Theme: observation for developmental purposes and classroom research contents: introduction

CONCLUSION

To become a skilled observer takes time and practice (Gronlund & James, 2013). You will need to figure out your rhythm so that you can incorporate observation and documentation into your regular routine. As an intentional teacher, you will want to plan systematic observations so that you can document each child’s unique qualities, interests, developmental strengths and needs, as well as uncover their cultural practices, approaches to learning and play preferences throughout the school year. As you gather evidence you will want to be as objective as you can be, and you will have to recognize your biases. As you collect your documentation on each child, you will want to organize it in a chronological manner and store it safely. Lastly, be sure to observe every child in your class, be aware that some children may catch your attention more than others for one reason or another. In the next chapter, we will examine several observation tools and techniques that you will want to use as part of your regular observation routine to ensure high-quality practices.
The results of this study can lead to a better understanding of the perceptions of both teachers and observers as well as knowledge of the underlying reasons for implementing the classroom observation process in a certain way. Based on the results of this study, it is possible to develop practical solutions to the problem of teachers' anxiety resulting from evaluation focused classroom observations. One of the most important ways to reduce such negative feelings and resulting poor performance was observed to be conducting pre-observations sessions. Although conducting pre-observation sessions needs more time to be dedicated, it has proven to be a great contributing factor to the success and effectiveness of the observations. Moreover, training on observation and feedback skills seem to activate teachers’ role in this process and to contribute to their professional development. Although this study was conducted in a particular tertiary education institution, it can be replicated in other contexts to identify context specific conditions and develop responsive training interventions.