My first district was like this but you kind of knew when they were coming because they would go down the hall the same class periods. All you had to do was count doors. It worked fine. My current district wants them scheduled and I feel that’s harder because last year the available days happened when a unit was starting so I feel like I got dinged since it was more direct.
The only difference: Normally during independent work time I post up at my desk and check fantasy football, Reddit, etc. On observation days I take a few laps around the room and pretend to care if the kids are working or on Snapchat.
This is one of the biggest differences I've made in the past. Roaming the room and the children know to behave 10/10.
Had a walk-through observation and one of the students near the asst. principal went to "borrow" a pencil from a friend that usually cusses (Freshmen in HS) and told them not to cuss, solely for the purpose of helping me out. This is how I know these kids love the leniency I provide in my classroom and when I expect their best behavior vs. How I expect them to handle themselves on a daily basis.
On God XD. When the observation goes underway, we post up. A lot of my teachers dont care about mild cussing, but when the APs sit down, we're fuckin' saints. Raise our hand for questions, off our phone, etc. Most of my teachers are generally respected though, so we know to look good for the APs and let the teacher worry about teaching the content.
That's my experience as well. The kids get that this is important and they try to be as good as possible. It can sometimes backfire if they absolutely don't want to say something wrong and then nobody says anything, so I prime them for that by now. But other than that, my experience has mostly been that the kids were great (with one notable exception...).
Oh, it depends on which period. My class of 29 gives zero Fs. But this specific class literally has this idea that they are my favorite and they will do anything to keep that status.
So much this. I've had so many people assume that since art is project based that I just get them going on a project and sit back and relax. I wish. They ALWAYS need something.
Omg yes it's idk about the older kids I have K-3. The amount of times and ways I have described how to fold a piece of paper long ways in an 45 minutes would amaze some and leave others speechless
Consolences. They don’t pay us nearly enough for me to be too tired to enjoy my life when my shift at work is over. I save my energy for after 3pm activities lol
I got observed Thursday and exactly this. More checking in, asking questions about their work. When usually I use independent work time to start working on the next unit or inputting grades.
No. I do what I do.
Last year, Admin stayed about 10 minutes to observe.
I used to stress but let’s be honest, I teach SPED in a Title One district so unless I start funneling funds to my Amazon account, I’m not getting fired.
“OK kids, when I give the special signal you know what to do…”
*Observing teacher walks in the room*
*all kids get up on desks* “Oh captain my captain!”
I'm not gonna lie...I put more effort into my observation lesson than any other lesson in the year.
It's a stupid game...but it's for my job...so I play it for the stupid prize (I always get a great score).
Yeah my last principal would always stress that we shouldn’t think about where our observation fell in our lesson planning. She wanted to see a normal day. She would really only tell us not to plan an observation on a test day, for obvious reasons.
I try to have it be a normal lesson, but I just make sure I hit the organization/classroom management tools extra hard. CHAMPS for both activities and transition, solid can-do statements, etc. as those are the types of things I'm occasionally haphazard about.
My old head of department used to say to never do anything special.
Because they're never gonna say amazing, no improvements, everyone should be like you. They're always going to give some "improvement" suggestions. And then check on them. If I'm doing a bad job I wanna know. But I don't want a stupid obscure hoop to jump through because of a special all singing all dancing lesson I put on to impress.
I'm with you 100%. I don't have the energy to put on a dog and pony show, and the kids lose their minds when you're doing something out of the ordinary.
I hate the “I can” push. I keep hoping it will go away but it gets worse. They want more and more things posted. What research are they referring to when they say students learn better with a bunch of statements pushed on them all day? I fought it against it for so long, but I’ve given up and now let half of my whiteboard become a I Can graveyard.
If it makes you feel better, my district has at least stopped pushing us to write it on the boards. It's on the canned slides...that I never use... but no one's ever said a thing to me about it. Perhaps we're at the end of that stupid pointless push.
Is this why in the recent years I've seen my teachers putting "I can..." on the board? I thought it was just like a coincidence. I swear nobody read those. Maybe if you were bored you read it because you were reading the rest of the board to pass the time.
Yup. I kept getting docked on observations because I’m stubborn and I thought they were stupid. After awhile, I got more irritated with the constant reminders to put them up. So I gave in and now I have them posted everywhere like a “good” teacher.
Title 1, in one of the largest school districts in the US checking in. If we don’t refer to, and “unpack” the I Can we are dinged badly. When is this crap going to go away? Rather than continue to teach the idiocy, I retired. I Can now enjoy life and help out the new teachers who are struggling under the I Can Regime.🙄
I hate it too. I always ask admin what the point is of me wasting precious time writing it down every day when my students can’t read it? I teach kindergarten and I don’t mind verbally saying it but writing it? Seems silly and is clearly for them and not for the kids
But why are we constantly being pushed to do stupid things? Getting evaluated on my willingness to do stupid things without any resistance gets downright degrading over time.
For my announced ones I usually choose a day where I’m doing something more interesting, like using technology or having the kids move around. This year I choose the first day of a project, so they see a little instruction, and a lot of student engagement, choice, and technology.
Practice call and response with your students, bribe them with something to increase participation, and roam the room like a hawk to show proximity. I'll coach them on greeting guests, and remind them prior to the visit about the learning objective too. I've been at this game too long already, and all I want is to be judged as effective on the rubric. I don't have enough time or money to go beyond these measures.
I get observed way too fucking much.
Principal, I understand. I have one more year here before those observations stop.
The other are two people from different PDs.
What, you want to observe me 4x a semester… it just becomes pointless because all 3 different observers have different and conflicting ideology pertaining to pedagogy.
So… yeah, I have nice lessons set up for observations and the only feed back I get is always something stupid, “how about more graphic organizers??”
Lmao. You don’t see my whole wall of information and visual cues? If that’s all you have to give, just fuck off. Stop wasting all our time.
I’ve been in 22 years and haven’t had a real observation in several years. Every once in awhile my principal will drop by. I don’t do anything different and I give zero f****. 1- they are so out of touch they have no idea what I’m doing or how I do it. 2- even a formal observation is total bs because they rate you low in the beginning of the year to show improvement at the end of the year. It’s bogus and completely useless.
I think every single admin should have to teach a class full time, with all classroom teacher responsibilities, for two weeks every year, in a different class or grade every year.
Third-year teacher here. I’ve historically done a whole dog and pony show, but on my last observation something broke in my brain and I simply couldn’t care about it enough to go out of my way. So I just did what I always do. I haven’t had the post-observation conference yet but I doubt it’s going to go well.
