Lesson Study Methods 5

The Observer's Gaze

Last time, I wrote that in order to see the reality of children's learning—specifically, 'how each individual child is learning' and 'how their learning is deepening'—the positioning and attitude of those observing the lesson are crucial.

There is one more important thing for that purpose.

That is, what kind of 'gaze' we observers direct toward the teacher and the children engaged in the lesson.

Kiyomi Akita, author of 'Introduction to Future Lesson Study Methods,' says that when she was young, teachers giving open lessons would often tell her, 'Because you nod, smile, and crouch down to be at the same eye level as the children, I feel at ease and can teach as I always do.'

If an observer watches a lesson with a sharp, cold gaze, looking for problems or thinking about what they will point out during the post-lesson discussion, they will likely only see the flaws.

It is important for an observer to think about how the children and the teacher in that space are feeling and to respond non-verbally (by nodding, smiling, etc.).

Of course, it is important to observe the facts of what happened in the lesson in detail for research purposes, but that is a separate matter from what kind of gaze you direct toward the teacher and children who are opening their classroom to you.

As an observer, I believe that consciously adopting an empathetic attitude toward the teacher and children, and maintaining an awareness that you are there to learn from them, leads to them showing you a more natural and better picture of the children.

I believe schools make efforts to ensure that observers can watch the learning process and hear the children's murmurs without putting too much pressure on the teacher, and I think the same applies to the observers themselves.

Since the teacher and children are exposing their true selves and opening them up to the observers, I believe that it is essential for observers to fully maintain an attitude of learning from that experience.