Volume 7, Issue 3, March – 2022 International Journal of Innovative Science and Research Technology

ISSN No:-2456-2165

Systematic Classroom Observation: A Tool for

Professional Development of Teachers in Nigeria
Dr. ADEDAYO Julius Olugbenga

Abstract:- The vital roles of the teachers in the teaching- and personality of the teacher. The need for more objective
learning enterprise demand proficiency. To be effective, and valid assessment for teaching effectiveness paved way to
teachers need to grow professionally in congruence to the the systematic methods of classroom observation. On this
dynamic society where they live. As the society changes, basis, recent researches had focused more on a more
so are the human activities within the society, teaching scientific analysis of teaching effectiveness through
inclusive. It is thus imperative that teachers improve on systematic classroom observation.
their teaching methods through professional techniques
and strategies. Systematic Classroom Observation is a Classroom observation is desirable to improve the
strategy that could be employed by teachers to enhance classroom instruction of the teacher (Adedayo, 2014). The
their professional development. It provides opportunity data obtained from classroom observation are fundamental to
for the teachers to document their classroom activities the proceeding behaviour of the teacher in the classroom, as
and behaviour for review and amendment where it unfolds both thestrengths and weaknesses of the teacher. In
necessary. This paper therefore, is a discourse of the such a case, the teacher is cautious of the lapses contained in
concept ofsystematic classroom observation with respect the previous lesson towards improving on his teaching.
to its influence towards engendering the professional Systematic classroom observation also gives room for the
development of teachers in Nigeria.The weaknesses and teacher to exhibit positive attitude toward the students. The
strength of systematic observation were overviewed as negative and unpleasant attitude or behaviour exhibited
well. against the students is avoided in the subsequent classroom
teaching. In essence, classroom observationenhances
Keywords:- Systematic classroom observation, professional significant improvement on teaching-learning process (Dave,
development, proficiency, skillfulness, classroom behaviour, 2011).
classroom effectiveness, teaching-learning process.
There exist several methods that can be employed to
I. INTRODUCTION determine teaching effectiveness. These includecharts
drawing, rating inventory, checklists, and narrative
The growth and developmental advancement of any descriptions. These methods and instruments have their
nation is a function of her educational strength. The quality limitations as they provide subjective reports of the
of education given to her citizens eventually metamorphosed classroom events. However, systematic classroom
into the work force and human capacity of the country. The observation provides more detailed analysis of the events that
value of education made available to the students cannot be transpired in the classroom. The coding systems involved in
delineated from the quality of the teaching done by the the systematic classroom observation enables the observer to
teachers. The teachers are facilitators of learning in the document all the happenings and interactions between the
schools and thus are major determinants of the educational teachers and the students as well as those among the students.
qualities obtained by the students while in school. A In this regards, the data obtained are actual behaviour of the
professional teacher is one with adept knowledge of the classroom and as subjected to objective analysis for valid
teaching-learning processes. The professional influence of assessment. The common observation instruments of recent
the teacher effectively impacts the learners towards acquiring are the Brophy-Good Dyadic Interaction System, Stallings
the desired knowledge and skills capable of engendering the Observation System, the Classroom Observation Schedule,
national growth. To this effect, the professional development Flanders’ Interaction Analysis and Adedayo Classroom
of the teachers is expedient and cannot be compromised. Behaviour Analysis Chart (Adedayo, 2014)
Systematic classroom observation involves the II. STRENGTHS OF SYSTEMATIC CLASSROOM
quantitative and qualitative methods of recording classroom OBSERVATION
behaviour of both teachers and students from direct
observations during classroom lessons. This requires that all The classroom observation that was objectively
the events and behaviour in the classroom are observed and documented has the potency of assisting the teacher towards
accordingly recorded. The record is considered and assessed accurate review and appraisal of previous classroom
by the teacher after the classroom session to identify the interactions. The strengths of using systematic classroom
adequacies, deficiencies and excesses during the lesson.This observation then include the following.It:
type of data are contains the frequency of occurrence of the  studies the teaching-learning process as they occur in;
targeted behaviour as they manifest during the classroom  produces more accurate reports than other observation
lesson as well as the duration taken by each behaviour. instruments;
 induces behavioural changes and confirm the change;
Before the twentieth century, effective teaching
research was being assessed on the basis of anecdotal record

