary resources. A compassionate teacher is quick to respond to the needs of his/her students. A solution to any problem is well-thought and provided with an appropriate action and right timing. Therefore, quo vadis, teachers?

WHAT MAKES A FAVOURITE TEACHER

How can we influence our students?

Certainly, any student has a favourite teacher because of the belief that his or her teacher has a pleasing character. There are many subject teachers teaching in elementary, secondary and college levels and all of them have their own ways of teaching their lessons. However, one is simply amazing and ideal before the eyes of a student. Oftentimes, a favourite teacher is not only according to one or two students’ preference, but also the whole class's. In connection to this, there are reasons why a teacher is admired by his or her students and why he or she becomes a popular educator and a role model.

When I was still teaching in my hometown university, I received tokens from my students during teacher’s day. It was a one-day celebration for all teachers. Normally the students were the ones who organized this activity. Teachers were called on stage and students gave cards, flowers and gifts to them. Let me say that those teachers who were popular received more tokens than those who were unpopular. Well, the high school students are basically looking up to someone who can influence them to learn in the classroom and to achieve good academic performance. They listen attentively to their teacher, behave in the class, participate in classroom activities and do their homework well. The motivation to perform better is greatly attributed to having a favourite teacher. Mostly, a favourite teacher is remembered by the students for the rest of their lives as they also keep in mind less those teachers who have not touched their lives. Therefore, at schools, even if there are many educators whom the students meet, there is but a particular teacher who gains the fondness of his or her students.

Based on my observation, a teacher to be well-liked by the students does not need to be good looking or beautiful physically. Some learners consider the physical factors of their teachers; however, this is just very superficial. Any teachers do come to school in a well-dressed and dignified manner, but the most essential character that the students look into is the one which is pleasing and positively influential, especially when they tend to idolize someone who is passionate and caring and who can guide them to the right direction.

Another area to consider  is the skill of a teacher in terms of imparting the lesson. Do you use the traditional method in teaching? Well, the new generation of students today are critical. They know exactly if their teacher uses the old style of teaching, if their teacher is updated and if their teacher knows what he or she teaches. Smart students would even test their teacher, that is, when they ask question, they specifically want to discover how the teacher will handle it. The students always appreciate their teacher who can make a math or physics class spirited.  A dynamic class is a “talk of the campus” in addition to what the students say vocally -“my teacher is great and he is my favourite!” A difficult subject, in other words, seems easy for them.

Being understanding and patient makes a difference. A teacher who understands the predicament of a student gains respect in return. Consequently, an understanding teacher also shows his or her patience. During my first two years of teaching, I was idealistic when it comes to discipline. I set my classroom rules for my benefit. I realized that drastic discipline had never resulted into an effective classroom management. Honestly, I earned respect but out of fear towards me. There is a difference between a “voluntary respect” and a “forced respect”. What I am trying to state is that, patience and understanding are basically imperative in teaching. For many years spent in teaching, the qualities of a teacher are harnessed and like gems, they become better and best; and they become conspicuous. To be patient and understanding, a teacher has to be in a specific situation where he or she can be flexible and sensitive to the needs of the learners.

Friendliness is one character which draws the students to be closer to their teacher. On the other hand, a teacher must be aware of familiarity. It is good to share a little of your passion or interest but in a way that you consider reservation. A defined and conscientious friendliness towards the learners must be fully understood; otherwise, you will turn the class into a fan club. Let me emphasize that a favourite teacher is not “trying hard” to get the favour of his or her students. The fondness of students shown is a natural process. It is based on their teacher’s personality like the confidence, skills, attitude, etc.

NO HOMEWORK PLEASE!

