4. Observing Learning

Observe pupils
1.1 Observe first and only then act
1.2 Observing individual pupils’ body language
1.3 Observing individual pupils’ use of language
1.4 Observing the entire class
Observe yourself
2.1 Observe your own body language
2.2 Observe your own use of language
2.3 Using subject-specific terminology
Responding with body language
3.1 Giving compliments
3.2 Reinforcing positive behaviour
3.3 Waiting before responding
Two sources of information
Examples
Summary
Credits

By observing pupils’ body language and use of language, teachers gain a better understanding of their intentions and emotions.

By being attentive to body language and use of language, I create a positive learning environment. By paying attention to pupils’ body language and use of language, I can better sense their mood and make contact more easily.

An observer must know how to make himself weightless, otherwise no one will open up”. Constantius (2017), Constantin

Current approach:

How do I currently pay attention to body language and use of language?

Future approach:

How will I pay attention to body language and use of language in the future?

Introduction video

For more information check out our other introductory videos here.

Introduction

Observing as a perspective

‘Observing learning’ is one of the five perspectives of Friendly and Fair Teaching (FFT).

Figure 53: Observing learning (overview)

Why observing is important

When observing pupils, body language and use of language are important indicators. Therefore, do not only pay attention to what a pupil says, but especially to the way in which they say it. You can then immediately determine whether it is appropriate to compliment a pupil or, instead, reinforce positive behaviour. By paying attention to body language and use of language, and by also using body language in your response, you can make contact more easily.

By observing, you gain information about individual pupils as well as about the class as a whole. In this module, you will learn both how to recognise and resolve disruptive behaviour by an individual pupil and how to respond to pupils who are behaving appropriately or working well. In both cases, you initially respond with body language.

The pivotal role of observing

‘Observing learning’ is the only perspective that focuses on perception. The other four perspectives are action-oriented. This gives ‘Observing learning‘ a pivotal role among the perspectives of Friendly and Fair Teaching:

Figure 34: The pivotal role of ‘Observing Learning’

You use body language both when giving a compliment and when reinforcing positive behaviour. By paying attention to body language and using it yourself, you speak the pupils’ language. By observing pupils and interpreting what you see, you are able to act more quickly and effectively, resulting in fewer disruptions to the lesson. Observing is therefore a preventive action.

Preparation

You are better able to observe yourself if you:

have discussed the Framework (Friendly + Fair) with the pupils.
use the blue and green images of the Triangle for each activity to indicate what you expect from your pupils.
adopt a friendly attitude.
have a good command of the subject matter.

1. Observe pupils

1.1 Observe first and only then act

When you enter the classroom together with the pupils, immediately pay attention to their body language. To make time for this, use the Triangle / Expectation Management Map to indicate what you expect from your pupils. For example: Work silently on this task.
Only when you see that everyone is working with concentration do you put the lesson information on the interactive whiteboard.
If you are in the classroom before the pupils arrive, put the instructions for the start of the lesson on the interactive whiteboard in advance.

1.2 Observing individual pupils’ body language

What do you look for in pupils’ body language? Which signals precede a disruption?

What you see:

looking away.
avoiding eye contact.
looking around.
touching other people’s belongings.
tapping a pen.

What this may mean:

challenging.
seeking contact.
restlessness.
boredom.
tension.

Meanwhile, students pay close attention to your posture, even if you don’t pay attention to your own body language. Not making contact at the level of body language is a missed opportunity!

1.3 Observing individual pupils’ use of language

By paying attention to your pupils’ use of language, you can recognise both positive intentions, beliefs and emotions (in which case you give a compliment) and possible disruptions at an early stage. You pay attention not only to the content of what is being said, but also to what is being communicated between the lines. This includes paying attention to the tone of voice, the words used and the posture of the person speaking. Coarse or hurtful language can have a negative effect on others and can be a source of conflict. It is therefore important to observe pupils’ use of language carefully.

How do you recognise a possible disruption at an early stage? You may hear a pupil:

using a particular intonation or tone.
using language that may hurt others.
using swear words.
making generalisations.
labelling others.
making discriminatory remarks.
speaking contemptuously about others.

