A Guide To Classroom Observation, Essay Example

Abstract

The paper discusses the concept and meaning of classroom observation of a professor lecturing. The meaning and benefits of classroom observation are discussed. The paper points out what one can learn from classroom observation. The methodological and pragmatic limitations of classroom observation are evaluated and discussed.

Classroom Observation

Classroom observation is a complex qualitative/ quantitative technique of measuring teacher and student behaviors in the classroom and the effects they produce on student learning outcomes. Classroom observations exemplify an essential component of teachers’ support. Classroom observation can provide teachers with a unique opportunity to monitor the quality of the learning process from multiple perspectives. That classroom observation can facilitate the development and implementation of numerous good practices is a well-known fact. However, student observers must be aware of the methodological and pragmatic difficulties of classroom observation and be prepared to overcome these barriers in their way to better quality of learning and knowledge delivery in the classroom.

Being a classroom observer is a transitional role; put simply, the process of observing professor lecturing will be different for different students (Adelman & Walker, 2004). Yet, being a classroom observer is hardly a temporary role, because students tend to internalize their observation skills, to use them later in their own teaching (Adelman & Walker, 2004). The best teachers and lecturers are those who can distance themselves from their classroom activities, see themselves in ways other students/ teachers see them, and adjust their learning activities accordingly (Adelman & Walker, 2004). Classroom observation is the source of primary knowledge about professor lecturing behaviors and their effects on the learning process in the classroom. Classroom observation is both the source and the instrument of significant contribution to the self-evaluation processes in classroom activities. It enables students and teachers to reinforce more effective learning strategies and contribute to the quality of student learning in the classroom.

Classroom observation is “the most direct method for the change facilitator to use in helping teachers to monitor and assess their own teaching practice” (Uys & Gwele, 2005, p.103). It allows monitoring teachers in action, to identify their strengths and weaknesses and develop and effective plan of action. Objectively, classroom observation should not be carried out by school supervisors; teachers should be observed in ordinary circumstances, which do not involve experimentation and do not make teachers nervous about their teaching and learning outcomes (Uys & Gwele, 2005). Classroom observers and students must also be aware of the theoretical, methodological, and pragmatic difficulties that are associated with the use of various classroom observation techniques.

The current state of classroom observation research does not allow explaining the effects of particular instructional practices on student learning outcomes (Waxman & Huang, 1999). Classroom observation is often limited to a set of behavioral approaches, which make it difficult to transform observation results into practical instructional solutions. From the methodological viewpoint, classroom observation reveals a number of limitations: for example, the presence of a student-observer may result in teachers’ using better instructional methods than usual (Waxman & Huang, 1999). Finally, for classroom observation to be objective, relevant, and justified, an observer must have extensive training and experience (Waxman & Huang, 1999). The results of classroom observation should be properly interpreted and used (Waxman & Huang, 1999). Yet, in no way do these issues reduce the overall significance of observing professor lecturing in the classroom. Classroom observation is often the only way for students and supervisors to learn more about the effects, which teacher lecturing behaviors and decisions produce on the student successes in the classroom.

Conclusion

Classroom observation is a complex technique of measuring teacher and student behaviors in classroom. The purpose of classroom observation is to help teachers to monitor the quality of the instructional/ learning process and evaluate the effects of particular instructional practices on student learning outcomes. Classroom observation enables teachers to reinforce more effective learning strategies, but students and supervisors must be aware of the methodological, pragmatic, and theoretical difficulties of classroom observation. However, even these complexities cannot reduce the overall significance of classroom observation, whenever students and supervisor seek to evaluate the effects of teacher lecturing behaviors on student perceptions and successes in the classroom.

References

Adelman, C. & Walker, R. (2004). A guide to classroom observation. Routledge.

Waxman, H.C. & Huang, S.Y. (1999). New directions for teaching practice and research. CA: McCutchan.

Uys, L.R. & Gwele, N.S. (2005). Curriculum development in nursing: Process and innovations. Routledge.