                            
                                   Why some students don’t do their homework?
     I have read a post on my social network wall: If child labor is an offense, why do teachers give homework? Does it make any sense? Well, it is just a joke for everybody to laugh and think for a moment. This does not apply to a school situation where homework is given as a follow up to the previous lesson, as an advanced lesson or simply as reinforcement or an enrichment activity. Whichever is the purpose, teachers do give assignments to their students. Some give almost every day-in two or three subjects. Considering the reactions of a student who has to complete two assigned tasks, a teacher perhaps thinks and shakes his or her head while saying “Why is my student’s homework done roughly and why all my students have the same answers?” An instance like this one exists and is discovered when the teacher does the marking of homework. Oftentimes, some students also fail to submit on time or they never submit at all. This leads into a poor academic performance of students, which would somehow make the teacher think twice and assess the kind of homework that should be given to them. Not only that, a teacher must know the possible reasons why his or her students don’t do their homework.
     Some causes of non-compliance of homework could be any of the following situations: (1) Homework is mind-numbing. Students should be challenged when they spend their extra time in homework. A good homework must be something that develops their critical thinking skills and that will provide more venues for brain storming. Why not give those puzzles, activities using their imagination, interactive activities like interviewing people, working as a group and other dynamic and interesting tasks. (2) Instructions are vague. Any individual cannot do a certain work if instructions are not clearly understood. How could a student read the minds of teachers? Clear and concise directions are very important in homework. Although students find this as an excuse-“that the instructions are confusing”, there shouldn’t be a chance for them to find a hole in this area. (3) Too difficult and too easy. These extreme declarations are said to be common reasons also. I heard, one time, my student saying, “ Teacher, the homework is very difficult! We don’t know what to do!” Oooppss! Whether the assignment is easy or difficult, students always complain! So, if the students find the homework as “easy as a pie”, they tend to take it for granted. Therefore, a teacher has to design a homework which is achievable by the class. A win-win situation is good indeed! (4) They have forgotten the homework. The most common answer of students, “Teacher, I am sorry. I didn’t remember my homework!’ Obviously, it is a human nature to forget something to be done; however, time management must be encouraged among the students. Teaching them how to prioritize their tasks is more effective rather than giving reminders. There is a difference between being said and being done. (5) Student’s rebellion. Students who have grudges against a teacher or a family member will show negative behavior in the classroom like being unable to hand in the homework. Aside from this, if a student doesn’t like the subject, well, what do you expect from him or her? That very homework given by the teacher whom he or she hates is a trash!
     The enumerated reasons are only few of the many. However, teachers need to apply an antidote when a situation occurs. Always tell and show to your students that you take note of their complete outputs and that you have a record of every submitted work. Not only that, there is a need for teachers to give praises and incentives when the homework is done neatly, and correctly and when it is handed in promptly. In addition, marking of homework should be understood, and if possible, the scores or ratings should be numerical.

INTERNET AND STUDENTS

     Twitter, Yahoo Messenger, My Space, Flicker, Quechup, Friendster and Facebook. These are all social networks known to children, adolescents and adults. Truly, technology is unceasingly coming up like mushrooms in any forms and channels nowadays. Innumerable people of all ages, cultures and races spend copious time, sleepless nights and preoccupied days for socializing virtually. Why? Do we blame the fast growing technological advancement? If one person spends his 12 hours in a day, facing at the computer and surfing the Internet, to what extent is the drawback to his health? If children play on line games, how many of them have parental guidance, and how do parents solve the problem of obesity among children who sit on computer chairs in ten to twelve hours while eating junk foods? Situations like these are not new to us by the way.
      Too many internet-related issues confront the schools because learners or teenagers find chatting with friends more attractive than the lessons of their teachers. Similarly, parents could not prevent their children from media indulgences. Considering the benefit of using Internet as medium for providing information, the teacher primarily plays a very indispensable role. In addition, the educational system encourages any schools to incorporate information technology in syllabus, lesson plans and teaching-learning activities. Therefore, the chance of motivating the learners to use the Internet as a channel of learning is great. Basically, as a teacher, you have to design a plan which is integrative by itself. Try to combine classroom teaching and media technology to lead into a more interesting learning activity. Children, nowadays, are more on exploratory and manipulative skills, and they find computers as interesting objects to indulge in and to manipulate all day. Tell me the truth. Have you ever been stressed to hear that your students like spending more time in cyber rather than holding a pen and a book? What about  making a written assignment? Do they submit it frenziedly, not considering a neatly presented homework? I am certain that you get pissed off and frustrated.
      Since we are not supposed to be growing backward, there is a means to limit our frustration and failure. To share some hints with you, I, for one, find this haunting situation as a threat to the quality of student’s learning. While it is true that the Internet provides promising advantages like loaded and useful information, social connectivity, modernization, etc, going back to the basic of teaching pedagogy is practical enough, at least, to get along with the problem and trouble shoot the problem at the same time. Here are the tips to let students learn on and use the Internet wisely and productively: (1) Prepare your students to research effectively. In doing this, recommend to your students the site or link to open. Provide some interesting topics for them to search. Some students may try other sites such as pornography or other obscene links; however, the school can block these kinds of sites. When you ask your students to conduct research, let them identify the author, contact and link to qualify the accuracy of the information. (2) Teach them how to use the Internet. Tell your students that not all what they find on the web is true. Emphasize to them that information on the websites are to be validated. In this case you are teaching your students how to evaluate the information that they read and gather, whether it is updated, supported, reliable and credible. It is also good to brainstorm about what they have searched, and they must know that information can change their decisions and lifestyles.    Therefore, the teachers must guide their students proficiently and properly. (3) Use the Internet for homework. You can give your email address to your students and let them send their homework to your box. Never forget to show to them that you are reading and marking their submitted work. Aside from this, you must also have a list of sites that have bogus or questionable information so that you can discuss to them the possible risks. (4) Provide your students additional readings from a credible site. They can make a strong reaction paper based on what they read, and (5) Use Internet-based worksheets and practices for the students to work on.
      At school, monitoring of students in net surfing is regulated where as at the Internet café, the tendency to deviate from the purpose is possible. However, given with the precautionary measures in case of deviation, the students may think twice at this time. “An ounce of prevention is worth a pound of cure”. At home, they have parents to guide them, but if the parents themselves fail in supervising the studies of their children, there is a teacher who encourages them to use technology advantageously, wisely and efficiently.

