classroom observation for mentors (not for "tormentors")
DESCRIPTION
Classroom observation is at the heart of Mentoring. But how to do it so as to encourage intellectual growth and autonomy?TRANSCRIPT
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Personae Poem Ana
Daughter of …… Inhabitant of ….
Who was …… as a girl And…. as a student
Who is ……. as a teacher Who wants to be a mentor because….
Who expects to… Hurtado
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Classroom ObservaAon
The more you know, the more you noAce.
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NoAcing • NoAcing is a key element
of observaAon. • Sherlock Holes noAced
small details and then put them all together.
• Describe without giving an opinion.
• Previous knowledge about key methodology concepts are crucial for being able to noAce.
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Key mentoring skills for classroom observaAons (p. 4)
1. EmpatheAc listening 2. Classroom ObservaAon 3. ReflecAve ConversaAons 4. Giving and receiving feedback
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1. Listening: Seek First to Understand, Then to Be Understood!”*
‘listening and responding with both heart and mind to understand the speaker’s words, intent and feelings’ (Covey1986:128). ‘the essence of empathic listening is not that we agree with someone; rather we deeply understand the other person, emoAonally as well as intellectually’ (Covey 1986: 148).
* Based on the work by Stephen Covey.
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Emotion Charades: Find a partner. PracAce ‘listening with your eyes”. Choose an emoAon to try to express just with your face and body. You can
not use words. • Angry
• Sad
• Embarrassed
• Tired
• Happy
• Thinking
• Bored
• Impatient
• Scared
• Worried
• Relaxed
• Frustrated
• Surprised
• Stressed
• Confused
• Flattered
• Nervous
• Annoyed
• Interested
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Autobiographical filters
WHEN YOU ARE IN A CONVERSATION,
DO YOU LISTEN WITH YOUR OWN
AUTOBIOGRAPHICAL FILTER?
OR DO YOU LISTEN TO ACTUALLY UNDERSTAND
THE SPEAKER?
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Listening Road Blocks
Spacing Out: Your mind wanders when others
talk.
Pretend Listening: You don’t really pay attention to
the other person, but you pretend to. You say “yeah,”,
“uh-huh,” and “cool.”
Selective Listening:
You listen only to the parts that interest you.
Selfish Listening: You always bring the
conversation back to you and your life. You say things like “I
had that happen too” and “I know how you feel.”
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Are you a good listener?
Very
Good Listener
Not Such a Great Listener
How can I be a better listener?
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How can I assist the Mentee to reflect and enquiry?
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2. Ethnographic ObservaAon
• NoAcing • Being descripAve • Non-‐judgemental • Focus observaAon to look rather than watch
• Beware of “Judgementoring” (Malderez and Hobson, 2013)
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Ethnographic Recording: Observing without glasses
• Record as much as possible without subjecAve comment. • Record evidence of:
– What the teacher says, does and writes – What the students do and say – Timing – SeaAng plan(s)
• Record real Ame every Ame the teacher changes acAvity. • Give a copy of the ethnographic record immediately
alerwards. • Example….
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THE BEST TOOL FOR OBSERVATION
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Ethnographic DescripAon as ObjecAve Evidence
• Provides a wealth of informaAon • A good starAng point to help the teacher: – Explore – Discover – IdenAfy strengths and weaknesses – Make an acAon plan
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ANY VIDEO SEQUENCE CAN BE USEFUL
A lesson transcript as well…
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3. ReflecAon
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4. How can we give effecAve feedback?
Describe, do not prescribe
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Ana María Hurtado Maldonado
ObservaAon and the three-‐stage model of helping
Supervision cycle
Pre-Observation Meeting
The Lesson
Feedback Session
Helping Cycle (G. Egan 1984)
Stage 1: Exploration
Stage 2: New Understanding
Stage 3: Action
Advisor Functions
Attending & listening
Empathetic observation
Empathetic listening: T’s account of lesson Guide teacher to new ways of seeing lesson
Help to draw up a next lesson agenda
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Ana María Hurtado Maldonado
The Typical Life Cycle of a Teacher Novice - Classroom survival Imitation
- Acquiring recipies Follow advice - Short term planning
Advanced Beginner
-Classrom routines automated - Episodic knowledge, strategies emerge - Shift attention away from his or her own performance… questioning
Competent -Strategies to cope – Improvisational planning -Self confidence - Context based decisions -Focus: the student – Longer term planning
Proficient -Intuition and knowledge guide performance -Problem solving - Focus increasingly on learner
Expert - Intuitive grasp of situations - Flexible planning - Anticipate - Fluid and seemingly effortless teaching
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Ana María Hurtado Maldonado
(Diagnosis) Survival Security Analysis Dynamism
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Types of IntervenAon: Feedback Session
A Inviting self-evaluation “How do you think the reading activity went?”
B Directing “I think you should...” “Why don’t you…?”
C Benevolent prescription Suggest, persuade, propose, advise, with the aim of helping the teacher. “I think you would get more students to volunteer if…” No consultation.
D Consultative prescription
As c), but elicit teacher’s view on proposal.
E Emphathising Putting yourself in the teacher’s place
F Self-disclosure A technique for empathising. The observer provides information about herself: “I’ve always found it hard to…”
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Types of IntervenAon: Feedback Session
G Providing alternatives “Have you tried…?
H Personal interpretation “It seemed to me that…” “From what I say, …”
I Confronting “Why didn’t you…?”
J Focusing attention “I noticed that…”
K ‘Holding up a mirror feedback
“You asked the students not to write anything.”
L Validation “I liked the way you did…”
M Feelings matter “How did you feel…?
N Teacher’s ownership of the Feedback
“Do you want me to speak about something else…”
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Guide for Mentors, p. 45
• More examples of Mentor intervenAons
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Extracts from a lesson by Mrs. Black
T: Now, who would like to start? S3: I like er cook T: I like cooking S3: I like cooking T: What do you cook? S3: I cooking breakfast T: I cook breakfast S3: I cook breakfast T: Uh huh Ok Anyone else?
Extracts from a lesson by Mrs. White
T: Now, who would like to start? S3: I like er cook T: Oh really –you like cooking?
-‐ I thought only women liked cooking! So what can you cook?
S3: I cook breakfast T: My favourite meal! Ok, I’m going to have
breakfast at your house. What do you usually cook for breakfast?
S3: Eggs T: Do you scramble them (miming), or do
you fry them, or boil them in water? S3: Scramble T: Ok let’s all go to Jaime’s house for
breakfast
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Teacher’s classroom language
The kind of quesAons she asks:
– DISPLAY quesAons (the T already knows the answer). For example: What can you see here?
– REFERENTIAL quesAons (T doesn’t know the answer). E.g. Do you have a computer at home?)
(Richards & Lockhard, 1996)
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What sort of quesAons does the teacher ask? How does the teacher correct/respond to “errors”? What does the teacher do or say that enables the students to figure out how they are supposed to talk and act?
What’s the pedagogical purpose of the lesson?
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Explore ways in which we can refine our observaAon powers
Classroom ObservaAon Tasks (1992), CUP By Ruth Wajnryb
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Task break: Mentoring Role play
1. Let’s work with a script of an instance of classroom observaAon (anonymity preserved)
2. Roles: mentor, mentee, observer 3. Role-‐playing 4. Pooling ideas about the experience
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Classroom ObservaAon
Ana Maria Hurtado for BE 2014