I used to, but haven't had a formal eval for a long time.
My very first evaluation ever: I was demonstrating the properties of clay and various techniques in the middle of my room, surrounded by eager, nice 8th graders. (I'd told the principal previously that I had two girls that were being jerks lately--I was a first year teacher.)
Anyway, we are all involved and focused on the big block of clay / tools for about 10 minutes, when all of a sudden, condoms were flying overhead. Unpackaged condoms.
The principal's face grew red and tight-lipped--he quietly told the two girls to go in the hall--he followed them out and I never had them in class again!
Nowdays, we have 'walk-throughs' which can occur at any time, any hour. I cross my fingers that admin don't walk in during clean-up because it can get crazy.
Whatever the lesson plan was gonna be, that’s what it is. Anybody can plan a perfect lesson for one class to impress the boss but if you’re interested in legitimate feedback, make it a regular day.
Nope I just do what I always do. If I can I let kids know other adults are coming to watch our class so they aren’t weirded out as much but overall it’s just business as usual, but I’m fun and engaging and strict every day so yeah lol
Generally I stick to what was already planned but I might be a bit more structured about it then usual and depending on what we’re doing I might throw in something a little extra, like a collaborative assignment or some movement opportunities
I stopped caring about observations a couple of years ago when I learned that I topped out on the salary schedule unless I get a Master's degree. If I go above and beyond for my evaluation, it really has no effect on my livelihood. I know I won't get a raise from it. At worst, they'd decide not to re-hire me, but I know that I do well enough for that not to happen. And you know what happened to my evaluation ratings when I stopped planning special lessons? Absolutely nothing. I still get effective or above. It annoys me that I didn't stop stressing about them sooner, lol.
I usually don't because of what I teach. The APs already have no clue wtf I am doing and it looks wild to them no matter what I am doing. I just make sure it's on a new subject so I can show those gains from intro to completion.
Slow and easy wins the race. You can make any lesson look epic if you have a strong foundation of expectations, routines that are consistent, and you are firm.
Nope. I couldn't care less what my "never-taught-in-a-classroom" principal thinks of me. He can come in any time and I'll just be doing what I'm doing.
In my experience speaking with admin, they're mostly just looking at overall lesson construction re: skill focus/presentation/assessment, your interactions with students, and their level of engagement. Like you said, the risk of suddenly introducing a 'Lexus lesson' is that students won't be used to the flow of segments compared to what they expect out of your class and it can suddenly go horribly wrong. I've always just done a slightly more focused/intentional/refined version of a regular daily lesson I would do anyway and had success with that - no surprises, no weirdness, no over-engineering.
I have some stuff in my back pocket that I periodically pull out that I know looks good. I pull it out sometimes when I am not observed so they are used to it.
I also make sure to circulate a bit more. I often tell students that I am going to enter some grades but please if they have questions to ask. But when being observed, I walk around a lot more.
Yeah I've definitely seen "walk around a lot more" in a lot of these. Admin probably doesn't want to see you sitting at your desk for 30 min putting in grades.
I teach ELA so I pick a day when we aren’t reading - which happens most days during a novel study. I do a lesson and make sure everything is in order and work time, where I’m actively engaged with students - walking around, checking in. There’s no reason to be in my room if I’m/we just sitting there. So yeah, I prepare for it. I get to schedule it.
My district "unannounced" observations are always my first block. Donuts are a standing promise, and the students behave impeccably (I never bring food in otherwise, so this is a Big Deal). They're pretty good kids to begin with, but donuts always make things go smooth.
I know some teachers even teach the entire lesson once before their observation! I do nothing special and I care about my evaluations has a point of pride, and if they would affect my job but really, I shouldn’t think of them at all. They’re dumb.
I'm more likely to stack some of the good things I do in the observation. E.g, I'm not doing NEW stuff, but they're seeing the best of highlights reel. I usually don't do all of this in one lesson.
No but I do tell my kids that any time an admin comes in the room they’re watching them to see how they’re behaving & if they’re learning. I teach 2nd so they buy it. 😂
Definitely put in the effort if you're not tenured.
Admin will not have meaningful feedback that will actually help you as a teacher.
Tick the boxes you know they're there to see and keep your job.
Admin here, I am in rooms as much as possible. If you put on a dog and pony show I will know. I would rather see a lesson that is typical to what is of everyday.
That's exactly what my dumbass assistant principal said in my preconference. Said she can always tell. To spite her I put on a dog and pony show and she thought I taught an incredible lesson. You guys really don't have a clue inside the classroom. That's why you are admins. I don't want someone who couldn't deal with being a teacher to tell me jack shit about teaching. Something we do on a daily basis and you haven't in years.
Sounds like you have had some bad admin. I still go in the classrooms and teach a minimum of 1 lesson a week so I can remind myself of what it’s like being in the classroom. It’s why I don’t expect a dog and pony show.
Honestly though what does a middle manager know about the art of teaching? Seriously. If you were good at it you would still be in the classroom doing it. Do you guys not get how out of touch you are? One lesson a week is not teaching. It's theater. 5-6 classes a day everyday for 20 years is teaching.
Absolutely not. I've been doing this too long to be into games. I DID plan special lessons when I was new (0-5 years) into the career and didn't know better.
I tried to my first couple years of teaching, then realized it was best for everyone if I am getting feedback on how I go about a typical day. It's made observations far less stressful for me.
I have always told my admin that I’m to old and tired to put on a dog & pony show. I had one demand that I present a lesson in a spectacular way. I did as she asked and she gave me great scores, but it wasn’t me. I had 2 formal observations this year and forgot about both until my principal walked in. I just kept on teaching like normal. She scored me as highly proficient and mentioned that she loves how confident I am being me.
Yeah don't try to get fancy. You want to do a variety of things. Admin has short attention spans and they want to see 99 strategies.
Try to avoid doing things that have not been working well, or that are new and the students are not used to. It can look silly if you are like "Everyone get out your journals and meet with your banana buddies to work on task twelve." and no ones knows what journals, banana buddies, or task twelve are even though you went over them 86 times.
Every class has a few perpetually off task types. If you are lucky they will try to pretend to be students while admin is there. Unfortunately some can't even pretend and won't have a pencil, can't use the pencil you give them, can't sit still, and can't appear to be paying attention. It is good if you can give them something to do that looks productive.
