Observation and the Teacher Candidate

Observation involves more than just seeing what is taking place. Knowing what should be seen is the key to good observation. The following observation guide is provided so that the teacher candidate can improve observation techniques. Any part of, or the entire guide, may be utilized in daily observation by the teacher candidate. Active directed observation (either direction from such guides as given below or others prepared by the teacher candidate) is always encouraged.

Observation requires critical analysis. The teacher candidate should remember that the objective is to learn from observing and analyzing, rather than to assume the role of a critic. No two teachers will follow identical teaching procedures. Occasionally the procedures observed will contrast or even conflict with those favored by the teacher candidate. In such situations the teacher candidate should assess the techniques within the context of use, analyze the strengths and weaknesses, and examine adaptations that might improve effectiveness.

1. Contextual factors. Who is being taught?
   1. What are the student identities represented in the classroom (gender, ethnicity, socio-economic status, academic achievement, special needs, other)?
   2. How is the classroom organized? (homogeneous/self-contained/team teaching)
   3. How are the needs for diverse populations being met?
   4. How do demographics impact the student learning?
2. Purposes of unit, lesson, or activity. Why is this lesson being taught?
   1. How do these purposes synchronize with goals for the semester or year?
   2. Is the purpose to develop skills, share information or help the student develop attitudes, ideals or appreciations?
3. Content or curriculum. What is being taught?
   1. What fields of knowledge are utilized in attempting to achieve the purposes listed in Item I and Item II ?
   2. What resources are utilized (textbooks, media, other)?
4. Teaching procedure. What does the teacher do?
   1. What teaching strategies are used? Does the teacher lecture, facilitate class discussion, ask questions, use technology or other techniques? Is one strategy used exclusively or is there a combination of strategies?
   2. How are students motivated?
   3. How does the teacher contribute to a stimulating intellectual climate in the classroom?
   4. What types of assessment are observed? (Formative and/or Summative).
5. Student activities. What do students do?
   1. Are students interested, involved, engaged?
   2. Do students listen, discuss, report, write, other?
   3. What kinds of behavior are displayed by students?
6. Physical factors. How do physical factors contribute to learning?
   1. What provision is made for proper lighting, temperature, ventilation?
   2. How does the seating arrangement of students contribute to a good classroom situation?
   3. What use is made of boards, displays and technology?
7. Reflection. How could this lesson be improved?
   1. Quality?
   2. Effectiveness?