Two observers visited Diploma I class to assess a teacher teaching Nursing Care of Adults of the observers is the ASP whose tenure is 11 years and the other is a critical friend who holds a master degree in education and has 10 years of teaching experience. Both are familiar with the observation tool. This approach was used to explore inconsistencies in the perception of the observation items within the specified from. They were informed about the process; they should sit at different corners in the back of the class (Fig 5), do not speak to each other, and fill in the appraisal form the way they perceive it with an evidence for each partially or not accomplished item.
Classroom observations may become the object of debate or criticism for a variety of reasons. For example, if classroom observations are used as part of a job-evaluation process, school leaders, teachers, and teacher unions may have divergent ideas about how the observations should be conducted and what the evaluation criteria should be. In addition, while classroom observations have long been used in the job-performance evaluations of teachers, some critics contend that the observations contribute relatively little to the improvement of teaching for several possible reasons:
The overall findings from these studies suggest that feedback from classroom observations is a viable and effective mechanism for providing teachers with the information they need about their classroom behavior. This feedback is intended to create an "imbalance" in teachers' perceptions of their own behaviors. This imbalance exists whenever teachers find out that their attitudes or perceptions of their teaching differ from that of trained observers. Teachers in such a state of "imbalance" are motivated to do something about their behavior in order to restore themselves to a balanced condition. A similar notion is that self-awareness increases teachers' control of their actions and the possibility that they will modify them. In 1995 Waxman, Huang, and Padrón provided schoolwide feedback to middle school teachers that compared their school profile on classroom instructional behaviors to an overall districtwide average of these same behaviors. Feedback from these profiles was used to stimulate dialogue and discussion about instructional strengths and weaknesses in the school. The profiles also helped initiate discussion about specific instructional areas that needed to be improved in the school. It should be pointed out that these profiles provided some guidelines for practice, and they were not attempts to tell teachers what to do. These profiles provide teachers with concepts and criteria that they can use to reflect about their own teaching. The feedback session was not viewed as one where research findings should be applied into specific rules or guidelines for teachers to follow. Rather, the observational feedback was intended to be used as a guide for teachers with which they and their colleagues could reflect about their practices on their own and decide what action to take. Professional services and university courses are some of the possibilities that teachers could choose if they wanted to continue to collaborate with the researchers in order to help them improve their instruction. In summary, the use of feedback from classroom observations appears to be a potent strategy that can improve instructional behaviors in specific classrooms and schools.