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.