Derek,
Attached is the form I use with our observations. I dwell on the
checklist (probably too much) and am never really satisfied with it. I
want it to cover critical areas, but then I do not want it to be
overwhelming to either the observer or the person being observed
(observee?). Two points I think are missing right now are the
following ones you have on the beginning and ending of classes...
a. Focuses students’ attention at the start of
the class?
a. Makes an effort to add some closure to the lesson?
I'd like to add
them in, but think something else would have to go to
make room. Ideas? Of course, I could just keep making the font smaller
and smaller to be able to fit it all on one page!!
The part of the form I like the best is the second page. I try to make
sure we include both positive points on the class and constructive
criticism or suggestions. My general rule of thumb is to stick to
about 3 of the most critical suggestions for areas that need work.
Then, if needed, we'll observe again at a later date so that we can
progress to other suggestions that were perhaps valid earlier but not
as critical.
Like you say, you do have to play good cop/bad cop. I've learned that
most TA's actually appreciate the fact that they know I'm going to tell
them when I see something they need to work on. The few that do resent
criticism better plan a short career in teaching! What I have found
tough is recruiting others that will do both. I have a whole
collection of evaluations that just have checks and a comment like
"good job" on the back. Most people just want to be the nice guy.
Hope this helps!
Pene
_______________________
Penelope Kirby
Department of Mathematics
Florida State University
Tallahassee FL 32306-4510
(850)644-0667, 108-E MCH
e-mail: pkirby(a)math.fsu.edu