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- W2013371811 abstract "Throughout the school year, the high school teacher witnesses a virtual parade in and out of his classroom. The marchers in this parade are adults, not children. If the school system is of the large octopus type, the marchers will consist of assistant departmental representatives, department chairmen, area coordinators, supervisors, consultants, supervising consultants, consulting coordinators, ad nauseam. If the system is a small family unit, the parade will probably consist of one lone marcher, the building principal. All of these experts have one clear objective in visiting the classroom. Their goal is to observe and evaluate the instructor, or as they will sincerely state, are here to make you a better teacher. Now, let us evaluate evaluations. The observer will enter the classroom, usually without advance notice, and often in the middle of a lesson. He remains for the duration of the class period, sitting in the rear of the room, and scribbling excitedly on a large pad. The next day, the teacher receives (via inter-office mail) a neatly and impersonally typed evaluation. The observer noticed that the lesson of the previous period had not been erased from the blackboard, or that there had been a piece of paper on the floor near the third row, or that the bulletin boards had been presentable. We all know that students and teachers alike have days and bad days. If the teacher was fortunate enough to have been visited on a good day, his evaluation will contain statements of all-over praise. If the instructor was visited on a Blue Monday-and as human beings, teachers are entitled to them-the evaluation will surely record a departure from the accepted norm of teaching performance. The teacher doesn't need an evaluation to tell him what kind of a day it had been; he is keenly aware of it." @default.
- W2013371811 created "2016-06-24" @default.
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- W2013371811 date "1960-01-01" @default.
- W2013371811 modified "2023-09-25" @default.
- W2013371811 title "When students rate their teacher" @default.
- W2013371811 doi "https://doi.org/10.1080/01619566009536911" @default.
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