CLASSROOM MANAGEMENT

HOW CREATIVE ARE YOU AS A TEACHER?
     Have you ever exhausted your energy in one or two hours long as you spend your time with your class? Did you experience to flee quickly, escaping from all sorts of outward behaviors shown by your bully students? I was in this circumstance when I started to teach in secondary school which was exclusive for boys. Oh my! They were towering over me so that I had to wear 3 inches-high heeled shoes. I was just like in a rampage whenever I got inside the room filled with young boys who used to vandalize at the toilets and on their chairs. See. My first encounter with a group of students twenty years ago was dramatic enough to regret why I had to be a teacher. I should have ended as a nurse or a policewoman but not as a teacher! Well to make the story short, I have loved teaching as a profession despite of everything. It only means to say that a teacher has to undergo through the hole of a needle before the so-called success in teaching profession can be determined and enjoyed.
     Focusing on one of the main components of teaching, which is discipline, is very essential for a new comer or veteran teacher. Discipline is the foremost key to education and it is not excusable for any teacher to ignore this tenet of education. No teacher can teach a lesson effectively in the midst of an unruly class, and no students can ever learn well if they don’t pay attention and don’t do what is supposed to be done to make learning possible by all means. What I would like to emphasize here is the management of the class-its surroundings, its human factors, its psychology and its materials and tools. Therefore, the classroom manager is the teacher himself or herself. As a manger, he or she directs, controls, organizes and implements discipline in a more conducive and permissible standard. Remember that even if you understand that students have different levels of discipline stages or strokes, it is still not easy to establish the desired set of rules and let the administrators and parents understand it. Well, it is a normal school scenario.
     As I stayed long in teaching, I learned many styles through experimentation done with different groups of learners. Whatever discipline approach that is working smoothly with a certain group of students may not have the same effects when the same disciplinary strategy is implemented in another class. For example, a slow learner class needs reminders most of the time even when they are just simply passing the papers. However, a smart class shows active retention of what you want, and it is easy to manage them. Truly, different folks need different strokes.
     To design your discipline composition is best achieved when you know the type of class that you manage. Knowing them by names is good, but it is better to know their backgrounds so that you will know how to handle them accordingly and uniquely. Although you have a general set of rules, it is imperative that you have to be specific and fair based on the background of your students and based on what your students do. A fair teacher is encouraging the virtue of a just society,
     When you give your reminders, do not imply to them that you are reprimanding or scolding them. These reminders are addressed to the whole class. It is better to give reminders on the very first days of classes, normally during the orientation. Tell them about your guidelines and constantly remind them the whole year round. This is a preventive measure to suspend any aggravated and serious disciplinary problems. On the other hand, if there is a need to direct the reminders to one or two students, you may set a conference after the class. Never insult any student even if you are at the height of your anger. It is because you are the mentor and you need to show to them that you are an adult. In this case, you will gain respect as you deserve as a teacher who is many steps ahead of them.
     Now, what about in the case of giving warnings? Warning is the corresponding non-verbal or verbal action given to a student in a concealed manner. In my class, if I saw a student sleeping, I just moved in and gave him a slight tap to make him awake at that time. He would straighten up, being aware that I saw him. In some cases of students who are sleeping in the middle of a class discussion, the students may have problems during that time or some health problems may be the cause why they sleep in the class. Sometimes, this occurs due to teacher’s factor also. These signs of inattentiveness are indicative of a student’s disciplinary behavior and every behavior that a student manifests has a root. Therefore, after the class, I talked to my student to seek the cause of sleeping at the class. I would like to point out clearly that WARNING is effective especially when you communicate it to your students clearly. Never implement a disciplinary measure which is not within your set of rules. In addition, always encourage your students to try and work out again until they become better.
     What about sending the students to the office? This is the last recourse. Sending a student to a guidance counselor or principal due to outward behavior isn’t a good way to save your profession. What I mean is that, only major cases must be referred to the office. A guidance counselor and the principal are not the prefects of discipline. They are there only to guide and facilitate administrative functions. You as the classroom manager should know how to handle the classroom related problems. However, it is also good to seek advice from your guidance counselor and principal whenever it is necessary.
     In conclusion, classroom management is intertwined with discipline. Creative teachers have creative ways how to deal with classroom outward behaviors.

