Observations: Surviving & Succeeding

I don’t know about you but observations still fill me with dread, causing those cold sweats and stomach clenches.

Like most teachers, I really want to do my job well. I really do.

But I do not like to be judged.

With a classroom full of teenagers, no matter how difficult or stroppy, I know my audience. I’m perfectly happy to be crazily singing away to a section of Much Ado, or hiding under a desk to inspire some creative writing. I’m sure there are lots of other weird things I’ve done but don’t even remember.

An adult in the room alters the dynamic. Suddenly there’s a double audience and I don’t know what to do with myself!

That’s not to say there’s no way of succeeding. There definitely is.

 

Check that you’ve looked over the criteria being used by your school. Usually these involve:

  • behaviour management;
  • book and assessment marking;
  • child safety and classroom;
  • delivery and adaptation to the situation;
  • expectations, stretch and challenge/differentiation;
  • planning and structure;
  • progress and outcomes;
  • subject knowledge.

That may seem like an intimidating list but it isn’t. Chances are that you’re doing most things already!

Once you’ve checked them over, just ensure that each is obvious in what you’re doing. If you’re not sure how to do that, create a lesson plan or a context sheet (depending on what your school requires) to prove what you’re doing and show your thinking.

When planning for your observation, make sure you have a clear objective.

Choose something achievable and evidenceable. Don’t over complicate it.

  1. Think about how to check students’ prior knowledge/skills.
  2. Teach them! Find a way to advance their knowledge/skills.
  3. Give students an opportunity to further develop this, perhaps individually, perhaps in pairs or perhaps in groups.
  4. Check that the students have indeed developed their knowledge/skills.

Feel free to do whatever you want BUT I’d always go for simplicity, avoiding lots of worksheets and itty bitty practical tasks that take time but don’t advance learning. Cutting and sticking I, personally, avoid like the plague.

Even now, after teaching for at least a third of my life, I get a friend to look over what I’m doing. A lot of my colleagues trial the lesson with another class if they get time too. Playing it smart reaps dividends!

Play to your strengths.

Whatever they are, have a think about how you can truly showcase yourself. Don’t compare yourself to others, rather consider things that you do which will reflect well on you.

Think about the class too. What do they do well? What will they enjoy? Consider what they’ve responded to well in the past…

Avoid silly mistakes…

There are lots of things that cannot be controlled in a classroom. Lots.

Let’s make sure that we are ready for everything predictable. If something needs printing, check you’ve already done it. If you’ve got props or texts essential to the lesson, take them to the classroom the day before. You know the pitfalls you might fall in to, try and avoid them!

Most simply, remember that your classes watch you every day!

Teenagers are a hard audience to please.

The chances are that, if your classes are generally well behaved and the atmosphere in your classroom is reasonable, you’re doing a great job. Our students will let us know if they’re not happy with things one way or another.

Whilst senior management might pop in to our classrooms from time to time, it’s our students whose opinions are based on our norm. Have faith in yourself!

 

 

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