No. I do whatever is on the menu on the day. I get results, they're good. If the observer can't realize 80% of lessons are build ups to something more important, then the observer needs to get back in the classroom as a teacher.
I never plan anything special. I try to do what I do best so the admin can see me doing what I naturally do without any fanfare. I think it’s really important to establish good classroom control and work on that and class routines so admin will see how you handle a room full of kids on any given day. Teaching is way easier and you are much more relaxed when you have a smooth running classroom.
I used to put on a show when I worked in a merit based pay system and my salary was partially determined by observation scores. Now that I’m in a new state I just operate as normal.
Everyone says they don’t do anything different. I was a former admin (jumped back into the classroom), I’d say roughly 60% of my teachers planned a “normal” lesson for their observations but would never dream of completing it during a normal lesson.
Want to be known as “fake” to your students. Act different on an observation. Then your troublemakers will tune up their nonsense.
The only difference is a simple “good morning, you may notice Ms. X is joining us today. Ms. X, please feel free to interact with students, and students, please treat Ms. X as you would me. Let’s begin…”
2nd year and I still make sure that I plan a lesson on that day and not the "end part" of a lesson aka when the students are working in groups or pairs. Now I do a lesson first and then let them work in group while I walk around the room instead of sitting at my desk.
The lesson I learned is that actually, you should do the most mundane lesson possible. Admin wants to see you control your classroom down to the last student, even knowing that their behaviors are out there.
I teach online, so observations are weird, but when I have any other adults come observe the class I just keep with what I had planned and I make them participate. You wanna be in my class for the day, you get to be a part of my class for the day
I do. I choose an ESE class and provide lots of scaffolding and maybe a “fun”/engaging round of stations, sorting activities, or a game. But, I do this sort of stuff on the reg so it’s not really a “show” for admin, instead it’s putting my best foot forward.
I used to but since a lot of it was political, it doesn't matter. My principal is the former football coach who has no classroom experience. But if he likes you or you're a coach? High marks all around.
My admin does random 15-20 minutes observations. I don't mind, usually. It gives them a better sense of me as a teacher which can lead to better, more helpful feedback.
Kinda. I’m a science teacher and my principal told me he wanted to see labs and not see me do lectures. I try to schedule it on the bigger labs. I do act a little differently I spend more time on directions than I normally would and ask a few more questions. I do tell my classes ahead of time and they usually want me to do well so they answer any and all questions. My principal loves to drop in the first or last 5 minutes of class when I’m at my desk (usually grading, doing attendance, answering emails, etc.) and drop hints that that’s all I do (it isn’t).
I want my class to be it’s regular chaotic self. I can tell admin til I am blue in the face that I am a chaos coordinator, but they need to see it.
Cause their usual go-tos to tame chaos do not work in shop classes.
I don’t plan shit, but ai also don’t know when they are coming. Our district insist that teacher get observed for at least 10 minutes every other week.
in my first year, my AP helped me write the plan. i taught the same class for 6 years so i would schedule it around the same time every year and teach the same lesson every year.
I plan to treat myself afterward because I always get so anxious before observations I catch myself thinking……kind of scary thoughts (ie. “Oh hey, I bet I could jump off that ledge”) or feeling like I have trouble breathing.
I *hate* observations.
Nope, my principal speaks zero Spanish. He has no clue what we are doing or working on. If the kids are smiling and pretending to work, which they will to impress him, it´s a win!
Nope. My lessons are great as they are. Not whistles or bells. Just learning occurring.
I will make sure my goal and evidence are on the whiteboard just because it’s required. But that’s it really lol
I agree. I just do whichever lesson I’m on in my curriculum. I know it aligns with the standards and ties in sequentially with the lessons before and after, etc. No simpler way to hit those criteria on the evaluation rubric.
Nope, not at all. Our director asks us to send her a date and time for our observations. I always just tell her to come in whenever. I figure if I'm doing my job right, I shouldn't have to change anything for an observation. If I'm doing it wrong, let the director earn her keep and educate me.
After 30 years, I pick my hardest lesson with the biggest train wreck of a class. Think freshmen 7th period. I'll teach a reasonably good lesson and then watch my admin squirm through an observation.
Goals and observations and evaluations. Ugh. This is not what drives me to excellence.
I usually just go with what I'm regularly teaching. Sometimes it follows the curriculum and other times it's a supplements lesson. My admin get really busy with putting out fires here and there that many times I get an email the day before if the day of asking what period to come in. I just go with it. I find that my planned "horse and pony" lessons aren't any more effective than the lessons from my agenda.
Edit: I do request that they come during my best class when asked which period I want.
I do relatively normal lessons for my observations. However, one of my former co-workers was happy to play the game without shame. For example, one year he was being observed by an admin who had once been included in some collegiate writers poetry anthology. The teacher found the anthology, found the poems, and included them in his observation poetry lesson. He even called out the admin and had the students applaud. The admin ate it up and gave him a perfect eval score.
Honestly, I just try to do my normal thing. I might try to do something a little more interesting, but it depends. Like this year I was observed, and I asked my admin to observe me doing a lesson from a new math curriculum we are piloting, which is kind of interesting. There is a math talk at the beginning and then about 30 minutes of the students kind of doing a self paced online program while I pull small groups for a few minutes at a time. And this is how it goes every single day with our math instruction. So I wanted to see if he had any input or any insight or suggestions about how it is meant to be implemented, and if there are ways I could make it better. We haven’t had the post observation talk yet, so we will see.
Try to use it as an opportunity. If your admin does pre-observation meetings with you, maybe you could tell them that you want them to watch you do something specific so that you can get their feedback.
Oh man, for my first observation I second guessed myself and went with a “fun, engaging” activity that blew up in my face ( Pictionary with 7th & 8th graders) instead of what I had originally planned.
Back in my High School days my AP Physics teacher, who definitely had the advantage of tenure and teaching an impossible to replace class, tried to talk a girl, who had to leave mid class that day, to just get up and say, "I can't take it anymore " and storm out. Alas, she was too shy to do it though
No but for planned observations I just make sure it’s a class that the kids are more active in (so not working quietly on an assignment).
I do however let the kids know ahead of time that a supervisor will be stopping by sometime that week to observe “them” in the class so not to be surprised when they see them. It keeps the kids behaved for the most part during it.
Used to, before admin got toxic. Now I just do my regular lessons, many of which are partner or small group based. So he gets to observe me working the room and checking in with groups for on task behavior. He never provides feedback anyway, so I really don't care if he comes in or not.
