David C. Berliner, one of our nation’s most honored researchers of education, shared this essay for readers of the blog.
A Hug for Jennifer
I met Jennifer for the first time at a party. She taught elementary school to mostly white, mostly middle-class kids in a suburb of San Francisco. We chatted about education for a while and she invited me to visit her class. I like visiting classes, in part, because they are always so difficult to understand. It is an enormous intellectual challenge to witness and make sense of the interaction of teachers and students with curriculum materials in a classroom setting. Sometimes, with teachers you come to admire, it is like trying to put together a recipe after tasting a delicious food. It’s hard to figure out the ingredients that made it so special.
More frequently, my observations struck me as a bit like trying to study what comes out the end of a funnel–without much confidence that you know all about what went into the funnel. It’s hard to figure out the ingredients—the stuff that makes a classroom hum or fail. Some of the things that are sure to have entered the funnel are: all of society’s values; the pop culture of today, particularly as represented on television; the individual child-rearing practices of 25 or so different families; the economic, physical and mental health of the people in the neighborhood around the school; the teaching skills, content knowledge, prejudices and personal family concerns of the individual teacher; the leadership skills of the principal; the educational directives issued by the school district and the state; and so forth. After the large, open-end of the funnel receives a thousand items of this type, I wander into a classroom to observe a teacher attempting to create something sensible and unique out of whatever comes tumbling out the small end of the funnel. You really never know what you’ll see and hear when you go to observe a classroom.
Besides the challenge of trying to unravel what goes on in such complex environments, I also visited classes regularly for another reason. It was because of my profound distaste for the many people who freely comment about education but spend no significant amounts of time visiting schools and classes. These education bashers regularly provide the media with false descriptions of America’s schools, inadequate critiques of the educational system, and unfeasible suggestions for school improvement. So, I took Jennifer up on her offer and I began to occasionally drop in on her class since her school was on the way to my work. On one of those visits, now many years ago, I learned a lesson about teachers and observing in classrooms that affected the rest of my career.
Jennifer taught fourth grade. She had the self-confidence to let me drop in any time, unannounced, to observe her class. I timed one of my visits so I could avoid the taking of attendance, the principals’ announcements, and other morning housekeeping activities. As I had planned, I arrived just as reading was about to start. From the seating chart Jennifer had given me I soon identified Alec. He had caught my eye, though I was not yet sure why. Alec sat at the side of the class, his face a blank– impassive, masklike. I somehow was compelled to watch him a lot throughout the reading period. Despite the generally upbeat lesson in which the class was involved, Alec displayed no emotions. He seemed to barely follow what was going on around him. I was surprised that Jennifer, who usually was so equitable in her interactions with the children, seemed to be ignoring Alec. When reading was finished, and the children went out for recess, Alec remained in the class, the same blank look on his face, and with Jennifer still showing the same pleasant, but unconcerned manner.
When the children returned from their break, no one talked to Alec. To his teacher and his classmates, Alec seemed not to exist. To me, the outside observer, it looked like a modern version of an old punishment–Alec was being shunned! I was losing my curiosity about what was happening and, instead, began to get angry at Jennifer and the other children.
Mathematics work began and Jennifer called small groups of children to the desk where she presented some new concepts, while most of the rest of the class did problems in their workbooks. Alec did nothing. He never took out his workbook and Jennifer never criticized him, and she never invited him to the desk, as she did the other students. I couldn’t stop myself from focussing on this situation, to the exclusion of whatever else was happening in the class. I grieved for this child, remembering my worst days as a school boy and my terror of being ostracized, even for a short time. I remembered the games we sometimes played, games in which we were so cruel to one another. My memory filled suddenly with an event from junior high school. A time when we once had “Don’t talk to Bobby day!”–a day when my classmates and I purposely set out to hurt another child. But never had I seen a teacher join in, as seemed to be the case here. As my fantasies about Alec’s plight merged with my own resurrected childhood fears and embarrassment, I began to get angrier and angrier at Jennifer. When the lunch bell finally rang, and the children filed out with Alec, still alone, but now among them, I approached Jennifer’s desk. I tried to keep the anger I felt under control and I pushed away, to the farthest reaches of my mind, the shame and the embarrassment I felt about being both perpetrator and victim of such exclusionary practices in the past. I said to Jennifer, in as controlled a manner as possible, that Alec did not seem to be participating much in classroom activities.