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Volume 7, Issue 3, March – 2022 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
 improves instructional behaviour for better teaching; and towards effecting amendment where necessary. For a peer
provides accurate record of nearly every activity of both observation to be productive, Richards and Lockhart in
students and teachers during lesson. Adedayo (2014) developed the following guidelines to
follow:
It is noteworthy that research reports on classroom  Each teacher should both observe and be observed. The
observation reveal a significant relationship between teachers involves should interchange activities at different
classroom behaviour and students' academic achievement times. While one is teaching, the other observes and vice
(Herbert, 1991, 1995; Richards, & Charles, 1991). Almost versa.
every event of that transpired during classroom lesson has  Pre-observation orientation session.Before the
impact on the academic performance of the students. So to commencement of the classroom observation, there is need
say, systematic classroom observation provides needed data for the teachers involved to meet for discussion of the
and information capable of assessing the lesson effectiveness. procedure of the observation. A number of issues involved
This paper is therefore, by extension, a discourse on the should be clearly identified and explained. These may
professional development of teachers through the use of include the class of students to be observed, the type of
systematic classroom observation by engaging in self- instructional material to use, the method of teaching to be
evaluation and thus making teaching – learning process more employed, the targeted behaviour of focus, including any
interesting and effective. unexpected behaviour that may surfaced during the
classroom teaching.Other issues to be discussed may
III. PROCESS OF SYSTEMATIC CLASSROOM include the type of observation to be made, whether audio
OBSERVATION or video recording, use of checklist or coding system as
well as how to go about such task. The lesson schedule for
To critically observe classroom interactions, many
a convenient time for the observations would be agreed
different strategies can be employed. These include
upon as part of the orientation session.
observation of oneself, observation of another person, team
 The observation. This is the real stage of the observation
teaching, and exploring one’s teaching as viewed by
where the observer watches the teaching of his colleague in
others.Jack in Adedayo (2014) prescribed a three stages of
the classroom and carries out the observation as earlier
systematic classroom interaction as follow:
discussed.
 Stage 1: The Event Itself
 The post-observation. After the lesson, both the observed
The first stage is the real teaching events, which include
and the observer would fix a time to meet for discussion.
theclassroom lesson, laboratory practical class or any
During the meeting, the observer would present his
other activities in the classroom. The focus of systematic
observational report for reappraisal by both parties.Every
classroom observation is often the teacher’s teaching,
aspect of the report would be considered for review such as
which can be documented by self, (through any mean of
the lesson organization, teacher questions and students’
recording) or by another observerwhile the teacher
responses,time management, students’ performance on
teaches.
tasks, class control, time-on-task, students’ performance
 Stage 2: Recollection of the Event
during group work, classroom interaction behaviour
The second stage of the observation strategy is a record of
andtime-out period.
what happened in the classroom. This does not
necessarily involve any explanation or taking Through these guidelines, both teachers (observed and
judgement.Recollection of classroom events can be the observer) would gain deep insights intoself-
collated through many procedures such as written classroomteaching based on their partner’s record of
descriptions of classroom events, audio or video observations. The advantages of peer observation may
recording of the classroom activities, use of check lists, or include the following:
coding systems to cover all the activitiesthat took place in  It provides information on the types of teaching strategies
the classroom. that the teacherscommonly use.
 Stage 3: Review and Response to the Event  It reveals unexpected interactions between teachers and
The last stage involves the use of the recorded document. students during the lesson.
Thedocument that contains objective description of the  It provides more comprehensive information on students’
events in the classroom is then revisited and reviewed. performance during each session of the lesson than the
The events are thenanalysed for interpretation. thereafter, teacher could have gathered personally.
questions may arise concerning the experiences therein.  It provides useful information on the progress of a group
during group work.
For effective documentation of events in the classroom,  It unveiled the teacher’sweaknesses during teaching that
there are approaches to towards engagement in systematic needed amendments.
classroom observation. These are as follow:  It reveals the appropriateness or otherwise of the time
A. Peer Observation given to students to complete some activities in the class.
Peer observation is a process by which a teacher observes  It exposes the need to improve on time management
the teaching of another professional colleague. Through this, while teaching.
teachers are opportuned to review each other’s teaching  It creates a better working relationship with another
which exposes them to different styles of teaching. In such a colleague.
situation, the teachers are able to reflecton their own teaching

