- Will need to complete a OB1 form and to give context and teaching materials to the person that will come observe you
- You will need to complete an OB2 form when you observe. You need to exchange feedback within 2 weeks of observation.
- There are alternatives that you can use by you shouldn’t.
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Being introduced to the observation process through a mixture of activities has been quite fruitful.
There was space to reflect individually, collectively in small groups and ask questions.
Later on in the session, it was also helpful to work with a case study in order to make statements less personal and for everyone to have the same base to work from. Here are some of the questions and thoughts that became apparent to me throughout the task:
–Be considerate of the context surrounding the person observed. What agency do they have? How are they supported? (Spatially, technically, emotionally, organisationally).
The physical presence in the room, in this case the one teaching, is usually the one that receives the critique. Yet, they are the face of larger structures and dynamics that are not physically present in the same way, such as: the university, or understaffing, unclear leadership etc. etc. It might also be the case that tutors might not be in control of everything that is happening (lack of materials, uncapped events). It is worth acknowledging these factors and removing the idea of the tutor as ‘all knowing’, as well as remove the pressures that such creates. It is more interesting to me how one communicates when things do not go according to plan.
–What is the relationship between fun / education / entertainment / charisma? There is great focus on interactivity in teaching practices, as well as spaces such as exhibitions, museums, theatre, installations apps etc. Interactivity is also often linked to entertainment, and education (‘edutainment’). Yet not all fun is educational, not all charisma is helpful. While observing, I would like to keep in mind that not all sessions will be playful but that does not mean they are not well planned, useful, informational. While teaching online (covid-19) some sessions felt as if I was a radio producer: I would play songs, do polls, ask people to put comments in the chat. I developed a radio voice: I believe this was my attempt to keep learning sessions playful and warm while existing in gray-boxed digital learning spaces. Maybe it was also an attempt to take over all the silence that takes place through online teaching. How does charisma limit student participation? How does one check their charisma, or even ego? It would be great to acknowledge methods that can be useful for such.
–Observations are a system of support not of authority. Sharing the responsibility and experience of teaching: being observed and observing in order to progress, form and be formed. More to be gained from learning with others.
— Who gives feedback and to who? Should feedback be circular:
students >tutors
tutors > students
students > students
tutors > tutors
students >institution
tutors > institution etc etc etc.