Teaching Observation by Being Observed Yourself.

Autor/in	Boileau, Don M.
Titel	Teaching Observation by Being Observed Yourself.
Quelle	(1991), (16 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Class Activities; Classroom Communication; Classroom Observation Techniques; Communication Skills; Higher Education; Observational Learning; Speech Communication; Speech Instruction; Teacher Education; Teacher Improvement; Teaching Methods + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Klassengespräch; Kommunikationsstil; Hochschulbildung; Hochschulsystem; Hochschulwesen; Imitationslernen; Speech training; Sprechübung; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	An assignment was developed that requires each student in a communication class to observe the dynamic of classroom communication. In this way, both the students and the professor receive feedback about various communication roles both can take. Systematic observation systems can be defined as part of classificatory systems that record certain aspects of a classroom behavior as it occurs. Teaching systematic observation allows one to teach both method and content at the same time. The focus on communication allows the teacher to help prospective teachers learn about communication dynamics by analyzing actual data gained from systematic observation. Each student is required to observe the instructor and/or the class and make an oral report on the findings. The class and/or the instructor develops the question to be answered by the observation and the observation form to be used. Students are expected to recommend ways to improve the teaching/learning in the class in their reports. A typical list of observations over a semester includes: frequency of participation by each student, time of participation by each student, and the nature of each student's response in terms of content. The 10 activities given are valuable from two perspectives: a communication pattern can be improved, and students learn that a teacher can accept information from colleagues about improving instruction. Students can gain confidence in the critical process and become better prepared for asking others to observe them, and can learn from these suggestions. (MG)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC