Classroom Observation: Teaching Theories and Practice

Introduction

It is easy to assume that a comprehensive decision-making theory provides a reliable basis for a classroom observation scheme. However, even though the practical and theoretical ventures overlap in many respects, the core theoretical tenets are fundamentally different. They are broader in some respects and narrower in others. The deterrents of real-time implementation are significant, and thus the scheme of analysis is fundamentally different from the theoretical frames that informed it (Schoenfeld, 2013).

At the outset, I believed that teaching was about spending eight hours a day with children and having an enjoyable time. Teaching seemed like the easiest career choice. However, having interacted with many students across the age spectrum and various educational levels, I came to see a side of the world that can only be viewed from inside a classroom. I changed my view of the teaching profession entirely. I realized that teaching comes with its own host of difficulties and challenges.

Classroom Environment and Physical Setup

The teaching staff established a friendly environment ideal for learning. The teacher placed plants, pillows, and posters in the learning space to make it more comfortable. The learners appeared excited; they loved the room and their teacher. The intermediate school featured classrooms that were only cosmetically different from the elementary rooms. The teacher organized her classroom in groups and felt confident about that arrangement (Doe, 2010).

The only distinguishing feature was that the teachers differed in the knowledge they brought from their college training. Both had several posters and memorabilia from college displayed in their classrooms. I had the sense that the teacher was communicating a message about expanding her learners' information base. In the middle school, two learners shared a table. The classroom did not convey much life without posters — it was devoid of the excitement felt in the intermediate school.

The high school room was just as uninviting as the middle school one. Learners sat alone at individual tables arranged in rows, making it difficult for them to talk to one another. The room had no decorations whatsoever. I observed that as the classrooms changed with the age of the learners, so did their physical outlook — becoming progressively less warm and stimulating (Doe, 2010).

Learner Development and Classroom Management

The teacher made use of all available resources and employed carefully considered procedures to create a conducive learning environment. She organized the classroom to enhance learning while ensuring that the environment remained safe for every learner. The teacher also made sure that classroom expectations were clearly set out for every member at the beginning of the year and that such rules were enforced fairly throughout the school year. She was focused on maximizing instructional time while minimizing disruptions (Doe, 2010).

The teacher acted as a trusted referee and advisor, ensuring fair play among classroom members. It was her responsibility to cultivate cultural sensitivity among the learners. The diversity of the class was respected, and specific elements such as language, gender, race, and special needs were given their due consideration. The teacher maximized instructional time by engaging with individual learners and organizing them into small or larger groups.

No inappropriate behavior worth highlighting was observed. Any off-task behavior was addressed through a pointed stare or a simple redirect that brought learners back to focus. Classroom rules and expectations were clearly displayed and notably well observed by all members. There were very few instances when the teacher had to remind anyone of the rules. The teacher modeled fairness, enthusiasm for learning, care, teamwork, trust, and compassion. She took time to listen to each learner's concerns and acknowledged every contribution. She organized learning materials effectively for both group work and individual learning, and established a station for each learning area to enhance instructional flow.

Conclusion

Schoenfeld (2010) focused on explaining the theoretical grounds that influence the decisions teachers make in the classroom. The fundamental questions included what relevant knowledge informs a teacher's particular decisions, and why teachers make specific choices rather than alternatives while in instructional mode. The three aspects — goals, orientations, and knowledge and resources — carry significant meaning and influence in this framework (Schoenfeld, 2013). It is clear that the teacher's decisions play a major role in shaping the classroom environment. The extent to which a teacher provides opportunity for learner participation is critically important (Swan, 2006). A teacher must therefore be fully aware of the pedagogical approaches she uses in every session. The structures for carrying out lesson activities are fundamentally important for learning to occur, and at times the goals and knowledge espoused by the teacher may be overshadowed as activity structures take center stage. Teacher knowledge and beliefs, on their own, risk becoming redundant when not operationalized in practice (Schoenfeld, 2010).