Peer observation is a powerful tool
for teacher learning. Whether peer
observation is you as coach observing another teacher or teachers observing
each other, we gain insight about the teaching/learning experience through peer
observation. When we are able to experience a lesson “from the slow lane,”* we can lean in to listen to students’ talk,
observe students’ work in action, and recognize what supports their learning. We become better teachers through this
opportunity to focus on student learning without having to think about our own next
teaching move. Maybe that’s one of the
reasons coaches enjoy being in the classroom.
It helps us deepen our understanding!
Whether you are debriefing with a
teacher after a coaching observation or supporting teachers after they have
observed each other, it helps to remind ourselves to be sensitive to the
teacher who has opened her door for observation. We want to review the lesson with a
respectful eye and eliminate “you should have” comments. This doesn’t mean we
can’t chuckle together about a funny situation or puzzle over occasional chaos
that may have ensued. However, we do this with an eye toward supporting teacher
learning. As you discuss the observed
lesson with colleagues, you will want to begin with concrete descriptions of
what was heard and seen. Rather than saying, “I liked how twelve students asked
questions,” you can share data that is free of value judgment, such as, “I
counted twelve students who asked questions.” Non-judgmental sharing of data that
is grounded in what you have seen and heard will lead to rich discussions.
When you talk about the teaching, it
may be tempting to describe things you see as matters of “style,” especially
when teaching differs from what you would have done. But describing teaching differences as matters
of style trivializes our profession. Differences are approaches to our practice
as teachers. Push beyond this broad language to give specifics about what the
teacher did. Talking about teaching as “style” attaches the teaching to the
teacher, making it too personal to critique. Instead, we can say, “I noticed
that when (the teacher) _______, students ________.” Describing differences
will improve practice. We want to keep the conversation safe so that we can dig
deep into the art and science of teaching, making links between instruction and
student learning.
Although you will sometimes talk about
what you saw and heard the teacher do, it can be helpful to focus on students’
responses during a post-observation conversation. Insights about how students responded to the
lesson will guide instructional improvement. The skills we develop as keen
observers have broad benefits that can grow into our own classrooms: As we teach, we notice and reflect more on our
students than on our own actions. Student-focused instruction is more powerful
than teacher-focused instruction.
Shifting the focus of a post-observation conversation to what students
were doing improves learning – for both students and teachers.
*Harwayne, S. (2000) Lifetime
Guarantees. Portsmouth, NH: Heinemann.
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Teacher collaboration and reflection are things I’m passionate
about! You can read more about it in my
book, Collaborative Lesson Study,
which is now three weeks old. J It’s available here (20% discount code is TCP2019).
If you’d like to join the free Facebook book club for the book, click here. Discussion starts this week with the Intro. and
Chapter 1.
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This
week, you might want to take a look at:
How
to feel more joy and help others do the same:
Allington’s summary of research-based
practices for reading instruction:
The ABC’s of feedback:
Moving
coaching relationships from social to professional:
Scotland’s
simple idea for fighting childhood obesity:
That’s
it for this week. Happy Coaching!
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