When Jennifer responded, I learned a lesson about the importance of understanding the intentions, thoughts, feelings, and beliefs of the persons you intend to study. It is difficult, of course, in any communication setting, to genuinely understand another person’s thoughts and feelings. But when you try to be a social scientist, and are not just an ordinary person chatting with others, this commonplace problem in interpersonal communication looms much larger. A lack of understanding, or a misunderstanding of another person’s intentions, can lead a social scientist to make dangerously flawed inferences about that person’s behavior.
Jennifer responded to me, saying that Alec’s brother had been shot and killed by the police the night before– a rarity in the middle class neighborhood the school served. And it happened at home, in front of Alec. Before I had arrived that morning Jennifer had taken Alec aside and told him how sorry she was for his whole family. She thought the day might be a tough one for him, so she told Alec that he should feel free to participate or not that day, to do whatever he felt like. She would let him decide how he wanted to use his time. She also told him how glad they all were that he was in the class and when he felt like getting involved with everything again to just start doing so. The other students had all heard about what had happened and were not shunning Alec, but giving him some breathing room. My anger, of course, was gone. In its place was a sense of wonder.
How many incidents like this one did Jennifer have to deal with per week or per month, on top of her academic responsibilities? Who taught her to confront this awful event in such a straightforward and sensible manner? Actually, I am still not sure it was the best response to Alec’s loss and sadness, but it sure seemed to be a sensible response to me. Did she have such sensitivity to youngsters when she first started teaching, or is this part of what teachers learn as they gain experience? How could I have been so blind as to what was going on that I grew angry at Jennifer? How many other times have I observed classes and reached completely wrong conclusions about what was going on?
After this incident, when I was working in classrooms, I was sure that I had become a better social scientist. I tried always to understand the intentions of the teachers that I studied. I spent time with them, trying to learn what they were going to teach, what special constraints they were under, and what they thought I should know before I began watching them. When I did this, I was sure that my conclusions about what occurred in their classrooms were different than before I had met Jennifer. More importantly, however, is that my views about observation in classrooms had changed. I once thought that some kind of “raw” observation was possible, that a kind of neutral, objective mirror of classroom life could be obtained. But Jennifer taught me that is just not true.
Observations can be relatively undistorted, relatively objective, but never completely so. In fact, it is likely that observations and interpretations of classroom life without understanding teachers and their intentions, are likely to be more distorted than observations and interpretations made with such knowledge. I believe this despite the obvious loss of objectivity and neutrality that must occur as teachers and researchers get to know each other better. I’ll say it clearly: Interpretations of a teachers’ behavior without knowledge of the teachers’ intentions are either useless or, worse, inaccurate and unjust. My visit to Jennifer’s classroom that particular day, as an outsider, had led me to inaccurate and unjust conclusions about what was going on. It was sobering.
There is also a bigger issue to which this incident is relevant. Since we cannot adequately interpret life in classrooms unless we have an insider’s understanding of that classroom, how is it possible for principals, department heads, and others who evaluate teachers, to do so when they visit a teacher’s classroom infrequently, stay for only the briefest period of time, and try to distance themselves from the teacher to maintain a goal of objectivity? The unbiased observations of the outsider may be a requirement in physics, chemistry, oncology, and other natural and biological sciences. Doing “good science” certainly requires the illusion of total objectivity, even though the best of scientists acknowledge that such a goal is impossible to achieve. But in areas of social behavior and especially those research areas concerned with classrooms and schools, such calls for objectivity are probably misplaced. Perhaps the only way to understand life in classrooms is to visit frequently, stay for a lengthy period of time, and have a shared vision with the teacher of what is intended. Evaluations of teachers that rely too heavily on formal observation instruments, notions of objectivity, and the outsider’s view of the classroom are likely to report, as I might have, that Jennifer was an insensitive, uncaring, human being. A more appropriate evaluation system would have caused the observer to hug Jennifer and give thanks that she chose to teach children rather than sell computers.
