This semester, I'm taking the Introduction to Academic Practice course delivered by the IAD at the University of Edinburgh. The aim is to improve my teaching by learning about pedagogical theory, widening my repertoire of classroom techniques, and reflecting on my methods and approaches to teaching. Upon passing the course, I will become an Associate Fellow of the Higher Education Academy (AFHEA). Here, I write about my journey to AFHEA.
At the end of the last AFHEA seminar, everyone in the class paired up in preparation for the peer observation exercise. Over the course of the last few weeks, I have had the wonderful new experience of watching a colleague teach, and had her visit my classroom in turn. Here, I reflect on what happened, using Brookfield's reflective lenses to think about my experience during the peer observation process.
I wanted to step outside of my normal teaching experience in the humanities, so I swapped with a colleague who teaches maths tutorials. We wrote some notes to brief one another on what we wanted to achieve in the tutorials, and what we wanted feedback on from the observation session, and met to discuss these notes before the observation. After the observations were complete, we debriefed one another, and exchanged written notes from the observations.
The peer observation exercise was incredibly productive for me. Observing a colleague deliver a tutorial in another discipline showed me definitively that many of the challenges of teaching are independent of subject-area; that is, they affect the profession as a whole. My colleague’s worries were similar to mine: how do I get all of the students to participate? Am I teaching in a well-paced, understandable way? This perspective is unique to the reflective lens of the ‘colleague’. The other lenses – assessing my own autobiography, asking the students for feedback, and reading scholarship and research on teaching – may point to this conclusion, but the evidence that hits the point home comes from observing another’s teaching.
Another way that the observation was productive for me was because of the excellent feedback my colleague provided on my own tutorial she observed. The autobiographical lens gets caught up in how it felt to deliver that tutorial, and about whether I managed to convey the finer points of the content; similarly, student feedback is always about the classroom experience of individuals. When a colleague observes your teaching, they get a holistic sense of how the classroom works as a whole. They can see your rapport and interaction with the students, and how the students engage with you, because they are free from the burden of inhabiting either perspective.
The experience of having done a peer observation has encouraged me to participate in reciprocal observation as a tool for reviewing my teaching in the future. Whilst I have been observed before, I had never observed a colleague before, and I had never engaged in reciprocal observing. It was very productive to discuss the successes and challenges in our teaching, with the reference to our notes from the observations, and I hope that it benefits both of us in our teaching development. For this reason, I plan to seek out colleagues to do observation exchanges with in the future. I would also like to engage in this kind of activity again as a way of developing my critical feedback skills, for the day in the future when I am a course organiser observing new tutors for the first time.