by: Rona V. Dichoso
Teacher 3
Antonia Manuel Magcase Elementary School
Observations are a familiar part of teaching life for most teachers working in schools around the globe. However, is it always certain that the professional training of those empowered to conduct observations has fully equipped them for their role as evaluators of classroom teaching? Even though observers are normally experienced teachers, all too often the step up from teaching to observing others teach can unintentionally result in adopting behaviors and practices which are not always in the developmental interests of teachers.
An awful lot is at stake when a director of studies or supervisor observes a teacher in a language teaching operation. No matter how informally or casually the classroom visit is presented, the teacher is aware that his performance is under review. Depending on how the lesson and discussions with the supervisor proceed, the observation experience is bound to have a considerable uplifting or demoralizing impact in terms of the teacher’s self-image and his or her professional standing within that teaching community. A poor performance will inevitably affect not only the teacher’s confidence and relationship with the person who is observing the lesson, but also his/her more general reputation among the teaching staff and others in the organization. On the other hand, a good performance can boost a teacher’s self image and confidence level, so he or she feels a valued, respected member of staff with all the motivational benefits that flow from such a feeling.