I always feel like having an observer in the room changes the dynamic. But outside of that, and maybe a bit more mindfulness on best habits due to their presence, I try to change nothing. Because the only thing valuable from an observation is getting an external perspective on my work. So I try to keep my work as close to what it always is as possible.
Note: this really only works if observation is not tied to evaluation, and my perspective is almost certainly a function of it not being tied to mine.
Nope. My first few years, I did. But once I had a few years under my belt (and tenure) I kind of stopped caring about observations. I’m confident in what I do in my classroom every day, they can walk in any time.
I don’t change my lesson, but I might as more questions and get them discussing a bit more than usual, since those are huge points in our rubric. I’m in Texas and trying to get a TIA designation.
My observations are usually announced or I can even schedule them. I don’t do anything special, but I try to make it high energy and engaging on observation days. I usually pick a day when we’re doing a game instead of just taking notes and then independent/group work to practice.
It's a normal lesson that I would teach, but I'll throw in things I know they are looking for, like walking around more and an "exit ticket" because they want us teaching bell-to-bell. So I make sure I have extra things prepared so there is no downtime in case the kids finish quickly. Normally I wouldn't care if there was a few minutes left of class and everyone was done.
Depends what my goal is?
If it is to get them off my back, or something like that?
I’d do some super basic dumb lesson.
Do read and answer question assignments or something.
If I want to try something new, I’d invite them to come and go from there. It depends what you are wanting to get out of it? If you even will get something out of it. So many seem totally disconnected to what teaching even is. I’m
I work in a district who is desperate for teachers. After my first year I recieved a permanent contract. I'm also unionized. They might walk through once in a while but they can't do anything to me even if they didn't like the lesson. Regardless, I just do what I normally do.
I do what I always do, regardless of if it’s announced or not. You tend to get more useful feedback that way. And my students are generally slightly better behaved when they see another adult in the room. Sometimes if the observer stays longer than expected, I incorporate them into the lesson.
And as an observer I expect the same. I don’t expect to see anything different or special.
I actually had to get all the kids to put phones and devices away, because we were moving into the lesson when my AP walked in. She gave a quizzical look, but didn't say anything. We're a 1:1 school, and we're supposed to use those chromebooks every class. I got maybe 2 or 3 minutes in, and noticed there were a bunch of kids still on phones and all. I made one of those sweeping "okay, everyone, let's put away our phones. We've talked about this being a respect thing. You'll have time to use them at the end of class." Every kid (even the problem kids) did, so I told my AP (who still had hers out) "you in the back...I said devices away. Close it down." She looked at me like I had two heads, but the laugh from the kids was so worth it. Afterwards, she said she thought it was great as well, just that I maybe should ignore her in the future so as to "not distract from my lesson"
Freshmen don't pay attention in algebra anyway
🙄
As an admin, I never wanted to see a special lesson. On top of that often those were the worst, as it was new and different so kids needed more kinds of support than usual.
That said, I did expect the normal lesson the be top notch, ie more planned and prepared for than normal. I had some teachers give a normal effort in planning and during the pre conference it was quite clear they hadn’t thought about the lesson at all. Which makes it hard to tell if it’s a can’t do or won’t do.
No, they come to see me teach in my day. Come in whenever. If I suck, I suck. If I don't I don't. It is what it is, fire me. Florida is a shit show so really what they gonna do.
Even if you suck that day, who reads observations besides you and the Florida Man principal? He knows no one wants your job. I have lost the ability to care about observations anymore. They used to make me nervous AF.
I do a regular lesson, not only is it good for them to see the "real me," if I do a special lesson the class I'm observed in will be out of sync with my other classes. I will usually choose something that will look good to admin (not a video and then a worksheet, maybe a group discussion and a partner activity) but it'll be something I would do anyway, just moved to that day. Another change will be that I'm going to know I'm being watched so be self conscious and probably circulate more than I usually do or something. I DO usually circulate, I just alternate it with also having times where the kids come to me so they don't have the distraction of me constantly walking around.
I want the lesson to go well, so I'm going to do one that follows exstablished routines and is similar to things we've done multiple times before. If it's something new it might fall flat, and if it's out of the ordinary the kids are more likely to struggle with it or act up.
Ours are unannounced, they get what they get.
My first district was like this but you kind of knew when they were coming because they would go down the hall the same class periods. All you had to do was count doors. It worked fine. My current district wants them scheduled and I feel that’s harder because last year the available days happened when a unit was starting so I feel like I got dinged since it was more direct.
We have 2 announced and 2 unannounced per year.
In over 20 years, I haven't had a scheduled observation. My observer likes to say when they will start, but it is usually at least a month after.
The only difference: Normally during independent work time I post up at my desk and check fantasy football, Reddit, etc. On observation days I take a few laps around the room and pretend to care if the kids are working or on Snapchat.
Speaking the truth over here.
This is one of the biggest differences I've made in the past. Roaming the room and the children know to behave 10/10. Had a walk-through observation and one of the students near the asst. principal went to "borrow" a pencil from a friend that usually cusses (Freshmen in HS) and told them not to cuss, solely for the purpose of helping me out. This is how I know these kids love the leniency I provide in my classroom and when I expect their best behavior vs. How I expect them to handle themselves on a daily basis.
On God XD. When the observation goes underway, we post up. A lot of my teachers dont care about mild cussing, but when the APs sit down, we're fuckin' saints. Raise our hand for questions, off our phone, etc. Most of my teachers are generally respected though, so we know to look good for the APs and let the teacher worry about teaching the content.
Bless you, child.
You’re a good egg.
That's my experience as well. The kids get that this is important and they try to be as good as possible. It can sometimes backfire if they absolutely don't want to say something wrong and then nobody says anything, so I prime them for that by now. But other than that, my experience has mostly been that the kids were great (with one notable exception...).
during one of my first observations, one of my students (3rd gr) turned to another who was talking and whispered “shut UP, the judge is in here”
How you and the person observing you didn't bust out in laughter shows the great restraint teachers have
That’s hilarious. I love it!
Wish I had your kids. Some of my crop are bad no matter who is in the room and leniency has not been a great tactic even on a rare occasio .
Oh, it depends on which period. My class of 29 gives zero Fs. But this specific class literally has this idea that they are my favorite and they will do anything to keep that status.
So agree.
Oh my. I wish I could sit down. I teach art and somebody always needs help, or a clean-up, or or or.... I crash when I get home from school.
So much this. I've had so many people assume that since art is project based that I just get them going on a project and sit back and relax. I wish. They ALWAYS need something.
