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| Why Observe? | |
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| Goal 1: to Achieve Empathy | |
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| Goal 2: to Establish Cooperative Relationships | |
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| Goal 3: to Become Realistic | |
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| Goal 4: to Establish Direction | |
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| Goal 5: to Attain Confidence | |
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| Goal 6: to Express Enthusiasm | |
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| Goal 7: to Become Flexible | |
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| Goal 8: to Become Self-Reliant | |
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| A Beginning Thought | |
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| For More Information | |
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| Key Terms | |
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| Activities | |
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| Lenses for Observing | |
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| What Real Classrooms Are Like | |
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| Rapid Pace of Classrooms | |
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| Immediacy of Classrooms | |
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| Interruptions in Classrooms | |
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| Social Dynamics of Classrooms | |
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| Becoming Aware of Classroom Behavior: Lenses for Self-Improvement | |
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| To Become Aware of Your Own Behavior | |
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| To Discover Alternative Instructional Practices and New Solutions to Instructional Problems | |
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| To Determine Your Personal Teaching Strengths | |
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| To Focus Your Reflections on Important Areas of Teacher Effectiveness | |
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| Eight Lenses for Classroom Observation | |
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| Lens 1: Consider the Learning Climate | |
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| Lens 2: Focus on Classroom Management | |
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| Lens 3: Look for Lesson Clarity | |
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| Lens 4: Verify Variety | |
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| Lens 5: Observe Task Orientation | |
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| Lens 6: Examine Engagement | |
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| Lens 7: Measure Student Success | |
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| Lens 8: Look for Higher Thought Processes and Performance Outcomes | |
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| Challenges to Observing in Classrooms | |
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| Sources of Influence on Observations from Outside Ourselves | |
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| Student Ability and Achievement | |
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| Classroom Characteristics | |
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| Participatory and Cooperative Student Behavior | |
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| Experience and Education of the Teacher | |
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| School, Grade, and Subject Matter | |
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| Individual and Cultural Diversity | |
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| Sources of Influence on Observations from Within Ourselves | |
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| Your Own Experiences in School | |
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| Recent Influences and Training | |
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| Who May Be Watching; Who May Find Out | |
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| Choosing a Useful Lens: the Need to Structure Observations | |
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| For More Information | |
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| Key Terms | |
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| Activities | |
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| Making Classroom Visits | |
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| A Classroom Dialogue | |
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| Reactions from Observing Ms. Koker's Classroom | |
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| Observing the Learning Climate | |
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| Observing Classroom Management | |
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| Observing Lesson Clarity | |
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| Observing Instructional Variety | |
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| Observing the Teacher's Task Orientation | |
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| Observing Students' Engagement in the Learning Process | |
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| Observing Student Success | |
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| Observing Higher Thought Processes and Performance Out-comes | |
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| Preparing to Observe in Real Classrooms | |
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| Activities Before the Observation | |
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| Activities During the Observation | |
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| Activities After the Observation | |
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| For More Information | |
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| Key Terms | |
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| Activities | |
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| "Seeing" Beyond Personal Experiences and Expectations: Learning to Observe Systematically | |
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| Why Observe Systematically? | |
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| Methods for Observing and Recording | |
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| Method 1: Narrative Reports | |
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| Method 2: Rating Scales | |
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| Method 3: Classroom Coding Systems | |
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| For More Information | |
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| Key Terms | |
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| Activities | |
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| Considering the Learning Climate | |
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| Dimensions of Learning Climate | |
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| Teacher Concerns | |
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| A Teacher Concerns Instrument | |
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| Observing Teacher Concerns in the Classroom | |
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| Warmth and Control | |
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| Dimensions of Warmth and Control | |
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| Behavioral Signs of Warmth and Control | |
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| Social Environment | |
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| Dimensions of Social Environment | |
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| Observing the Social Environment of the Classroom | |
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| Cultural Diversity and the Learning Climate | |
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| For More Information | |
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| Key Term | |
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| Activities | |
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| Focusing on Classroom Management | |
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| Dimensions of Classroom Management | |
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| Practice Observing Classroom Management: A Dialogue | |
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| Time to Reflect | |
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| Arranging the Classroom to Meet Instructional Goals | |
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| Observing the Classroom Arrangement | |
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| Preestablishing and Communicating Classroom Rules | |
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| Observing Classroom Rules | |
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| Developing and Communicating Instructional Routines | |
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| Observing Instructional Routines | |
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| Establishing a System of Incentives and Consequences | |
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| Observing Incentives and Consequences | |
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| Using Low-Profile Classroom Management | |
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| Observing Low-Profile Classroom Management | |
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| Cultural Diversity and Classroom Management | |
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| For More Information | |
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| Key Terms | |
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| Activities | |
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| Looking for Lesson Clarity | |
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| Dimensions of Lesson Clarity | |
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| Informing Learners of Lesson Objectives | |
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| Observing Lesson Objectives | |
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| Providing Advance Organizers | |
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| Observing Advance Organizers | |
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| Checking for Lesson-Relevant Prior Knowledge and Reteaching, if Necessary | |
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| Observing Lesson-Relevant Prior Knowledge and Reteaching | |
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| Teaching to Students' Current Level of Understanding | |
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| Observing Level of Instruction | |