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Volume 7, Issue 3, March – 2022 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
 Other useful unplanned issues about teaching may be also fill the reaction - sheet after the lesson. The two
exposedat the post-observation review period. records can then be compared for discussion.

B. Written Accounts of Experiences c) Journal Writing:

Systematic classroom observation can also be carried out Journal or diary keeping involves records of daily
through written accounts of experiences in the classroom. experiences and observations in the classroom. It is a
The use of accounts of experiences through personal writing cumulative record of day-to-day classroom
are common in other fields (Powell, 1985) and oftentimes interactions and activities of the teacher. Scholars
gaining acceptability in teaching. Classroom experiences can (Powell, 1985; Bailey, 1990) identified the goals of
be documented through various means. These include: journal writing which include to:
 provide a record of the relevant learning experiences
a) Self-Reports: that have takenplace.
This is a situation where the teacher personally  measure the progress of self-development of the
engaged in recording the events as they occur in the teachers..
class during lesson. This may involves completing an  provideopportunity for the teachers to personally
inventory or a check list where the teacher indicates explaintheir self-development.
the teaching strategies used in a lesson or within a
 enhance a creative interaction between the:
particular session of the lesson (Pak, 1985). Through
 teachers and the self-development process that is
Self-reporting, the teachers could assess his teachings takingplace;
on regular basis. Based on such report, the teacher  participating teachers in the process of self-
would be able to see his real teaching rather than self-
development; and
assumptions. The self-reportis more valid when  teachers and the facilitator of such development.
specific skills of the lesson are targeted in a given
classroom lesson and when the observational The method of keeping diary may vary but the common
instrument is skillfully designed to accommodate all focus is that the participantskeep regular accounts of their
the targeted classroom behaviour and practices teaching experiences. The record must be a detailed
(Richards, 1990). The observations made by the documentation of all the activities in the classroom, upon
teachers on themselves are devoid of biases that may which he could reflecton later after the lesson. The diary
be inherent in the observations of pair colleague. creates forum for interaction among the writer, the facilitator,
Thus, self-reporting is a virile tool for a teacher to and other participants.
identify his common teaching activities, assess
whether or not the lesson objectives are met, see the d) Collaborative Diary Keeping:
classroom interaction pattern common to the class, This is a situation where a set of teachers form a team
time management, etc. to collaborate in journal writing. Such team poses to
serve as avenue for the development of critical
b) Autobiographies: reflection of the teachers’ teaching (Adedayo, 2014).
The use of autobiographies is particularly useful in Collaborative diary keeping may take a period of 10
teachers’ preparation. However, practicing teachers weeks of teaching where each keeps the diaries on
could employ the process for professional growth. their teaching. During this period, they read each
This may involve a small group of about 12 student- other’s diaries, and discusstheir teaching every week.
teachers. They could agree to engagein Whatever they observe in their teachings are also
autobiographical documentation of their teaching discussed.In such a collaborative dairy keeping,
practices for about 10 weeks. During this period, each Brock, Yu and Wong (1991) came up with the report
teachercreates a written account of his teaching that
experiences and they would meet every week for
review of each auto biography for comments and “Collaborative diary-keeping brought several
discussion with other colleagues. Powell in Adedayo benefits to our development as second language
(2014) suggested the use of reaction – sheets at such teachers. It raised our awareness of classroom
meetings, which each teacher would fill after processes and prompted us to consider those
completion of a lesson. Based on the report on the processes more deeply than we may otherwise
sheets, they are encouraged “to stand back from what have”.
they had been doing and think about what it meant for Collaborative diary-keeping can also serves as impetus
their own learning and what it entailed for their work for the teachers’ motivation and encouragement. Through it,
as teachers of others”. Teachers work in pairs with a they get the nature and mode of their teachings and
colleagueteacherand teaching in turns. At a time, one suggestions; and in that sense, it gives a way based on
serves as an observer while the other teaches, and unbiased observation of their collaborators. By reading one
completes a reaction sheet during the lesson. The another’s diary entries, teachers are able to share their
reaction - sheet may contain the following questions. teaching experiences, and often learn as much from one
“What aspects of the lesson were most effective? another’s entries while on their own. By reading and
What aspects of the lesson were least effective? discussing to the contents of the diaries, the teachers are
Would you have taught any aspect of the lesson stimulated to review his/her our own teaching to find out how
differently? Why?” The teacher who teaches would and why he/she taught the way he/she did in the classroom.