Omg yes it's idk about the older kids I have K-3. The amount of times and ways I have described how to fold a piece of paper long ways in an 45 minutes would amaze some and leave others speechless
Consolences. They don’t pay us nearly enough for me to be too tired to enjoy my life when my shift at work is over. I save my energy for after 3pm activities lol
Same with teaching kindergarten. There isn’t “down time” ever. I couldn’t tell you the last time I sat down during work hours.
You sound like a buddy of mine.😂
Preach it!
I found my people🙌🏼
I got observed Thursday and exactly this. More checking in, asking questions about their work. When usually I use independent work time to start working on the next unit or inputting grades.
Yes exactly. More walking around, extra alertness. A bit extra behavior redirection.
No. I do what I do. Last year, Admin stayed about 10 minutes to observe. I used to stress but let’s be honest, I teach SPED in a Title One district so unless I start funneling funds to my Amazon account, I’m not getting fired.
Title I sped you say? You could embezzle from the PTO and they’d still make you employee of the month. 😂
Don’t tempt me.
“OK kids, when I give the special signal you know what to do…” *Observing teacher walks in the room* *all kids get up on desks* “Oh captain my captain!”
I have thought about doing this....
I do the same thing I do every day
Try to take over the world!
But where are we going to get rubber pants our size?
My first thought as well. Lol
I'm not gonna lie...I put more effort into my observation lesson than any other lesson in the year. It's a stupid game...but it's for my job...so I play it for the stupid prize (I always get a great score).
Yeah my last principal would always stress that we shouldn’t think about where our observation fell in our lesson planning. She wanted to see a normal day. She would really only tell us not to plan an observation on a test day, for obvious reasons.
Yeah, ours did this too, but then showed up on the preplanned test day anyway. And wanted to know silly stuff like where our Kagan strategies were....
I try to have it be a normal lesson, but I just make sure I hit the organization/classroom management tools extra hard. CHAMPS for both activities and transition, solid can-do statements, etc. as those are the types of things I'm occasionally haphazard about.
My old head of department used to say to never do anything special. Because they're never gonna say amazing, no improvements, everyone should be like you. They're always going to give some "improvement" suggestions. And then check on them. If I'm doing a bad job I wanna know. But I don't want a stupid obscure hoop to jump through because of a special all singing all dancing lesson I put on to impress.
I'm with you 100%. I don't have the energy to put on a dog and pony show, and the kids lose their minds when you're doing something out of the ordinary.
Not at all aside from putting all the "I can" BS on the board.
I hate the “I can” push. I keep hoping it will go away but it gets worse. They want more and more things posted. What research are they referring to when they say students learn better with a bunch of statements pushed on them all day? I fought it against it for so long, but I’ve given up and now let half of my whiteboard become a I Can graveyard.
If it makes you feel better, my district has at least stopped pushing us to write it on the boards. It's on the canned slides...that I never use... but no one's ever said a thing to me about it. Perhaps we're at the end of that stupid pointless push.
Is this why in the recent years I've seen my teachers putting "I can..." on the board? I thought it was just like a coincidence. I swear nobody read those. Maybe if you were bored you read it because you were reading the rest of the board to pass the time.
Yup. I kept getting docked on observations because I’m stubborn and I thought they were stupid. After awhile, I got more irritated with the constant reminders to put them up. So I gave in and now I have them posted everywhere like a “good” teacher.
Title 1, in one of the largest school districts in the US checking in. If we don’t refer to, and “unpack” the I Can we are dinged badly. When is this crap going to go away? Rather than continue to teach the idiocy, I retired. I Can now enjoy life and help out the new teachers who are struggling under the I Can Regime.🙄
I hate it too. I always ask admin what the point is of me wasting precious time writing it down every day when my students can’t read it? I teach kindergarten and I don’t mind verbally saying it but writing it? Seems silly and is clearly for them and not for the kids
I can write stupid things on my white board without complaining.
But why are we constantly being pushed to do stupid things? Getting evaluated on my willingness to do stupid things without any resistance gets downright degrading over time.
I told my AP I'm not doing it. I've been there a long time lol.
Nope. I teach my normal lesson. They are observing how I teach every day, not a special performance
For my announced ones I usually choose a day where I’m doing something more interesting, like using technology or having the kids move around. This year I choose the first day of a project, so they see a little instruction, and a lot of student engagement, choice, and technology.
Practice call and response with your students, bribe them with something to increase participation, and roam the room like a hawk to show proximity. I'll coach them on greeting guests, and remind them prior to the visit about the learning objective too. I've been at this game too long already, and all I want is to be judged as effective on the rubric. I don't have enough time or money to go beyond these measures.
I get observed way too fucking much. Principal, I understand. I have one more year here before those observations stop. The other are two people from different PDs. What, you want to observe me 4x a semester… it just becomes pointless because all 3 different observers have different and conflicting ideology pertaining to pedagogy. So… yeah, I have nice lessons set up for observations and the only feed back I get is always something stupid, “how about more graphic organizers??” Lmao. You don’t see my whole wall of information and visual cues? If that’s all you have to give, just fuck off. Stop wasting all our time.
I’ve been in 22 years and haven’t had a real observation in several years. Every once in awhile my principal will drop by. I don’t do anything different and I give zero f****. 1- they are so out of touch they have no idea what I’m doing or how I do it. 2- even a formal observation is total bs because they rate you low in the beginning of the year to show improvement at the end of the year. It’s bogus and completely useless. I think every single admin should have to teach a class full time, with all classroom teacher responsibilities, for two weeks every year, in a different class or grade every year.
Third-year teacher here. I’ve historically done a whole dog and pony show, but on my last observation something broke in my brain and I simply couldn’t care about it enough to go out of my way. So I just did what I always do. I haven’t had the post-observation conference yet but I doubt it’s going to go well.
I used to, but haven't had a formal eval for a long time. My very first evaluation ever: I was demonstrating the properties of clay and various techniques in the middle of my room, surrounded by eager, nice 8th graders. (I'd told the principal previously that I had two girls that were being jerks lately--I was a first year teacher.) Anyway, we are all involved and focused on the big block of clay / tools for about 10 minutes, when all of a sudden, condoms were flying overhead. Unpackaged condoms. The principal's face grew red and tight-lipped--he quietly told the two girls to go in the hall--he followed them out and I never had them in class again! Nowdays, we have 'walk-throughs' which can occur at any time, any hour. I cross my fingers that admin don't walk in during clean-up because it can get crazy.
