Critiqued But Not Guided

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A few weeks ago, a friend who had recently been appointed as the Head of the Science Department (HoD) reached out to me. He was feeling the weight of his new responsibilities, especially when it came to classroom observations. The principal of the school had instructed all HoDs to ensure that their feedback was valuable and contributed to improving teaching quality.

Knowing that I had served as a HoD before, he asked for my advice. 

“How do I give comments that actually help?” he asked. 

His concern was genuine – he did not want to fall into the trap of offering vague or meaningless feedback. This conversation took me back to my own experience of being observed as a teacher and receiving comments that were anything but useful. 

More than that, I remember myself giving comments to my fellow friends that were more meaningful, constructive, and professional – not personal and intimidating.

Meaningful Feedback 

Classroom observations are meant to serve as a tool for professional growth. Ideally, they help teachers refine their methods, identify areas for improvement, and reinforce what they are doing well. However, for this to happen, feedback must be constructive, relevant, and actionable. 

Effective feedback should:

• Be specific. 

E.g. Some students appeared disengaged during the group activity. You could try incorporating a short interactive activity or a discussion break to regain their attention.

 

• Be relevant (Teaching methods, student engagement, or lesson effectiveness). 
• E.g., Your questioning technique encouraged students to think critically but consider giving more wait time after asking questions so that all students have a chance to process and respond. 

 

• Offer practical or constructive suggestions, not criticism. 

E.g., Some students seemed confused about the task. Before starting the activity, you could model an example or ask a student to repeat the instructions to ensure clarity.”

Unfortunately, not all observations meet these standards. Too often, teachers receive feedback that is either superficial or irrelevant, leaving them confused or demotivated rather than empowered.

 

 

Sharing My Experience 

I vividly remember one classroom observation where a senior teacher came to assess my lesson. I had put in a great deal of effort into preparing an engaging class, ensuring that my students were actively participating. However, when I received my feedback, I was stunned. Instead of comments on my lesson delivery, student engagement, or instructional strategies, I was given remarks such as:

• Teacher was not aware of students’ mood
• Need to rearrange the table

I was baffled. The first comment was too vague – what exactly was meant by students’ mood? Was there something specific I had overlooked? More importantly, how was I supposed to act on such an ambiguous statement?

The other comment was even more frustrating. While classroom arrangement can have an impact on learning, I expected feedback on my lesson structure, teaching techniques, or student engagement – not on furniture arrangement.

I walked away from that observation with no clear understanding of what I was doing well or how I could improve. This experience made me realise how unhelpful and demoralising poorly delivered feedback could be.

 

What Good Classroom Observation Feedback Should Look Like 

While the list is not exhaustive, here is what effective feedback should look like:

Specificity

Vague remarks do not help teachers improve. Instead of saying, Teacher not aware of students’ mood, the observer could have provided a clearer statement like:

Consider using quick check-in strategies, such as asking students to rate their understanding with a thumbs-up or exit tickets, to gauge their engagement during the lesson.

Relevance

Feedback should focus on teaching strategies, not minor details unrelated to learning. Instead of commenting on table arrangements, a better comment would be:

Rearranging the seating into small groups could encourage peer discussions and make collaborative learning more effective.

Constructiveness

Feedback should offer actionable steps. Instead of simply pointing out what is wrong, it should provide clear ways to improve. 

Example: 

The lesson had a strong introduction, but students seemed disengaged midway. Perhaps incorporating a hands-on activity or a real-world example could maintain their attention.

By providing specific, relevant, and constructive feedback, observers can ensure that their comments are useful to teachers.

Suggestions I Proposed to My Friend 

I shared a few key principles that I had learned from both good and bad observations:

Observe with a focus on student learning

Instead of looking at minor details like furniture arrangements, focus on how students are engaging with the lesson. 

Offer specific and actionable suggestions

Avoid vague comments; instead, highlight what is working well and suggest ways to improve. 

Encourage reflection

Instead of just giving feedback, ask the teacher questions like, “What do you think worked well in this lesson?” or “Is there anything you’d like to improve?”

Balance positive reinforcement with constructive criticism. 

Pointing out strengths is just as important as highlighting areas for improvement. 

Make feedback a dialogue, not a judgment. 

A good observation should feel like a professional discussion, not a one-sided critique.

Reflections - The Need for Change

Reflecting on my own experience and the conversation with my friend, I realised how critical it is to rethink how classroom observations are conducted. Teachers do not benefit from empty criticism or irrelevant remarks. Instead, they need meaningful, well-structured feedback that helps them grow in their profession.

If the goal of teacher observations is to improve classroom instruction, then those conducting them must ensure that their feedback is practical, insightful, and genuinely aimed at helping teachers refine their craft. 

Anything less is just a missed opportunity.