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Why does it feel SO hard to be observed?
By Emily Beckstrom, RBPD manager
During a classroom observation, a trained observer watches the teacher work and takes notes on their practices. They pay attention to the teacher’s interactions with children. If you are a teacher, this probably sounds familiar, because teachers do the same thing in many early childhood classrooms. They observe a child to understand the child’s current developmental level. They use this information to adjust their teaching activities to meet the child’s individual learning needs.
Classroom observations are the same. The observer uses the information they get to provide the teacher with feedback. The goal is to help the teacher make the most out of their teaching. And better teaching leads to better outcomes for children.
Of course, this sounds great. Teachers are very invested in the best outcomes for the children in their classrooms. They must love observations, right?
The answer is…complicated.
Observations have a lot of benefits. But let’s be real: they can also feel very intimidating. Just like eating broccoli, we may know that it is good for us, but that doesn’t mean we like it—or take extra. Just as sensitive educators help children name difficult feelings, let’s take a moment to name several good reasons why it is hard to be observed.
Having another adult in the room can be nerve-wracking and make us feel more self-conscious.
Knowing that we are being watched can make us feel anxious about whether we are doing things “the right way.” This anxiety can even affect our interactions with children. Even if they don’t have words to describe what feels different, children are keen observers of the emotional state of their important adults. They notice when we are acting differently. That can add to our discomfort.
We may worry that directors—or even peers—will judge us.
Sometimes, the purpose for the observation is unclear. A teacher might even be told that an observation is going to happen without other contextual and clarifying information provided or even a chance to ask questions. In these situations, an observation can feel like a punishment or a test to prove ourselves.
A previous observation experience did not go well or was not useful.
A teacher may remember a past observation where they did not feel supported or did not receive useful feedback. After an experience like that, it can be hard to buy into the benefits of a classroom observation again.
The benefits of observations
So, why do we put ourselves or our teaching staff through observations if they are so hard? Because the benefits outweigh the awkwardness! High-quality feedback from an observer can and should highlight things that a teacher is doing well. For example, an observer might notice that when a teacher read a story, several children raised their hands to comment, resulting in a back-and-forth dialogue where the children used new vocabulary words. This comment confirms for the teacher that their approach to read-alouds leads to valuable interactions. It’s rare enough to get affirmations of our ability. It’s even more rare to get them from an objective third party. Plus, in this case, that third party is trained to look for teaching practices that improve children’s learning experience.
Along with affirmations, an observer’s feedback should include specific suggestions for improvement or even new ideas to try. Sometimes an outside perspective is just what’s needed when we’re stumped by a recurring classroom problem. For example, an observer might notice that a child does not participate in a group activity because she is being distracted by a peer who sits behind her. This piece of information gives a teacher, who cannot see everything at all times, the feedback she needs to try a different seating assignment.
Finally, let’s be real again. Have you ever met someone who overestimated their own skills—or underestimated them? Researchers have a name for that: the Dunning-Kruger effect. It explains why we’re sometimes surprised—pleasantly or unpleasantly—by how we do on a test or a performance review. Like a test or a performance review, an observation can give us an objective look at areas where we excel and areas where we have room to improve. That’s why, as uncomfortable as it might feel, an observation is also a unique opportunity. It’s a chance for us to grow as early childhood educators.
Also on our blog, read about staff member Tamara Masters’ experience being observed as a trainer. CEED provides classroom observations as well as training and courses on tools like the CLASS™. Reach out to us with any questions about observations or early childhood program quality!