Troubleshooting #ObserveMe

If you’ve put up your #ObserveMe sign but things aren’t going the way you hoped, then this post’s for you.  I’m using this as a running list of solutions for problems that educators are encountering so we can have them in a central location.  Here’s how you can help:

• Are you encountering issues that aren’t listed?
• Do you have solutions that aren’t listed?

If so, please mention them in the comments and I will add them.

Here are the issues addressed below:

• The feedback I’m getting is not useful
• I’m afraid I’ll offend the person I’m giving feedback to
• No one is coming to #ObserveMe
• How to let your administrators know

Let me define what I mean by “not useful.”  This includes feedback that is:

• Overly positive including: “Great job!”  “This is wonderful.  I learned so much!”
• Too vague: “Great stuff going on.” “Seems like some kids are off task.”
• Not focusing on what’s important to you including: “Great posters on the wall!” “Love how you take attendance.”

If this is happening, the first thing I would check is how you are asking for feedback.  Consider the difference between these sets of #ObserveMe goals:

• “Student engagement” and “Am I keeping students engaged?” and “How can I better ensure that students stay engaged?”
• “Student explanations” and “Can my students explain what we are doing in class?” and “What other techniques should I consider to improve students’ ability to explain what we are doing in class?”
• “Questioning” and “I’d love feedback on my questioning.” and “How can I improve my ability to ask better questions?”

Imagine yourself as the observer in a classroom where the teacher is asking for feedback on “Student engagement”.  What part of student engagement?  That they are paying attention?  Similarly, “Am I keeping students engaged?”  does not encourage an elaborate response.  It encourages a yes or no response.  Additionally, it has a fixed mindset aspect to it… the teacher either is or isn’t keeping students engaged.

Compare that to the second question: “How can I better ensure that students stay engaged?”  This has a growth mindset format, already assumes that there is room for improvement, and encourages the observer to share their best ideas.  With the first question, if you say anything but “Yes”, then it may seem harsh.  With the second question, that wall has been broken down and the observer knows the teacher wants new ideas.

Similar issues exist for the second and third sets of goals.  Take a look at your own.  If they are not actively soliciting improvement, people may either not know what to say or their desire not to offend you may outweigh their desire to give you new ideas.

If you’re still skeptical that this would make a difference, read about how it actually did for Jennifer Bell, who posted the tweet above.

Another option would be to include a rubric such as this one I mentioned in the original #ObserveMe blog post.  Then you could ask a more general question such as “How can I move up to the next level in the __________ column?”

Kit Golan mentions in the comments below:

A colleague asked me too observe her to provide feedback/advice on why a common class of ours is so chatty. I have some thoughts of things she could do better, and places where I think she “went wrong” – but I don’t want to offend her. How do I give constructive feedback to a struggling colleague?

I like Alison’s reply mentions that phrasing feedback in a tentative format makes it more humble and easier to receive.  I added:

I do a lot of observations and one thing I’ve learned is that as much as people do want honest feedback to help them grow, people can only take so many “you could do this better” type feedback. Remember that whoever is being observed will undoubtedly feel vulnerable and can only take so much.

In general, I would consider sharing feedback using a ratio of positive feedback to suggestions for improvement. The ratio I always strive for is 5:1. This means that you are giving a lot of positive reinforcement which makes the one suggestion more likely to be received well. Honestly, sometimes I start out with ratios that are closer to 1:10. Reflecting on how this would be received makes me realize that I have to narrow it down to the one biggest need and also find more positive things going on.

For many people the modified Field of Dreams mantra “If you post it, he will come” may not work so well.  People may either pass right by the sign, think it is intended for someone else, or be afraid to be the first person (this is like being the first person to take a doughnut: until someone takes the first one, many just stand around waiting).  So, consider these options:

• Begin by making specific plans with a single person you have a relationship with rather than a broad offer to a group of people.  For comparison, think about what happens when you tell a group of people “We should hang out.” versus making plans with a friend including setting a date and time.  Which one is more likely to result in action?
• Next, talk about your #ObserveMe sign at a grade-level, PLC, department, or staff meeting and let them know why you have the sign up, how they can help, and what you’d like from them.
• Alternatively, send an email to your colleagues briefly mentioning it and asking for people to come by.  It doesn’t just have to be your same course either.  You could get really interesting tips from someone in another grade/department.
• Talk to your site administrators.  They would hopefully love to support you and might spread the word around campus for you.

Sometimes rather than getting observed, you might want to observe someone else and learn from them.  That was the situation that Ethan Weker found himself in.  So, he took matters into his own hands and tweeted out his request.

Fortunately, he was able to find someone and wrote up his experiences.  You can read all about it here.

Consider this situation that happened to an educator who would prefer to remain anonymous. This educator created an #ObserveMe sign and displayed it on the classroom door. Then, to increase awareness the educator informed colleagues by placing notes in their boxes to let them know they can come by. Seems innocent enough, right?

Unfortunately, the site administrator had been working on a separate plan for implementing observations at the school site and was frustrated by the notes. I can empathize with both sides of this situation. As disappointing as this unanticipated outcome is, it teaches us a lesson about the importance of checking in with your site admin to get their support and blessing, especially when broadcasting the message to others.

The biggest challenge you will likely have is making teachers feel comfortable enough to give you feedback.  Many will fear that while you might say you want feedback, once they actually give you that feedback, you’ll be upset.

So, you will have to really commend the brave first people to share their opinions and model the behavior you’d hope to see in your teachers.  You could very well get feedback that surprises, distresses, or upsets you.  But, you asked for it and it’s what they really think… so knowing this will be very beneficial.

Maybe begin the process at a staff meeting or share some of the feedback you’ve received at a staff meeting. It could be transformative.

Got some other concerns or solutions to add to this list?  Did someone else blog about a concern or solution?  Please share links or your thoughts below and I’ll add them.