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My Observation in The Classroom

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Published: Mar 25, 2024

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How to Begin an Observation Essay: Tips and Strategies

• December 8, 2023
• Study Guides

Welcome to our guide on how to start an observation essay . Whether you’re a student or a professional writer, beginning an observation essay can sometimes be a challenging task. It requires careful planning, attention to detail, and an ability to capture the essence of the subject or event you’re observing. In this article, we’ll provide you with valuable tips and strategies to help you kickstart your observation essay effectively.

Here's What You'll Learn

Before we dive into the tips and strategies, let’s briefly discuss what an observation essay is. It is a type of paper where you provide remarks and findings about an individual, group, or event, focusing on specific details. Your goal is to describe your observations on a particular theme, engaging your readers through vivid descriptions and sensory details.

Now, let’s explore some key takeaways that will guide you through the process of beginning your observation essay:

Key Takeaways:

• Write in the present tense to establish a sense of immediacy and connection to the event.
• Structure your essay with an introduction, body paragraphs, and a conclusion.
• Include a hook, background information, and a clear thesis statement in your introduction.
• Develop your thesis statement with arguments and facts in the body paragraphs.
• Summarize and analyze your main ideas and arguments in the conclusion.

By following these tips and strategies, you’ll be well-equipped to begin your observation essay and captivate your readers from the start. Remember, the more you practice and refine your writing skills, the better your observation essays will become.

Paper Structure for an Observation Essay

The structure of an observation essay is similar to other essays, consisting of an introduction, body paragraphs, and a conclusion. Each section plays a specific role in presenting and analyzing the observations made.

The Introduction:

The introduction of an observation essay should grab the reader’s attention and provide background information on the topic. It should also include a clear thesis statement that highlights the main idea or argument of the essay. For example:

“Through the detailed observations of [topic], this essay aims to explore [specific focus or research question].”

The Body Paragraphs:

The body paragraphs of an observation essay are where the writer presents and analyzes their observations. Each paragraph should focus on a specific aspect or finding, supporting it with evidence and examples. It is essential to use descriptive language and sensory details to paint a vivid picture for the reader. Additionally, incorporating relevant quotes from interviews or other sources can add depth to the analysis.

The Conclusion:

The conclusion of an observation essay should provide a summary of the main points discussed in the body paragraphs. It should also offer a reflection on how the observations connect to the overall thesis statement and research question. This section helps to solidify the writer’s argument and leaves the reader with a sense of closure.

When writing an observation essay, it is important to adhere to the technical requirements set by the academic level and field of study. These may include specific formatting guidelines such as font size, spacing, citation style, and an appropriate structure for headings and subheadings. Following these requirements ensures a cohesive and professional presentation of the essay.

Table: Differences between Observation Essays and other Essay Types

In conclusion , understanding the structure of an observation essay is crucial for effectively presenting your findings and arguments. By following the suggested format, you can create a well-organized and engaging essay that captures the reader’s attention and provides a comprehensive analysis of your observations.

Tips for Starting an Observation Essay

Starting an observation essay can sometimes be challenging, but with the right strategies, you can capture your readers’ attention from the very beginning. Here are a few tips to help you get started:

Begin with a brief overview

One effective way to start your observation essay is by providing a concise summary of the topic and your thesis statement. This sets the stage for what readers can expect throughout the essay.

Pose a thought-provoking question

Another approach to engage your readers is by asking a question related to the topic. This invites them to think critically and encourages them to continue reading to find the answer.

Capture attention with an interesting fact or description

Hook your readers by sharing a surprising fact or vividly describing the main setting of your observation. This creates intrigue and makes readers more eager to delve into your essay.

Employ a delay strategy or personal anecdote

To add an element of suspense or connect the past to the present, you can gradually reveal the subject of your observation essay. Alternatively, you can share a personal experience that relates to the topic, drawing readers in through your own perspective.

Remember, the starting strategy you choose should align with your essay’s requirements and target audience. Experiment with different approaches, take breaks to gain fresh perspectives, and seek feedback to refine your observation essay. By implementing these tips, you’ll be well on your way to crafting a captivating and engaging piece.

How should I begin an observation essay?

To start an observation essay, you can use various strategies. One approach is to provide a brief overview of the essay’s topic and thesis statement in a few short sentences. Another effective strategy is to pose a thought-provoking question related to the topic, inviting readers to consider the answer. Alternatively, you can grab readers’ attention by starting with an interesting fact or vivid description of the main setting. Additionally, you can add intrigue by relating a past experience to the present or gradually revealing the subject. Choose a strategy that aligns with your essay’s requirements and engages your target audience.

What is the structure of an observation essay?

The structure of an observation essay typically consists of an introduction, body paragraphs, and a conclusion. In the introduction, you should include a captivating hook to grab the reader’s attention, provide background information on the topic, and present a clear and concise thesis statement that highlights the main idea of your essay. The body paragraphs are used to develop the thesis statement by presenting arguments, supporting evidence, and discussing the pros and cons of certain ideas. The conclusion should analyze how the thesis statement was developed throughout the essay and provide a succinct overview of the arguments and ideas presented.

