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Limits of Perception: What Teacher Trainees See and Don't See in Classrooms

Most teacher-education programs require students to spend time observing in schools. There are good reasons for this. Observation can reacquaint a student with the realities of classroom life, foster the development of the skills and techniques of classroom management, and help to generate an understanding of the ways in which classrooms, and schools, function. In the first case, the classroom is intended to serve as an environment where the trainee can remind himself of what it felt like to be in a classroom. In the second case, a particular classroom is intended to serve as an example for the prospective teacher to follow or avoid. In the third case, the classroom is intended to serve as a laboratory, where the prospective teacher can develop, test, and perfect concepts and principles for analyzing classroom events. Whatever outcome for observation is primarily intended by a teacher-education program, it is harder to achieve than might at first appear. What a person sees (or fails to see), when he observes