Keeping teachers motivated

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.

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CPD and cups of tea/coffee combine very well! Image taken from google image search for images licensed for commercial reuse with modification.

 

 

 

 

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Cecilia Lemos – Making lesson observation a teacher’s best friend, not the enemy

Stepping from focus on teaching to focus on professional development for a spell, I decided to attend the lovely Cecilia’s talk on making lesson observations something to really benefit from rather than a threat and shudder process…

Making lesson observation a teacher’s best friend, not the enemy

Cecilia started by introducing herself – always interesting to learn more about the person behind the speaker 🙂 Ceci certainly has lots of varied experience.

Motivation, the problem, a possible solution and the different forms it could take, is the form the talk will take… Ceci’s ideas will be implemented next semester, but she has tried it with some volunteer teachers so we will hear about that.

The motivation

Ceci participated in a workshop on lesson observations. Yes, a whole day. You think it’s a long time, but there were a lot of ideas. She wanted to take it further. Additionally, the teacher training and observation she does in Brazil – formal observations (senior staff observe other staff for evaluation), peer observation programme (but teachers are told they have to observe some other teacher at some point and hand in an observation form). Ceci didn’t see much development coming from these, or feel that the teachers were taking very much from it. Finally, Ceci completed Delta module 2 last year and found that the type of observation, assessment and feedback made a real difference to her. She wanted to identify what it is that helps this progress to happen.

What is the problem?

  • The fear/pressure/terror/threat of being observed – by the manager/DoS/senior staff
  • How to make it truly a tool for professional development

Both formal and peer observation should be a tool for professional development. But however friendly the senior staff are or how good a rapport there is, you are still the monster in the room! When she came back from her month away doing the Delta, she observed each of her classes while the teacher taught the learners, just to get sense of everything before stepping back in as a teacher. But one of the teachers freaked out.

Possible solutions:

For summative observation (by management), when used as part of the teacher’s evaluation within the school.

  • pre-conference: sitting down together, teacher and senior staff observer, to have a talk before the observation happens. Shouldn’t be a serious, technical affair. Just establish a good rapport with the person, to set them at ease. Then talk shop. And let the teacher tell you what they want to take from it, e.g. looking out for a particular student etc. Establish particular goals.
  • if they are evaluative observations, then they should be serial. You cannot get a feel of a teacher from one lesson alone. You can’t say if the teacher manages the classroom well, or not, from one observation alone. A series of observations gives a more authentic, accurate representations.
  • Initial observation without an agenda, just sitting and watching the dynamics, to get the feel of a class – also for the students to get used to being observed.
  • Record (video or just audio) a lesson and give it to the observer – easier to forget the presence of a camera than it is an observer, in the classroom.
  • if possible, immediate post-observation reflection before feedback (a real game-changer for Ceci during the Delta) – take a notebook, go somewhere quiet for half an hour after the lesson and write. Put it all down, just write everything down with no criteria. That immediate reflection with everything so fresh makes you really think and relive the lesson and see how you could have done something differently or not. With Ceci, she already knew some of the feedback before she was given it, from this reflection. As soon as possible after, if not possible directly (in compressed timetables)

The “Buffet Table” approach to observation

You choose what you’re going to be observed on. We are still talking about the evaluative observation, done by senior management. They should say what area they want to focus on. But then the teacher should be able to choose the statements that the observer will complete. Ceci has been preparing lists of statements for this purpose. You can also find them in various books (references on last slide).

E.g. rapport with students

Possible statements:

The teacher addresses learners by name

The teacher gives equal opportunities to all learners.

etc.

The observer/management focuses on one or maximum two areas per semester. If you try to cover everything, you’re not going to really cover anything. So the teacher chooses 5 statements to be evaluated on, out of say about 20, for each area.

This is what Cecilia is trying to implement with her teachers for formal observation.

Problem:

Her biggest challenge now is to make peer observation something really valuable that contributes to development.

“From my experience, faculty, relationships and a strong sense of community prevent them from being objective and honest” (Braskamp, 2000)

Teachers are sensitive to pointing things out to each other. So everybody’s perfect. “Oh I learnt so much from your lesson” etc. But there is always room for progress – trying something different. So that you experiment and not fall into the same routines, get stuck in a rut.

Working with one aspect and one peer per term

  • If you observe the same person throughout a semester, you get a better feel for their teaching. Find a peer who is really good at something you feel you’re lacking. E.g. instructions. Observe them through a series of lessons.
  • This type of observation is primarily for the development of the observer rather than the person being observed.
  • No box-ticking forms
  • Pre-observation discussion important

Suggestion 1 for feedback:

The ladder of feedback: clarify, value, concerns, suggest.

  • You have to use all four.

Clarify: was there anything you didn’t follow, that you would like to ask the teacher about

Value: What did you find in the class that was particularly noteworth

Concerns: What questions/issues/tensions were raised

Suggestions: What changes/new things to try can you suggest?

A teacher adapted this ladder to lesson observation:

Thanks: How has observing and giving feedback enhanced your own understanding of learning?

Suggestion 2: 

Define the criteria/statements together. (E.g. using the observation checklist from EtP that Ceci is planning to adapt) :

You agree the criteria (5) in advance together; you define the scores; you put comments on it

 

Questions (paraphrased)

Q: How many per semester?

A: Anything between 3 and 5

 

Q: A whole class or sections of a class, to avoid logistical issues

A: At least 45 mins of a lesson to get a real feel for it.

 

Another very interesting talk. References are available on Ceci’s blog. http://cecilialemos.com