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Volume 7, Issue 3, March – 2022 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
It can be said however that: classroom and provides opportunity for the teacher to reflect
 collaborative diary-keeping is more effective when the on their classroom practices. Through this, they could effect
targeted issues are narrowed down; changes in the way the teacher usually perceive teaching and
 it consumes time; and his/her role in the process of teaching. Teachers who explore
 participants must be ready to bear both pleasant and their own teaching through systematic classroom observation
unpleasant report and comments from fellow collaborators, and critical reflection easily develop changes in their
to have valid picture of their teachings. attitudes. They also gather informationthat can assist them to
improve their professional growth as teachers, and as well
C. Recording Lessons bring improvement on the kind of support they give to their
A more convenient way of observing the classroom students. This submission therefore suggests that only the
interactions by both the teacher and the students is through teacher’s experience is inadequate for his/her professional
recording of classroom lessons. This can be either audio or growth; but when such experience is used in conjunction with
video recording. Though, diaries and self-reports provide systematic classroom observation that is backed up with
report of the classroom situations, they are limited in what reflection, his the potency towards enhancing the teachers;
they can cover in the classroom. They cannot capture the development.
activities of teaching in details. The fact that many things
happen concurrently during classroomlesson, most of which IV. LIMITATIONS OF CLASSROOM OBSERVATION
cannot be repeated, give credence to the advantage of lesson
recording over written records of classroom interactions. It Researches in systematic classroom observation had
would be a little difficult, for example, to estimate the degree revealed its potency to effect improvement in teaching
to which teacher’s time was shared among students of lower practices. However,researchers have not reached a final
and higherability or the time used in each task of the lesson. consensus on itas been wholly responsible for effectiveness
Many important events of the classroom may be omitted by in the classroom.Several criticisms and cautions related to the
the teacher in his personal observation, and may not be easily use of systematic classroom observation technique were
remembered. There is the need therefore to supplement raised. These criticisms of using the techniquecan be
diaries keeping and/or self-reports with recordings of classified as being focused on three aspects, viz: (1)
classroom lessons. This presents the real situation of the theoretical and epistemological criticisms; (2)
classroom teaching in a more detailed form. methodological concerns; and (3) pragmatic concerns.

