Post date: Oct 23, 2014 5:18:2 PM
This year, one of the major goals for teachers at RMS is to engage in peer observation and feedback as a way to improve teaching and learning. This week I observed a section of Carla Balch's Algebra 1 course. Before the observation, Carla and I met to discuss what she was hoping to learn from my observation. Carla wanted to know whether she was spending too much time on a few students and, what other students were doing while she was helping individuals. Having a specific "look for" allowed me to focus my observation in a way that would be helpful to Carla.
One the day of the observation, I arrived unannounced and positioned myself at a table in the back of the room where I could see the entire classroom. I went "old school" with a notebook and pen to record my observations.
What I saw was a well organized plan for the class period that had students finishing up some homework problems and then starting a word problem assignment either with a partner or by themselves. While students were working, Carla was literally running from desk to desk to answer questions and provide individual assistance. What I noticed was that most of the students in the room had a very low tolerance for frustration. Instead of trying to work through a problem on their own, students would immediately raise their hands for Carla's help. And, because Carla couldn't physically be everywhere at once, students might sit for a few minutes with their hands raised, chatting with peers.
At our team meeting later that day, several of us who had conducted peer observations shared what we had seen and heard during our classroom visits. As a team, we noticed a common thread: many 8th graders are lacking the skills and habits of mind to persevere when challenged in their learning. We agreed that the idea of perseverance, or "grit", is something that we need to address with our students so that they become more independent and confident learners.
As a follow-up, Carla and I decided to enlist her students in coming up with solutions for her class. Carla began by explaining the faculty's peer observation and feedback initiative and then I shared by observations from the previous day. Students were incredibly engaged in the discussion and insightful during our brainstorming of ways to increase perseverance. As a group, we created a "check list" of things that students will try before asking for teacher assistance. The other thing that we created was a formal peer-tutor program. This is an opportunity for students to identify themselves each day as homework "experts". Students who have a solid understanding of the day's assignment will put their names on the board as resources for their peers. Both the tutors, and the students who access them for help, will be awarded extra credit points.
This experience of involving students in creating solutions has been a powerful one for Carla and me. It gave real and applicable value to peer observation and feedback. Looking forward to more of this work!