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| Giving Directives Clearly | |
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| Observing Clarity of Directives | |
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| Using Examples, Illustrations, and Demonstrations | |
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| Observing Use of Examples, Illustrations, and Demonstrations | |
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| Reviewing and Summarizing | |
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| Observing Review and Summary Techniques | |
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| Cultural Diversity and Lesson Clarity | |
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| Practice Observing Lesson Clarity: A Dialogue | |
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| Time to Reflect | |
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| For More Information | |
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| Key Terms | |
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| Activities | |
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| Verifying Instructional Variety | |
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| Dimensions of Instructional Variety | |
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| Practice Observing Instructional Variety: A Dialogue | |
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| Time to Reflect | |
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| Using Attention-Gaining Devices | |
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| Observing Attention-Gaining Devices | |
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| Showing Enthusiasm and Animation | |
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| Observing Enthusiasm and Animation | |
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| Varying Instructional Activities and Media | |
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| Observing the Variation in Instructional Activities and Media | |
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| Varying Rewards and Reinforcement | |
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| Observing the Use of Rewards and Reinforcement | |
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| Varying Types of Questions and Probes | |
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| Observing Types of Questions and Probes | |
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| Using Student Ideas | |
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| Observing the Use of Student Ideas | |
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| Cultural Diversity and Instructional Variety | |
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| For More Information | |
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| Key Terms | |
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| Activities | |
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| Observing Task Orientation | |
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| Dimensions of Task Orientation | |
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| Practice Observing Task Orientation: A Dialogue | |
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| Time to Reflect | |
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| Preparing Unit and Lesson Plans That Reflect the Curriculum | |
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| Observing Whether Unit and Lesson Plans Reflect the Curriculum | |
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| Performing Administrative and Clerical Tasks Efficiently | |
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| Observing Administrative and Clerical Tasks | |
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| Preventing and Correcting Misbehavior | |
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| Observing the Prevention and Correction of Misbehavior | |
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| Selecting the Most Appropriate Instructional Strategy for the Objectives Taught | |
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| Observing the Most Appropriate Instructional Strategy for the Objectives Taught | |
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| Establishing Cycles of Review, Feedback, and Testing | |
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| Observing Cycles of Review, Feedback, and Testing | |
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| Cultural Diversity and Task Orientation | |
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| For More Information | |
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| Key Terms | |
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| Activities | |
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| Examining Engagement in the Learning Process | |
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| Dimensions of Student Engagement in the Learning Process | |
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| Practice Observing Student Engagement in the Learning Process: A Dialogue | |
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| Time to Reflect | |
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| Eliciting the Desired Behavior | |
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| Observing Eliciting Activities | |
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| Providing Feedback and Correctives in a Noncritical Atmosphere | |
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| Observing Feedback and Correctives | |
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| Using Individual and Self-Regulated Learning Activities | |
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| Observing Differentiated and Self-Regulated Learning Activities | |
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| Using Meaningful Verbal Praise | |
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| Observing Meaningful Verbal Praise | |
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| Monitoring and Checking | |
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| Observing Monitoring and Checking | |
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| Cultural Diversity and Student Engagement | |
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| For More Information | |
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| Key Terms | |
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| Activities | |
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| Measuring Student Success | |
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| Dimensions of Student Success | |
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| Practice Observing Student Success: A Dialogue | |
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| Time to Reflect 225 | |
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| Planning Unit and Lesson Content That Reflects Prior Learning | |
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| Observing Unit and Lesson Content That Reflects Prior Learning | |
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| Providing Mediated Feedback to Extend and Enhance Learning | |
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| Observing Mediated Feedback to Extend and Enhance Learning | |
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| Planning Units and Lessons at, or Slightly Above, Students' Current Level of Understanding | |
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| Observing Instruction at, or Slightly Above, the Learners' Current Level of Understanding | |
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| Making Transitions Between Lesson Content | |
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| Observing Transitions Between Lesson Content | |
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| Establishing Momentum That Engages Learners in the Learning Process | |
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| Observing Momentum | |
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| Cultural Diversity and Student Success | |
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| For More Information | |
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| Key Terms | |
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| Activities | |
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| Looking for Higher Thought Processes and Performance Outcomes | |
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| Dimensions of Higher Thought Processes and Performance Outcomes | |
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| Practice Observing Higher Thought Processes and Performance Outcomes: A Dialogue | |
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| Time to Think | |
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| Using Collaborative and Group Activities | |
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| Observing Collaborative and Group Activities | |
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| Demonstrating Mental Models and Strategies for Learning | |
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| Observing Mental Models and Strategies for Learning | |
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| Arranging for Student Projects and Demonstrations | |
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| Observing Student Projects and Demonstrations | |
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| Engaging Students in Oral Performance | |
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| Observing Students in Oral Performance | |
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| Providing Opportunities for Students to Learn from Their Mistakes | |
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| Observing Consequential Learning Activities | |
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| Using Portfolios and Performance Assessments of Learning | |
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| Observing Portfolios and Performance Assessments | |
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| Cultural Diversity and Performance Outcomes | |
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| For More Information | |
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| Key Terms | |
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| Activities | |
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| Appendix: How to Determine Percentage of Observer Agreement for a Counting Observation System | |
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| Glossary | |
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| References | |
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| Name Index | |
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| Subject Index | |
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| Instrument Index | |