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Dear Teacher Educator,
“To observe or not to observe?”—perhaps that was never really the question.
Classroom observations have long been a powerful tool to understand teaching practice, support teacher learning, and drive instructional improvement. Yet, over time, many have drifted from that purpose—becoming mechanical and judgment-heavy, more about appraisal than learning. For many teachers, the mere word observation conjures stress, scrutiny, and a sense of being evaluated rather than supported.
In this edition, we explore:
What is the true purpose of classroom observation?
What does neuroscience tell us about how teachers experience being observed?
What mindsets, practices, and conditions are essential to create classroom observations that truly support growth
Depending on the context, classroom observations are used by organisations & schools to support two very different kinds of processes.
The first, is the process of actively supporting the teacher in applying their learnings to their classroom.
The other, is the evaluation of teacher performance.
And what an observer observes in a class, varies depending on which of these is prioritised.
While we do use them as a performance evaluation tool, this kind of observations need to be rarer, more structured, and have a well defined scope that the teacher is aware of.
The more impactful kind of observations, however, are those that are focused on improving teacher learning. Observations give teachers a 2nd pair of dispassionate eyes with which to see their own teaching. They get to learn how far they have assimilated what they have learnt, and also get to see the gaps they need to improve upon.
That said, classroom observations (of either kind) can be unsettling — even for the most experienced or proficient teachers. The moment someone unfamiliar walks into the room, things shift. You either feel the pressure to impress or brace yourself to defend. You know the lesson was well-planned — but now, it’s not going to look that way. You’ve taught this strategy 30 times before, but suddenly, not today.
So what's really going on in there?
When an observer enters the classroom — even in the most supportive setting — the teacher’s brain can flip into survival mode. This response is triggered by the amygdala, the brain’s internal threat detector, which is constantly scanning for danger. Being watched — or social evaluation — activates the same neurobiological stress response as facing physical danger.
Simultaneously, the prefrontal cortex, responsible for executive functions like decision-making, focus, and planning, loses mental resources to the brain's survival system. As a result, teachers may forget important cues, perform rigidly, overcorrect their actions, adopt defensive body language, and reduce improvisation — getting in the way of their teaching flow.
Besides this, other factors — such as power dynamics, an already overwhelmed mental state, a poor or absent relationship with the observer, or a perceived breach of classroom sanctity — can further intensify the response.
As observers, we have many ways to set the stage for a successful observation. With the right preparation and communication, we can make the experience constructive and enriching for everyone.
As an observer who works across a large number of classrooms, we want to maximize the efficiency of our time and resources. This may mean your preparation and initial conversations with the teacher are focused mostly on data and outcomes.
It helps to remember though, that Neuroscience eats efficiency for breakfast. Everyday.
And without both the teacher and you being in the right kind of partnership: one based on mutual trust and safety, no amount of efficient focus on objective data may increase learning or improve practice.
You have come to the end of this edition!
Thank you for engaging!
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