QUICK RESOURCE SHEET #63

Observing student teachers

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The thought of being observed in the process of teaching can be daunting even for those with years of experience; for a pre-service teacher, the prospect of undergoing an observation may be no more welcome than a communicable disease. One wonders why what should be a positive step towards greater professionalism is so often viewed with distaste, if not outright fear.

You might rightly suspect that observations have been used by some in the past as a punitive measure, or perhaps they only resulted in a list of unconstructive criticisms. Needless to say, when handled well the process of observation can be enlightening for all parties involved.

What are some of the primary questions involved in the observation of student teachers?

·        In what ways can the information obtained from an observation be used?

·        Is it possible to observe student teachers objectively? How?

·        What are the roles and responsibilities of the observer?

·        How can observations help with one of a teacher’s primary concerns, that of classroom management?

·        How is technology – such as digital videoconferencing (DVC) and the Palm Pilot – finding its way into the observation process?

·        How can schools create a climate for observing student teachers which is conducive to free and open dialogue?

You will find the answers to these questions and more by clicking on the links below.

 

 

http://education.nyu.edu/teacher.education/supervisorshandbook.pdf

 

“No one person is more crucial than the cooperating teacher in providing a supportive environment to the student teacher. As supervisors, we must acknowledge and respect the commitment of time and effort the classroom teacher will be making. The cooperating teacher serves as the on-site mentor and as such has agreed to:

• Introduce the student teacher to other faculty, school resources and facilities.

• Inform the student teacher of on-site staff development opportunities.

• Brief the student teacher on procedures and routines of the school and classroom.

• Share instructional philosophies and methodologies used in the classroom and school.

• Introduce the student teacher to the students as a co-worker and professional, and continue that support throughout the semester.”

 

http://www.findarticles.com/p/articles/mi_qa3673/is_200010/ai_n8927450

“Observation of student teachers and graduate teaching assistants in the second language classroom has long-been an essential component of teacher preparation and assessment. However, the guidance and support given to novice teachers during the teacher-preparation program is unfortunately a limited commodity. In all too many cases, the tremendous support surrounding the student teacher throughout his or her practicum comes to a screeching halt as soon as a degree is conferred. For this reason, the present article suggests that instead of focusing upon in-class observation as an assessment tool, observation combined with teaching diaries can provide student teachers with a unique type of feedback, as well as give them practice with a mechanism of auto-assessment and reflection that can be used throughout their careers. A review of traditional observation techniques provides the point of departure. “

 

 

http://www.usca.edu/essays/vol92004/sanderson.pdf

 

“Twenty-seven pre-service elementary education students enrolled in a senior level, classroom management course participated in a field-based observational assignment and were later surveyed. Qualitative research methods were utilized and findings indicate that students viewed this assignment as worthwhile in linking theory to practice and helping to prepare for their critical student teaching semester. Possible recommendations for future assignments are suggested.”

 

 

http://labweb.education.wisc.edu/fle/2004FLE/teaching/Handbook/handbook4.htm

 

“You should share teaching activities with the student teacher in a variety of ways, and eventually leave him/her alone in the classroom for extended periods of time. Your brief periodic absences not only will provide minimum disruption to the class, but also will help ease the student teacher's transition to full-time teaching responsibilities. Remember, though, that soloing does not imply that you will leave the student teacher alone all day; observations and feedback on teaching skills are even more critical as the he/she assumes a greater teaching role. It is the total responsibility for teaching each day that is important, not just being alone in the classroom.”

 

http://www4.open.ac.uk/Mendeval/modile2/default.htm#definition

Observation is:

1. a tool to provide constructive and formative feedback.
2. a way to obtain information on student's performance.
3. an instrument to indicate a student's progress in teaching.
4. a means to develop your own expertise and your own role as a teacher and manner of teaching.

 

http://news.uns.purdue.edu/UNS/html4ever/2004/040503.Fox.student.html

 

http://dwb.unl.edu/dwb/Research/Pilots/Pilot.html

 

“Purdue University faculty have learned how to be a fly on the wall when observing student teachers. In a pilot project this year, School of Education professors are using digital video equipment to observe student teachers in the classroom via the Internet.”

 

 

 

 

Previous editions of the QUICK RESOURCE SHEET

#1 – Creating quizzes (and more) online                                                         

#2 – Vocabulary builders

#3 – Online discussion groups for English teachers                                    

#4 – Grammar headaches – and how to cure them

#5 – Resources for new teachers                                                     

#6 – International Education Week

#7 – Mentoring programs                                                                    

#8 – Education publications online

#9 – Applied Linguistics                                                                   

#10 – English for Young Learners

#11 – World AIDS Day                                                                      

#12 – Online writing guides

#13 – E-mail exchanges                                                                      

#14 – Free online English courses

#15 – Effective e-mail communication                                             

#16 – Libraries online

#17 – American Studies                                                                     

#18 – Teaching methodologies

#19 – Internet tutorials                                                                       

#20 – Using the newspaper – Part I

#21 – Making books                                                                           

#22 - Using the newspaper – Part II

#23 – Human rights in language teaching

#24 – Blogging

#25 – Poetry and language teaching

#26 – The communicative approach

#27 -  Idioms

#28 – Earth Day

#29 – Alternative assessment

#30 – Peer assessment

#31 – Self-assessment

#32 – Portfolio assessment – Part I

#33 -  Portfolio assessment - Part II (Online Portfolios)

#34 – Intercultural communication

#35 – Teaching Adults

#36 – Learning disorders / Special needs

#37 – Using computers in reading instruction

#38 – Use of authentic materials

#39 – English for Medical Purposes

#40 – Sources for authentic materials

#41 – Education and technology

#42 – Academic writing

#43 – Teaching and stress

#44 – Back to school

#45 – Motivating students

#46 – Action research

#47 – Internet terminology

#48 – Fluency

#49 – Curriculum design

#50 – Pragmatics

#51 - Podcasting for English teachers

#52 – Critical reading

#53 – Learner autonomy

#54 – Scaffolding

#55 – Holidays

#56 – English for Academic Purposes

#57 – Mixed-level classes

#58 – The brain and language learning

#59 – Book clubs/Readers’ groups

#60 – Teachers and technology

#61 – Using video in the language classroom

#62 – Internet-based classroom projects