Strategies in Teaching: The Power of Observation

For many, mid-October is pumpkin spice season; a time when apples are ripe for picking and our favorite television shows are back in full swing. 
 
For first-year teachers, it’s quite different. They just survived a full month of school and suddenly realize things are not going as planned. They question both their commitment and their competence. Their strategies in teaching, once seen as indestructible tools, are now useless. Back to School night means playing the ultimate “fake it till you make it,” telling parents the year’s plans when they are still unclear in the new teacher’s mind.
 
I was that teacher last year. Those who worked with me in Action Research Group know this well. My in-person check-ins, blog posts, and reflections at that time would make an outsider question whether or not I’d make it to June.
 
This year, I’m a second year teacher. I have yet to feel the same type of stress, confusion, and disillusionment I did last year. Maybe I’m more prepared, or perhaps I’m wiser. Maybe both. No matter which, I know much of my newfound confidence comes from the power of observation.

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Last year, I was observed regularly by my principal and District teacher-coach. Though at time I got conflicting feedback, I found the experience opened by eyes to new techniques. This year I am at a new school, where I was told someone would observe a full lesson on a weekly basis, and I would have the freedom to walk into any room and observe teaching practices. Frankly, this worried me! The idea that I would be observed and scrutinized by anyone in my school was unsettling. However, once August arrived, I saw what would really happen. During our professional development, we observed each as peers. It was not about an experienced teacher versus a novice one: we were all professionals and treated each other as such. I did not feel an ounce of anxiety or insecurity in front of my colleagues. We were doing it together.
 
In my weekly observational reviews with my principal, we begin with “shines”: things I’ve done well or improved on. We view the lesson’s notes. When reading field notes now, most of the observations are exactly how I remember them. The difference is that they are described with a neutral lens - a recollection of things that occurred in my classroom, without judgement of whether it was “good” or “bad.” Reading about my classroom from this investigative perspective adds a layer of insight.
 
We formulate next steps and goals. I start improving the same day. As a middle school teacher, I teach the same curriculum various times in the day. So, I can take morning observations and implement new practices by the afternoon. Every day, I feel motivated to move forward and be a better educator thanks to this feedback loop. Every week, I improve as a teacher.
 
First introduced to me in my master’s program, I now find myself using techniques from Ethnographic Eyes: A Teacher’s Guide to Classroom Observation by Carolyn Frank. In it, Frank describes the value of the ethnographic perspective in education, noting that it almost provides a new language to express principles. Within the first week of school, I used tiny flags with student’s names and a sheet of paper to craft the perfect seating arrangement. As expected, I needed changes after the first day. I mapped out a new seating chart every week, noting how many times students would be off-task, which students in the front of the room were tracking the board and which ones weren’t, which students in the back of the room were slouching and which ones were engaged, and so on. Soon, I had a seating chart that would make any teacher envious and notes on different potential configurations to test later.
 
Thought it takes time, the fruits of observation are worth it. Coming from a teacher who was swimming in stress last year, hoping to catch a breath every time she wasn’t being observed, the power of observation has made me into the teacher I am today. Being able to sit down and reflect on my teaching with hard evidence has allowed me to improve my teaching and uncover the amazing potential in my classes. I am thankful for this critical teaching tool, and for the support of my peers in calling me on to more. I strive to do the same with my students, so why not start with me?
 
Amanda Amanullah is a 7th grade English teacher. Her inspiration comes from her own journey in becoming a better reader and writer. Through teaching, she wants to help others discover and pursue their strengths and interests, making an impact in their communities and beyond. She would be remiss not to mention that the most interesting poetry she's ever read was written by her 4th grade students in Philadelphia - quoting Robert Frost in a rap never looked so good.