Educational Leadership Constituent Council (ELCC) standard number two asserts that leaders should have the knowledge and ability to promote the success of all students by promoting positive school culture, providing an effective instructional program, applying best practices to student learning, and designing comprehensive professional growth plans for teachers (Whitehead, Boschee, and Decker, 2013). One approach to address the ELCC standard number two is classroom walkthrough. By doing a classroom walkthrough, a principal should be able to give authentic feedback which is based on evidence. Both positive and negative feedback, as long as they are not judgmental, are very important to improve instructional quality in the classroom. A classroom walkthrough is also important to support the vision of learning of the principals. Therefore, as a future principal, I will try to make use of the instructional rounds by visiting a classroom in Pinecrest Elementary School in East Lansing, on Thursday, February 14, 2013. In this paper, I discuss what a classroom walkthrough is, my classroom walkthrough in a classroom in Pinecrest, and some feedback for Mr. Winkel.
What is Classroom Walkthrough?
Downey et.al (2004) asserted that the output of classroom walkthrough is feedback for teachers. In line with Downey, et.al (2004), Weitzel (2000) in Meloche (2013) suggested that the feedback of classroom walkthrough is based on SBIQ (Situation, Behavior, Impact, and then pose Question). Situation means the observer describes what the context was; behavior means that observer captures the action, decision, words or strategy that the teacher made in the classroom; impact means that the observer elaborates the impact of the teacher’s behavior on the classroom environment and on the students’ learning, etc.; and then finally the observer posses question by wondering about the student’s learning now or in the future. I conclude that classroom walkthrough is an action done by a principal or a teacher in order to give feedback (SBIQ) to the teacher without being judgmental; instead, helping him/herself analyze for future improvement. City, et.al (2010) contended that there are several observation approaches: walkthrough, instructional rounds, learning walk, classroom visitation, peer observation, and more. The rounds process is an explicit practice that is designed to bring discussions of instruction directly into the process of school improvement (City et.al, 2010).
My Classroom Walkthrough to Mr. Winkel Class
On Valentine’s Day, I did my classroom walkthrough at Pinecrest Elementary School in East Lansing. I observed Mr. Winkel’s classroom. Mr. Winkell teaches second grade, and he has 22 students. He teaches all subjects including Math, Reading, and Writing. He has been teaching for eight years.
When I did my classroom walkthrough, I also observed the classroom environment. Mr. Winkel’s classroom is beautiful. The wall is painted colorfully. There are also some drawings, racks, folders, bookshelves, and more on the wall. There are some handcrafts hanging under the ceiling. The classroom is equipped with modern technology, with which the students and teachers can write or draw on the big screen monitor in front of the class. The chairs and the table are set in groups with big empty spaces near the whiteboard. The students sometimes sit on the chairs in groups of three of four, and sometimes the students also sit on the floor near the teacher’s desk.
The 22 students in the second grade were wearing pajama at that time. Based on my observation, the class is not only occupied by white students but there are also some from Asia. I did not find any special education students in Mr. Winkel class. The students are assisted by one teacher assistant.
I observed Mr. Winkel three times with different subjects. I observed math, reading, and writing. In every cycle, I observed the class for 5-10 minutes.
a. Math Class
When I did my classroom walkthrough the math class had already begun. Both Mr. Winkel and the students wore Pajamas. I noticed the teacher wrote 3 x 5 = ……? Then the students all together answered “15…”. In teaching math, Mr. Winkel used the computer board that can be used for writing, drawing, dragging picture, etc. Students sat in groups of three and four, but after two minutes Mr. Winkel asked the students to move in front of the class and sit on the floor. Mr. Winkel appointed one student named Laize to stand up near the board and act like Mr. Winkel’s assistant. Laize helped Mr. Winkel to drag pictures, to press pictures, and to write students’ answers and the teacher’s question. Before I left the class, I heard, “You have perfect job yesterday…” Mr. Winkel gave the positive feedback to the students.
b. Reading Class
In the reading class, students sat on the floor while Mr. Winkel sat on the red chair. There were two students sitting in the back of the room, they seemed not to be feeling well. “Everyone has good example of discover” Mr. Winkel said, as a positive feedback to the students. Mr. Winkel continued to question students: “What do you think of transform?” Then Jay answered, “It can go from one thing for another.” But then, Mr. Winkel only said, “Okay.” Then Mr. Winkel delivered another question: “last word: underneath.” After Mr. Winkel got the answer from Ali, he said: “Good, but it’s kind of cheating because you use under.”
c. Writing Class
In the writing class, Mr. Winkel applied a free activities approach. The students were free to choice some activities in regard to writing. I wrote that there were two students sitting on the table in the corner reading books; four students laid down on the floor writing and filling out some forms; two students worked together reading the storybook; one student sat outside the classroom doing his job; one student worked alone reading the storybook, and the rest of the students laid down in the front of the class doing reading and writing. Mr. Winkel was busy walking around to check on the students’ work and to see whether or not they needed his help. Even though that was a free activity, the class was quiet and was controlled.
