I was recently observed by one of the building administrators. Over the years, I have been observed quite a bit, but I can't say that the countless hours put into observing my teaching and then the written summary have ever resulted in something that actually helped me with my teaching and subsequently student learning. Most years, I got the impression that administrators sat in my classroom to reassure themselves that I was really teaching the students, and then they could go back to their offices happy and content. Many years, I have not been formally observed, but when I am, they note that I am creative and capable etc. Years ago, as a new teacher, when I was yearning for some valuable and helpful insights, the best anyone did was, "The letters on your bulletin board are a bit crooked." Needless to say, for me observations have just been something that happen from time to time with little value or effect.
But this year is a refreshing breath of fresh air. On this observation in addition to the numerous commendation comments, there were two observations that I could sink my teeth into and put into practice. I was actually excited to get this feedback because it gave me a better sense of direction with what I needed to do and also clarified something I had been thinking about already. One suggestion, I will be dealing with in a subsequent post, but the other reaffirmed my concept of how students learn and how instruction helps them learn.
The observation was done while I was guiding a small group of seventh grade students through some math word problems. (In light of my last post, I hesitate to use the p-word here, but for the sake of clarity,I am.) There was no common theme in the problems, so it would be classified under mixed practice rather than just addition or subtraction etc. My students especially need practice reading problems and figuring out how to solve them, so I try to do exercises like this frequently. I did not write the problems myself and one of the problems required a lot of "guess and check" work. Now "guess and check" is a viable method that we teach for solving math problems, but it can also be downright tedious. This particular problem could have been solved by using algebra, but my students have not had algebra yet and the answer key said students should use the "guess and check" method. So after we went through all the hassel of trying every possible solution and eventually arrived at the correct one, I mentioned to my group that when they got a little older and learned algebra, there would be a simpler and easier way to solve this question. Then we moved on.
The administrator's observation was that at that point after we had the correct answer, I could have modeled how to solve the problem using algebra. The students would have been able to follow some, if not all of the process, and it would have served as an introductory/pre-teaching moment. It also would have piqued their curiosity and helped to lay a foundation for the math instruction that lies ahead. DUH! I know this and it makes sense, but it took an outside observer to point it out.
For a number of years now, elementary math education (as well as other subject areas)has been based on the spiral concept. I won't say that I'm always a big fan of how some curriculums implement the spiral, but I am a big believer in the concept. Whenever possible, you introduce a concept or skill before students are expected to master it. They are given several opportunities to practice the skill so that when mastery is expected, it will be there. Future learning is built upon the prior knowledge.
Perhaps the realization/reaffirmation that the spiral is important for middle and high school students as well as elementary was my philosophical highlight of the week. I am now even more conscious and deliberate in trying to work in a few more moments that support the spiral.
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