What are some tips for starting an observation essay?

When starting an observation essay , it’s helpful to create an outline to organize your thoughts and ensure a coherent flow of ideas. To make your essay more engaging, use sensory details to vividly describe the scene and capture the mood in the introduction. End your essay with a powerful conclusion that leaves a lasting impression on the reader. Moreover, you can seek assistance and guidance from professional writers who can provide valuable help throughout the writing process.

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• Classroom Observation
• Classroom Observation Tools

A Comprehensive Guide to Effective Classroom Observation

Classroom observation is critical in helping teachers get feedback on how to develop and mold their classroom management and instruction techniques.

In this guide, we will break down the elements of classroom observation, methods, techniques, and more.

What Is Classroom Observation?

What is the purpose of classroom observation.

•  What Type of Teachers Need to Undergo Classroom Observations?

Methods of Classroom Observation

Learn how Torsh can help support classroom observations

A classroom observation is an act of watching a teacher’s performance in their classroom or learning environment. Classroom observations are a quantitative way of recording and measuring teacher behavior and mastery by systematically watching and recording them in action. 

There are two basic types of observations:

• A school administrator watches a teacher’s performance as a part of a formal job performance evaluation at a regularly scheduled interval (often annually).  
• An observation performed by a teacher’s peer or peers, instructional specialist, or coach with the stated goal of providing the teacher with relevant feedback based on their interactions with students and their execution of teaching methods with the primary goal of making improvements in their classroom management and instructional techniques. 

The fundamental purpose of classroom observation is to improve student outcomes by improving the instructional prowess of the teacher. 

A secondary purpose of observation is to perform an investigation into possible inequities in instruction among different groups of students. This allows teachers and researchers to identify biases in how different groups of students are treated based on their gender, socio-economic standing, or other differentiating factors to help eliminate them.  

A final purpose is to provide researchers with information on current educational practices and to identify instructional problems.

What Type of Teachers Need to Undergo Classroom Observations?

Typically, it is new general and special education teachers who are the focus of classroom observations as they have less experience and stand to benefit the most from the process. 

That said, experienced teachers can benefit from the feedback and insights gained through observation as well as provide another perspective on their performance that may shed light on techniques that they are using improperly or not at all. 

Classroom observation can be as brief as a few minutes or as long as an entire school day or more. 

There are many different ways for an observer to effectively perform an observation. 

Some utilize homegrown in-house methods while others deploy nationally recognized models created by educational experts and further validated by research-based data. It really depends on the standard operating procedures of the school and the person performing the observation in which methods are used in a specific circumstance.  

The Elements of Classroom Observation

Good classroom observation will contain most or all of the following elements:

• A stated purpose for the observation
• A specific observational focus
• Operational definitions of all the observed behaviors
• Training procedures for observers
• An observation schedule
• A unit of time
• A method to record the data
• A method to process and analyze data

Classroom Observation Techniques

Checklists, charts, rating scales, and narrative descriptions are examples of observational techniques that have proven to be effective ways of examining a teacher in action. 

However, the most prevalent procedure for systematic observation is the use of interactive coding systems . 

The reason they are used so often is that they allow the observer to document almost everything that happens between the teacher and their students during the observation. They are a widely used tool because they are objective and they are designed in a way that helps keep the observer’s personal judgments or inferences from skewing the data collected over the course of the observation. 

Interactive coding systems can readily identify and capture specific and easily identifiable behaviors in a way that lends the data to easy coding and categorization which is especially helpful for analyzing the data and providing the teacher with objective feedback.

TORSH Talent is an effective tool for classroom observation and feedback. With TORSH Talent, coaches can provide feedback in custom, digitized rubrics that are specific to each induction teacher and their goals. 

Click here to learn more about how Rockdale County Public Schools was able to provide structured feedback to teachers that led to drastically improved classroom practices using TORSH Talent.

Video Classroom Observations

Traditionally, all classroom observations were performed in person. Technology is now regularly being used to make the process more accessible and effective. 

The ubiquity of smartphones and tablets that have high-quality recording devices has made the video recording of classroom performances not only possible but easy and cost-effective. 

There are also subscription-based online services that are capable of providing another level of observational functionality and data analytics that are difficult to reproduce using the more traditional face-to-face observation and paper recording methods.

See how others are improving teacher effectiveness through video classroom observations.

The Benefits Of Using Video Classroom Observation Tools For Teacher Professional Development

Instructional Coaching: Classroom Management Through Data-Driven Strategies for Teachers

Classroom Observations: Examples of Best Practices in Structure, Type, & Method

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Classroom Management Observation and Assessment Essay (Critical Writing)

Classroom management is an integral part of any institutionalized educational process. Its aim is not only to keep discipline in the classroom (which means not punishing students but rather developing desired behaviors (Khalsa, 2007, pp. 2, 6)) but also (and mainly) to organize educational activities, create the proper environment, maintain the learning process, and facilitate it for the students (Allen, 2010, pp. 2, 9; Savage & Savage, 2010, pp. 6-7). Therefore, it is crucial to strive for effective classroom management. To achieve this goal, it is important to observe and assess classroom management of individual instructors to provide constructive criticism and improve the strategies employed in this process.