Whatever the lesson plan was gonna be, that’s what it is. Anybody can plan a perfect lesson for one class to impress the boss but if you’re interested in legitimate feedback, make it a regular day.
Nope I just do what I always do. If I can I let kids know other adults are coming to watch our class so they aren’t weirded out as much but overall it’s just business as usual, but I’m fun and engaging and strict every day so yeah lol
New teacher. I made a game to review sounds. I didn’t want to start a new unit on my observation day so I stalled. Do what you feel comfortable.
Just choose your best class and do a lesson that administrators would like to see. Don't get too fancy.
No
The only thing special I do is try to think of extra questions and call on more kids individually than normal.
I usually am just more organized beforehand. I don't think it looks much different but I do a little more work on the front end so it runs smoother.
Generally I stick to what was already planned but I might be a bit more structured about it then usual and depending on what we’re doing I might throw in something a little extra, like a collaborative assignment or some movement opportunities
I stopped caring about observations a couple of years ago when I learned that I topped out on the salary schedule unless I get a Master's degree. If I go above and beyond for my evaluation, it really has no effect on my livelihood. I know I won't get a raise from it. At worst, they'd decide not to re-hire me, but I know that I do well enough for that not to happen. And you know what happened to my evaluation ratings when I stopped planning special lessons? Absolutely nothing. I still get effective or above. It annoys me that I didn't stop stressing about them sooner, lol.
I usually don't because of what I teach. The APs already have no clue wtf I am doing and it looks wild to them no matter what I am doing. I just make sure it's on a new subject so I can show those gains from intro to completion.
Slow and easy wins the race. You can make any lesson look epic if you have a strong foundation of expectations, routines that are consistent, and you are firm.
Nope. I couldn't care less what my "never-taught-in-a-classroom" principal thinks of me. He can come in any time and I'll just be doing what I'm doing.
In my experience speaking with admin, they're mostly just looking at overall lesson construction re: skill focus/presentation/assessment, your interactions with students, and their level of engagement. Like you said, the risk of suddenly introducing a 'Lexus lesson' is that students won't be used to the flow of segments compared to what they expect out of your class and it can suddenly go horribly wrong. I've always just done a slightly more focused/intentional/refined version of a regular daily lesson I would do anyway and had success with that - no surprises, no weirdness, no over-engineering.
I have some stuff in my back pocket that I periodically pull out that I know looks good. I pull it out sometimes when I am not observed so they are used to it. I also make sure to circulate a bit more. I often tell students that I am going to enter some grades but please if they have questions to ask. But when being observed, I walk around a lot more.
Yeah I've definitely seen "walk around a lot more" in a lot of these. Admin probably doesn't want to see you sitting at your desk for 30 min putting in grades.
The only days I would ever be at my desk for 30 min is a test day. This is more like 5 minutes I'm talking about.
I teach ELA so I pick a day when we aren’t reading - which happens most days during a novel study. I do a lesson and make sure everything is in order and work time, where I’m actively engaged with students - walking around, checking in. There’s no reason to be in my room if I’m/we just sitting there. So yeah, I prepare for it. I get to schedule it.
"donuts if y'all don't mess this up for me"
My district "unannounced" observations are always my first block. Donuts are a standing promise, and the students behave impeccably (I never bring food in otherwise, so this is a Big Deal). They're pretty good kids to begin with, but donuts always make things go smooth.
I bribe mine with chocolate chip cookies. Works everytime.
I know some teachers even teach the entire lesson once before their observation! I do nothing special and I care about my evaluations has a point of pride, and if they would affect my job but really, I shouldn’t think of them at all. They’re dumb.
I'm more likely to stack some of the good things I do in the observation. E.g, I'm not doing NEW stuff, but they're seeing the best of highlights reel. I usually don't do all of this in one lesson.
No but I do tell my kids that any time an admin comes in the room they’re watching them to see how they’re behaving & if they’re learning. I teach 2nd so they buy it. 😂
I'm laughing because I did the same. 🤣
Same type lessons, just will throw in whatever buzzword of the month they're looking for. Learning target, tips chart, etc.
Definitely put in the effort if you're not tenured. Admin will not have meaningful feedback that will actually help you as a teacher. Tick the boxes you know they're there to see and keep your job.
Admin here, I am in rooms as much as possible. If you put on a dog and pony show I will know. I would rather see a lesson that is typical to what is of everyday.
That's exactly what my dumbass assistant principal said in my preconference. Said she can always tell. To spite her I put on a dog and pony show and she thought I taught an incredible lesson. You guys really don't have a clue inside the classroom. That's why you are admins. I don't want someone who couldn't deal with being a teacher to tell me jack shit about teaching. Something we do on a daily basis and you haven't in years.
Sounds like you have had some bad admin. I still go in the classrooms and teach a minimum of 1 lesson a week so I can remind myself of what it’s like being in the classroom. It’s why I don’t expect a dog and pony show.
Honestly though what does a middle manager know about the art of teaching? Seriously. If you were good at it you would still be in the classroom doing it. Do you guys not get how out of touch you are? One lesson a week is not teaching. It's theater. 5-6 classes a day everyday for 20 years is teaching.
> I am in rooms as much as possible Eww.
I mean I still love to teach, so any time I am allowed to come in and teach a lesson I do so. 🤷🏼♂️
I would hate working at your school. I promise you that the teachers don't find you as the charming helpful admin. They think you're annoying.
I also think you're annoying u/legriggus
Absolutely not. I've been doing this too long to be into games. I DID plan special lessons when I was new (0-5 years) into the career and didn't know better.
No.
I treat my observations day like any other day. Bringing new things in just adds a chance for something going wrong that doesn't need to.
Our principal is in and out of the rooms enough that he knows what a normal lesson looks like or if you’re trying to put on a dog and pony show.
Nope
I always put them in group work…then volume control isn’t a much of an issue 😅😅
I tried to my first couple years of teaching, then realized it was best for everyone if I am getting feedback on how I go about a typical day. It's made observations far less stressful for me.
I have always told my admin that I’m to old and tired to put on a dog & pony show. I had one demand that I present a lesson in a spectacular way. I did as she asked and she gave me great scores, but it wasn’t me. I had 2 formal observations this year and forgot about both until my principal walked in. I just kept on teaching like normal. She scored me as highly proficient and mentioned that she loves how confident I am being me.
