A Brave Potential Observee Thinks About Observation – Anna Loseva
I’ve been observed several times in my life. First, when I was going through obligatory school teaching practice still as a university student. At one of the two schools this observation was really thorough and included a detailed examination of my lesson plans as well as comments on the classroom procedures, cohesion of lesson chunks and overall logics of conducted lessons. That was the finest example of classroom observation I have had. That was 7 years ago. Since then I have been observed only twice at my current workplace: once by our department chair when I had just taken my position, and once again when a young new teacher was going to join us and was sent to sit in some of the lessons.
As you can guess, there’s no regulated practice of compulsory teacher observation in my context. Nor are most of the teachers interested in setting it up. So long as I don’t have observation of my classes, I am liberated from the judgment of people who would observe me and I’m left to openly speak from my heart in this blog post.
Observation is risky
Just the other week teachers at the department were having a heated discussion about the dangers caused by open student forums. In such forums, university students leave their comments about teachers and lessons. These comments include factual information such as the requirements for credits and exams and descriptions of how classes are held. But you can also find more personal comments about teachers, both favorable and unfavorable. Surprisingly to me, many of the staff members expressed a strong position of opposition to these forums. They argued that whatever we do in the class should stay in the class. It’s true that the student remarks were incredibly subjective, and sometimes even rude, but basically the whole idea behind these forums, at least to me, seems like an attempt to leave useful information for the generations of faculty and students to come.
When I started to search for the reasons why teachers were reacting to the forums like this, I made a clear connection with lesson observation. People in general fear being exposed. We don’t like open doors or windows, so we buy safe locks and cover windows with curtains. In the same way, we feel safe in the classroom when the door is closed. And it’s difficult to come to terms with the idea that an intrusion into our class can take place without judgmental undertone.
If you walk along the dark grim corridors of my university, you will find that many doors have signs carrying variations of this one message:
It shouts out “Hazard!” It is a powerful and illustrative image. These rooms are forever closed to unwanted visitors. It is dangerous to enter them. Which led me to a question: What is so precious about your lesson that you are guarding it so fiercely?
Observation is about attitude
While I was trying, and at first failing, to answer this question, I asked myself two more:
Do I wish to be observed? A sure but shy “yes” because I recognise observation as a way to start improving my teaching. Do I wish to observe others? An unsure and loud “yes”, again, because being present in a class of another teacher might open up a whole view of this class’s learning, which will give me more data upon which to build my own future development.
The fear of being observed for quality, correctness and efficiency in regards to how you’re doing your job is explicable and very human. Who wants to be judged like that?! My personal answer for now, like so many other things in life, is change your perspective. It seems to me that it all comes down to what message you send, both as an observing teacher and as an observed one. The observation process involves two sides and it’s not about the opposition of those sides, not about the conflict that happens between them, but rather a mutual readiness to learn more, analyze, talk and make change. In this readiness the right attitude seems to be a precondition. Some of my ideas about observation derive Harrison Owen’s guide to open space technology. While the two at first may seem disconnected, lately somehow everything seems to relate in my understanding. Thus …
- When being observed, don’t think that another person knows your situation better than you do, don’t pre-assume you’re on the defensive. Welcome another perspective.
- When observing, don’t suppose you know the situation better than the person you are observing. Be gentle, too J
- My ideal path towards accepting observation would start with a sharing of lesson plans with colleagues. First, I would naturally want to share one that I felt happy with, confident about, maybe even a touch proud. We would compare our lesson plans, see how it goes, and try it again. Couldn’t it be a painless first step?
My expectations and beliefs about observations
I’ve been opening up to challenges more and more lately. What I once used to think of as a tough scenario, something that sent shivers down my spine, now seems to be an exciting venture to plunge into. I keep stretching my elastic comfort zone, not just stepping out of it for a moment to then get back right back into it. So here, as an inexperienced but brave potential observe, I will loudly pronounce my expectations and beliefs about observation:
- I realize that I don’t want to be reassured that my lessons are good in all aspects. I am intelligent enough to know that’s not possible.
- I am not ready to simply take comments at face value, dialogue (not argument, though) must be a part of the process.
- I like to think that observation will spark conversations resulting in reflection and small good changes — and even if there is no change, at least I will have the chance to take part in a good conversation.
- I don’t think of observation as a clue to deal with my professional faults.