There exist several methods using which classroom management by individual instructors can be observed and evaluated. One of the simplest methods to do so is to have assessors sit at the back of the classroom and evaluate the teacher’s performance. However, this may not be the best method because both the instructor and the students will feel uncomfortable in the evaluators’ presence. Therefore, it is better to use other means. For instance, it is possible to simply conduct an interview with the teacher (and/or their students) to find out what methods are used, and enhance them. Questionnaires and quizzes can also be employed. Also, video cameras can be utilized to record the lessons to analyze them and improve the educator’s performance (Star & Strickland, 2008).

Let us consider some examples of classroom management. The first situation takes place in the 9 th grade of a K-12 school. A history teacher provides direct instruction; he sits at his desk and reads his students the notes he prepared for the lesson, sometimes offering some additional comments; the students write everything down word by word. Some students are bored, and only pretend to write; there is a certain degree of buzzing in the classroom.

The second situation takes place in a higher education setting; a university group is having a seminar on Plato. The learners have read some Plato’s dialogues, and the instructor asks them certain leading questions that are aimed at having students build several interpretations of the given text. The educator also attempts to elicit responses from the most passive students by asking them simpler questions.

The students participate in the discussion and arrive at an interpretation, then the instructor asks questions that make them reconsider what they have just said and achieved a new understanding, and then the educator helps them to discover the third interpretation. The discussion finishes by the professor pointing out that, even though the interpretations contradict each other, neither of them contradicts the text, and, therefore, all of them are possible.

To analyze the first scenario, it is possible to interview the teacher or have them fill in a questionnaire to find out what happens during the lesson. Students’ reactions and attitudes can also be assessed. Because they are bored, it is predictable that they will misbehave (Landrum, Scott, & Lingo, 2011). It might be suggested that the teacher should not simply have students write down notes, but should engage them in discussions. The teacher could also walk around the classroom if the students are buzzing, for the instructor’s physical proximity reduces misbehavior (Jones, Jones, & Jones, 2007, p. 32).

On the other hand, it is harder to criticize the second scenario, because the strategy is effective, and both the instructor and the students are satisfied. In this case, a video recording appears to be the best choice to detect if there were any shortcomings during the seminar.

To sum up, it should be emphasized that classroom management is an important part of the educational process, and every teacher should strive to improve their classroom management skills. To do this, individual teacher skills can be observed and monitored via different means to provide some constructive criticism and enhance the educator’s classroom strategies.

Allen, K. P. (2010). Classroom management, bullying, and teacher practices . The Professional Educator, 34 (1), 1-15. Web.

Jones, F. H., Jones, P., & Jones, J. L. (2007). Tools for teaching: discipline, instruction, motivation (2nd ed.). Santa Cruz, CA: Fredric H. Jones & Associates. Web.

Khalsa, S. K. (2007). Teaching discipline & self-respect: Effective strategies, anecdotes, and lessons for successful classroom management. Thousand Oaks, CA: Corwin Press, Sage Publications. Web.

Landrum, T. J., Scott, T. M., & Lingo, A. S. (2011). Classroom misbehavior is predictable and preventable. Addressing challenging behavior in the classroom: Prediction, prevention, and instruction. Phi Delta Kappan , 93 (2), 30-34. Web.

Savage, T. V., & Savage, M. K. (2010). Successful classroom management and discipline: Teaching self-control and responsibility (3rd ed.). Thousand Oaks, CA: Sage Publications. Web.

Star, J. R., & Strickland, S. K. (2008). Learning to observe: Using video to improve preservice mathematics teachers’ ability to notice . Journal of Mathematics Teacher Education, 11 (2), 107-125. Web.

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Summary of Observations in Classroom

Looking for sample teacher observation notes? Examples found online are usually badly-written and are of no use for teachers. But this sample classroom observation summary is different! It presents a thorough analysis of classroom interaction with positive comments and criticisms. Check it out!

My Classroom Observation Experience: Introduction

Classroom observation notes: school demographics, classroom observation 1, summary of observations 2, summary of observations 3, sample classroom observation summary: conclusion.

The career of teaching requires a lot of experience and practice. The experience develops creativity of the teacher. In addition, it leads to the effectiveness of the teacher. This experience is gained through personal activities and experiences. In addition, it is gained through observing other teachers in class and teaching sessions. In this light, personal experience takes a sizeable time to obtain and utilize. Therefore, young teachers observe the experienced teacher to obtain the skills that are used in class. In this light, a starting teacher attends a class in session and makes relevant observations. The observations are recorded in a DYC observation form. Afterwards, the teacher should write a summary of observations. These observations form a part of their experience. This paper will focus on an observational exercise. It will include the summary of the observations made in three different classes. The classes will include a 3 rd grade math lesson, 6 th grade science lesson and 2 nd grade physical education lesson. The observation will include demography of the school and classes. In addition, the teacher will make observations concerning the use of theories and teaching concepts in class proceedings.

