Page 316 - Beyond Methods

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Monitoring teaching acts
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it is designed to be used by those who matter most: teachers, not just professional researchers, teacher educators, or academic su- pervisors;
it engages prospective and practicing teachers in a continual and dynamic process of reflection, reevaluation, and renewal;
it puts a premium on teachers and their self-observation, self- analysis, and self-evaluation of their own teaching acts;
it is multidimensional and multidirectional, ensuring a three-way information flow between teachers, learners, and observers, and a purposeful interaction among them;
it is relatively user-friendly, not requiring any cumbersome pro- cess of quantification of classroom events using predetermined coding procedures;
it provides simple, nontechnical language necessary for talking about the analysis and interpretation of classroom interactional data; and
it is cost-effective in the sense that, for the time and effort it takes to do an observational study, it has the potential to provide rich insights into classroom events that can be used by teachers for constructing their own theory of practice.
A Note of Caution
It is important that teachers who would like to be observed take care to choose a concerned and cooperative colleague as an observing partner—someone who has the desired knowledge, skill, and atti- tude to observe and analyze classroom events, someone who is able and willing to give fair, frank, and friendly comments on the teacher’s classroom performance. The primary role of the observer is to ana- lyze and interpret teaching acts, not to judge and evaluate the teacher. In other words, the observing partner should take on the role of a counselor, not that of a supervisor. The actual evaluation should be done by teachers themselves, using the partner’s comments as one source of input for evaluation. If it becomes difficult for teachers to find observing partners as often as they want, they may opt to video- tape their own class(es) periodically. They then can watch the video as participant-observers, and do the analysis, interpretation, and evaluation by themselves.
It should also be remembered that systematic classroom obser- vation is not a one-time activity. It can be repeated as often as