Observation in the Classroom

Classroom observation is a means of doing research into what occurs in classrooms by systematically observing and keeping records of classroom events.Classroom observation plays very important role in teachers’evaluation and development.Summative and formative functions are the two main purposes that classroom observation serves.Three steps are involved in the classroom observation.Preparations are made before the observation.Various observational techniques or tools are used to collect data during the observation.Reflection and feedback are needed to improve classroom performance and competence.

THE VALUE OF CLASSROOM OBSERVATION

An analysis of the value of classroom observation for both the teacher being observed and the observer. 1. Introduction I have been a teacher for nearly two years. I did not like classroom observation until a week before. It hasbeen teaching practice on an advanced teacher training course that has made me change my mind. Now I want to be observed when I have difficulties or want to try something new. Here I shall discuss the

Classroom Questioning Tendencies from the Perspective of Big Data

We are now living in an era of big data.From the perspective of data analysis of classroom questioning,the paper chooses three districts in City B that have significant differences.These are educationally developed District D,less developed District F,and developing District M.The study uses the stratified sampling method to choose from three different groups of teachers,namely novice teachers,competent teachers,and experienced teachers,by way of video case analysis,the Item Response Theory(IRT)model method,and the inductive and deductive method,to analyze the characteristics of teachers’classroom questions.It was found that:(1)In terms of open questioning,all three districts with their different levels in educational development need to improve open questioning levels among their experienced primary school teachers.In middle schools,novice teachers’open questioning tendency is significantly lower than that of qualified and experienced teachers;(2)From the quantitative study of three kinds of tendencies,the lowest level of the three tendencies in the classroom questions is problem-solving;(3)In the three districts,the experienced and qualified primary school teachers in the developing district has a prominent advantage in raising critical and creative questions,while in the middle schools,novice teachers generally have a lower level than qualified and experienced teachers in raising critical and creative questions.The results of the big data analysis enable us to draw a conclusion about teachers’value orientation regarding questioning in class.At present,they pay attention to the local value of classroom questioning,but ignore the overall value;pay attention to the instrumental value of classroom questioning,but ignore the objective value;and pay attention to the superficial value of classroom questions,but ignore the underlying value.