Last time we talked about informal, anecdotal observation styles that could be used in the classroom. Continuing on the topic of observation, let’s discuss the benefits of allocating time for observing another teacher.

As part of my Montessori training program, I was asked to observe three teachers at each level for which I was training, so for me that equaled nine observations over the course of three years. Performing these observations ended up being some of the most fruitful and memorable parts of my training.

The best part of observing a peer teacher is to gather new ideas, in my opinion. From the layout of the bookshelves and other furniture, to taking a peek at the materials available in each curricular area, there is so much to learn from the opportunity of stepping into another teacher’s second home – the classroom.

In addition to classroom floor plan and materials, other areas in which you may want to pay close attention to in another classroom include:

• types and frequency of lesson instruction (whole group, small group, individual)
• classroom management strategies and/or tools (my job chart and attention-getting tools came from observations!)
• record keeping methods

I’ve also found that it’s helpful to have an observation form to guide the experience, encouraging me to look at a variety of areas that I might not have thought of in the midst of the observation. I have created an observation form that may be helpful for you, too. (Click the image below to download).

Several of my go-to methods or materials that I now use came from seeing them in another teachers’ classroom. Observing another teacher is a gift – of time, experience, and knowledge. Being able to witness and then incorporate best practices of peer teachers gives you the opportunity to grow as a teacher and keep adding to your methodology. This I think ends up creating a conglomeration of ideas from many teachers which in turn makes your classroom stronger overall.

Has observing another teacher helped your teaching practice?