Various recording gadgets can be used for lesson A. Theoretical and epistemological criticisms:
recording. In the twentieth century, tape recorder was one of Many criticisms had been raised that are related to the
the commonest audio recorders. However, in this twenty-first theories of systematic classroom observation. These bother
century, technology has made provision for differs devices on process-product research. Thecriticspoint of argument is
for recording audio, video or both together. Whatever that this type of research is lack the background theory,
gadget to be used by the teacher, such is placed strategically hence, cannot explicitly confirm that observed students’
in a place where it can capture the exchange of words and learning outcomesare influenced some targeted instructional
pictures, as the case may be, which takes place during a behaviour (Evertson& Green, 1986;Gage, &Needels,
lesson. The microphone can be dropped on the table of the 1989;Galton, 1988; Delamont& Hamilton, 1986).Another
teacher or attached to his cloth. Through this, all of the issue bothers on the selection of some variables in the
teacher’s statements and interactions can be recorded as well classroomat the exclusion of others. Since there is no
as the responses and contributions of the students in the class. background theory or model as thebasis for thetechnique, the
critics argued that there is no reason for selectingsome
There are many approaches to lesson’s recording. Pak particularvariablesat the expense of the others and there
in Adedayo (2014) recommended recording for a one or two cannot be any meaning ascribed tothe results emanated from
week(s) period and then randomly selecting one or two analysis of data so obtained. It was further argued that how
lesson period(s) for closer analysis. A 40 minutes recording the eventsor behaviour of the classroom were picked may
is enough to provide well sufficient data for analysis. This only be known to the instrument developer or observer and
type of recording can be used as the basis for a takeoff not any other person as there is no establishedassumptions
assessment of the teachings. In a school where video upon which the theory is anchored. Thus, it cannot be
recording facilities are available, the teacher has the privilege ascertained that a given teaching technique or method or
to request that his/her lessons be recorded. Sometimes, one of instrument is responsible for students’ learning outcomes.
the students can be assigned to do the recording or a teacher
colleague. The main purpose of lesson recording is to capture In another perspective, Popkewitz, Tabachnick, and
to a greater extent, all the events that transpired in the Zeichner (1979) stated that this research approach has a
classroom during the lesson. These events include the behaviourist orientation and maintains that "it is possible to
interaction that took place in the classroom, either between identify, control, and manipulate specific outcomes of
the teacher and class or among the students. Initially, teaching by altering selected aspects of a teacher's overt
audio/video recording may bring novelty to be class but behaviour". They further contended that teaching is viewed
would soon wears off after few lessons of its usage. "as the sum of discrete behaviour and a change in one or
several of these behaviour is assumed to affect the quality of
In conclusion, a systematic classroom observation teaching as a whole". Their major argumentbothers on the
unveils the teachers and students interactions in the mind that these teaching behaviour "are often viewed