Cornell Junior public school is a public school with a community basis. It portrays a strong spirit of cultural diversity. It has a population of 900 pupils who come from various religious backgrounds. Mainly, the pupils originate from Muslim and Hindu religions. The school accommodates both girls and boys in the system. It has 25 diverse languages in the system. These languages include Tamil, Punjabi, Gujarati and English. In the year 1959, this school was started where it made a quick progress. In 1998, the school obtained additional classrooms, computers laboratory, music lessons room, modern library and gymnasium. A school day starts at 8:45 a.m. and ends at 3:45 p.m.

This observation focuses on the third grade class in mathematics’ lesson. The mathematics’ lesson will be considering the topic on polygons. The class will be handled by Bernice Ho.

Demographics

The class session was conducted in room 201 of the classroom blocks. There were three absent pupils in a day. This implies that the total number of pupils was 48. The class is on the second floor of these blocks. The class had 45 pupils. From this population, there were 20 males and 25 females. The class was split into Hindu and Muslim pupils. In this light, 28 pupils were Hindus while 17 pupils were Muslims. One of these pupils was physically disabled. In this case, the pupil relied on his friends for moving by wheel chair to class since walking was a challenge.

Classroom Observed

Mrs. Bernice has taught mathematics for the last four years in this profession. In addition to mathematics, the teacher handles science when necessary. She has been complimented for her content delivery. The teacher has taught in three schools since her graduation. In these schools, she has left a legacy of good performance realized in science and mathematics.

The class lasted for one hour. The lesson was divided into three parts. For the first ten minutes, the teacher made a brief overview of the previous lesson. That lesson was dealing with lines of one-dimension. The teacher introduced the topic on polygons and described the objectives of the lesson. In addition, the teacher described the learning practices that were involved in the lesson. Also, she presented two questions that they solved together. This evoked the prerequisite knowledge related to the polygons. For example, she asked one pupil to draw a three-sided figure on the blackboard. They drew irregular shaped figures on the blackboard.

Therefore, she started explaining the concept of polygons. The second part of the lesson took thirty minutes. In these thirty minutes, the teacher aimed at helping pupils in identifying regular polygons according to the number of sides. Therefore, she conducted an exercise for making a polygon monster. First, she demonstrated and asked them to make on their own. Afterwards, she gave an exercise to the pupils. The exercise needed pupils to draw various regular polygons alongside their names. In the final part of the session, the teacher used twenty minutes. In this part, they would draw the polygons on the blackboard. The teacher would select some pupils and order them to tackle question on the blackboard. The ones who got it right would gain the class participation points. These points were considered in choosing the pupils attending the mathematics tour at the end of the term.

Positive Strategies

• Before she started the lesson, the teacher reminded pupils about what they had learnt in the previous lesson. This gave the pupils some consistency. It enhanced much understanding and ensured a flow of knowledge from one topic to another. Also, he outlined the basic objectives of the lesson. This helped them to understand the goals of the lesson right from the beginning. This ensured that they remained focused to the objectives of the lesson.
• The teacher went around the class observing the pupils as they do the class exercise. She corrected those who made mistakes in the exercise. In addition, she helped any pupil who was seeking for help. This ensured that they enjoyed individualized considerations rather than general consideration. It ensured that all of them were helped at a personal level.
• The teacher incorporated an exercise of making a polygon monster. This exercise ensured that they participated in the lesson completely. It aimed at keeping them awake and attentive. In addition, the exercise made the topic practical and real
• The involvement of pupils during the class session was an essential strategy. In this case, they were called to give answers on the blackboard. If a pupil failed, the teacher complimented them for their courage and contribution. This encouraged all of them to give their answers on the blackboard. In fact, they scrambled for the chance by lifting up their hands with passion. In fact, each pupil was trying to lift their hand at an upper level than their friends.
• The teacher concluded the lesson by providing a short summary of the lesson. She summarized on the types of polygons and polygon monster. In addition, she portrayed the fulfillment of the lesson’s objectives and goals. The pupils who participated were listed and the record was kept.

Course Concepts Observed

The teacher incorporated various course concepts during the class proceedings that reinforced her effectiveness.

The teacher used the concept of cooperation. She divided them into nine groups. Each of the groups had five pupils. The group members were mixed in proportionate ratio of boys to girls. The groups enhanced the spirit of sharing among the pupils. This ensured that they learn to share among them. As a result, they do not always wait for their teacher for solutions. Instead, they learn to utilize their colleagues’ capability

In addition, he used positive reinforcement. In this case, she has made a program that aimed at appreciating those who participate in class and perform well in class. In this case, any pupil who participates in the class gains additional point. The points are considered when choosing those who would go for the tour. Also, the tour includes those who are the most improved regardless of their performance. This motivates them towards working hard and performing well.

