This blog is based on a session we did with Lindsay & Sergio on 19th of January 2022. The discussion revolved mainly around teaching observation and how we could improve our teaching practice by observing and being observed. I have already created an entry on my reflection for observation, but this particular blog is focused on the Seminar activity reflection. The activity was based on a case study very common in Academic world. At least to the world I am well familiar with .

The case has been adopted from  Bruce Macfarlane’s book (Macfarlane , 2004), on a fictional scenario Portraying a female academic who has the challenge to fit in her duty of long hours of teaching, on a Research Methods Unit, whilst being engaged with well supported and heavily funded research center . The scenario portrays Stephanie , the lecturer that is a successful published academic. Although Stephanie shows big care on her research and publication track, she is far less passionate and enthusiastic on her teaching practice. The story pictures Stephanie on her last day of her Unit delivery and how she has been faced with critical reviews of her students. Some of the comments left by students are implying her lack of engagement with the Unit delivery.

Further on the story demonstrates the dilemma Stephanie is facing. The question being raised portrays a situation many academics in Research intensive universities are facing. As an experienced, and accomplished research-focused and research active academic, who is used to peer review criticism on her publication and academic accomplishment., she is less so enthusiastic on facing criticism towards her teaching practice. This also might have to do she is feeling the teaching being imposed at her and as an accomplished academic she could do better with her time that running a Unit. As Curzen- Hubson (2002) discusses student feedback and engagement is one key element of successful teaching skills in an era that trust between tutor and student matter.

The comments left by students for her are indicating her capability in delivering lecture material in an effective manner but, on the other hand she does not come across she has got great skills in communicating on the process of her teaching. By this process we mean, engaging with student on a pastural way and helping them to clarify their questions they might have on Unit assessment. Some of the comments she has received from students indicated that they felt neglected over course assessment and the clarity of the assessment process.

Stephanie has been assigned to take part in peer observation in order to help her with her teaching practice. her observing peer enjoys an almost rock star status popularity. Whilst during her observation of the peer she notices the great communication and presentation skills of the peer observe, she also pinpoints the teacher could do with further academic rigour and research- based content .

To me this case study resonated well with my own previous and current experience as an academic. The dilemma demonstrated here is two few folds.

1- The case above indicates , perhaps there should be a distinction of academic and teaching track pathways, as being excellent in research does not necessarily translate into being excellent in teaching . Separation of both skills as a research based academic and teaching based academic, could help institutes to give different training support to those involved in these practices. In other words, whilst it might be that certain individual enjoy a successful track record of highly praised publication, they might fundamentally lack teaching and student support skills. Hence, for an individual o be able to succeed as a successful teacher it is of utmost importance to acquire those teaching and communication skills. Those Skills might entail designing teaching process in a reflective manner , communicating with student on regular basis and making sure students to keep students’ learning and engagement in mind at the heart of those activities (Macfarlane , 2004).

2-The other message on the focal case is the demonstration of other challenge faced by Stephanie, which to distinguish and not fall into the trap of being impacted by “halo effect” . The case study illustrates Stephanie needs to observe another peer who enjoys an insane level of popularity due to high charisma, student engagement. In other words his status of popularity in the case has been simulated to rock star status presence . Orsini (1988)) refers to this as “halo effect” . One important aspect to consider is that popular lecturer’s persona can impact his rating regardless of his effectiveness, credential and academic rigour in teaching (Orsini, 1988). Orsini (1988) also demonstrates the Halo-effect can operate in opposite direction with less popular but non-the less effective lectures.

In the end Macfarlane (2004) argues what makes lecturers/ academics excel in their teaching practice is the magic combination of “passion” and “reason” (Watts, 1999). The important message here is to stay reflective on ones practice in an ongoing basis , relating and engaging with students and never deter from the passion, that made you start on this path. Being passionate, reflective , organized, willing to listen and change will always push best practice in teaching that we all need to strive to achieve. In other words by abiding the virtues of constantly reflecting, observing, listening ad inventing our teaching practice we can push forward and make the class room a place to enjoy and give best possible experience to our students.

In the end , staying reflective, designing your courses based on the mentality that teaching is rather a process and not an outcome, your students learning journey needs to be mapped, reflected and improved on an ongoing bases.

Refernces:

Curzon-Hobson, A., (2002), “A pedagogy of trust in higher education, teaching, in Higher Education, 7 (3), pp 265-76;

Orsini, J.L., (1988), “Halo Effect in student evaluation faculty : A case application”, Journal of Marketing Education, 10 (2), PP 220-23;

Image:

Edmentum Blog (2015), Marzano 13 Best Practice , accessed at 15 Feb 2022.