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Update to wtf was that (pre-observation)
So I had the best observation ever. My director said it was one of the best choral lessons he had ever seen. He went as far to leave a note for my principal saying so, and she dropped by my office to share that with me. Then it started getting around the school (ugh to that) but there's nothing I can do to stop it.
The write up was great. The end of it said "Brava! Keep doing what you're doing!" So he freaked me out for nothing, which is frustrating, but I learned a lot about him. It also continues my problem: he asked me to let him know where I felt I could improve my teaching, but if he can't find anything, and tells me not to change anything, then how am I supposed to answer that question? And also, while I'm thrilled to have such a fantastic observation under my belt, I can't help but be paranoid that I'm being set up to fail if my next one isn't as "amazing." I mean, I didn't do ANYTHING different than I do every day. KWIM?
At least that's done for the time being!
RIP Dr. Irving Fishman - 10/1/19-7/25/10 - thank you for holding on for me.
You made my wedding day complete.
Re: Update to wtf was that (pre-observation)
My Planning Bio
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As a teacher there is always something you can work toward. It could be something as simple as incorporating a certain type of music, vocal arrangement...honestly, I don't know much about music :-).
I always write about how I'd like to include more technology based projects or a certain type of teaching strategy. It doesn't have to be something life changing, but just an idea of what you'd like to incorporate in the future.
RIP Dr. Irving Fishman - 10/1/19-7/25/10 - thank you for holding on for me.
You made my wedding day complete.
So glad your observation went well. I have always had administrators ask what I would do differently. I think this is their way of making sure that we are always trying to grow as an educator.
I don't know how this would work in a music education situation, but I always try to say something about classroom management, questioning techniques, or ways to get more student talk built into my lesson. Another big buzz word for me is differentiation. Would any of that work for you?