This observation exercise focused on the sixth grade pupils in science class. During the lesson, they were tackling a topic on electricity.

The class was held in room 113 in the classroom blocks. It was in the ground floor of the block. The class contained 43 pupils. It had 23 girls and twenty male pupils. Most of them were from the Islamic religion. Most of them used English as their language for communication. The class did not have any cases of disability. The class started at 1 p.m. and concluded at 1:50 p.m. This is about 50 minutes of learning session for the pupils. The class was divided into three parts. In the first ten minutes, the teacher made definitions of electrical terms. The definitions were to be used in the lesson. In this light, the teacher defined the instruments and displayed them to the pupils.

This enabled a smooth learning of the experiments that were done after the introduction. It ensured that they understood what the teacher was describing in the subsequent procedures. In the second part of the lesson, the teacher explained to the pupils about electricity circuit. Also, he drew a diagram of the circuit explaining the different parts of the circuit. Afterwards, he rubbed the diagram and asked them to draw the circuit alone. Then, he divided them into groups in which they connected the apparatus to make a circuit. In the last part of the lesson, the teacher gave short notes that summarized the whole lesson. This ensured that pupils can refer to the notes when revising.

• Definition of terms and displaying the instruments was an essential strategy for the pupils. It ensured that they were familiar with the instruments. As a result, they would not confuse the instruments in the procedure that the teacher provided during the practical experiment. Therefore, it facilitated a smooth learning process.
• The teacher went around the class observing the circuits made by the pupils. He corrected any mistakes and helped those who could not make one. He encouraged them to continue trying. This created confidence in implementing the knowledge learnt.
• Similarly, he incorporated group task during the experiment. The groups were made in such a way that the sharp pupils were distributed across the groups. This ensured that most of the groups succeeded in making the circuit.
• Class exercise was another crucial strategy. In this light, the teacher asked them to draw the circuits without copying from books or the blackboard. As a result, the blackboard was rubbed, and the books closed. This ensured that the teacher evaluated the point he would repeat and emphasize. In addition, it enabled them to understand better. In phycology, the art of drawing would involve the brain in a better way than observing plainly.
• The teacher motivated and inspired pupils during the class. He talked of the famous electricians. He gave the history of electricity and mentioned the related heroes like Thomas Edison. This enabled the teacher to create a lot of curiosity of understanding about electricity. It inspired them to be like the famous heroes.

Course Concepts

In his case, he used the concept of cooperation during the lesson. The teacher divided the pupils into groups. They made the circuits in these groups and helped each other in the process of learning. This ensured that they understood the concepts clearly from each other. In this case, it is easy to ask for assistance from their colleagues.

Another essential concept was application. The teacher gave a practical application of the theoretical explanations of electrical circuits. As a result, they interacted with the electrical tools at the personal level. This ensured that the pupils gained more understanding about the circuit than using theoretical knowledge. In addition, it is the best approach that can manage to provide knowledge for specialization. Therefore, it is the surest way to producing competent professionals in the job market in the future.

This observation focuses on the second grade in the Cornell School taking their physical education. The teacher involved was called Joe Taggart.

The class comprised of 33 pupils. Eighteen of them were girls while fifteen were boys. Almost all of them used English for communication. They were a mixture of Muslim and Hindu pupils. However, there were many Hindus in the population than Muslims. The class did not have any disabled pupils.

Classroom Observations

It took place in the playground of the school. The teacher was training them on stretching techniques. First, the teacher instructed and directed them in various stretching techniques. He instructed for the first twenty minutes and then asked them to practice on the techniques. He helped some of them to carry out the various techniques. He encouraged them who discovered new ways of stretching. In some cases, he called upon the pupils who discovered such methods to show others.

• The teacher gave instructions and then asked them to do the practice. In this case, he did not allow any pupil to do the practice before he instructed. This ensured that they understood what they needed to do before they practice the techniques.
• He asserted that all of them must cut their nails before practicing with their colleagues. This ensured that they did not hurt each other physically.
• Also, he gave some glucose to those who did a good practice. This motivated them to practice with passion. To the pupils who did not do it well, the teacher encouraged them. He always told them that they were almost doing it well. This encouraged them to add much effort. It ensured that all of them felt appreciated.

The teacher used application during the lesson. The teacher portrayed the techniques and allowed them to practice on them. This ensured that they applied theoretical knowledge.

Moreover, he used the self-discovery concept. He encouraged those who discovered additional methods of stretching. In this case, he gave them a chance to show others.

The above paper has described the various observations that were done in the three classes. It has provided the demographics of the three classes and analyzed the positive concepts and theories that were used in the three classes. Therefore, it is an all-inclusive analysis.