- I like to hope that observation won’t aim at telling me, and teachers in general, how to teach “right”.
- I’m ready to learn, but at the same time I want my view of teaching, my attitude as I have it now, to stay undimmed.
- It doesn’t really matter what you think of yourself. Others might be able to see you better. This is an idea that several iTDi friends shared with me a month ago. They weren’t using it in reference to observation, but can’t it be true for the topic of this post in a certain way, too? Still, the idea that others might be able to see you better than yourself, stands in contradiction with some of what I have written above. Life is a complicated matter!
The funniest thing is that even now, after I have written this post and tried to sound convincing, I’m still scared out of my wits when I think of myself being observed. I fear observation. I expect it to lay bare and then thrust in my face my most vulnerable professional spots. But by pronouncing my fears out loud, I’m facing them. And only by going through that uncomfortable first experience will I be able to put up with those fears and eventually crush them.
Now that I have that out of my system, I suggest we all take a small but real step. Let’s take a sheet of paper and a pen. Let’s talk to ourselves, honestly and with an open heart. Let’s jot down several simple sentences which could describe one of our recent lessons. Then read over those sentences and end our note to ourselves with one of two statements, the one that we think fits better:
I don’t need observation.
I need observation.
You might end up with something along these lines:
I never have enough time. I need observation. – Anna Loseva
I always have too much time. I need observation. – Kevin Stein
In the end, whatever you think is right for you at the moment is the only right way to be for this exact moment. I believe there are many thruths. However, it’s good if your assumptions can be shattered every now and then, or even just cracked open a little bit. By doing that a new truth might find its way to shine through.
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Hi Anna,
Thanks for sharing this post. The honesty of how you feel about observation and what you would like to do next is inspiring. When we started an “informal” peer observation program in my school, most (actually all) the teachers managed to find ways to not take part in it for about 6 months. It was only after repeated emails and vaguely threatening comments in meetings that we actually did start peeking into each others classes. And I’m so glad we did. But I’m not sure if anything would have happened without that (not) gentle nudge from our program director. I hope you will be able to share your classroom and the classroom of your co-workers without any scary emails or threatening staff meeting comments.
Kevin
Hi Kevin,
Last spring I came up to my boss and said that it could be so useful for us all (and me in particular as a young inexperienced teacher, etc) to go observe each other’s classes, once in a while. The response was that of a shock, both verbal and non-verbal. Yes, it’s potentially very good. No, not a lot of teachers will agree (meaning very few, meaning one or two?). However, last June there was some mentioning of the fact that this term there would be teachers coming to my classes..no, not really.
You’ve mentioned it in your comment – the nudge from your program director. Well I think I might resume nudging my boss to nudge the teachers.
You speak of an informal peer observation “program” – what does it involve? I”m sure once I bring up this issue I’ll be the one in charge, so I”d use some guidelines.
Thanks for your comment and for helping me with this post, too.=)
Ann
Hi Kevin,
Last spring I came up to my boss and said that it could be so useful for us all (and me in particular as a young inexperienced teacher, etc) to go observe each other’s classes, once in a while. The response was that of a shock, both verbal and non-verbal. Yes, it’s potentially very good. No, not a lot of teachers will agree (meaning very few, meaning one or two?). However, last June there was some mentioning of the fact that this term there would be teachers coming to my classes..no, not really.
You’ve mentioned it in your comment – the nudge from your program director. Well I think I might resume nudging my boss to nudge the teachers.
You speak of an informal peer observation “program” – what does it involve? I”m sure once I bring up this issue I’ll be the one in charge, so I”d use some guidelines.
Thanks for your comment and for helping me with this post, too.=)
Ann
Dear Anna,
Thank you so much for such a thorough post. Your post is a perfect example of how speaking from the heart, how writing yourself into the story makes the post powerful and true.
I like your expectations and beliefs about observation. You really seem to have strong and well developed principles of your own, and I have always admired people who do and know what to do with them – wisely!
I would LOVE to come and sit in on one of your lessons! Badly!!!!
However, the open students forum you wrote about at the beginning of your reflection – well, I guess I would have been one of the teachers who were opposed to that. Not because I am terrified of observation. Far from it. I actually like being observed. On the one hand, I do feel quite confident as a teacher. But on the other hand, I want to learn, I want to grow and I know that well orchestrated and wise post-observation critique is extremely beneficial.
