Ending the Lesson
“The aim must be to see the effect of our actions and teaching, and not to confuse this with those
actions and teaching” (Hattie, 2012, p. 155).
Administrative observations should be of students and the impact of the lesson on their learning,
not an observation of the teacher’s ability to teach.
How do we know if students were invited to learn? We look for the following:
Respect- Did the teacher make the student feel able, valued, and responsible?
Trust- Was there cooperative, collaborative engagement so the student could sense the
importance of the lesson?
Optimism- Do the students know they have untapped potential?
Intentionality- Was the lesson specifically designed to invite students to learn?
How a student approaches his/her teachers has a great impact on student learning. The studentcentered teacher has warmth, trust, empathy, and positive relationships.
So, what did the lesson look like from the teacher’s perspective?
Teachers evaluate their involvement with student learning and their effect on each student. They
possess a with-it-ness that equates to a passion for seeing students succeed.
Teachers involve their colleagues when evaluating the success of their lessons. Were the
learning goals clear and the success criteria attainable?
Teachers create opportunities to check for understanding during the lesson. They check for
understanding and modify the instruction to meet the students’ ability to acquire the subject
matter during the lesson (formative) and assess the learning at the end of the lesson (summative).