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How Well Am I Teaching? ∗

THE PROCESS OF TEACHING The information needed to describe what and how teachers perform can be best obtained from observations of their teaching. Observations made by colleagues and educational consultants can draw attention to issues which have escaped the teachers themselves. Two examples come to mind. First, a teacher who was anxious to get students involved, but who did not realize that he was discouraging participation by appearing to be impatient when students talked. Second, a teacher who was quite surprised to hear that she did not give students any opportunity to raise questions during the session. The first teacher has done something that he was not aware of. The second teacher has omitted something that she intended to do. The extent to which the observation is structured may differ in accordance with the needs of the observed teachers and the inclinations of the observers. At the least, an observation should reveal what the teacher did and how students seemed to have responded. More structured interviews can be based on a prepared scale such as the Flanders interaction analysis.' This system requires the observer to count the number of certain type of interactions between the teacher and students. The major categories of interactions initiated by