Classroom observation is defined as a nonjudgmental description of classroom events that can be analyzed and interpreted to understand what went on in the classroom (Gebhard, 1999). Gebhard (2008) suggests that, through observation, mentors can teach their mentees how to deepen their awareness regarding their teaching practices, personal values, and beliefs. This awareness is shaped by showing the mentees how they can see their teaching differently through systematic observation and reflection on their own and other’s teaching (Gebhard, 1999; Oprandy, 1999). Put it differently, to make observation systematic and guided, it is essential for mentees to know the purpose of the observation, the roles the mentors and the mentees play, what to observe,
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Mentors can visit classes for different purposes. For example, the mentor can observe classroom lessons to evaluate teaching in general, learn to teach, learn to observe, collect data for research, and most importantly to become more self-aware as a teacher and as a mentor (Gebhard, 1999). When novice teachers learn how to become aware of their teaching practices and the rationale behind their decisions, they become more experienced. This self-awareness is achieved through learning how to visualize and verbalize teaching practices and decisions (Oprandy, 1999). Thus, as a mentor, I would try to make my mentees understand that my role is to help them become aware of their teaching practices through establishing a collaborative relation with …show more content…
Systematic observation starts when teachers decide what they want to observe. Based on their choices, they can prepare observation tools to document their observation. After documenting the comments qualitatively or quantitatively, mentors can encourage their mentees to provide interpretations for the notes and later try to find interpretations that are different from the usual interpretations (Gebhard, 1999). This way might encourage the mentees to see their own teaching from different perspectives. For example, the mentees are invited to try different practices from the ones they usually try, such as changing the locations they usually occupy in the classroom or trying different teaching procedures (Gebhard, 2008). The idea of the alternatives supports the claim that there is no good or bad teaching; there are different ways of interpreting the same thing (Gebhard, 1990; Malderez,
Mentors can visit classes for different purposes. For example, the mentor can observe classroom lessons to evaluate teaching in general, learn to teach, learn to observe, collect data for research, and most importantly to become more self-aware as a teacher and as a mentor (Gebhard, 1999). When novice teachers learn how to become aware of their teaching practices and the rationale behind their decisions, they become more experienced. This self-awareness is achieved through learning how to visualize and verbalize teaching practices and decisions (Oprandy, 1999). Thus, as a mentor, I would try to make my mentees understand that my role is to help them become aware of their teaching practices through establishing a collaborative relation with …show more content…
Systematic observation starts when teachers decide what they want to observe. Based on their choices, they can prepare observation tools to document their observation. After documenting the comments qualitatively or quantitatively, mentors can encourage their mentees to provide interpretations for the notes and later try to find interpretations that are different from the usual interpretations (Gebhard, 1999). This way might encourage the mentees to see their own teaching from different perspectives. For example, the mentees are invited to try different practices from the ones they usually try, such as changing the locations they usually occupy in the classroom or trying different teaching procedures (Gebhard, 2008). The idea of the alternatives supports the claim that there is no good or bad teaching; there are different ways of interpreting the same thing (Gebhard, 1990; Malderez,