And that’s exactly what open student forums are probably not. Are they wise and well-meaning ways to help teachers improve? I’d guess no. Such open platforms tend to become way too subjective and even mean at times. I don’t think that being against that means being against observation and growth. But I don’t believe letting students vent openly would be of real help.
Dear Sirja,
Thanks for the kind words. It is very important to know (it is!) that I’m supported in my way to write. Because when I write I”m sure it’s all nonsense and way too personal to matter on a scale involving other people (unsafe? Josette’s post relates, I guess).
As for my principles, it’s actually quite eye-opening even for me that I seem to have them. And remembering how I collected them into these lists I realize that once you start thinking about an issue, really investing your time and efforts of your mind into it…they come out in sparks. At the same time, I know these beliefs can change. It’s also for the better if they will.) Thank you for thinking nice of me.
Now to student forums. I can understand what you’re talking about. They are very often mean. And quite possibly reading some unfavourable remarks might have an impact on security of a most confident teacher. I honestly wish my students left some critical remarks about me in that forum, I do. Still I want to defend their right to exist! It’s probably been my mistake to connect these forums so directly to observation, as of course to me they are more of a way unsolicited feedback can reach our ears. They do not aim at teachers at all. I was a student myself and I remember that we discussed our teachers, and I am 200% sure everybody did. At that time there were no forums like that, but by word-of-mouth the comments always found their way to us. As well as the teachers.
I don’t think we should think of ways to close the forums. I, for one, was not too thrilled when my WordPress blog was not accessible..because somebody thought some other WordPress blog had dangerous content. My newly-born belief concerning this matter is establishing rapport with the students. Talking to them, finding out reasons, explaining to them why we as teachers do or often times have to do certain things. I mean, this is obviously my very personal view of how to deal with aggression that students may pour out on us on the forums. I accept the fact that it can’t be the ultimate solution.
Finally, I am very optimistic. I hope that one day I could come sit in one of your classes and you’d come for mine! Impossible is nothing! =)
Thank you for the comment!
Dear Sirja,
Thanks for the kind words. It is very important to know (it is!) that I’m supported in my way to write. Because when I write I”m sure it’s all nonsense and way too personal to matter on a scale involving other people (unsafe? Josette’s post relates, I guess).
As for my principles, it’s actually quite eye-opening even for me that I seem to have them. And remembering how I collected them into these lists I realize that once you start thinking about an issue, really investing your time and efforts of your mind into it…they come out in sparks. At the same time, I know these beliefs can change. It’s also for the better if they will.) Thank you for thinking nice of me.
Now to student forums. I can understand what you’re talking about. They are very often mean. And quite possibly reading some unfavourable remarks might have an impact on security of a most confident teacher. I honestly wish my students left some critical remarks about me in that forum, I do. Still I want to defend their right to exist! It’s probably been my mistake to connect these forums so directly to observation, as of course to me they are more of a way unsolicited feedback can reach our ears. They do not aim at teachers at all. I was a student myself and I remember that we discussed our teachers, and I am 200% sure everybody did. At that time there were no forums like that, but by word-of-mouth the comments always found their way to us. As well as the teachers.
I don’t think we should think of ways to close the forums. I, for one, was not too thrilled when my WordPress blog was not accessible..because somebody thought some other WordPress blog had dangerous content. My newly-born belief concerning this matter is establishing rapport with the students. Talking to them, finding out reasons, explaining to them why we as teachers do or often times have to do certain things. I mean, this is obviously my very personal view of how to deal with aggression that students may pour out on us on the forums. I accept the fact that it can’t be the ultimate solution.
Finally, I am very optimistic. I hope that one day I could come sit in one of your classes and you’d come for mine! Impossible is nothing! =)
Thank you for the comment!
I must admit I am still nervous about formal observations but accept it as a part of the job. My pre teaching background was in the service sector and it was called quality control. As teachers we are being paid to provide a service and I think it is only reasonable that we are observed from time to time to ensure that standards are being met. I am lucky that my formal observations have always been carried out professionally and I have received useful advice on improving lessons and plans. I have also been allowed to reflect and comment on the findings myself, also to justify things which I did which the observer didn’t follow.
I accept that some institutions are not as professional in their attitude to observations and it must be very disheartening to be in one of those.
