Image: Sofa-King
I was observed today in a class by a student teacher. Nice young lady, very polite and discrete -- I guess a "model" observer in most respects. Possibly the only niggly issue was the fact that she turned up, unannounced, a minute or so before the class was due to begin, that being the first I knew I was about to be observed.
Of course, like most teachers out there who have spent any significant amount of time in the profession, being observed is nothing new. It actually doesn't bother me personally at all with the impromptu visits. In a lot of ways I prefer it that way because it means the person is going to see the real deal, not a lesson planned with the expectation that it is going to be critically observed by somebody external.
The issue I do generally have is with the effect on the learners. I've never once (and I think I've been observed at least 100 times over the past decade) seen an observed class where the presence of a new external "non-student" person (or persons -- there have been plenty of occasions when I had an entire troop of parents sitting behind the students watching me teach) didn't throw the students in some way.
Based on that, I have one basic rule when it comes to being observed: You are free to be here and observe my class, so long as you are observing through some level of participation.
This, to me, is the most effective way to remove the pink elephant in the corner sensation. When students get a chance to question and interact a little with an external classroom observer, it helps them to relax, provides a chance for genuine language interaction, and turns a potentially stressful visit into a positive experience.
This "participation" doesn't have to happen throughout the whole class, of course, but I personally think it only fair that this observer be called on to introduce him/herself at the start of the lesson and be willing to -- now and then -- get involved with what is happening during the lesson. There is plenty of time for the observer to take notes during other parts of the lesson, if that is what they want to do.
Today's observer became a fun chance for me to show my low-level students from Burma that it probably isn't a good idea to come straight out and ask an Australian woman how old she is (something I pointed out to them in yesterday's class, before the observer came today). Sure enough, one of my students asked that very question, and the pause and slightly vexed look on the student teacher's face was priceless. The learner, taking my facial expression as a cue, reverted to a "May I ask...?" form, and again, the softening in expression and then response from the observer was picture perfect. Couldn't have scripted it better
Of course, those classroom observers of the senior and officious kind rarely take kindly to this sort of "participation." This brings out the worst in me, I have to admit. I involve those types in the class mercilessly. And if they refuse to participate in an interactive way, I turn up the heat even higher. Where they are sitting, what they are wearing, what colour their hair is, how tall or old they appear to be (!) -- (almost) anything goes. Even "what do you think she is thinking right now?" or "why do you think she is frowning?" or "do you think he could be married?"
Bad raven? Perhaps.
But I figure, if you are going to step into my classroom and do this "I'm not a real person sitting here watching you" routine, then you are at best a sort of prop, and I'll bloody well treat you like one. Because that's what you're assuming my students are (by refusing to acknowledge or interact with them) as well: props.
And beyond the whole rebel thing, I figure anything new or different in the classroom situation is a unique chance to create new communication and language learning opportunities. It's too good to pass up!
Anyway, we already know I'm a naughty opinionated old raven...
What about you?
How do you feel about (and handle) the pink elephant(s) in the corner during observed lessons?
:-D
