A few weeks ago, at IH Palermo, we had a workshop on Demand High Teaching. We looked at various techniques for ‘getting closer to the learning’ in the classroom and were then sent off to experiment in our classes, with the promise that there would be a subsequent ‘reporting back’ session. This happened today, as part of a rather informal workshop in which we discussed what we had learnt/taken away from/experimented with from recent ‘buzz observations’ (short i.e. 10-15 minute pop-in peer observations) and reflected on our experimentation with Demand High. The final part of the workshop was dedicated to a ‘swap shop’ where many of us shared activities we have done in the classroom recently.
To me, this is rather an effective way of motivating teachers. By telling us that there would be a future session in which we’d talk about what we had done with the techniques learnt about in the Demand High session and what we’d taken away from the buzz observations, there was immediately more chance that we would make more of an effort to do something in the meantime! This mirrors what I strongly advocate doing with learners, in terms of fostering learner autonomy: bringing it back to into the classroom. I think it’s equally important and effective where teachers are concerned, because like our students we are busy people. And sometimes, CPD might get put on the back-burner as a result. Yet, effective CPD is done little and often, is an on-going process of growth.
The workshop was interesting: as well as sharing ideas and experiences, we discussed the pros and cons of buzz observations and full lesson observations, from the peer observation perspective. I found this particularly interesting as I am doing the IH Tutor Training certificate course at the moment, and one of the recent modules looked at organising observations. Turns out there are more types of observation than I was aware of! Anyway, I hadn’t come across buzz observations before we did them here this term, but we all agreed that they are a Good Thing. Why? You get to see ‘snapshots’ of other teachers’ lessons and gather ideas for use in your own. It may not necessarily be things that are new to you, but it may remind you of things that you haven’t done for a while. (Over time all build up a range of techniques and activities that we use, but the more time you teach for, the more you build up, the more you can forget! And, of course, we generally tend to stay in our comfort zones!) You also get to see a range of teaching styles and a range of levels in a short space of time, so it is very time effective. Of course, full length observations have different benefits: you get to see the shape of the lesson, where an activity fits into the great scheme of things, how learning is built on in the course of the lesson etc.
From the point of view of being observed, we agreed that it is less stressful not to have the same person sitting in for the whole lesson, but yet, having people pop in and out does make you ‘up your game’ – naturally! I have to admit, I found it particularly gratifying today when one of the teachers who observed me mentioned how clear my instructions were! Instructions (which in my recent YL observation we renamed ‘demonstrations’ to help me…) have always been my nemesis. I suppose this teacher caught me on a good day! (Or, a good activity, rather! Inconsistency is where I’m hovering with instructions currently…) Perhaps this ‘gratification’ is another positive aspect of this type of workshop where we feedback on what we have learnt from one another: it reinforces that we all have something to offer and that we can all (and should!) learn plenty from one another. And it helps us all feel valued, which is important, even if it may seem like a small thing.
In conclusion, workshops don’t have to be complicated and full of bells and whistles in order to be very effective. (I must remember this, as I am on the module for planning input sessions now…!) It is also A Very Good Thing when a couple of kettles, some mugs and a good supply of teabags are involved! 🙂
I leave you with a link to my most recent British Council post, which discusses CPD at IH Palermo and how it works here, as well as the effect of this on teacher motivation. Enjoy! And if your school isn’t doing any of the things I’ve discussed in this post and my BC post, why not suggest that they do? Evolution is healthy! I also leave you with a request: let me know (comment on this post!) what kind of CPD you’ve been up to recently – through your place of work or independently – I would love to hear.