Apprenticeship of Observation in Teaching

• Managing the Classroom Environment (EDU205), topic focuses on apprenticeship of observation, effective managers, and styles of management.

Apprenticeship of Observation

• Apprenticeship is when an education student spends time in a classroom and learns from a veteran teacher.
• Dan Lortie introduced the term "the apprenticeship of observation" in 1975.
• "The apprenticeship of observation" refers to the years students spend watching their teachers and how these observations shape their perceptions of good teaching
• The apprenticeship of observation poses three challenges for educators:
  • Forming ideas about effective teaching based solely on one's own experiences and needs.
  • Lacking a broad understanding of what works for students with diverse learning profiles
  • Favoring teaching methods they prefer, not what students need.
• Limited repertoires of practice means only using what they have seen.
• The lack of first-hand experience with alternative teaching approaches means lacking of the knowledge, and the will to move beyond learned models.
• It gives a partial view of the work involved.
• The behind-the-scenes work, such as choosing materials and assessing students is not seen.
• Differentiation techniques can be obscured.
• Teachers were all once learners with a range of experiences and teachers
• Pre-service teachers already are knowledgable on what teachers but will need more understanding of the personal reasoning behind these actions
• There is a lack of realistic perception of what happens before and after lessons
• There is a lack of awareness of methodological considerations and the challenges teachers face, including curriculum and learners

Challenges of the Apprenticeship of Observation

• Students begin teacher education programs with only their own dominant experiences as learners
• There is a limited understanding of how other types of students learn and what their criteria for good teaching might be
• The concept of best/worst practice is limited to what they have experience and seen themselves
• There could be a lack of of understanding of the need for differentiating lessons and the challenges that it entails

Learning-Centered Classroom

• Focuses on finding solutions to real-world problems.
• Centers on what the students are doing and what they can do in the future.
• Leverages multiple approaches to accomplishing individual tasks.
• Relies on a partnership and a strong level of trust between educators and students.

Personal Awareness of Apprenticeship Experiences

• Consists of 12–20 years in classrooms watching teachers.
• Includes a repertoire of teaching strategies felt comfortable with as students.
• Relies on assumptions about how students learn based on one's own learning styles.
• A bias toward familiar instructional materials.
• Conceptions of teaching based on student perceptions, not those of teachers.
• Can enable teachers to function immediately.
• Forms the basis for classroom practices.
• Is based on imitation.

Management Defined

• A manager achieves objectives by using resources efficiently and effectively.
• Efficient-doing things right.
• Effective-doing the right thing.
• A manager Coordinates and oversees the work of other people so that organization goals can be accomplished.

Essential Managerial Skills (Katz)

• Lower-level managers: technical and human skills are key.
• Middle-level managers: need a balance of conceptual, human, and technical skills.
• Top-level managers: conceptual and human skills become more important.
• Conceptual skills involve analytical thinking and integrative problem-solving.
• Human skills involve working well with others and emotional intelligence.
• Technical skills involve expertise and proficiency in specific tasks.

Habits of Successful Managers

• Setting SMART goals: They require dedicated work and mapping steps closer to goals every day.
• Managing time: It's valuable, so they cut activities misaligned with goals.
• Investing in others: includes encouraging, coaching, mentoring, and sponsoring future leaders.
• Communication: Require attentive listening and asking questions.
• Focus on the big picture: Use strategic planning and effective implementation.
• Investing in professional and personal development: Continuing education enhances credentials.
• Integrity: Consistency inspires trust and leadership ability.
• Disciplined: It requires consistent action even when you don't feel like it.
• Strategic: Requires Analysis, planning and execution.
• Seeking feedback: A feedback analysis improves performance and success.
• Seeking advice: Advice may improve a managers leadership style

Traits for Teachers

• Setting SMART goals.
• Managing time.
• Investing in others.
• Communicating effectively.
• Focusing on the big picture.
• Investing in their professional/Personal development.
• Being adaptable if you needs to take risks.
• Having integrity:
• Disciplined behavior.
• Asking for feedback.
• Seeking advice.
• Promoting collaboration.
• Being visible.
• Respectful of others.
• Being organized to position you themselves for future.
• Being able to manage conflict.
• Admitting mistakes mistakes.
• Remaining humble.
• Striving for work-life balance.
• Being appreciative and saying “thank you."

Classroom Management Rules

• Rule One: Get them in with a brisk start to avoid difficulties if pupils are not engaged in activity
  • Consists of greeting, seating and start
• Rule Two: Get them out because the next vulnerable time for having discipline issues is toward end
  • Requires Planning the end to handle from transitioning activities
  • What are the Ways that teachers can get them out of classroom effectively
• Rule Three: Get on with it which refers to nature and content of the lesson
• Rule Four: Get on with them by developing trusting relationships with pupils
  • Requires awareness of each child individually, and being sensitive to the mood of the Class

Four Classroom Management Styles and Outcomes:

• Authoritarian- total control, inflexible, can be overly structured, and may punish students.
• Authoritative- a balance of control and involvement, encourages participation, and is positive in environment.
• Permissive- Low involvement, lacks structure, is hands off, and is not promising regarding education.
• Indulgent- High involvement and low control, comfortable speaking and safety is valuable.

Maintaining a Good Environment for Learning

• Supervision and task involvement are key.
• Clear steps, materials, and monitoring all add to engagement.
• Planning requires being prepared, organized, and on time.

Seven Levels of Intervention in Misbehavior

• Make eye contact or move closer.
• Use verbal hints like name-dropping.
• Ask if the offender knows of their actions
• Remind the students if they are not following procedure.
• Have the students state correct procedures.
• Tell the student to stop the misbehavior assertively.
• Offer a choice of stopping or meeting to work out the negative consequence.

Explore the 'apprenticeship of observation' in education, as defined by Dan Lortie. Understand its limitations, potential drawbacks, and how it can hinder differentiated instruction. Learn the key differences between teacher-centered and learner-centered approaches.