Certification Development

A Guide to Classroom Observation by Clement Adelman

By Clement Adelman

For lots of pupil academics the school room is a wierd and possibly uncontrollable surroundings. This e-book indicates how the interval of school room commentary, which for many scholars precedes educating perform, performs a massive half during this transition technique.

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Extra resources for A Guide to Classroom Observation

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Heads have very different styles, but try to find out from the head how decisions are made about school structure. (Are classes mixed ability or is there some form of streaming? Is there a house system? ) Ask about finance—how much money does the school have each year? What needs to be paid for? How is it divided? Ask about policy— how does he/she see the future of the school? How does the school relate to other local schools? To the community? Ask about administration and control—how does the head see the LEA?

While observing a classroom, one is more likely to notice a child who is throwing crayons than a child who is going about the business of writing in his workbook. And a teacher who is reprimanding a pupil is more likely to be noticed than when she is listening to a child read. Furthermore, there is no questioning the fact that one may observe a desist technique that is effective as well as observe a desist technique that is ineffective, especially if these occur in different 38 CLASSROOM OBSERVATION classrooms.

We are caught then between training students to enter the existing system (in all its variety and complexity) as competent teachers, and wanting to promote particular ideas and values within (or even outside) that system. There can be few of us who have not, in that tension, met conflicts and decisions that were only resolved with difficulty. This book is not about education because it only looks at a part of what it means to be a teacher. Essentially it is a book for student teachers showing how they might research schools and classrooms in ways that make it easier for them to ease themselves into a teaching role—it is about teaching, not about how to teach.

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