Responsibilities in Classroom Observation and Demonstration Teaching

College of Teacher Education

University of the Cordilleras

In Partial Fulfillment

of the Requirements for the Course

CPE 103 Principles of Teaching

AIRA B. GUERRERO

CPEC 01

October 27, 2019

Pre-service teacher training is one of the most significant aspects of every

teacher’s education curriculum as it concocts student-teachers to become qualified

teachers in the future. As part of this, demonstration teaching and observation of

professional models has long been known as an integral part of the preparation of

teachers.

Student teaching is defined as a full-day, full-time, school-based experience that

is supervised by bot experience and a competent cooperating teacher and a

university student supervisor (Atienza, Garibay, & Ramos, 2007). The primary goal of

practice teaching is to provide the opportunity for acquisition and demonstration of

instructional competence with beginning professional educators in a realistic and as

intensive as actual teaching. In an address at the University of Illinois, Harry Broudy a

prominent philosopher of education in the United States claimed that the two basic

principles of teacher training are imbedded in educational history where one learns by

teaching and one learns to teach by teaching (Lucas, 1969)."

Before the demonstration and teaching, the practice teacher must first acquire

relevant knowledge through the use of classroom observation. Observation is a highly

contrived and a disciplined form of experience that is widely used in the social sciences

as a method for collecting data about people, processes, and cultures (White, 2016).

Observation, particularly participant observation, has been the hallmark of much of the

research conducted in anthropological and sociological studies and is a typical

methodological approach of ethnography. It is also a tool used regularly to collect

data by teacher-researchers in their classrooms, by social workers in community

settings, and by psychologists recording human behavior. Observations have proved

other social science disciplines.

In the field of education, classroom observation serves as a qualitative and

quantitative method of measuring classroom behaviors from direct observations that

specify both the events or behaviors that are to be observed and how they are to be

recorded. Generally, it aims to collect data to determine the specific behaviors that

occur in the learning environment, provide more detailed and precise evidence than

other data sources; and stimulate modification and confirm that a change occurred.

It would appear palpable that the more meaningful the student teaching

experience can be made, the more thorough will be the preparation of the student

teacher to enter the teaching profession as a worthy member of that group. At its best,

the student teaching experience can put the polishing touches on a prospective

teacher and be a worthwhile, cooperative experience for the student, student-

teacher, cooperating teacher, and the cooperating school.

There have been many observational studies that have been specifically

designed to describe specific educational phenomena. Walberg (1985), asserts that

classroom behaviors are related to the academic accomplishments of the learners. This

statement suggests the importance of conducting a classroom observation, especially

for aspiring teachers to have substantial knowledge and understanding when it comes

to effective teaching. Numerous measures or pointers of instruction are desirable to

help capture a more wide-range picture of what goes on in the learning environment.

Several features of classroom instruction such as conducting weekly and monthly

reviews have been found to be meaningfully connected to students' academic

success.
 Another example of how observational study is used in determining the

involvement of technology and learning. Waxman and Huang (1995) studied how

computer technology was integrated into the curriculum of 200 elementary and

secondary school inner-city classrooms using classroom observation. According to the

findings, there was no integration of computer technology in the elementary school

classrooms, and that students were observed working with computers only 2 percent of

class time in middle school classrooms. This shows that observational studies can be

used to evaluate programs, specifically to evaluate the reliability of implementation of

certain programs.
 Responsibilities in Classroom Observation and Demonstration

Results from methodical observations are used evidently to improve teachers’

attitudes and behaviors toward pupils after receiving feedback from classroom

observations. The treatment study by Good and Brophy (1974) exemplifies how

teachers’ interaction patterns change, including their attitudes toward learning after

receiving feedbacks from their evaluators. Teachers can improve their classroom

instruction and strategies through given appropriate feedback and suggestions for

enhancement.

Observations provide useful information about people and their interactions

between others. Since naturalistic observation involves the participation of a live and

breathing individual, ethical issues should be taken sensibly in consideration before the

observer carries out the observation process. Gross (1999) asserts that observation in

some way is considered a psychological investigation and it should be perceived as an

ethical issue. This means that the observer should consider responsible measures when

planning the study. These ethical issues might include the approval or consent,

confidentiality of gathered data, and safety of the desired participants for the

observation.

Covert observation occurs when the process is done secretly and the

participants are unaware that they are being watched (Brain, 2000). It is rare that

covert observations would be appropriate in research; however, in instances where

knowledge of being observed would, in some way, encourage participants to change

their actions or to act differently than they normally would, it may be considered

appropriate. Overt observation is where the participants are aware of being observed
(Brain, 2000). This means that the observation is done openly and the observer is

transparent to the fact that an observation will take place for research purposes.