DAVID C. BERLINER is Regents Professor Emeritus at Arizona State University in Tempe, Arizona.
Wonderful! No better statement that education is a social process could be made. Unfortunately the remains of the Taylorian influence are still with us, insisting that education is just the transmission of knowledge. This must be rooted out and exposed as the leitist attitude it is.
Thanks. And agreed.
Such a powerful account.
Much Thanks. essay writing helped pass the time during the long, long days of the pandemic.
Thanks.
“Since we cannot adequately interpret life in classrooms unless we have an insider’s understanding of that classroom, how is it possible for principals, department heads, and others who evaluate teachers, to do so when they visit a teacher’s classroom infrequently, stay for only the briefest period of time, and try to distance themselves from the teacher to maintain a goal of objectivity?” .
It was refreshing to hear that this author was able to gain more information to understand that his initial instinct about this classroom was wrong.
Although I’ve been fine for teacher evals….. they feel like a bit of a sham. And now it’s a big money maker for companies who sell evaluation software. The dog and pony show of observations and evaluations…. the revolving door of administrators, many of whom have agendas and biases….. is a real problem to teacher and school morale.
Beachteach You mention the goal of objectivity. But the essay reveals that a fuller, more comprehensive understanding of what’s actually going on, including some specifics of history, and the students’ built-up trust in the teacher, enhances rather than sullies that goal.
Now if the person sitting-in had the (narrow) objective goal of finding out how much math students were learning, then the question about THAT objective goal would be answered in a different way.
However, equating ignorance with objectivity . . . ? . . . not such a good idea. CBK
That was a quote from the post. Not my words.
Beachteach “That was a quote from the post. Not my words.”
I knew that . . . I was just commenting on it. I never thought you were saying that but in fact I thought you’d agree with what I was saying. Sorry if I confused the issue. CBK
absolutely key point: “BIG money maker for companies who sell evaluation software…”
And a related key point: Many of these evaluation “tools” are designed and sold by people who started as teachers but saw they could make much more money by joining the test and punish industry.
I enjoyed your essay. As a former a reading specialist, AP and principal in the School District of Philadelphia may I just add that “background of experience” in the actual teaching of reading and use of various observation strategies of teachers are two of the most important aspects of learning how to visit, observe, interact with and evaluate effective teaching of reading. Collegial, collaborative informal observation and dialogue are far superior to any clinical supervision model. What you relate in your essay is a single experience which enlightened you to what real life reading teachers do everyday of their teaching lives. What would you learn if you observed teachers every day, spoke with them collegially in a trusting climate, and spoke with the students? Experience is still the best teacher of us all.
Effective teaching and effective learning is and always will be “a chemistry between and among” the teacher and learners. You and me my friend, will always be learners in this.
That is true for us all.
This is such a moving story! Thank you. If only our administrators understood the importance of context in the “observation as assessment” of teachers process.
thanks.
This post reminds us that teachers must understand the whole student, not simply cognition and academics. When I taught high school, I had a few students that were working a night shift and coming to school in the morning after work. Once in awhile one of them would fall asleep. I spoke to the student quietly after class, but did nothing during class. They other students were very empathetic as well since all of the ELLs had struggling families. I have also had sick elementary students that refused to go to the nurse. Both parents were working, and the parents were not available to pick up the child out of a fear of being fired. I allowed the sick child to rest on the carpet during the class. These were not common occurrences, but an uninformed observer on the scene would likely conclude that I was a negligent teacher. It is important to understand students in the context of the lives they lead and be supportive, not punitive. A competent teacher should sometimes be like an oak tree that bends in a given situation instead of snapping.
YES–understanding context and teachers’ motives must be part of any teacher classroom evaluation system.
Best,
“an uninformed observer on the scene would likely conclude that I was a negligent teacher.”
This is a sad commentary on public schools watched with eagle eye by a public which, inundated with propaganda about ‘bad teachers’ for 40 yrs, have promulgated test&punish/ observe&punish regs. As an enrichment special to regional PreK’s, I certainly had occasion to do the same, usually because over-eager parents overestimated their kids’ tolerance for a ‘special extra’ that interfered with naptime (& sometimes because a child was feeling ill). I was privileged to work in small private settings where communication with parents/ staff were easy, and the welfare of the child was paramount. There’s no reason public schools should be different.
