One of the things I enjoy most about my role is getting to visit classrooms and see the different things that are happening there. Usually these are informal visits, but sometimes they are formal in nature as part of the teacher appraisal process.
I believe it is important to be in classrooms to get an idea of the learning happening in the building. It’s also incredibly nice to see students in their element and being students, rather than only interacting with the ones who are sent to the office.
Broadly speaking, when I visit a classroom, I am looking at three major areas: the students, the teachers, and the physical space.
The Students
The first thing I always like to observe in any classroom is the students. What activities are they doing? Do they seem engaged? Are they following classroom routines and expectations?
An effective classroom is one where students are learning. Authentic engagement in learning tasks is a component of that learning, so it is always good to see that students are engaged. Ideally, they are cognitively and emotionally engaged in their learning, though this is difficult to tell from a quick glance. If they are going through the motions, at the very least, it means that they are at least compliant with classroom directions and expectations.
When doing formal observations with teachers, something I look for is the routines that are in place. If a teacher is setting up an activity, how much instruction do the students need to get going? When minimal instructions in setting up the activity are given but students know what to do with little confusion, then it is a clear sign that they have done this before and are familiar with the routine.
Students who ask questions and respond to teacher prompts demonstrate that they feel comfortable doing so, which is a component of an optimal learning environment.
The Teacher
Now that I have seen what the students are doing, I look to see what the teacher is doing to produce this effect. Some teachers are very effective walking around the classroom and some are equally as effective lecturing from the front or even seated at their desk. It is important not to confuse teacher movement with teacher involvement in the lesson.
What do the interactions between students and the teacher look like? Are they warm and supportive? Are they distant? Are they reserved and quiet or excited and energetic? Some of this has to do with the teacher’s personality, and some will have to do with the relationships that they have. I have met teachers who seemed gruff but were the most student-centered teachers you could find. I have also seen teachers that were amazing instructors, but struggled with forming relationships with students
Does the teacher appear comfortable in their classroom? A mistake I made starting out in teaching was I was trying to be what I thought a teacher should be rather than being what I actually am. Teachers come in all sorts, from extroverts to introverts. From big sports people to creative arts people. All these personalities have their own strengths, and our very best teachers tap into their strengths to support students.
The Physical Space
The room itself can tell you a lot about the learning environment. Is this a physical space that is conducive to learning? Are there elements of the teacher’s personality in the room? Is student work displayed? How are students arranged?
The physical layout of the room can have an effect on student learning. Desks in rows, for example, are good for solo activities but clusters are better for collaboration. In an ideal classroom, the configuration changes depending on the activity. A room where students are always in the same place is much more static than one that looks a little different with each visit.
One thing I love to see is clear expectations displayed for students as a reference. Similarly, having samples of student work, reminders of strategies and tools that are available to support student learning are signs of a proactive classroom. A calming corner, fidgets, and extra classroom supplies signal that solutions to common issues are in place.
As a final note, I look to see if the room is clean as that is an indicator of the efforts by custodians and support staff. When schools are well-cared for it becomes much easier to convince the students to take care of it as well.
Ideally, I would like to get to every classroom every day, but this is not always possible. One suggestion to help is scheduling time in your day to get out into classrooms in the same way that you would schedule a meeting. This helps you to dedicate the time rather than just trying to fit classroom visits in. These informal visits are a powerful part of leadership since it allows you to identify the strengths and areas of growth for your staff. Following up on these visits with supportive feedback is a powerful tool in helping your staff to grow and a key component of instructional leadership.