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In the teaching field, every grade of study has a course curriculum that the teacher is supposed to follow in order to adequately teach each child. Third grade is no different. Each third grade child is expected to bring along with them some knowledge that the third grade teacher is able to build upon in order to prepare that child for fourth grade. According to curriculum guides, a third grade child should be able to reverse thinking by tracing mental steps that lead them to that conclusion and analyze how to make a better decision. They should be able to manipulate symbols that are related to concrete objects. They should also be able to comprehend multiple aspects of a problem while solving it. In other words, a third grader should be able to add and subtract within the same problem without becoming confuse. Nonetheless, every teacher becomes aware that each child is very different in his/her learning pattern. In any given classroom there will be students who can perform according to the curriculum and those that cannot. Psychologist, Jean Piaget, is credited with analyzing how children learn. He developed the theory of how and when child cognitive abilities develop. According to his theory, it was useless trying to teach a child something that he/she was cognitively incapable of learning. This paper discusses and analyzes some of the cognitive, moral, and social development of third grade students.

Introduction

It is a difficult job being a teacher in the midst of the accountability era. There is more focus on reading achievement than ever before. The passage of No Child Left Behind in 2002 placed higher demands on teachers to be accountable for what their children learned while in their classes (Hill, & Barth, 2004). Schools that did not meet standards were in fear of sanctions and government take-overs. Classroom schedules were altered to accommodate strengthening reading by increasing instructional reading time, which decreased the amount of time students would spend other classes. These expectations made teachers feel compelled to ensure that all of their students scored high on state mandated achievement tests. These high demands left teachers to analyze many ways of teaching. In any given classroom, a teacher can have several learning styles, learning disabilities, and developmental issues. Trying to meet the demands of NCLB has led teachers to co-teach and differentiate lessons in order to ensure reaching every child. General education teachers are now pairing with special education teachers to deliver lessons to one class. One lesson can be taught a variety of ways when differentiation is used. All of these strategies are linked to a child’s cognitive, moral, and social development.

Cognitive Ability

Cognitive abilities are described as brain bases skills that one uses to carry out any task ranging from simple to complex. Perception, attention, memory, motor, language, executive functions, and visual and spatial processing are all cognitive abilities. Most cognitive abilities can be improved with use. Likewise, some cognitive abilities can decline when they are not used regularly. Recent studies have concluded that in children having friendships can enhance cognitive ability. This comes from the finding that social/interactional relationships are the underpinnings of social development. For example, “Studies that identify relational and developmental advantages of friendship for cognitive developmental advantages of friendship for cognitive enhancement…These studies assert that pairing children on the basis of friendship should be used with greater frequency in the school to promote the pupil’s cognitive enhancement” (Kutnick, P., & Kington, A. 2005). Kutnick and Kington add that when children have friends they are more socially competent than children without friends. They also convey that children with friends make easier transitions from one stage in school to the next than children who have no friends. They also discuss that children with friends score better academically and specifically do well in creative writing, music composition, and curriculum based creative tasks (Kutnick, P., & Kington, A. 2005). Teachers support this idea in their daily classrooms when they allow students to complete group assignments. Often students are grouped by teachers, but sometimes students are allowed to choose their own partners to complete group assignments. Students learn well from each other.

A child’s cognitive ability affects what he/she retains from one school year to the next. According to Semb, Ellis, and Araujo, the amount of knowledge that students loose is relatively small compared to that which the do remember (Semb, Ellis, and Araujo, 1993).  Nevertheless, the number of practice opportunities a child has had with the concept can affect how much knowledge he/she retains as well. According to Julian Stanley, teachers seem to believe that their students come to them with no prior knowledge of the subject area. Stanley goes on to convey that this is a fail-safe strategy (Stanley, 2000).  In other words, the teacher believes that if he/she teaches everything, there will be no option of failure. However, this strategy wastes precious time. When a teacher spends the first two weeks of school teaching information that the child knows already, time has been wasted. Those two weeks could have been used teaching subject matter that the child did not retain from the prior school term. Each teacher must realize that each child is unique and learns in a unique way; therefore, differentiated instruction is the most effective method to use with students. When this is properly implemented, each child is receiving what he/she needs.

Moral Development

A child’s moral development begins when he/she knows the difference between right and wrong. According to Kohlberg each child goes through three level of moral development: pre-conventional morality, conventional morality, and post-conventional morality. By the time a child is in elementary school, he/she should be capable of conventional morality. During this level of moral development, the child will try to live up to the expectations of the people they love and respect-teachers, parents, etc. They will understand concepts of loyalty, trust, and gratitude. At this age, children take the “Golden Rule” literally (Snarey, 1985).  According to John Snarey, culture can have a direct effect on the way a child views these moral dilemmas. As a result, Snarey believes that all levels of moral development cannot be present in each child as a direct result of the child’s culture (Snarey, 1985). This is a concept that teachers must be aware of in their classrooms. When a teacher has a child from a different culture, although he/she may be at the right age to understand a moral concept, cultural biases may prohibit that understanding. So, in order to be fair to all of the children one teaches, each case must be treated differently. Remember, being from a different culture does not necessarily mean that the child is a foreign student. The child can live down the street from the school and be a part of a different culture. A child’s race, economic status, or environment can directly affect the child’s moral development.