I had a student, K, who I taught over all four of her high school years. She was quite bright, but often got sideways with people, both kids and grownups. She could be mean, snippy or sarcastic, perhaps because she was a tiny thing, and she had a quick temper in return for any slight, real or imaginary. I enjoyed her, though, and we reached a détente, such that she’d come to see me when she needed a reset. Her difficult reputation was well known across the school.
We also had an administrator who had recently been elevated to that position by a novice principal. T had not been an especially gifted classroom teacher, perhaps because he was searching for the exit. In his new role, he began to prowl the halls in search of situations where he determined his interventions were necessary. T also began to carry a clipboard on his route, which earned him more derision than he knew from staff and kids.
One morning before classes began, K’s friends brought her to my room and explained that her mother had suffered a heart attack and was at the hospital in critical condition. When I asked why K was in school instead of with her mom, it turned out that K’s older sister had told K she was the cause of her mother’s condition and forbade her from going to the hospital, sending her instead to school.
I alerted K’s other teachers and asked her what she wanted to do. She asked if she could stay in my room, so I told her to sit at my desk and gave her permission to use her cell phone so she could find out what was happening with her mom.
We were about three periods into the day when Mr. Clipboard appeared at my door, looking for a student who was supposed to be in my class, but wasn’t there. He noticed K sitting at my desk, burrowed under her jacket, head down, cell phone in hand and asked me to step into the hall. (Of course, he’d interrupted my class by his intrusion, but you know, clipboard gotta clipboard!)
He began by saying it was a breach of proper protocol to have a student at a teacher’s desk, that her jacket shouldn’t be over her head, that she had a cell phone and that she wasn’t participating and everyone knew her and she shouldn’t be getting away with this! When he finished, I said, I know this is gonna blow your mind, but she doesn’t even belong in my class this period, just for the satisfaction of seeing his reaction.
Of course, when I explained he backtracked. He should have known better. No excuses.
These are the stories that the general public would have a difficult time understanding. K was blessed to have you in her life and have that sense of safety and comfort just to be in your room during that difficult time in her life.
And…
“but you know, clipboard gotta clipboard!”
ha! So true.
A serious problem is that classroom observations are often made by people who have little experience as classroom teachers. How many years does a state require an administrator to actually be a successful classroom teacher before being certified as an administrator? I think 10 years should be the floor. Fareed Zakaria, an otherwise brilliant political commentator on Easter Sunday was pushing Michael Bloomberg as an education “expert.” He has in the past had another billionaire “expert,” Bill Gates giving his opinions. To quote Tevya the MilkMan “When you’re rich they think you really know. I sent an email to Zakaria regarding his Bloomberg comments. They say they read everyone, but will he. I want him to invite Diane and or Carol Burris on his program. We’ll see.
Agree that 10 years would be good. But I also think the whole idea of observation is odd. What other job does someone pop by a couple times a year for 10 minutes and summarize your whole performance on that. I think the whole concept needs to be rethought.
Of course administrators have an obligation to make sure children are physically safe, and emotionally safe.
Beyond that ….. assessing whether or not a teacher is the right fit for a school would be better accomplished in a more wholistic way – ie: does the teacher have an overall weekly/monthly plan that fits with the school curriculum goals. What are the “artifacts” that are being produced….. or the projects or group tasks the children are participating in. And a genuine conversations with the evaluator about student growth over time – as they look at work samples – a more wholistic picture
For one year our administrator at the time was walking in rooms (of K-2 students) with a clipboard and timer making checkmarks if students were “engaged” (ie looking at the teacher or not “off task”)…. this stemmed from a Gates thingy where he had tested wrist bands that measured pulse for student engagement and the idea that best learning was “engaged.” https://www.washingtonpost.com/blogs/answer-sheet/post/11-million-plus-gates-grants-galvanic-bracelets-that-measure-student-engagement/2012/06/10/gJQAgAUbTV_blog.html
My eval had something like 99% engagement – simply because of the group of students I had that year – and the activity the admin happened to come in on. I could see other times with a different group of students and another activity – it may appear that children were 70% engaged using that same eval. So very silly but taken so very seriously.
