This morning I read the latest blog post by The Primary Head (find it here : http://theprimaryhead.com/2014/03/04/judge-me/comment-page-1/#comment-789 )
It was a very interesting piece following on from the recent discussions on twitter regarding lesson observations and to grade or not to grade.
( Find it here: http://educationechochamber.wordpress.com/2014/01/19/beyond-lesson-observation-grades-teacher-development-trust/ )
So I thought I would add my thoughts to the mix .
I don't mind being observed, in fact, if I am going to get some helpful feedback to improve my teaching then it's a good thing. Do I need to be given a grade? Not really. What I need is feedback and reflection.
An excellent post on this can be found here:
http://chrismoyse.wordpress.com/2013/11/01/professional-development-at-my-academy-no-lessson-grades-ever/
where the school do carry out regular observations (often in pairs) and the feedback is well structured and focuses on development.
I would love to know how schools are able to fund this; I work in a small (6 class) primary and have few opportunities to watch my colleagues teach and to be watched other than the performance management/maths/english monitoring cycles. I'd be more than happy to have a lesson videoed and used as a discussion point (especially if I could have my hair/nails/face done as part of the deal!!- OK, that's probably not going to be part of the process!)
That way would save release time for other staff and the video could be used in a staff meeting to focus on questioning/more able/TA support...the list goes on.
I would love to hear from schools (particularly primary) who have successfully implemented this. I know that some of my colleagues would balk at the thought of being videoed but it's not going to be put on youtube (!)
Lesson observations are an integral part of a teachers development. Grading an individual lesson (or worse still just a part of it) does not, in my opinion, do much good for anyone. What teacher does not want to do the best they can to provide the children in their care a stimulating and productive learning environment? Strategies to improve teaching and learning are always welcomed. The day that I wouldn't want that would be the day I leave teaching. I am an experienced teacher and have many opportunities to observe NQTs, trainees and to support staff in my role as an AST. What I would love the opportunity to do more of is to watch examples of excellent teaching from experienced teachers and have time to reflect on the lesson with others. Budget always seems to get in the way of this, but I will continue to strive for this to happen.
Should I be in the position to make such decisions in the future I would strive to have a model of collaborative observations to allow all staff to observe/be observed and discuss openly where the teaching is most successful and WHY that is. As teachers we constantly model to the children; something we too need for our development.
** I have just read this excellent post http://prawnseyeblog.wordpress.com/2014/03/02/three-steps-to-heaven-or-at-least-making-observations-more-meaningful/ This is exactly the sort of model I would love to be a part of. **
Showing posts with label success. Show all posts
Showing posts with label success. Show all posts
Tuesday, 4 March 2014
Monday, 11 July 2011
Another year...
Two more weeks with my class until they move onto their next class... Two more weeks of talking to parents that I have built up a partnership with before the summer break and return to new children.
It's a strange time of year; children feeling all sorts of feelings , teachers too. Why is that? We teach children to challenge themselves, meet new opportunities, look for the positive... But that sometimes falls on deaf ears.
I told my class that I had finished their reports and given them to the Head to read and comment on. Their faces fell, one or two put their heads in their hands. What was going on? I abandoned plans and went straight into a circle time to address this. My class looked at me in disbelief when I said that I had enjoyed writing their reports (bear with me) as it was a great opportunity to celebrate all the things they had done well over the year. Still one or two looking anxiously at me. "There wont be anything I havent already told you in them!" I continued. One of the boys piped up, "You're always telling us what we do well..."
Another, "and we know what we need to get better at..." (Hurrah)
"Exactly!" I replied, and went on to explain how the reports are for their parents to have an overview of the year. The discussion carried on with children talking about things they had achieved over the year and we made a start on the child report comment.
What this made me stop and think about was, with all the changes we have made in schools, all the technology, some things have not changed at all- there are still children (and parents?) who have a built in fear/dread of reports. Where does this come from? We try so hard to build a positive learning environment, celebrating achievements, having clear learning goals...So why do children still worry about taking the end of year report home? And how can I overcome this?
Well, next year I am going to talk to the children much earlier about reports and maybe ask them to write their own in the style of the school one. Our reports go home really late- last week- get them out earlier so we can talk about them in class (if they want to ? or just go for it?)
I felt that somehow I had missed a trick when I saw this response; not for the first time. Talking to colleagues it seems that many children respond similarly. I would love to know how others have dealt with this; are reports looked on in this way widely? And how can it be changed if that's the case.
I suppose it can be compared to a teacher having performance management. "Tell me what has gone really well this year." Much foot shuffling and fidgetting; we spend so much time looking at ways to improve that it seems self indulgent to talk about successes. Maybe this is the issue here, and something to look at how to change.
Target setting, assessments, top tips; all dwell on what needs to be done. I think I need to spend more time asking children to focus on the things that they can do really well. We have celebration assemblies, reflection time...but maybe celebration time is missing. Something to think about over the summer and see where to go from now...
Next summer I don't want anyone in my class looking alarmed at the prospect of receiving their report . (And I WILL look my head right in the eye and say what I have done well too :) )
It's a strange time of year; children feeling all sorts of feelings , teachers too. Why is that? We teach children to challenge themselves, meet new opportunities, look for the positive... But that sometimes falls on deaf ears.
I told my class that I had finished their reports and given them to the Head to read and comment on. Their faces fell, one or two put their heads in their hands. What was going on? I abandoned plans and went straight into a circle time to address this. My class looked at me in disbelief when I said that I had enjoyed writing their reports (bear with me) as it was a great opportunity to celebrate all the things they had done well over the year. Still one or two looking anxiously at me. "There wont be anything I havent already told you in them!" I continued. One of the boys piped up, "You're always telling us what we do well..."
Another, "and we know what we need to get better at..." (Hurrah)
"Exactly!" I replied, and went on to explain how the reports are for their parents to have an overview of the year. The discussion carried on with children talking about things they had achieved over the year and we made a start on the child report comment.
What this made me stop and think about was, with all the changes we have made in schools, all the technology, some things have not changed at all- there are still children (and parents?) who have a built in fear/dread of reports. Where does this come from? We try so hard to build a positive learning environment, celebrating achievements, having clear learning goals...So why do children still worry about taking the end of year report home? And how can I overcome this?
Well, next year I am going to talk to the children much earlier about reports and maybe ask them to write their own in the style of the school one. Our reports go home really late- last week- get them out earlier so we can talk about them in class (if they want to ? or just go for it?)
I felt that somehow I had missed a trick when I saw this response; not for the first time. Talking to colleagues it seems that many children respond similarly. I would love to know how others have dealt with this; are reports looked on in this way widely? And how can it be changed if that's the case.
I suppose it can be compared to a teacher having performance management. "Tell me what has gone really well this year." Much foot shuffling and fidgetting; we spend so much time looking at ways to improve that it seems self indulgent to talk about successes. Maybe this is the issue here, and something to look at how to change.
Target setting, assessments, top tips; all dwell on what needs to be done. I think I need to spend more time asking children to focus on the things that they can do really well. We have celebration assemblies, reflection time...but maybe celebration time is missing. Something to think about over the summer and see where to go from now...
Next summer I don't want anyone in my class looking alarmed at the prospect of receiving their report . (And I WILL look my head right in the eye and say what I have done well too :) )
Subscribe to:
Posts (Atom)