The Observer Effect

Any classroom observation cannot remove the researcher from the situation – even when not in the room. Firstly, there is the problem of ‘reactivity’. This is the response - often unconscious - by members in the room to the presence of an observer. Then, we have the problem that the researcher has their own preferences and bias that they bring to any situation, which can impact what they observe. Next, is the problem that we are even affected by our inner emotions, if we’re hungry or tired, for example, and the environment itself. We are even affected by the audience we are about to tell the narrative to, naturally looking for evidence to support our own beliefs.

In this article we will explore the problem of reactivity – the effect of the observer on the teacher and students.

Reactivity of the students can disrupt the validity of the data collected on behalf of the teacher. Students may present themselves in their best light, whilst some may act up instead. Additionally, there is a ‘teacher reactivity’, whereby the teacher accentuates the behaviours they know are being observed, without necessarily changing this behaviour across their practice. The teacher is often unaware of this behaviour, asking more questions of particular students than they would normally, circulating the room more actively and frequently etc. One possible solution to this is to allow for an adaptive period, where the students, and teacher become less sensitive to the observer’s presence. Frequent, short observations can increase adaptation. There may be the necessity for an element of participation by the observer, though this will impact on the nature of what can be observed; the status of the observer may impact no matter how long the adaptive period, for example, as a more senior practitioner students would expect me to engage in a lesson in which there is a deterioration of student behaviour or mutual respect.

My solution to this sits within the contracting agreement with the teacher- how do they want me to behave in the lesson and, how do I want to respond to behaviours which I believe are unsafe for example? In the end, having an open-door policy, where practitioners of every level can drop in and pass-through classrooms can negate the reactivity effect, but with an agreement that unless otherwise stated, teachers will not act to distract or undermine the normal practices in the classroom. It requires a progressive ethos, which many schools are not yet ready for.

Unobtrusive observation is another method that can be used to attempt to reduce reactivity. This can be using an observation room, audio recording, videorecording or a video-earpiece set up. All these have advantages and disadvantages too.

A little obtrusive, a videorecording (and audio recording) may lead to some reactivity, but studies have suggested this effect is at most ‘ephemeral’ (Repp et al., 1988). However, it is difficult to escape from the truth it can show us, as Knight (2018) describes:

“Educators, like everyone else, can be blissfully unaware of their own need to improve. As a result, when teachers watch video recordings of themselves, they are often shocked to see that the way they teach or coach bears little resemblance to how they imagine it to be.”

There is a perceived objectivity and detachment involved in reflective discussions around video footage, and they depend less on the observer’s ability to take in information, record it in situ, or recollect accurately, than in situ observations. (Though it is important that observers first experience the teacher’s classroom live, to build trust.)

Implementing a package of remote video-observation clearly has a business case, as managing to timetable observation sessions for busy people in schools is challenging. Its pedagogical case could be that some systems can be remotely operated, so can pan, or zoom, allowing for a more similar view as to in situ, without the intrusiveness. Commentary can be added to recordings for teachers to reflect on, prior to feedback. An earpiece-microphone set up can allow for communication between coach and teacher, immediate feedback, and though this can be initially distracting, it can become less so with practice. Using this equipment can be especially useful for the observer effect in behaviour management or when status of the observer is affecting the dynamics. A disadvantage is that when not live, some recordings are made and then ‘lost’ to poor sound or not being aware of where the camera is pointing.

There is also the strategy of the unseen observation, which is a “model of observation that relies on the teacher engaging in a process of self-observation and self-analysis, as well as collaborative reflection and dialogue with their ‘collaborator’, before and after the taught lesson.” (O’Leary, 2022) This removes the problem of whether the teacher’s behaviours during observation are authentic or not. It also values the ‘locus’ of the interpretation of the behaviours and their impact, as the teacher themselves: the person who has a full understanding of their internal cognition, in a way that an external observer does not. There is an argument that teachers may not be completely honest in their reflections, or they may not have the self-awareness, and they may struggle to both teach and record observational data at the same time. These are all valid points. However, if teachers and coaches are trained to use it well, the model can allow for professional learning that is highly transformative, O’Leary (2022) concludes:

“The ethos imbued in unseen observation is that teachers are qualified, trusted professionals whose learning is best supported by being afforded the time and space to engage in participatory sensemaking and reflexive dialogue with their colleagues on their practice, with a view to improving themselves and the learning experiences of their students.”

Being present at the time of the observation does allow for the exploration of emerging themes and gathering evidence from the room at the time. Though student work can be accessed after the event and then analysed, student voice at the time, cannot. Though a student can be interviewed afterwards, this is a narrative and a reconstruction of events, which is less reliable than in the moment. To understand what a student has understood from a specific teaching moment, requires asking them. In so doing, interesting themes can arise if a researcher probes their understanding further, for example a student may not immediately write a response, the reason for this may be one of multiple inferences; a student may say they do not understand, but on asking further questions, it may be they do not understand the question, or they partially understand.

My experience over time suggests that as a researcher on behalf of the teacher, using a mixed method of data-collection, observing frequently, in situ over time, and using video recording yields the richest supply of useful information. By developing self-awareness, and awareness of my effect on others means I can notice and change my behaviour whilst I observe, and for future observations, by deliberately choosing to observe from a specific spot, or moving in response to perceived student sensitivities, for example, thus reducing reactivity. Encouraging teachers to film themselves and to trial their changing behaviours across all their lessons, rather than only for those that are observed, increases agency, and bases professional dialogue on the teacher’s reflective practice. It also allows for a reduced obtrusiveness and the unwished-for effect of a high-status observer on the classroom. Keeping a mixed-methods model also maintains high levels of validity and reliability, especially for classrooms where the teacher is less able to observe reliably for a variety of reasons. As part of a trusting, respectful, and dialogic coaching relationship, the observer-effect can be known, understood and its effects reduced.

References

Knight, J. (2018). Unmistakable Impact (p. 21). SAGE Publications. Kindle Edition.

O’Leary, M. (2022): Rethinking teachers’ professional learning through unseen observation. Professional Development in Education, DOI: 10.1080/19415257.2022.2125551

Repp, A. C., et al (1988). Direct Observation: Factors Affecting the Accuracy of Observers. Exceptional Children, Vol 55, No. 1, pp. 29-36.