As for informal observations by peers and other interested parties, they are always welcome – one summer I had a newbie observe nearly every single lesson for 2 weeks. (She was employed in an admin post that year) She said that she got a lot from these observations although they were informal and not pre-planned for observations. Last year I was observed on a lesson by an agent teacher and I was doing something completely new – ever tried teaching Morris Dancing in EFL? I explained that the lesson was not prepared for her but for the students and any comments would be welcome. Apparently she was very happy with what she saw.
I am not sure about the idea of student forums but I do carry out ‘customer satisfaction’ surveys with classes – again a throwback to my service industry days. We need to remember that if the customer is not happy there is often plenty of competition waiting to take our work. In this way we can deal with and be seen to deal with legitimate concerns raised by our customers.
Just my two cents worth which I have given on other forums too.
Hello Bob,
Thank you for this comprehensive comment on the topic you’ve left. It’s actually very interesting to see how you view teaching from a standpoint of your former employment. I truly believe that these connections are very valuable as they help to see beyond the usual perspective.
I am happy you mention the attitude of institutions to carrying out observations. Unprofessionalism or mere ignorance always put development to a halt. And trying to change the situation on your own is a big decision and a hard job to do.)
I can’t even imagine myself teaching any kind of dancing in my class, so I would be as impressed watching your class as that newbie teacher!
Thinking of student feedback as customer satisfaction surveys – that’s an idea. Your phrasing of “legitimate concerns” is what seems to be the key here.
Thanks again for taking the time to read the post and leave your comment!
Ann
I had just read until the subtitle “Observation is about attitude”. I apologise for stopping there, but it raised two questions for me while I was reading, and you know what happened. I had to sit and write about it. You inspired my first post on the same topic. Here are the questions I asked myself.
1- Why is it have to be risky?
2- What kind of attitude changing there should be so that observation becomes a effective tool for improving my self as a teacher?
I totally agree with you. It doesn’t have to be risky if we change our attitude towards it.
I’ll have to leave Harrison Owen’s link to explore in couple of weeks, but this paragraph has called my attention,
“The group must be interested and committed. Failing that, Open Space Technology will not work. The key ingredients for deep creative learning are real freedom and real responsibility. Freedom allows for exploration and experimentation, while responsibility insures that both will be pursued with rigor. Interest and commitment are the prerequisites for the responsible use of freedom. There is no way that we know of to force people to be interested and committed. That must be a precondition.”
I don’t know anything about Open Space Technology, but it seems that at a first glance that there is no possibility for a group to develop without real freedom (allow exploration and experimentation) and responsibility (pursued with rigor). This links nicely to what you wrote in my blog if we take it to a group of teachers for instance.
So interested to read the rest of the website. Thanks for sharing it.
I love the mutual readiness you mention in your post and I hope we find this mutual readiness wherever we are working. I love your list of expectations and beliefs and I wish you all the best to accomplish that.
So happy to finally finish reading your post. Amazing piece of writing Anna. I’m so glad you wrote for the Observation Issue Blog series.
Thank you, dear Rose, for all the kind words but most of all for being serious and thoughtful about the topic as a result of reading a couple of sloppy paragraphs!
Your second question is especially good. Indeed, WHAT KIND of attitude changing. We can talk as much as we like about change and all, but when it comes to practice and I try to mention the idea to people who might help bringing it to life..not much happens. It is really the next step that matters a lot.
Let me now when you read about OPen Space Technology! I have found it very good. In many points the idea can relate to things other than conferences (that is initially what OST is about). It’s still on my table, I’m getting back to it to refresh ideas.
Yet another big thanks for enjoying what I’ve said and bearing with me on it. Your support skills are unmatched! #gratitude
Hugs,
Ann
Hi Anna
Once again, an excellent blog. Your comment that it’s a two way process is pivotal. Observation is all about learning from each other and sharing ideas. Ultimately, both teachers involved benefit from the process. It’s taken me almost three years to implement observation within our reflective practice in the college where I work. In my opinion, it’s taken this long in order to help teachers understand that we ALL dread being observed, to some degree, but it’s worth the pain.
Well done for being so honest.
Hi Daljit!
Wow you’ve said something that really hit me. We do dread being observed, and no matter how we try to work on it, it’s going to cause us some degree of pain. Yes. Unless we possess some very powerful medication skills and distance completely.
Can you tell more about your program?! It sounds a great idea to combine reflective practice and observations, I would like to learn more about it! I’d appreciate your comment on it a lot.
Thank you.