In comparison, overt observation is a much ideally and ethically preferred way of

observing than covert observation. Gold (1958) suggests four stances that one must

consider when conducting observations in a social setting. First, it is important to have a

complete participant when conducting an observation. This accounts for the consent

and legalities involved when gaining access to schools and classrooms to conduct

observations. In the field of practice teaching, the approval of the school desired for

observation is a serious concern. Some school districts are unwilling to permit

observation of teachers in their schools because they feel it would be too disruptive to

the learning environment. Teachers have also been known to dramatically alter their

instruction when observers are present in the classroom. In the social setting, the

disadvantage with this stance is that other people may also be reluctant to disclose

information with a stranger.

The second stance is that the participant as observer stance involves the

researcher who is a group member and who observes other group members with their

knowledge. In this stance, other group members are fully aware of the study and its

purposes. The drawback of this stance is that, as a group member, others are less likely

to divulge personal details. Hence, there is a trade-off between the depth of data the

researcher is able to collect and the level of confidentiality available to group

members.

Another stance includes the observer as a participant who participates in the

social setting under study but is not a group member. Group members are aware of the

purpose of the observation and are more likely to be open with a researcher who is not
a member of their group. By participating in group activities, the observer is able to

understand what is being observed. In the process, executing the demonstration

teaching and observation of student behavior and the effectiveness of the teaching

style while observed by the supervisor falls into this stance. The practice teacher acts as

a participant and an observer at the same time and is fully involved in the activity.

Lastly, a complete observer stance is one in which the researcher is able to

observe the setting and group under study without participating, but participants are

unaware of being observed. This is typical in situations where the researcher observes a

public event in full view of the public, though they may be unaware of being observed.

This stance is used first by practice teachers in gathering information through a

classroom observation before they could ever proceed to the actual teaching

demonstration.

The uninvolved observer in a certain activity is known as direct observation. This is

said to be the best wat to collect information because it grants the opportunity for the

observer to focus on the undertakings of the desired models. However, there may be

instances where being involved in the activity, participant observation, enables an

individual to better understand the undertaking within the observation.

Werry & Aman (1999) defines direct observation as a contemporaneous

recording of spontaneously occurring, externally observable, behavioral events. This

type of observation involves observing without interacting with the objects or people

under the study in the setting. The participant-observer, on the other hand, will

experience being both an insider and an outsider simultaneously. This means that

participant observation involves the context of significantly being both an observer and

a participant at the same time (Spradley,2016).

body of vital findings that can lead to amended teaching practices, there is still a lack

of overall certainty regarding its whole validity. Galton (1988) argued that observation

as a tool for research consequently fails to explain why some instructional behaviors

impact student outcomes. The selection of events or behaviors may not be clear to

anyone except the observer or instrument developer. In other words, classroom

observation lacks theoretical assumptions of why a certain style of teaching or set of

instructional variables impacts student learning.

Observational techniques are undoubtedly limited in relation to methodological

issues that can restrict with the drawing of valid data and conclusions. One of the chief

source of invalidity regarding the use of observational learning relays to the

obtrusiveness of the method. Awareness for the observation can affect that behavior of

the teachers and students that are being observed, resulting in reactive effects.

Another consideration is the teacher anxiety which greatly affects their performance

than usual. This can interfere with the portrayal of valid inferences about the

ovvurences in the classroom.

Classroom observation in practice teaching has typically been generic as most

information gathered intends to generalize the undertakings within models. This

instance often neglects to consider individual behavior of the learners that are

observed. Similarly, the content of the lesson is often unkempt as the quality of the

interaction and behavior within the classroom garners more focus to the part of the

observer.

Another concern relays to the misapplication of classroom observation data. The

information that is gathered in classroom observations should not be used to provide

observed.

The mentioned limitations, however, do not necessarily diminish the value and

usefulness of observational learning and its relevance to teaching practice. In fact,

these criticisms may be incidental aspects that occur within the observational process.

Conclusion

Observational methods and demonstration teaching has yielded important

information and practical implications for the improvement of teaching practices. One

of the common complications in teaching and classroom instruction is rooted to the

lack of valid and accurate information that teachers could use in order to facilitate

their professional growth. More often, the nature of their interactions with learners and

also the learner’s individual needs are overlooked. Consequently, classroom

observation and teaching demonstration intends to improve teachers' classroom

instruction. The assessment or evaluation from observing other professionals and also

the assessment of the practice teacher after a demonstration teaching, can help in

determining streghts and weaknesses and awareness of how their classroom functions

and thus bring about changes they desire.

in the attainment of quality education. Teachers must learn how within the learning

environment, how learners in the setting interact and how things are organized and

prioritized in that context, the needs of the learners, and to learn appropriate teaching

approaches and strategies.

In an observation setting, the stance of the observer is a significant factor that

affects the validity of the study. In observing classroom settings, the teacher must know

his/her position and grounds in the process of observation. This means that the social

setting and the interconnectivity of the observers and the observed models are

influenced by how the observer is positioned in the research setting.

The type of each observation has its own advantage and disadvantages,

whether it be a direct observation or participant observation. Basing on the findings, a

combination of direct observation and participant observation may be applicable and

helpful. In any case, systematically observing each aspect of the models such as

surroundings, paying attention to the activities taking place, and note-taking in the

setting will be an important piece of the data collection process.

References

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