EFFECTIVE WAY OF ASKING QUESTIONS

     In a classroom setting, teaching and learning activities should be
interactive. Asking questions and handling the learners’ responses will
depend on how skilful a teacher can be. Can you imagine a classroom
which is characterized by a spoon‐feeding teaching circumstance? This
is just simply letting the students to say “YES” when they agree and
“NO” when they disagree with what the teacher asks. Mostly, these
kinds of questions are literal and closed‐ended. Thus, there is a
limitation of responses; the critical ability of the learners is not
practiced in accordance to their level of learning and thinking.
     One of the components of effective teaching is the art of
questioning, which remains in today’s modern education. Even if a
teacher has been into teaching for several years, the proficiency in
questioning is an issue. I had observed several language classes and
had checked lesson plans of language teachers I supervised. In a week,
they had to submit five plans and these must be handed in on the
weekends. A lesson plan for teaching a specific story was done by one
teacher. From there, I also got a very good idea based on how she
made the plan achievable. At the back page of the leaf, there was a list
of ‘what”, “why” and “how” questions written by the teacher. When I
asked her about it, she pointed out that those questions would be
asked during the progression of the lesson. Teaching literature is not
easy, yet it is a perfect timing to integrate values easily. Well, I
appreciated what she did because those questions would certainly
provoke the thoughts of her students.
     To be able to enhance the teacher’s art of questioning, classroom
experiences, professional readings, and teacher’s evaluation by a
supervisor should be taken into consideration. The questioning skill of a
teacher is very essential to provoke the minds of his or her students.
Constant practice improves one’s ability and techniques in asking
questions. For some considerations, let me share some effective
questioning techniques:
1. When the teacher asks questions, he or she should not rush, but
instead, he or she must encourage the learners to think freely. A
clear modulated and natural voice is necessary to avoid tension.
2. The teacher should give the learners a time to think before calling
anybody to respond. Remember that, just like any other
individuals, the learners have the right to formulate their
answers. It is a classroom setting and different from that of a
court room.
3. The questions should not be too loaded. It means to say that the
teacher must simplify his or her questions.
4. There must be enough questions which create a student‐centered
way of learning.
5. Questions should be answered by the majority of the learners.
Letting one or two students to monopolize the responses is not
resulting to an interactive discussion. That is why, a teacher must
know the capacity of the students as to who can answer difficult
questions and easy questions. In that case he or she can maximize
the participation of her students.
6. A random way of calling the learners to answer questions can
lead to their active involvement. The teacher should encourage
the learners to speak clearly and loudly.
7. Thought‐provoking questions cover the level of questions
(Bloom’s taxonomy) knowledge, comprehension, application,
analysis, synthesis and evaluation.
8. If the learners give incorrect answers, the teacher has to take
time to correct them by not showing a threatening manner. The
teacher should be specific enough to point out the wrong answer.
An encouraging way will help the learners strive for more. They
will be motivated to try their best if they receive appreciation for
every correct answer they give.
     As a teacher faces her class, a lot of situations will be dealt
with squarely. To become effective in asking question, a teacher
should continue to learn and adapt updated questioning
techniques. The traditional way of questioning has made
education move in a slow pacing; thus, it has paralyzed the critical
skills of the learners. Modernity is already infiltrating in our
teaching methodology and activities at this time. Therefore, why
stick to the old style of recitation focusing on “what”, “where”,
“when” and “who”.