The State of Classroom Observation and Teachers’ Feedback: An Analysis Through Elementary School Teachers’ and Students’ Perspectives
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Abstract
Teachers’ classroom observation and giving feedback competencies facilitate students’ attributes to successfully achieve their educational goals. This qualitative research aimed to analyze the state of teachers’ classroom observation and giving feedback. The data were collected from elementary school teachers and students, using various interview techniques. Data analysis employed content analysis.
The results revealed that there were three domains of the teachers’ observation: 1) the cognitive domain, consisting of accurate understanding and misunderstanding; 2) the affective domain, consisting of positive and negative emotions; and 3) the behavioral domain, consisting of facilitating and discouraging behaviors. The majority of the teachers focused on the cognitive domain and discouraging behaviors. Moreover, there were certain students’ behaviors that teachers often overlooked such as doing non-academic activities under the desks, working on assignments that belonged to other subjects, and bullying their peers. In terms of giving feedback, teachers’ methods of giving feedback could be divided into three categories: 1) giving general feedback, 2) giving positive feedback, and 3) giving negative feedback. In the teachers’ perspectives, the problems that occurred when giving feedback included students’ disobedience and failures in communication between teachers and students. In the students’ perspectives, problems that occurred when receiving teachers’ feedback included impractical advice and excessive punishment.
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