Classroom Observation and Lesson Demonstration

The second objective of this study was to establish the effectiveness of TACs in conducting classroom observation and lesson demonstration to address the identified teacher professional needs. The TAC Effectiveness Questionnaires for teachers and TAC Effectiveness Questionnaire for TAC tutors were used to collect data from the teachers and the TAC tutors. The areas investigated were: frequency of classroom observation; action taken after classroom observation and value teachers placed on classroom observation and lesson demonstration.

4.4.1 Classroom Observation

The frequency of TAC tutors in conducting classroom observation in a year to establish whether the activity was conducted was established. The TAC Effectiveness Questionnaire for teachers and TAC Effectiveness Questionnaire

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for TAC tutors were used to collect data from the teachers and the TAC tutors. Table 4.11 presents the findings.

Table 4.11 Frequency of Classroom Observation

Classroom observation f %

None in a year 66 19.9

1-2 times a year 92 27.7

3-5 times a year 91 27.4

Over 5 times a year 51 15.4

No response 32 9.6

Total 332 100.0

Table 4.11 indicates that many 92(27.7%) and 91(27.4%) teachers were observed teaching between one to five times in a year which was found to be adequate.

4.4.2 Lesson Demonstration

To establish whether TAC tutors conducted lesson demonstration after classroom observation, TAC Effectiveness Questionnaire for Teachers was used. Table 4.12 presents the findings and the action taken by TAC tutors after classroom observation was investigated.

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Table 4.12: Action Taken After Classroom Observation

Action taken f %

Trained teachers in content and teaching method 73 21.0 Wrote a report and served copy to head teacher

and conducted routine school inspection, Conducted demonstration lessons

49 10

15.8 3.0 Teachers reprimanded in a staff meeting 96 28.9

No action taken 104 31.3

Total 332 100.0

Table 4.12 indicates that only 10(3%) teachers reported that TAC tutors conducted demonstration lesson after classroom observation. Many 104 (31.3%) teachers reported that no action was taken after classroom observation. Another large number 96(28.9%) teachers were reprimanded by TAC tutors after classroom observation. It was clear that many teachers did not professionally benefit from TAC tutors after classroom observation though it was established that TAC tutors conducted classroom observation as shown in Table 4.11. A sample of voices of teacher respondents was recorded for purpose of triangulation of findings.

TAC tutors come and harass us. When I see one in the school compound I hide because they only come for fault finding and they never find anything that I have done right. I get demoralized. They write reports which they never show us but file and give a copy to the head teacher. I do not think they even know how to advise somebody to improve teaching.

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TAC tutors appeared to have conducted classroom observation but failed to accord it value by scolding teachers, harassing them and failing to add value to their performance in classroom instruction as presented in Table 4.12 and the teacher’s voices. It was clear that the effectiveness of TAC tutors in observing teachers teaching and conducting demonstration lessons to meet teachers, identified professional needs was inadequate.

The value teachers placed on classroom observation was established using TAC Effectiveness Questionnaire for Teachers. Table 4.13 presents the findings.

Table 4.13: Teachers Value of Classroom Observation

Rating f % Very Important 3 11.1 Important 1 3.7 Moderately important 18 66.7 Not important 3 11.1 No response 2 7.4 Total 27 100.0

Table 4.13 indicates that the majority 18(66.7%) of the TAC tutors reported that teachers rated classroom observation as moderately important which indicates that they had little value of classroom observation and 3(11.1%) rated it not important indicating that they did not value classroom observation

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conducted by TAC tutors. It was clear that classroom observation was not highly valued by teachers.

From the findings of the study, the effectiveness of TAC tutors in carrying out classroom observation and conducting lesson demonstration to address the teachers’ identified professional needs was very low.

Classroom observation is considered critical in teacher professional development. Desimone, (2009 ) identified it as aspect of active learning which she expounded includes observing expert teachers or being observed, followed by interactive feedback and discussion; reviewing student work in the topic areas being covered; and leading discussions which was not the case in this study. Instead many teachers reported that they were harassed. Classroom observation is conducted in many countries of the world including Cyprus, Czech Republic, Greece, France and Germany (OECD, 2009).Through classroom observation teachers’ gaps in classroom practice and other needs are identified and approaches for enhancement are planned. Classroom observation is conducted to find out actual practice of teachers in the classroom aimed at supporting teachers in classroom instruction through class demonstration and other follow up TPD activities as stated by Desimone (2009).

Demonstration lessons are meant to expose teachers to a model of good classroom instruction and variety of teaching approaches which they could emulate and any corrections are meant to enhance classroom instruction because teachers learn just as students do by studying, doing and reflecting

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(Darling - Harmmond, 2000). Corrections of undesired practice noted should be made in a collegial manner aimed at improvement of classroom instruction (Scheerens, 2008). After classroom observation the identified gaps should be addressed through lesson demonstration (OECD, 2009) which was not the case from the TAC tutors in this study. Lesson demonstration was very rare.

Effectiveness of TAC tutors in observing teachers teaching and conducting demonstration lessons was therefore quite insufficient.