Summary Over-all Experience
From my classroom visit to Mr. Winkel classroom, I have feedback that is set using the SBIQ format:
1. Last Thursday when I stopped by your classroom, you were teaching math for second grade students wearing pajamas. The way you wore pajamas made me feel happy since you looked like a kid. The kids also looked enthusiastic with your surprise appearance. This approach I believe can make you closer to the kids, especially in this Valentines Day. I wonder if you can surprise students in other ways with not only the uniform you use, because I believe students will be more enthusiastic in your class. And I wonder how wearing pajamas connected to teaching math? As well as, how do you think it enhanced the learning for your students?
2. On Thursday, February 14th, when you taught reading to your second graders, I noticed that all students were actively engaged in your interactive class. However, I heard the feedback you gave your students: firstly, you only said, “Okay.” Even though the student has answered your question well. Secondly, you said, “it’s kind of cheating…,” when obviously you did not see him cheating. These two kinds of feedback, regardless of your positive feedback, have made me a little bit disappointed. I if you said them deliberately, and I also wonder how different the learning is when you give feedback that develops students’ confidence. Also, When you used the words, “kind of cheating…” I felt confused because I did not see cheating. I wonder what message you intended to give to the students.
3. Last Thursday when I observed your class, you were teaching writing, I saw that the students were free to choose the activities they wanted regarding writing. This activity impressed me so much, because I saw students informally working together. It made me wonder if you can do this kind of activity with other subjects you teach. I also wonder if you intentionally make integrate choice for students into other curriculum areas. Why do you think choice is valuable for students?
From the observation of three classes, I learned several things. The first thing I learned from the classroom visit is that as a principal, I need to look for authentic data to give feedback to teachers. Therefore, the feedback that I give to the teachers should not be based on assumptions. Secondly, when I did the classroom walkthrough, it seemed that I created the climate that the teacher is not working alone. Teachers will feel that they have someone who can correct (or support them while they improve) them if they make mistake, or someone who can praise them if they do something good. The third thing that I learned from the classroom visit is that, as an instructional leader, a principal should be able to stand in the front line of instructional processes in the school. Classroom walkthrough is one of the activities that a principal can do as part of the principal’s role as an instructional leader. Another thing that I learned from my observation was that I can ask teachers to discuss their teaching process, and the analysis feedback, instead of being judgmental, can motivate teachers always to do a better job. The last thing that I learned from classroom my walkthrough is that I will apply this method of observing teachers upon completion of my study. Because classroom walkthrough correlates with my vision of learning, EPICS (Equitable, Positive, Intellectually based, Collaborative, and Safe), in which I will promote classroom walkthrough in my school. I do believe that by promoting classroom walkthrough in my school, I can have a positive impact in creating a better school climate.
I can also learn something from Mr. Winkel. After I discussed with him about my SBIQ in person, there are several things I can learned: (1) It is not easy to deliver the message to the teachers we observed, since we need to be really careful to the way we deliver the feedback. (2) In giving the feedback, we are not supposed to change teachers behavior; but more to help them analyze their instruction quality. (3) It is better not always to give negative feedbacks to the teachers, because it can make teachers feel to be judged (gottcha victims). (4) Even though how busy we are, try to discuss the feedback in person instead of by using written form (email). (5) Giving feedbacks using SBIQ is more effective, because it will be better received without giving any judgmental evaluation.
All in all, to create an effective school, a principal needs to stand in the front line of the instructional process. Thus, as an instructional leader, a principal should be creative and inspiring to his/her teachers in order to encourage the teacher’s creativity. One method that can be done by a principal is classroom walkthrough. Classroom walkthrough has been proven effective by some researchers for giving feedback to be analyzed by teachers. The positive thing about classroom walkthrough is that teachers never feel judged; therefore, they will feel positive about being observed by their principals or their colleagues. Also, the classroom walkthrough that I did in Pinecrest Elementary School, East Lansing has given me a deep insight into the observation process, both theoretically and practically.
Reference:
City, E.A., Elmore, R.F., Fiarman, S.E., & Teitel, L. (2009). Instructionl a rounds in education: A network approach to improving teaching and learning. Cambridge, MA: Harvard Education Press.
Downey, C.J., Steffy, B.E., Enflish, F.W., Frase, L.E., & Poston, W.K. (2004). The three-minute classroom walk-through: Changing school supervisory practices one teacher at a time. Thousand Oaks, CA: Corwin Press.
Meloche, B. (2013) Difficult conversations-situation-behavior-impact-question. MSU: Unpublished (teaching materials).
Whitehead, B., Bjoschee, F., Decker, R., (2013). The principal: Leadership for a global society; Los Angeles CA., Sage.
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