Objective Observation

“The cure for boredom is curiosity. There is no cure for curiosity.”     -Dorothy Parker

One of the most powerful tools a teacher has available is objective observation. In a differentiated math classroom, especially one that makes use of math stations, observation is essential. I was reminded of this in a conversation with an administrator who had hired me to assist her school in the sophisticating the ways in which they instruct mathematics.

I asked her to look at the 14 Essential Elements of The Tabor Rotation Framework and identify the ones that were most important for her teachers to learn. I indicated that these would be the Essential Elements that would be emphasized in their upcoming training days. After reviewing the list for a couple of minutes she put an asterisk next to several of the Essential Elements. Two of the ones she noted were “Heterogeneous and Homogeneous Grouping of Students” and “Tiered Instruction.”

After noting those elements as most important, she realized that in order for her teachers to form homogeneous or readiness groups and tier the instruction they would have to begin with Pre-Assessment (another Essential Element of Tabor Math) and continue their observation and progress monitoring through Clipboard Cruising. I showed her one of the spreadsheets recently modified by one of the schools who uses Tabor Rotation. This spreadsheet provides for the recording of any assessment results, observations during direct instruction, and teacher notes. It also includes a place for immediate formation of Readiness Groups for Days 4 & 5 of Tabor Rotation.

There is power in objective observation, but it is sometimes very challenging for teachers to remain objective, process observers. The writings of John C. Harrison share The Power of Observation. He says,

“All personal change begins with observation.

But a particular kind of observation.

If we keep looking at our experiences through a familiar window, the same familiar sights and truths are going to keep surfacing. The “window” through which we see the problem has a powerful influence in shaping our perception. For example, a starving man will look at a restaurant menu a lot differently than someone who has just finished off a six course dinner. A local meteorologist will notice different things about a Hawaiian sunset than a painter on holiday. And a psychiatric social worker will perceive a convicted felon in a different light than an assistant district attorney or the warden of the local prison.

To a substantial degree, what is important to the individual and what he or she expects to see has an enormous impact on what he or she actually observes.

The challenge, then, is to learn to observe objectively.”

If your students are to “move a little bit further than they were the day before” then we have to approach our instructional pedagogy as if our students were starving for knowledge and we have to quickly, efficiently, and qualitatively challenge them every single day. Can you imagine the power in our schools and in our students if every single teacher did just that for the rest of a student’s life?

I know this administrator wants what is best for her school. As she continued her review and gradation of the 14 Essential Elements she chuckled to herself, looked up at me, and said,

“That’s why you called these essential…my teachers need to understand and do all of these things. You can’t teach math effectively by doing half of them. I want you to emphasize every single one.”

Tap into your own power…download this Observation Sheet with Grouping…clip it to a board…observe…then use the information to change students’ lives!