Classroom observation is one of the most important quantitative methods used in giving instructions and measuring behavior of learners. As the term suggests, learners observe behaviors and events which are then recorded.
According to de Abreu and Interpeler (2015), observation facilitates effective understanding and articulation of classroom behaviors and therefore creates a platform for collecting data. Through observation, an in-service nurse educator is able to gain knowledge and make new discoveries on specific classroom behaviors in regard to the frequency of occurrence.
Systematic classroom observation is an effective teaching method and has been widely used since 1970. Through it, techniques such as narrative descriptions, checklists, rating scales and charts are used to examine effective teaching. Classroom observation uses an interactive coding system.
An instructor is able to observe teachers and students and determine all their activities after recording them. The coding system is an interactive platform which gives vital highlights and does not require complex inferences or judgment to be made by an observer. It is highly objective and specific and can be used to easily code observed behavior.
Motley and Dolansky (2015) explain that classroom observation in learning is very critical in providing the needed reactionary response that either points at learning as a process or outcome. Therefore, the behavior of a learner acts as a key facilitating factor towards acquisition of the new sets of information either under specified or normal circumstances.
Under this consideration, a learner provides instantaneous reactionary response towards the learning process which cumulatively culminates to effective assimilation of the required data. Classroom observation theorists indicate that progression in learning follows a reciprocating model whereby both the immediate environment and the learner operates in a complementary mode. The behavior of the learner partially controls the process since he/she inclines towards considerations that have the highest positive impacts.
Classroom observation employs various instruments so as to facilitate effective collection of data. Some of the instruments are also used in research and they may include classroom observation schedule, stalling observation schedule and Brophy-Good Dyadic Interaction System. Through these instruments, educators are able to stimulate change, gather more valuable information while providing precise evidence and collect information from naturalistic education settings. Accordingly, this improves education and enhances understanding.
According to de Abreu and Interpeler (2015), classroom behavior acts as a checkpoint for the learning process because it serves as an indicator of the learning extent. Therefore, it creates the need or progression. Hence, behavior becomes a pointer of the success achieved in the learning process and therefore outlines the remaining outset in the attainment of original objectives.
Moreover, by using classroom observation instruments during the learning process, an individual’s behavior is cumulatively enriched. As a result, information on the new behavior contributes to the pace that the actual learning takes place. Indeed, understanding learning process becomes a bit faster for an instructor and this enhances behavioral changes.
Furthermore, classroom observation as a research method provides findings that assist in acquiring well-substantiated knowledge and data which is coherent. Research indicates that a student’s achievement is pegged on classroom behavior, a consideration that points towards the practice of conducting monthly reviews, weekly reviews, and independent practice (de Abreu & Interpeler, 2015).
Agreeably, these practices alongside providing feedback, guidance to students, fresh and new material as well as conducting daily reviews, tend to enhance performance of learners.
The classroom theory used entailed a systematic classroom observation. It refers to an empirical method of assessing students’ response to learning outcomes from direct observation. Both the behaviors’ and events are specified during the classroom observation. Besides, events are recorded in a systematic manner based on data gathered from classroom behaviors (Ing, 2010). Therefore, an observational system that uses this theory may comprise several elements in order to achieve specific and broad learning objectives.
The objective of an observational classroom theory is to establish variability principles using the system of interactive coding (Ing, 2010).The observer is given a certain time to record behaviors and everything he views from students and teachers in a classroom environment. The classroom observation theory aids in acquiring substantial knowledge on students’ performance.
The purpose of classroom observation is to investigate teachers’ performance and therefore enhances their performance, description of instructional materials of different categories to students and also defining the activities that take place in a classroom. The latter can take place while merging the complex practicals faced by learners (Ing, 2010).This method can also be used to aid in professional growth of the teachers.
The classroom observation theory has substantial important findings even though it lacks clarity and consensus( Ing, 2010).Epistemological critics explain that classroom observation theory cannot accurately define the outcome of students’ behavior when instructed to do certain exercise and at times, only the tutors can explain and probably understand certain aspects of the theory (Ing, 2010).
Some critics argue that there are no justifiable resources due to lack of theoretical assumption. It is against this backdrop that qualitative and quantitative methodologies should be combined in order to improve the classroom observation theory (de Abreu & Interpeler, 2015). Besides, observational instruments should be keenly developed.
References
de Abreu, W., & Interpeler, S. (2015). Effective mentorship to improve clinical decision making and a positive identity: A comparative study in Turkey and Portugal. International Journal of Information and Education Technology, 5(1), 42–46.
Ing, M. (2010). Using informal classroom observations to improve instruction. Journal of Educational Administration, 48(3), 337-358.
Motley, C., & Dolansky, A. (2015). Five steps to providing effective feedback in the clinical setting: A new approach to promote teamwork and collaboration. Journal of Nursing Education, 54(7), 399–403.