The most important thing about procedure is how people feel about what is being done. In classroom observation, everything the principal does should be motivated by interest, sincerity, kindliness, and professional purpose. If the principal’s motives are not of the highest, no rule of procedure will help him arouse a co-operative response in teacher and pupils. If his motives are genuinely good, then a little clumsiness now and then will not estrange those whom he proposes to help.
在程序中最重要的一件事就是如何讓人們感覺到什麼是已經完成的。在課室觀察中，校長所做的每件事必須藉由興趣，誠心，慈愛，和專業的目的所激發出來。如果一個校長的動機都不是最好的，在過程中就沒有任何的方法可以幫助他在老師和學生當中激發出一個合作的回應。如果他的動機大多是好的，真誠的，這樣現在就算一個小小的笨拙也不會讓那些提議要幫助的人遠離他。
The principal should arrange to be in the classroom before the lesson begins. Teachers and pupils usually expect a smile and a word of greeting, though a lengthy talk is out of place. The principal then goes to the back of the room, where he will not distract the pupils, and examines the lesson plan which the teacher has given him. The pupil records and a seating plan are also there, as well as the text and manual. The principal’s attention should be focused upon what the pupils are doing and what the teacher is doing, and not upon any mannerisms of traits peculiar to the teacher. The principal should be alert to what is going on, since both teacher and children react favorably to a responsive observer. A passive observer is annoying, as is one who seems to be oblivious of everything that is going on about him.這個校長必須在課程開始之前就安排到一間教室裡。老師和同學們通常都會期待一個笑容和一段話語的問候雖然一段很長的演講是不合適的。然後這個校長走到教室的後方，在那裡他將不會影響到學生們，然後又可以檢查老師給他的教學計畫。在後方學生的學習記錄和座位的配置也在那裡，就像課本和手冊一樣的好。這個校長的注意力必須集中在學生和老師正在做的事，而不是任何特別針對這位老師矯揉造作的特點。這個校長必須留神在現在在進行的事，因為這樣身為一個有責任感的觀察者對老師和學生們做出適宜地反應。一位被動的觀察者是很惱人的，就好像一位似乎關於他所有的事都被觀察一樣。
During the class, the lesson plan can be used as a guide in following the presentation of the teacher and the text. Pupil records help in interpreting the pupils’ answers and activities. It is usually best not to take any notes during the lesson, because note-taking seem to make most teachers uneasy. However, if the notes are shown to the teacher after the lesson and discussed with him, few teachers mind note taking during observation. Mental notes are necessary, however, as guides to the conference following the lesson. Particularly one should notice how the teacher realizes the objectives of the lesson, and how the lesson leads on to the next day’s work.在課程期間，教學計畫可以被用來當作是一份導引來注意老師的教學演講和主要內容。學生的記錄在學生的回答和活動中可以加以幫助和說明。在課程中通常最好是不要做任何的筆記，因為做記錄似乎會讓大部分的老師很擔心。然而，如果這些筆記在課程之後給老師看還有和他討論，有一些老師還是會介意在觀察中作筆記這件事。內心的筆記是很必要的，然而，內心的筆記就好像針對課程所出現的會議的準則一樣。校長必須特別注意到老師對於課程的目標了解多少，還有課程如何被引導到下一天的工作。
Should the principal "take over" when the lesson seems to be going badly? The teacher is making mistakes in presentation of factual information; or he is floundering and not able to get his presentation across; or pupils are noisy and inattentive, or merely listless. The principal may be tempted to take over the class, and show the teacher how it should be done. Except in extreme cases, this temptation should be resisted. If the teacher is unorganized during observation, he probably is at other times also, and intervening will not remedy the condition. More good will result in the long run by an analytical conference afterward, and perhaps a planned demonstration lesson. When a teacher is ineffective, the rule here is the same as for other problem situations: When in doubt, do the kindly thing. Exposing a teacher before his class will not improve his teaching; instead it will remove one prop he may have counted on ―the principal’s regard for him. An extremely weak teacher should be removed from service, but only after a consistent supervisory program has failed to develop him adequately. So, in visiting a classroom, the principal should consider himself an observer, a visitor, and should not have a mental set which says, "If he can’t do better than that, he should be shown." By all means, in the conference following the lesson, the principal should be frank in his appraisal of weakness, and should make specific plans for helping the teacher.當課程進行的很糟的時候，校長應該應該要“移交主權”嗎？當老師在事實的資訊講解中犯錯時，或者是他正在掙扎無法使他的講解遍及各處，
When the lesson is over, the principal again nods to the teacher, perhaps makes a single pleasant remark to the class, and leaves the room unobtrusively. If the lesson is running overtime, the principle should feel free to leave at the scheduled time, but without interrupting the class, if possible.當課程結束時校長再次和老師點頭，也許對這個班級作一個單一愉悅的評論，然後不引人注意地離開教室。如果課程進行到有些超過時間，校長應該在計畫好的時間內自在地離開，但是如果可以的話不要打斷這個班級。
Report on Observation and Conference
關於觀察和會談的報告
Teacher Grade Subject老師 年級 科目
Observation (date) Time to Observer
觀察 (日期) 對觀察者的時間
- Type of lesson 課程的類型
- Materials used 使用的教材
- Activities 活動
- Purposes achieved 要達到的目的
- Notes for conference 針對會談的記錄
Conference (date) Time to
會談 (日期) 對於時間
- Topics discussed (other than the above) 討論的議題 (其他不是以上提到的)
- Comments and suggestions 評論和建議
- Principal 校長
- Teacher 老師
- Proposed follow-up 提議所要跟進的事項
觀後心得:
我負責的部分提到的是，校長在課室觀察中該有的程序和注意的事項，以及校長的工作是要填補老師的需求，成為幫助老師的角色。
在大部分的西方國家，校長和老師的關係比較是平等的，所以當校長和老師進行課室觀察會談時，校長比較可以用一個像對待同事的態度和老師對談，而不是一個較權威式的態度，反之，在大部分的東方國家，校長通常會以權威的角色，用較指使的方式和老師溝通，所以我看完這篇文章之後，希望可以讓校長和老師之間的溝通方式可以已更平等的方式進行，校長也可以站在老師的立場一起發展研究如何提升教學品質，以便達到一個互助互信和一起合作努力達成教學目標的境界，我想這是這篇文章所要表達很重要的關鍵。
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