1.4 Observing the entire class

If you notice that a group is unusually excited, give them some time to calm down. Once the pupils are ready to talk to you again, ask why they were so excited. Perhaps something upsetting has happened that you would be better informed about.

2. Observe yourself

Observing does not only mean looking and listening to pupils; it also means continuously observing yourself and adjusting your own behaviour.

2.1 Observe your own body language

You influence the atmosphere in the classroom by consciously using your own body language. If you move slowly, speak softly and maintain a neutral facial expression, you project calmness. Pupils will generally adopt your calmness. Therefore, avoid hurried movements, speaking loudly and looking angry. (See Setting the Standard of Behaviour and Managing Emotions).
Choose a position in the classroom from which your message will come across most effectively.
Support what you say expressively with gestures, posture and facial expressions.

2.2 Observe your own use of language

Many conflicts begin with words. Words can be misused to hurt or dehumanise one another, or to achieve one’s own goal. Vriendelijk Orde Houden therefore advises you to formulate your words carefully and speak in a friendly manner. Run what you are going to say through a filter. By speaking in this way, you create a positive learning environment.

If you set a good example and pay attention to your choice of words, a positive learning environment develops. This encourages pupils to formulate their words carefully too. If you can stop coarse language immediately with a gesture, coarse language disappears from the lesson and the number of lesson disruptions decreases.

Which words do I choose to invite you to listen to my story?” Tony Scott

2.3 Using subject-specific terminology

Explain subject-specific terminology at the beginning of the lesson. If you do not, unfamiliar words can make learning unnecessarily difficult.

3. Responding with body language

3.1 Giving compliments

When you see that a pupil is participating well or making a good effort, give them a compliment using the thumbs-up gesture.

3.2 Reinforcing positive behaviour

If you want to remind a pupil of the standard of behaviour you can choose a series of three gestures: Start, Stop or Silence.

During the ‘Practice Period‘, you start using series of gestures in lesson 3

3.3 Waiting before responding

If, during a planned period in which pupils are allowed to work independently, you see that a pupil is not getting started but is not disrupting the lesson either, there is no immediate need to do anything about it. Ask the pupil in the next lesson why they did not get to work.

4. Two sources of information

Language and body language provide different types of information. When you consciously pay attention to body language, this does not mean that you stop paying attention to what a pupil is saying. Both sources of information complement each other and can be used simultaneously.

5. Examples

Freddie Hooijer: “Not only in education, but also in life, it is about seeing one another and also being seen by one another. If you look carefully at your pupils and respond to them appropriately, you become a mirror for them through which they learn to understand themselves.”

Openness about emotions in primary education

Pupils indicate how they feel in the morning using pegs.

6. Summary

You pay attention to your own body language and use of language and to that of your pupils. As a result, you understand your pupils better and respond quickly and appropriately.

7. Credits

Rense Houwing – editor Friendly and Fair Teaching	Rense pointed out that the perspective ‘Observing learning’ is the only one focused on perception. This perspective now has a pivotal role in the other four perspectives of Friendly and Fair Teaching.
Enero Moestalam – HkA / Video producer	Enero asked Johan ’t Hart to teach a lesson focusing solely on body language. For Johan ’t Hart, it opened up a whole new world. He immediately saw how his pupils were feeling and was therefore able to respond to them more effectively. This way of observing has been incorporated into the ‘Observing Learning’ perspective. Enero is a former pupil of Johan ’t Hart.
Tony Scott – Rapper (Peter van der Bosch – The Chief)	The rapper Tony Scott is one of the originators of Rapucation. Read more at the introduction above. Friendly and Fair Teaching began in 2007 under the name Rapucation. This name was devised by Tony Scott (see name change to Stichting Vriendelijk Orde Houden). Tony’s trademark was his careful use of language: “Which words do I choose to invite you to listen to my story? See History. His friendly way of addressing pupils and of passing on that way of speaking to pupils has been incorporated into the FFT method.

Go to ‘Behaviour Management Strategies’