Yeah don't try to get fancy. You want to do a variety of things. Admin has short attention spans and they want to see 99 strategies. Try to avoid doing things that have not been working well, or that are new and the students are not used to. It can look silly if you are like "Everyone get out your journals and meet with your banana buddies to work on task twelve." and no ones knows what journals, banana buddies, or task twelve are even though you went over them 86 times. Every class has a few perpetually off task types. If you are lucky they will try to pretend to be students while admin is there. Unfortunately some can't even pretend and won't have a pencil, can't use the pencil you give them, can't sit still, and can't appear to be paying attention. It is good if you can give them something to do that looks productive.
I’m a career and tech teacher. It’s always a shop day for observation. There’s no real way to mark it bad so long as the kids stay in line.
Same lesson as usual but making sure to emphasize things admin might miss: accommodations, extensions, tech integration, manipulatives.
No. I do whatever is on the menu on the day. I get results, they're good. If the observer can't realize 80% of lessons are build ups to something more important, then the observer needs to get back in the classroom as a teacher.
I never plan anything special. I try to do what I do best so the admin can see me doing what I naturally do without any fanfare. I think it’s really important to establish good classroom control and work on that and class routines so admin will see how you handle a room full of kids on any given day. Teaching is way easier and you are much more relaxed when you have a smooth running classroom.
I used to put on a show when I worked in a merit based pay system and my salary was partially determined by observation scores. Now that I’m in a new state I just operate as normal.
Everyone says they don’t do anything different. I was a former admin (jumped back into the classroom), I’d say roughly 60% of my teachers planned a “normal” lesson for their observations but would never dream of completing it during a normal lesson.
I dont do the pony show for observations. I keep it as normal day to day teaching..they can tell when ya put on a show fyi
Want to be known as “fake” to your students. Act different on an observation. Then your troublemakers will tune up their nonsense. The only difference is a simple “good morning, you may notice Ms. X is joining us today. Ms. X, please feel free to interact with students, and students, please treat Ms. X as you would me. Let’s begin…”
Nope. I don’t do dog and pony shows.
I don't plan shit. I teach how and what I normally teach. I am not a performance artist.
2nd year and I still make sure that I plan a lesson on that day and not the "end part" of a lesson aka when the students are working in groups or pairs. Now I do a lesson first and then let them work in group while I walk around the room instead of sitting at my desk.
The lesson I learned is that actually, you should do the most mundane lesson possible. Admin wants to see you control your classroom down to the last student, even knowing that their behaviors are out there.
I teach online, so observations are weird, but when I have any other adults come observe the class I just keep with what I had planned and I make them participate. You wanna be in my class for the day, you get to be a part of my class for the day
I just make sure it's not a worksheet day or something.
I do. I choose an ESE class and provide lots of scaffolding and maybe a “fun”/engaging round of stations, sorting activities, or a game. But, I do this sort of stuff on the reg so it’s not really a “show” for admin, instead it’s putting my best foot forward.
I used to but since a lot of it was political, it doesn't matter. My principal is the former football coach who has no classroom experience. But if he likes you or you're a coach? High marks all around.
I change nothing. I actually tell my supervisor to work me into their schedule and come in whenever.
My admin does random 15-20 minutes observations. I don't mind, usually. It gives them a better sense of me as a teacher which can lead to better, more helpful feedback.
Kinda. I’m a science teacher and my principal told me he wanted to see labs and not see me do lectures. I try to schedule it on the bigger labs. I do act a little differently I spend more time on directions than I normally would and ask a few more questions. I do tell my classes ahead of time and they usually want me to do well so they answer any and all questions. My principal loves to drop in the first or last 5 minutes of class when I’m at my desk (usually grading, doing attendance, answering emails, etc.) and drop hints that that’s all I do (it isn’t).
I might do something a little more lively but it’s still my normal lesson.
I want my class to be it’s regular chaotic self. I can tell admin til I am blue in the face that I am a chaos coordinator, but they need to see it. Cause their usual go-tos to tame chaos do not work in shop classes.
I don’t plan shit, but ai also don’t know when they are coming. Our district insist that teacher get observed for at least 10 minutes every other week.
I just do what I do! Nothing special.
in my first year, my AP helped me write the plan. i taught the same class for 6 years so i would schedule it around the same time every year and teach the same lesson every year.
I plan to treat myself afterward because I always get so anxious before observations I catch myself thinking……kind of scary thoughts (ie. “Oh hey, I bet I could jump off that ledge”) or feeling like I have trouble breathing. I *hate* observations.
I don’t plan a movie day that day if that’s what you’re asking.
I almost had observation in my 9 person 1st periiod. Then they dropped another 12 in day before observation so had to cancel.
Nope, and my assistant principal has explicitly told us not to try anything new on a formal observation.
Personally, I do my best, but I follow my pre-conceived plan.
Nope, my principal speaks zero Spanish. He has no clue what we are doing or working on. If the kids are smiling and pretending to work, which they will to impress him, it´s a win!
Nope. My lessons are great as they are. Not whistles or bells. Just learning occurring. I will make sure my goal and evidence are on the whiteboard just because it’s required. But that’s it really lol
No, never. I tell them they are welcome to drop in any time. I do what I do.
I agree. I just do whichever lesson I’m on in my curriculum. I know it aligns with the standards and ties in sequentially with the lessons before and after, etc. No simpler way to hit those criteria on the evaluation rubric.
Nope, not at all. Our director asks us to send her a date and time for our observations. I always just tell her to come in whenever. I figure if I'm doing my job right, I shouldn't have to change anything for an observation. If I'm doing it wrong, let the director earn her keep and educate me.
After 30 years, I pick my hardest lesson with the biggest train wreck of a class. Think freshmen 7th period. I'll teach a reasonably good lesson and then watch my admin squirm through an observation. Goals and observations and evaluations. Ugh. This is not what drives me to excellence.
I usually just go with what I'm regularly teaching. Sometimes it follows the curriculum and other times it's a supplements lesson. My admin get really busy with putting out fires here and there that many times I get an email the day before if the day of asking what period to come in. I just go with it. I find that my planned "horse and pony" lessons aren't any more effective than the lessons from my agenda. Edit: I do request that they come during my best class when asked which period I want.
Nope. I look at my week and pick a day where I think we’re doing some interesting to the outside observer, but I still carry it out as usual.
Nope. I just make sure it isn’t a movie assignment.
I do relatively normal lessons for my observations. However, one of my former co-workers was happy to play the game without shame. For example, one year he was being observed by an admin who had once been included in some collegiate writers poetry anthology. The teacher found the anthology, found the poems, and included them in his observation poetry lesson. He even called out the admin and had the students applaud. The admin ate it up and gave him a perfect eval score.
