Observing Instructional Issues In The Classroom

In education, many teachers face behavioral issues with students in the classroom. One of the main issues that educators face in the classroom is students not making an effort to learn. Many of these issues can be demolished if the teacher starts recognizing the different learning style that each student possesses. For example, if the need of students is not met in the classroom, they tend to get bored, act inappropriately, and start giving behavior problems to the teacher. Similar scenarios happen with teachers when their needs are not being met, they get frustrated and do not perform at their be best in the classroom; therefore, as educators, we must acknowledge that not just students have issues, but novice and veteran teachers also face …show more content…
Observing instructional practices for the purpose of developing teaching talent requires that the coach be able to analyze lesson delivery (D’Antonio, 2001). The elements of collegial and instructional coaching that I am selecting with my collaborative colleague are modeling the lesson for the teacher and observing the teacher teach the lesson. In the observation, I will only focus on how students will interact during the lesson and if the strategy work well with the students. I will document my observations by writing notes on how well the students interacted during the lesson and if the strategy motivated the students. In addition, I will provide positive feedback and intensive support to meet his needs. According to Knight (2008), coaches cannot change the lesson plan or strategy of the teacher. As educators, we need to respect their work and opinions and not make judgements. In the observation phase, we need to help the teacher reflect upon and improve his own teaching practices and not take the role of an …show more content…
During this conference, I will work together with the teacher to share thoughts, ideas, and individual experiences. I did like collegial coaching because it focuses on personal and professional development for teachers. Moreover, it separates teacher development from evaluation and supervision (D’Antonio.2001). I will be implementing collegial coaching because my collaborative colleague seems to be lacking management skills, discipline and instructional struggle. In a collegial environment teacher ideas are shared and celebrated (D’Antonio, 2001). During my coaching experience, collaboration, dialogue and reflection are three essential components that will be modeled with my collaborative colleague. According to D’Antonio (2001), in collegial coaching open dialogue is encouraged, trust is built, active listening is the standard, and discussion about values and actions are the norm. This is basically what I want for my collaborative colleague to develop during this coaching experience. My collaborative colleague stated during the conference that he hopes to take away new skills, approaches, and information that definitely will be share with other teachers so they can become better teachers. He believes that learning all these new skills will have a positive big impact on teacher and