Memorable anecdote to illustrate an important point, thanks!
This is that jerk that writes all those clickbait stories isnt it.
Jerk
How very easy it is to judge others by outward appearances. We have all done it I feel certain. Without knowing the full circumstances we err,often, maybe usually badly. This occurs in daily life also.
How very wise the observer in this case approached carefully and found out the cause applicable here. Would that we would all do this in our daily lives also.
As a teacher on the losing end of Danielson evals in years before, I cannot stress enough the need to take your own notes about the disruptions and interactions we witness every day. Especially following this year, any teacher for whom “growth” makes up some of their rating needs to be ready to appeal. IMO next year has no baseline with regards to these tests. Notes related to Domains 1-3 for Danielson need to be very carefully scrutinized for instances of bias or judgments made out of context. Principals in my district have no EVALS to do this spring, that’s a huge piece of work being taken off their plate. My boss better be ready for an appeal next year if she tries to make some stuff up about how well I know or care for or manage students. One thing in veteran teachers favor with regards to evals is that the number of new recruits is dwindling.
Wonderful story. Hugs
Where I taught for most of the thirty years (1975 – 2005) I was a community-based public school teacher in a school district with a democratically elected school board and about 19,000 students, the child poverty rate fluctuated between 70% and higher but never lower.
The neighborhoods around two of the three schools where I taught were dominated by violent, multi-generational street gangs. When I first started teaching in that district, the principal warned his staff to never take a walk in the neighborhood around our middle school day or night, because we might vanish and our bodies would never be found. that principal went out of his way to develop a relationship with the leaders of the local street gangs. He even went to their homes and had dinner with their families. After he developed those connections, he often called on those gang leaders for help when gang warfare invaded our school, and they helped by keeping the violence outside of the school’s fence.
One day, I witnessed a drive-by shooting as school was letting out. The shooter was shooting at a house across from the school but not at the school. The street was full of parents in their cars picking up their children. No one was hurt. The target house was riddled with bullets, but no one was home at the time.
When I transferred to the high school to teach in 1989, I learned that the local police never -patrolled the streets around our high school at night because it was too dangerous.
In 1976 after I earned my teaching credential, the first year I taught was in an elementary school a few blocks from that high school and there was razor-sharp concertina wire strung along the eaves of the roofs to keep the gangs off. If they could reach the roof, they’d use axes to cut their way into the buildings then loot what they could carry off and destroy what they couldn’t. That happened once the one year I taught there before moving to the nearby middle school. The gangs cut through the razor wire and chopped holes in the roof to steal our TVs and anything else of value they could carry off.
On one Monday in 1976, I arrived a couple of hours early to discover the parking lot filled with locksmith trucks from all over the county as they worked feverishly to replace all the destroyed door nobs before the students arrived. Not only were all the doorknobs broken, but the classroom doorways were full of bullet holes that custodians from all over the district were frantically filling with putty before they repainted the doors.
That was the school district where I worked as a classroom teacher, and it was not uncommon to hear at least once a month if not more about one or more of our students being shot to death on the streets around those schools. Some of those gang-related murders were horrifying.
Frank Lucas left a bigger scare than al capone.
Reblogged this on Crazy Normal – the Classroom Exposé and commented:
“Alec’s brother had been shot and killed by the police the night before– a rarity in the middle class neighborhood the school served. And it happened at home, in front of Alec.”
You’ve had quite a career! So many communities in such disarray.
Reading you reminded me of talking with Jonathan Kozol and his descripttions of the South Bronx.
But the one I was in was middle-, maybe upper middle, class and so a police shooting was simply unheard of.
Thanks for reblogging itt.
