Lessons learned through reflecting on a classroom observation

Abstract

Using non-participant structured observation of classroom teaching as a method of collecting data was experienced; during a one hour session, the researcher noted who was speaking at 5-minute intervals.  Preparation of a chart for 7 expected students became unwieldly when some 20 students attended, which was not anticipated.  It soon became obvious that 5-minute intervals were too long, as many students spoke up but not at the points where speaking was recorded, so the final chart was unrepresentative of the classroom behaviour being observed.  In addition, the researcher became involved in answering a question themselves, something that should not occur when using a non-participant approach.