Classroom Observation Reflection

Write a reflection to synthesize what you have learned from your observations and conversations. Remember to be self-evaluative. Make connections between what you observed and other resources and/or discussions you may have had with your mentor teacher. Be sure to address how you plan to apply your findings to your teaching so as to positively impact student learning.

In a separate section, include a list of which observation instruments were particularly useful. You may also choose to include recommendations for improvement to these resources.

Observations*:
Viola, 9th/10th Language Arts, placement school. Conducted 9/9, 9/15
Patti, 12th Language Arts, placement school. Conducted 9/10
Stewart, 9th-12th Drama, Garfield. Conducted 9/25
Sarah, 9th/10th Biology, placement school. Conducted 10/21
Josh, 9th/10th History, placement school. Conducted 10/25

My first formal observations were conducted in my own classroom, observing my mentor teacher, Viola.* I was interested primarily in examining Viola's classroom management, her instruction style, and her rapport with the students; these three qualities have continued to be what I notice myself looking for in other class observations. Since my experience with Viola has established itself as the "home base," most of my observations include notes on the differences displayed between Viola and the respective observed teacher. In gauging what it is about Viola's style I hope to put into practice, and what to possibly alter when creating my own teaching "style," these comparisons are proving to be quite useful in reflection.

Several teachers had mentioned Viola's strict, "authoritarian" management style as effective, but perhaps not a style that would, or should, suit everyone. In my observations of Viola, and obviously in my regular experience alongside her in the classroom, I have witnessed firsthand the tight rein she keeps on her students. Talking out of turn is not tolerated, nor generally is it allowed when students are given individual work time. Although this keeps the class organized and calm-- a feat in a 9th/10th grade classroom!-- I have also seen a number of students express frustration that they can't ask one another for help during the individual work time. Although I appreciate and feel impressed by the controlled nature of the classroom, I sometimes wonder if such tight control hinders certain learning styles or opportunities for stimulating conversation. As I've observed other teachers' management of their classes, I've noted specifically how often students talk out of turn, behave disruptively, or cause distractions-- making mental comparisons as I do. I've now witnessed a fairly broad spectrum ranging from "control" to "chaos," and realize that my own comfort level resides far more on the "control" end-- but perhaps not quite as far to that end as my mentor. My personal classroom management style ideally will demand focused, controlled, calm behavior during instruction time, but allow for more interaction during work periods.

Viola's instruction style has proven itself to be standards effective: our 10th grade WASL test-takers made the greatest improvements on their scores among schools in the Seattle district for the last two years running. Viola is the only 9th/10th grade Language Arts teacher at our school, and has been teaching Language Arts at our school for the last three years. Clearly, she's doing something right. And she absolutely is: she schools her students on grammar, formatting, language use, and sets high-expectations for reading. The curriculum she chooses is interesting and well supported by supplemental information. Our books cover a range of cultures, and incorporate fun, interactive activities; for this unit on the Indian epic, "The Ramayana," we've had a woman come in to teach the students Indian dance and folk songs; this Friday, we'll be feasting on Indian food. Next, we'll be putting on a play of the same story! However, I have noticed that when instructing the students on a writing concept or reading element, Viola almost always does it the same way: she provides a handout for the students to follow along on, and teaches them from up front with little interaction with the students. To my impression, this does not always result in optimal student engagement. In my observations, I have enjoyed seeing teachers employ class discussion, hands-on activities, and group work to teach concepts. Through these examples I have realized that I would like to incorporate more styles of resources (for instance, not just written handouts, but graphic organizers, props, etc.) and would like to engage the students with hands-on activities as often as possible. I also hope to take with me Viola's high-learning-expectations, rigorous writing instruction, and engaging curriculum style.

Finally, regarding rapport with students: I hugely respect and hope to emulate the rapport that Viola has created with her kids. Without question, they know that she is in charge, and that she is their teacher. However, she often uses humor with them, and they in turn know that they can use it with her; she also communicates to the students that she likes them, and enjoys their presence in her class. Her students confide in her, and joke with her, but also show her immense respect-- and she walks that line with ease! Yesterday, a student with a history of skipping class came in late after being gone for several days, and Viola initially came down hard on him. Later on though, he came up to talk to her and explained a personal crisis that he had been going through the last week. Viola softened, took him out into the hall, and listened while he broke down about this situation. And at our Halloween dance, Viola was the teacher the students kept coming up to, and saying, "Come dance with us, Viola, come dance!" Her ability to maintain her authority as teacher, yet to also have a friendly and positive rapport with the students is incredibly remarkable to me-- and also provides a wonderful, healthy balance to her strict classroom management. I don't know if I've seen quite such a balanced rapport with any of the other teachers I've observed. Either they're quite warm and friendly, but don't wield much authority, or are ALL teacher, and not anyone the students would typically choose to confide in, or have friendly "life" conversations with. Therefore, if I can match Viola in this way-- I'll be doing something right!

Using Observation Tools:
Suzannah's "Active vs. Inactive Learning" has helped focus my attention on Instruction Strategies, specifically "teaching AT" time versus "teaching WITH." I have noticed the effectiveness of careful planning that she pointed out: one science teacher, Sarah, impressed me with her timed activities. (She literally uses a timer!) Her activities are so well planned from end to end that she is able to maximize every minute she has. Her students respect this, and have told me so.

Sarah Cool's handout on "Classroom Discussion" has helped me observe that particular Instruction Strategy as well. As an English teacher, I want to employ class discussion often, and her pointers have steered my understanding of what to look for, and to gauge the actual effectiveness of a discussion. When observing Patti's 12th grade English class, the students engaged in a heated discussion about the environment, based on a class reading. Although the class' conversation wandered from the original text, the students were fully engaged and passionately discussing important ideas. Furthermore, Patti kept a handle on the discussion, and managed it well. From Sarah's description of "best practice," I can identify that observed discussion as an effective one.

David's handout on "Employing Positive and Negative Consequences for Student Behavior" has given me a lot to think about as far as classroom management. It's helped me examine the effectiveness of both positive and negative reinforcement, and has given me ideas and philosophies to chew on as I observe teacher's selection of one over the other, depending on context, mood, and preference.

*Last names and the name of my placement school are not specified for privacy reasons.