Social Development

Social development can directly affect a child’s ability to perform academically. Teachers are very aware of the behavioral problems a child may have. These behavioral problems can offset the entire environment of the classroom and hinder the learning process. Having students actively engaged is the key to true learning. The day has passed and gone when teachers lectured to students sitting in straight rows. When walking into the average third grade classroom today one can expect to see moving from station to station, talking to peers, cutting and pasting, coloring, and working in collaboration to complete a common task. Often, students who have behavioral problems cannot actively engage without causing a disruption. These behavioral problems can be brought on by numerous underlying problems-mental issues, reading problems, anxiety, etc. According to Jason T. Downer, Sara E. Rimm-Kaufman, and Robert C. Pianta, “Ideal classroom settings create frequent and sustained opportunities for behavioral engagement in learning. When children participate in activities, raise their hands in response to a question, show attention toward the teacher or are actively involved in a reading or writing exercise, they are showing evidence of behavioral engagement” (Jason T. Downer, Sara E. Rimm-Kaufman, and Robert C. Pianta, 2007).  The study conducted by Downer, Kaufman, & Pianta conveys that this type of engagement is critical to cognitive development and school success. Reading aloud or quietly has been associated with positive academic achievement. Every teacher wants this model in their classroom. However, every teacher is trying to figure out how he/she is going to pull off a lesson with active engagement when they have one or more behavioral problem children in their rooms. Jason T. Downer, Sara E. Rimm-Kaufman, and Robert C. Pianta point out some risk areas and how to best remedy those problems. They convey that some strategies pose challenges for children who have behavioral problems because it requires them to use self-regulatory skills or cognitive abilities beyond their capabilities (Jason T. Downer, Sara E. Rimm-Kaufman, and Robert C. Pianta, 2007). When this happens the child will be off task and disruptive. The teacher must plan for those children as well. These children need differentiated instruction. This is a time when teachers may want to co- teach or elicit the help of the special education teacher to assist. More importantly, these students need tasks that are not above their cognitive or academic abilities.

Social development also allows students to make needed adjustments when they enter school. Susan Nichols discusses a scenario that she experienced while observing a kindergarten class. A young girl named Rose had spent much of her time playing with a little boy name Henry because their parents were friends. When she entered school, Henry was the only friend she had.  However, she wanted to play with some of the other girls in the classroom. Rose did not realize that the class was gender specific. In other words, girls played with girls and boys played with boys. Rose and Henry had to adjust to playing with each other at home and only friends of their own sex at school (Nichols, 2004).  Had Rose and Henry been unable to make this adjustment, surely their academics would have been affected.

Conclusions

Cognitive, moral, and social development has been a topic of concern in the educational field since the early 1920s when Piaget introduced his theory (Hill & Barth, 2004). It has been a central part of the development in many new teaching strategies being used in classrooms today. Increases attention has been paid on these three areas due to decline in reading scores in recent years. Teachers have been placed under great expectations to teach students according to their abilities. Nonetheless, this is not a new practice, teachers in the one room school houses differentiated instruction long before researchers gave the strategy a name.  Cognitive ability is the major predictor of overall academic performance, but moral and social development plays an integral role as well. Often students have the cognitive ability to be excellent academic students, but due to lack of adequate moral or social development they fall short. Student who act out in class are not always failing academically. Sometimes these students are just bored from lack of academic challenge. These students will complete their assignments and disrupt the rest of the class. Likewise, students who are in environments that have little moral value of education may disrupt class as well. In order to have a well-rounded student, the child must have a balance of cognitive, moral, and social development. Teachers must maintain a classroom environment that is conducive to learning. Students need to be actively engaged in challenging curriculum.

Downer, J. T., Rimm-Kaufman, S. E., & Pianta, R. C. (2007). How Do Classroom Conditions and Children’s Risk for School Problems Contribute to Children’s Behavioral Engagement in Learning? School Psychology Review , 36 (3), 413-432.

Hill, D.M. & Barth, M. (2004). NCLB and teacher retention: Who will turn on the lights? Education and the Law 16 (2-3).

Kutnick, P., & Kington, A. (2005). Children’s friendships and learning in school: Cognitive enhancement through social interaction? British Journal of Educational Psychology , 75 (4), 521-538.

Nichols, S. (2004). Literacy learning and children’s social agendas in the school entry classroom. Australian Journal of Language & Literacy , 27 (2), 101-113.

Semb, G. B., Ellis, J. A., & Araujo, J. (1993). Long-term memory for knowledge learned in school. Journal of Educational Psychology, 85 (2), 305-316.

Snarey, J. R. (1985). Cross-cultural universality of social-moral development: A critical review of kohlbergian research. Psychological Bulletin, 97 (2), 202-232.

Stanley, J. C. (2000). Helping students learn only what they don’t already know. Psychology, Public Policy, and Law, 6 (1), 216-222.