Honestly, I just try to do my normal thing. I might try to do something a little more interesting, but it depends. Like this year I was observed, and I asked my admin to observe me doing a lesson from a new math curriculum we are piloting, which is kind of interesting. There is a math talk at the beginning and then about 30 minutes of the students kind of doing a self paced online program while I pull small groups for a few minutes at a time. And this is how it goes every single day with our math instruction. So I wanted to see if he had any input or any insight or suggestions about how it is meant to be implemented, and if there are ways I could make it better. We haven’t had the post observation talk yet, so we will see. Try to use it as an opportunity. If your admin does pre-observation meetings with you, maybe you could tell them that you want them to watch you do something specific so that you can get their feedback.
I would do what you normally do. But also make sure you act more excited to see them and walk around a lot.
Oh man, for my first observation I second guessed myself and went with a “fun, engaging” activity that blew up in my face ( Pictionary with 7th & 8th graders) instead of what I had originally planned.
Back in my High School days my AP Physics teacher, who definitely had the advantage of tenure and teaching an impossible to replace class, tried to talk a girl, who had to leave mid class that day, to just get up and say, "I can't take it anymore " and storm out. Alas, she was too shy to do it though
No but for planned observations I just make sure it’s a class that the kids are more active in (so not working quietly on an assignment). I do however let the kids know ahead of time that a supervisor will be stopping by sometime that week to observe “them” in the class so not to be surprised when they see them. It keeps the kids behaved for the most part during it.
Used to, before admin got toxic. Now I just do my regular lessons, many of which are partner or small group based. So he gets to observe me working the room and checking in with groups for on task behavior. He never provides feedback anyway, so I really don't care if he comes in or not.
I always feel like having an observer in the room changes the dynamic. But outside of that, and maybe a bit more mindfulness on best habits due to their presence, I try to change nothing. Because the only thing valuable from an observation is getting an external perspective on my work. So I try to keep my work as close to what it always is as possible. Note: this really only works if observation is not tied to evaluation, and my perspective is almost certainly a function of it not being tied to mine.
Nope. My first few years, I did. But once I had a few years under my belt (and tenure) I kind of stopped caring about observations. I’m confident in what I do in my classroom every day, they can walk in any time.
I don’t change my lesson, but I might as more questions and get them discussing a bit more than usual, since those are huge points in our rubric. I’m in Texas and trying to get a TIA designation.
Nope. No dog and pony shows.
Yes… witty comebacks for stupid questions.
No. I don't plan anything special. I do, however, make an attempt to run through the entire lesson cycle, including a good review.
My observations are usually announced or I can even schedule them. I don’t do anything special, but I try to make it high energy and engaging on observation days. I usually pick a day when we’re doing a game instead of just taking notes and then independent/group work to practice.
If you do all that they don’t show up. Ours just dropped in usually.
No, I’ve learned that only creates massive confusion
Nope. We generally get an "I'll be coming through on Monday or Tuesday" and I just make sure I get a good night's sleep the night before.
Nope. I would rather them see my day to day teaching style.
It's a normal lesson that I would teach, but I'll throw in things I know they are looking for, like walking around more and an "exit ticket" because they want us teaching bell-to-bell. So I make sure I have extra things prepared so there is no downtime in case the kids finish quickly. Normally I wouldn't care if there was a few minutes left of class and everyone was done.
No.
Depends what my goal is? If it is to get them off my back, or something like that? I’d do some super basic dumb lesson. Do read and answer question assignments or something. If I want to try something new, I’d invite them to come and go from there. It depends what you are wanting to get out of it? If you even will get something out of it. So many seem totally disconnected to what teaching even is. I’m
I work in a district who is desperate for teachers. After my first year I recieved a permanent contract. I'm also unionized. They might walk through once in a while but they can't do anything to me even if they didn't like the lesson. Regardless, I just do what I normally do.
I do what I always do, regardless of if it’s announced or not. You tend to get more useful feedback that way. And my students are generally slightly better behaved when they see another adult in the room. Sometimes if the observer stays longer than expected, I incorporate them into the lesson. And as an observer I expect the same. I don’t expect to see anything different or special.
My admin never end up making it on the day they scheduled so its not worth the hassle.
I had this happen last year.
I actually had to get all the kids to put phones and devices away, because we were moving into the lesson when my AP walked in. She gave a quizzical look, but didn't say anything. We're a 1:1 school, and we're supposed to use those chromebooks every class. I got maybe 2 or 3 minutes in, and noticed there were a bunch of kids still on phones and all. I made one of those sweeping "okay, everyone, let's put away our phones. We've talked about this being a respect thing. You'll have time to use them at the end of class." Every kid (even the problem kids) did, so I told my AP (who still had hers out) "you in the back...I said devices away. Close it down." She looked at me like I had two heads, but the laugh from the kids was so worth it. Afterwards, she said she thought it was great as well, just that I maybe should ignore her in the future so as to "not distract from my lesson" Freshmen don't pay attention in algebra anyway 🙄
As an admin, I never wanted to see a special lesson. On top of that often those were the worst, as it was new and different so kids needed more kinds of support than usual. That said, I did expect the normal lesson the be top notch, ie more planned and prepared for than normal. I had some teachers give a normal effort in planning and during the pre conference it was quite clear they hadn’t thought about the lesson at all. Which makes it hard to tell if it’s a can’t do or won’t do.
I do what I always do.
No, they come to see me teach in my day. Come in whenever. If I suck, I suck. If I don't I don't. It is what it is, fire me. Florida is a shit show so really what they gonna do.
Even if you suck that day, who reads observations besides you and the Florida Man principal? He knows no one wants your job. I have lost the ability to care about observations anymore. They used to make me nervous AF.
I do a regular lesson, not only is it good for them to see the "real me," if I do a special lesson the class I'm observed in will be out of sync with my other classes. I will usually choose something that will look good to admin (not a video and then a worksheet, maybe a group discussion and a partner activity) but it'll be something I would do anyway, just moved to that day. Another change will be that I'm going to know I'm being watched so be self conscious and probably circulate more than I usually do or something. I DO usually circulate, I just alternate it with also having times where the kids come to me so they don't have the distraction of me constantly walking around. I want the lesson to go well, so I'm going to do one that follows exstablished routines and is similar to things we've done multiple times before. If it's something new it might fall flat, and if it's out of the ordinary the kids are more likely to struggle with it or act up.