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BEING OBSERVED BY YOUR COOPERATING TEACHER OR SUPERVISOR
As we noted in Observation Procedures, being regularly observed by your cooperating teacher or supervisor during your practice teaching is one of the things you will doubtless find stressful. Knowing that the strengths and weaknesses of your teaching are being assessed naturally causes some degree of anxiety. However, if you have developed a comfortable working relationship with your cooperating teacher, observation can become a positive learning experience. Your cooperating teacher will usually find many good things to comment on about your teaching. And he or she can also help you monitor your own teaching by observing things that it would be difficult for you yourself to observe. As with observation of your cooperating teacher's class, a preobservation and postobservation conversation is usually scheduled to prepare both you and the observer for your lesson and to discuss it afterwards.
There are several purposes for observation by the cooperating teacher or the supervisor:
• to collect information about your lesson that it would be difficult for you to observe: e.g., how members of a group interacted during a group task and how much interaction each group member took part in
• to observe how you are implementing a new teaching strategy or technique that you are trying out: e.g., how you address reading strategies when teaching a reading lesson
• to observe how you implemented specific stages of a lesson: e.g., how you dealt with the opening and closing of the lesson
• to identify those aspects of the lesson that were the most successful
• to identify those aspects of the lesson that could be improved
• to identify techniques and practices you can apply to your own teaching
• to help you gain a better understanding of your own teaching
In addition to these points, if you are being observed by a supervisor, he or she may be interested in issues such as the following:
• to see how you are able to implement strategies and ideas discussed in your training class
• to see if you are making progress in your skills as a teacher
• to identify issues that can be discussed in follow-up sessions with you and other student teachers
Although most research on supervision suggests that the nature of talk between the supervisor and the teacher learner in postobservation conferences is dictated by the supervisor, you nevertheless can take more initiative in these conferences by sharing your reactions to the class, the surprises you encountered, what you would have done differently, what you have learned, and what you think the students have learned. Your supervisor can also help you develop an overall action plan that can help you further develop as a teacher.
Your cooperating teacher may use some of the procedures discussed in this section in observing your lessons, or may simply make brief notes to use in a follow-up discussion. However, you may also find it useful to arrange for some of your lessons to be recorded. Audio and video recordings are relatively easy to make (details on procedures for audio and video recording are given in Chapter 11) and provide a more accurate record of a lesson than checklists or observation forms. If you choose this option you may want to transcribe some or all of the lesson if time permits, or simply replay the recording to focus on particular aspects of the lesson. For example, you may be interested in reflecting on the impact of your verbal instructions in a lesson: In this case, you can listen to and transcribe those parts of the tape that show you giving instructions.
When a teacher learner is being observed for administrative reasons, the observer (this includes the cooperating teacher, the school principal and vice-principal, and the practicum supervisor) should try to make the visit as noninvasive as possible (Master 1983). As Master points out, the observer administrator is a stranger in the room, and in the eyes of a teacher learner a typical observation goes like this:
The administrator enters the room, often after the class has begun, and quietly takes a seat in the back row. The teacher may introduce the newcomer but cannot, of course, announce why the newcomer is there (i.e., to see how good the teacher is). Scanning the faces of the students, watching for the cues that indicate the attention level of the class, the teacher is suddenly confronted with a critical, non-participating observer. This establishes a new relationship, no longer between the teacher and the students, but between the teacher and the administrator. The students have become secondary. The lesson plan that once lay clearly in the teacher's mind now evaporates, and the teacher must break rhythm and refer to the written lesson plan on the desk. The students become nervous. The teacher, now so intent on appearing to be a good instructor, loses the ability to pick up the essential facial cues of the students. At the end of the lesson, waiting for the administrator's assessment, the teacher feels nervous, knowing that the class has not gone as well as it usually does. (Master 1983: 498)
Following an observation of one of your lessons your cooperating teacher will normally want to meet with you as soon as possible after the lesson to discuss his or her observations. Remember, though, that your cooperating teacher may have limited time to discuss your lesson and answer any questions you have, so keep your questions focused. Cooperating teachers have different styles of interacting with student teachers, and you and your cooperating teacher will need to establish the kind of supervision style you both feel comfortable with.
Normally the postlesson conversation will follow the following format:
1. You give your account of the lesson, focusing on what worked well, what didn't work so well, and what you might do differently next time.
2. If you have asked your cooperating teacher to focus on specific aspects of the lesson, you can both discuss the information that was collected and its implications.
3. Your cooperating teacher responds to your account of the lesson and adds his or her own observations.
4. Any problem areas of the lesson are discussed and strategies for addressing them are identified.
5. A goal is set for the next observation. some of the issues teachers may want to consider for classroom observations.
1. The nature of classroom observation • Teacher discusses nature and limitations of observations with cooperating teacher.
2. Observing your cooperating • Teacher learns about current course teacher's class materials and strategies used, interactions with students, how learners respond and interact with the teacher and among themselves, and kinds of language they understand and produce.
3. The etiquette of supervisory • Observer and teacher negotiate when observation to visit, the best vantage point, the best "bedside manner" to adopt, when and how to take notes, and the
giving of feedback.
4. Focus of observation • Cooperating teacher can suggest focus and / or teacher can suggest
aspects of class on which to focus observation.
5. Observation procedures • Depending on observation purpose, teacher can choose from checklists, seating charts, field notes, and / or narrative summaries.