This essay reminded me of how broken the evaluation systems were where I taught. My first district was pretty good. We had pre-observation meetings and post observation meetings, so that we could discuss what the evaluator was interested in seeing and what the teacher might want some help with. The relationship was collegial designed to help the teacher improve practice. My next district was a gotcha district. The principal did not meet before an observation and wrote up his evaluation without ever talking to the teacher. I remember explaining to him why I did certain things until he stopped me with,”You have an answer for everything, don’t you?” I was so caught off guard by his aggressive response that I was speechless. He was not interested in anything other than what he could find “wrong.” My last district was similar in that I had no idea what my supervisor wanted to see. There was no communication beyond setting up the observation. I had had a good rapport with the head of the department, but after he retired the new head no longer had the same authority and was responsible to another administrator who was only interested in the data the program generated. I know she was under a great deal of pressure now. At the time, I did not understand the extent of the pressure nor budget for the needed supplies. Apparently all she wanted to see was the canned program the district had purchased. She said she would hire me in a minute to teach English but she did not approve of my deviating from what she thought should be the canned program. I already had to make numerous adjustments to the suggested set-up. When I attended a national convention on the program, the professors who developed the program explained in their workshops how they themselves adapted the protocol to meet the needs of their students.
When I look back on my experiences now, I can see how little respect some districts really have for their teachers and their professional judgement. There really should be at least one required course at each level of post high school training on the politics of the school. I was really incredibly naive.
…nor budget for the needed supplies.” Huh!? Makes no sense. Leftover from a previous iteration.
This is very typical / similar to what my district has seen over the years. About 15 years ago it was the pre and post meetings and a more wholistic approach to looking at a classroom and teacher – from a principal who had taught in a classroom for 20 years. Then it slowly moved more to what you describe in your 2nd job. A brand new admin. trained with the new ideas/system for evals – and a “gotcha” vibe for all. One teacher asked in her eval with this admin – “what do you suggest I do differently” – the admin literally shrugged her shoulders. A very unhealthy environment for sure.
Wow! All I can think of is the fallacy of the “walkthrough observation” as an evaluation tool. Frequently I would hear from the district or the more arrogant of my principal colleagues that they could determine the quality of the instruction as soon as they walked into the room. It angered me that I was forced to participate in this process. I worked in one district where, aside from my two annual observations, the district conducted a 20 minute observation of all non-tenured teachers that too often resulted in their termination. I lost one real promising young teacher in my time there. I told the district, as did other teachers and parents, that this was a mistake. The district didn’t listen. Teaching is extremely complex. Sure I have worked with teachers who did not belong in the classroom, but the vast majority were qualified and those who struggled needed more seasoning and collaborative support, not observation conferences that merely checked certain activities on a box. There is so much that goes on in the life of a child both intellectually and emotionally. Jennifer knew this child and cared. Good teachers always do with too little acknowledgement for their gifts.
One need not disagree with the movement of this thread to understand how valuable SELF-OBSERVATION through video can be. We can always improve our teaching skills and presentations . . . and WE know the context. Such PRIVATE observation can be horribly painful; but from that pain can come improvement if from nothing else. from fostering the habit of patience and qualified self-reflection. If we can stand it, we share it, and gain from others when appropriate.
CBK
I agree. Watching video taped lessons (both whole and small group) as well as “behind the glass” sessions (with the right coach) – help for sure. And observing other good teachers is important for many reasons. I don’t think anyone is arguing with growing and improving in a realistic and healthy manner – within an overall well structured school system.
Some systems are challenged with unrealistic expectations of teachers, ever changing curriculum and admin, little supports for the growing needs of emotionally struggling students – and no time for reflection. In these environments evaluations can be inauthentic at best.
The only thing I can think of to compare 5-10 minute walk through observations to (for those who aren’t teachers) is if someone came in to your home with a clipboard and started making checkmarks and notes and then met with you about your every move and how you could improve to optimize and be more efficient with your parenting (without even understanding your family). And, even though your overall plan is leading your children in the right direction and they are learning and thriving… this 10 minute observation is held as the evidence of your parenting. Even if it’s a decent observation – it’s lacking in depth and insight.
beachteach Yes, . . . that’s the day I didn’t make up my bed. Sigh . . . CBK
ha! 😉
“I agree. Watching video taped lessons”
“Video tape?” Whats that?
Srsly, you need to get current.
But you’re really missing the possibilities here. You dont even need recordings. Interactive ai is what you need. Theres no problem at all with standardising education when you can all literaly have the same teacher. After that, sell individualized moduals. A standard common core should be just that, a core, not a whole.