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All About Teacher Observations: How to Get Them Right

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More than a decade after being recognized as the Arkansas 2007 teacher of the year, Justin Minkel still found himself flustered when his principal slipped into the back row of class. “When my principal walks in with her laptop or a clipboard and pen, I’m instantly afflicted by a crippling self-doubt I haven’t felt since junior high,” the teacher wrote in a 2018 Opinion essay. “I scan the room with the alert panic a gazelle must feel when scanning the savannah for predators.”

Five years later, his jitters over observations— and his four tips for “surviving” them —continue to hit home for classroom teachers.

Earlier this school year, when the essay was reshared on Facebook, teachers flocked to the comments to affirm that teacher observations remain a perennial concern. In a lively conversation of 280 comments , readers volunteered their own success stories of the observation process working well and commiserated over their shared frustrations.

“I personally don’t mind them,” wrote Facebook commenter Lacey Peters, “because I am a self criticizer and usually the admin is saying much more positive things about my teaching even when I think the lesson went horribly!”

“I don’t have feelings of self-doubt,” another commenter, Rebecca Salomonsson, wrote, “I have feelings of resentment that someone is in my room actively taking notes on me. What other profession does this to its professionals? My husband is an engineer. He is trusted to do his job.”

In many commenters’ impressions of being observed, the deciding variable seemed to be how much they trusted the administrators observing them. How to build a bridge of support rather than judgment between teacher and principal has long been a source of inquiry for educators writing in Edweek’s Opinion pages.

In her 2022 essay “ The Most Important Thing Principals Can Do in a Teacher Observation ,” English teacher Kelly Scott charts the lasting impact of a single moment of encouragement in her first year of teaching. That memorable observation started with just one word: “ Wow!”

“He knew that what I really needed—more than professional development, more than goal setting and professional standards—was someone to cheer me on,” she recalled of her administrator’s enthusiastic feedback during that vulnerable first observation.

Leading with enthusiasm isn’t the only advice teachers have to offer the observers coming into their classrooms. Two years ago, when teacher blogger Larry Ferlazzo asked his peers for best practices when administrators (or other teachers) observe their lessons, 19 contributors shared their own ideas. His four-part series on the topic rounded up a slew of their actionable guidance and emotional reflections:

• 18 Ways to Improve Teacher Observations
• How to Make Teacher Observations (Almost) Stress-Free
• Throw Out the Protocol for Teacher Observations. Use Common Sense Instead
• How to Create a Positive Atmosphere for Teacher Observations

It’s not just teachers with a stake in the observation process; administrators have had their say as well.

Last year, Atlanta Assistant Principal NaTasha Woodey-Wideman explained that not every professional learning effort has the same goal—but they all reflect a leader’s instructional values.

In “ How You Deliver Professional Learning Says a Lot About You ,” she urged principals to be intentional about the goals of a specific professional learning effort and then use teacher observations in service of those goals: “If the focus of a session is to provide teachers with tools for formative assessment, the lens of subsequent teacher observations should be formative assessment. After a session on building a strong classroom culture, walk-throughs should focus on culture.”

Soon after, Woodley-Wideman joined principal-turned-leadership-coach Opinion blogger Peter DeWitt for a live online discussion to consider how educator professional learning can move beyond the “sit and get” model.

In the discussion, her guidance began with a reminder that professional learning efforts should put an emphasis on the learning : “We tend to forget that teachers are also learners.”

She concluded her advice by flipping that formulation for school leaders. “Never forget you are a teacher,” she reminded building leaders. “Your classroom is that entire building.” (You can watch the full discussion on-demand for free here .)

Nearly a decade before their conversation, DeWitt was already beating the drum for principal introspection, asking readers: “ Leaders: Are Your Teacher Observations Active or Passive? ”

He cautioned against a box-checking approach to teacher observations, noting, “It is often seen as a process to get done ... instead of a process to get done right.” Principals need to structure the process less like distant evaluators and more like instructional coaches, DeWitt proposed.

That’s a call to action that has been echoed by other educators since, including in David Edelman’s “ Teacher Evaluation That Goes Beyond Check Boxes .” The most helpful post-observation feedback from his years in the classroom, he wrote in the 2016 Opinion essay, came from an informal collaboration with a fellow teacher who engaged deeply with his instructional practice rather than merely handing out a rating.

In the not-so-distant future, some of those moments of professional coaching may not just come from fellow teachers—or even fellow humans. Drawing on their work designing a natural-language-processing tool to provide teachers immediate feedback after a lesson, researchers Jing Liu, Dora Demszky, and Heather C. Hill invited readers to “imagine a world where we could harness the power of AI to provide teachers with automated, valuable feedback.”

That world shouldn’t come at the expense of interpersonal relationships in schools but rather work in service of building even stronger ones, they argued in “ AI Can Make Education More Personal (Yes, Really) ” this past summer.

Whether tech-assisted or otherwise, one thing remains true: There’s no ignoring the emotional vulnerability of the teachers being observed.

After all, to return to Justin Minkel’s appraisal of the observation process, the stakes can feel high. “It’s not just our professional competence that’s wrapped up in an observation,” he reminded readers, “but a sense of our worth as human beings.”

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