Guidelines

Observing a class

  • Before the observation, find out the instructor’s goal for the class meeting. It is also helpful to ask the instructor if there are any particular issues he/she wishes you to focus on.

  • Look over the report form ahead of time so you know what you are looking for. It is best to take notes on separate sheets of paper during the observation, and complete the form afterward.

  • Be as unobtrusive as possible during the observation. Arrive before class begins, and sit in the back of the room, where you will have a good view of both instructor and students. Be friendly and greet the instructor, but do not otherwise participate in the class.

  • It is helpful for the instructor to acknowledge the presence of an outside observer at the beginning of class. “X is here observing today. We have agreed to sit in on one another’s classes.”

  • As much as possible, try to set aside your own biases about what should happen in class, and be a neutral observer. Keep in mind that there may be a variety of ways of accomplishing the goals for the class. (In fact, you may learn something through observing.)

  • Focus on gathering descriptive data, not on evaluation. Your observations will be most valuable if they can help the instructor become aware of the classroom interaction from new perspective.

  • Notice both student and instructor behaviors. You may wish to record sample questions/answers verbatim; make note of how many different students participate and from what parts of the classroom; pay attention to whether students seem to be understanding the material presented/discussed. Make copious notes.

  • Complete the written report as soon after the observation as possible, while the experience is still fresh in your memory. Remember to focus on non-judgmental observation. However, the written report need not contain every detail you observed.

  • Suggestions for improvement should be recorded separately from observations. (In general, it is best to present these after some post-observation discussion. You may wish to revise your suggestions after discussion with the instructor you observed.)

Giving post-observation feedback

  • The goal of the post-observation discussion is to provide the instructor with supportive feedback geared toward improvement. The instructor should come way with a sense of what he/she is doing well, and a small number of things he/she could work on.

  • At the beginning of the session, the instructor is first given an opportunity to describe his/her own reactions to the class, mentioning what went well and what seemed to need improvement.

  • The observer may then share his/her observations, in the form of a written report accompanied by verbal feedback. The goal here is to help the instructor see his/her teaching through new eyes.

  • Try to relate your observations to the strengths/weaknesses the instructor has identified for him/herself. Allow the instructor’s interests and concerns to guide the conversation.

  • Suggestions for improvement may be presented after some discussion of the observations. Do not present suggestions prescriptively, but with reference to the discussion you have been having.

  • Avoid generalizations, focusing instead on specific observed behaviors. Examples:

LESS USEFUL: You need to work on making class more interesting.

MORE USEFUL: Around 10:15 I noticed students were starting to “tune out.” Have you ever noticed that happening? Are there ways you could get them more involved at times like that to re-engage them in the class?

LESS USEFUL: You’re asking too many leading questions.

MORE USEFUL: When you asked, “What’s the most important point in this article?” what kinds of answers were you expecting to get? [discussion] You might find that more students participate if you asked a more open-ended question.

LESS USEFUL: You’re doing a great job of explaining clearly.

MORE USEFUL: When you answered that question about the blah-blah theory, I noticed a lot of students were writing furiously and saying “oh!”, like they suddenly understood. I think the example you used really made it clear to them.

Remember, it is not your job as an observer to “fix” the instructor’s teaching. If you observed a large number of problematic teaching behaviors, it is best to focus your suggestions on one or two you think the instructor could most profitably work on at this time. It is crucial to avoid overwhelming the instructor with a long list of failings.

Don’t hesitate to share with the instructor things you may have learned from watching him/her that you plan to try in your own class!

Keep in mind these CHARACTERISTICS OF REFLECTIVE FEEDBACK

• promotes reflection as part of a dialog between the giver and receiver of feedback. Both parties are involved in observing, thinking, reporting, and responding.

• focuses on observed behavior rather than on the person. Refers to what an individual does rather than to what we think s/he is.

• is descriptive rather than judgmental. Avoiding judgmental language reduces the need for an individual to respond defensively.

• is specific rather than general.

• promotes reflection about strategies and the students' or observer's responses to a specific strategy.

• is directed toward behavior which the receiver can change.

• considers the needs of both the receiver and giver of feedback.

• is solicited rather than imposed. Feedback is most useful when the receiver actively seeks feedback and is able to discuss it in a supportive environment.

• is well-timed. In general, feedback is most useful at the earliest opportunity after the given behavior.

• involves sharing information rather than giving advice, leaving the individual free to change in accordance with personal goals and needs.

• considers the amount of information the receiver can use rather than the amount the observer would like to give. Overloading an individual with feedback reduces the likelihood that the information will be used effectively.

• requires a supportive, confidential relationship built on trust, honesty, and genuine concern.

The Characteristics of Reflective Feedback come from:

Kathleen McEnerney, et al. “Building Community through Peer Observation.” American Association for Higher Education, Forum on Faculty Roles and Rewards (San Diego, CA, January 18, 1997).