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Volume 7, Issue 3, March – 2022 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
independent of the curricular context with which the generalization across students’ grade levels and lesson
techniques are associated". They were concerned that content areas, rather than focusing on a particular grade level
observers often focus on some set of selected behaviour of and/or subject content area.
the classroom, without considering the preceding and
subsequent behaviour for which they provide the context and C. Pragmatic concerns:
meaning of the general behaviour. Another concern of The third group of criticsofsystematic classroom
epistemological critics of systematic classroom observation observation relatesto pragmatic concern. This focuses on the
technique of research is that majority of the observational practicality of conducting systematic classroom observational
systems are limited in scope, focusing only on the study. There are issues that bother on pragmatic aspect of
observationof behaviour that can be measured quantitatively. classroom observational technique. The major issue is that it
Thus, complex events or behaviour expressed in the is very costly to execute in terms of instrument and trainingof
classroom cannot be handled throughobservational systems. observers. Other issue of pragmatic concern is the time taken
to observe, especially when it involves self-reports. Also, the
B. Methodological concerns: training of the observers consume a lot of time as series of
Another limitation of systematic classroom observational interactive sessions are needed for a number of days so that
techniques is the issue of the methodology upon which valid the observers would be acquitted with what to do for valid
conclusions would be based. The primary concern relating to observation. Before the researcher could gain access to the
the methodology of systematic classroom observation has to schools and classrooms to carry out observations may pose
do with the undue intrusion of the system on the normal problem. It is customary of most of the school administrators
classroom settings. Observer’s effects may set in due to the to be unwilling to allow observation in their schools as they
awareness of both the students and their teacher that their consider it a disruption to their normal learning situation. The
behaviour areunder observation. There is possibility thatboth teachers’ awareness that they are under observation subjects
the teacher and the students may change their natural them to consciously adjust their teaching, and in such a case,
behaviour due to the presence of an observer in the the measured observation would not be valid.
classroom. This would consequently produce reactive effects.
Teacher’s anxiety can cause low performance than usual, Moreover, the wrong use to which the data of classroom
thereby invalidating the inferences drawn from such observations are put is another pragmatic problem.
observation as the observed results are at variant to what Classroom observations provide useful data for formative
normally occurs in the classroom. On the other hand, there is evaluation, but out of place for summative evaluation where
the possibility that the teachers' instruction may be better decisions can be taking on the teacher, like teacher's
than usual due to the presence of an observer. Even though, recruitment,dismissal, or salary increase (Adedayo, 2016).
research by Medley, Coker, and Soar (1984) opined that Another misuse to which observational research can be put is
observer’s effects may notbe a serious concern in classroom for Ministry of Education at Federal, State and Local levels
observational technique, yet, the possibility that they threaten to apply the results in formulating some rules or standards for
the validity of data collected and the subsequent inferences developing evaluation instruments. These misuses are tagged
exists.The construct validity, which has to do with the "accidents" of the research, rather than problems associated
"theoretical integrity" of the observed behaviour, is often not with the "essence" of the study.
specified. Other types of validity such as criterion-related
validity, that shows there is no report on thedegree to which The aforementioned criticisms and shortcomings of
the observations measured relate to a standard criterion, as classroom observation do not render it valueless and useless.
well as the concurrent validity that shows the relationship Most of them are incidental issues of systematic classroom
between the observation instrument and another instruments observational research. Gage and Needelsin Adedayo (2014)
is not stated(Adedayo, 2014). have rebutted most of these shortcomings of systematic
classroom observation and have presented cases of the
Another issue of methodological concern that needed to contribution of classroom observational research to theories
be addressed is the reliability of observation. Although Board of instruction. Better still, Medley, et al(1984) submitted that
(2007)reported that systematic classroom observation showed the argued on methodological limitations of observational
inter-rater agreement or observer accuracy, however, the research are beingaddressed by recent researchers. He noted
stability of the teacher’s observed behaviour aspect of the the positive impact of laptop computer for recording events
reliability and the internal consistency of the scale could not and behaviour during classroom observation, which has made
be ascertained. lesson recording more convenient and easy. The use of laptop
computer provides precise, detailed and accuracy data of the
Other critics of methodological concern of systematic events and activities that transpired in the classroom than the
classroom observation technique agued the time spent for traditional clipboards and stopwatches for measuring
observation. They questioned the actual period of time that classroom behaviour.
will be needed to obtain valid observations, so also the
adequate number of observations that are required for valid
and reliable measurements during a given lesson(Ebmeier, &
Good, 1979). The analyses of data collected through
classroom observation constitute another burdensome issue.
The generic approach given to classroom observation
research poses another concern. It often encompasses

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Volume 7, Issue 3, March – 2022 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
V. WAY FORWARD FOR SYSTEMATIC [5.] Brock, M. N; Yu, B. and Wong, M. (1991).Journaling
CLASSROOM OBSERVATION together; collaborative diary-keeping and teacher
development. Paper presented at the International
There is no single means of solving human problems, so Conference on Second Language Teacher Education,
is the data source to solve all instructional issue. In that wise, City Polytechnic of Hong Kong, April 1991.
various measures or techniques are needed to adequately [6.] Dave, S. (2011).How much do you know about the
capture the activities and behavioural traits of instructional behaviour content of the latest Schools White Paper? E-
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and adaptation into the 21st century perspective of 2011.
technology. The use of technology would ease the process of [7.] Delamont, S., and Hamilton, D. (1986)."Revisiting
observation during lesson as well as analyzing the data Classroom Research: A Cautionary Tale."In
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VI. CONCLUSION Keeves. Oxford: Pergamon.
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