Lesson Observations: Navigating the Psychological Challenge

Imagine working in a profession where you are graded every three to four months, and that evaluation could make or break your career. Let me tell you about lesson observations.

One of the most nerve-wracking experiences for teachers is the lesson observation. While it’s meant to improve practice, the pressure and psychological strain can make it feel like a high-stakes challenge.

The Build-Up: Anticipation and Anxiety

It usually starts with an email. It could arrive at any time, informing you that your lesson will be observed by a line manager, a senior leadership team (SLT) member, or a colleague within the next few days. The instant you read that email, your mind begins to race: Which class will they observe? Is it the last lesson of the day? Are my books marked? Who is observing?

These questions can flood your thoughts for hours. Once the initial panic subsides, the next step is mentally organising the situation. The anxiety only intensifies when you think about preparing the lesson itself. You’ll need to spend hours refining every detail—the lesson plan, materials, resources, and presentation slides. Then comes the dilemma: Do I play it safe or try something new and risky, like having students collaborate and take the lead?

My instinct is often to take the risk. After all, observations should be about self-development. But in some schools, they are tied to performance appraisals, promotions, or even more serious consequences like support plans or dismissal. The stakes are high, and for many teachers, it’s a make-or-break moment.

Preparation: The Pressure to Be Perfect

Once you’ve worked out the logistics and prepped everything, the next challenge is balancing the lesson’s flow. Should you go with something familiar or experiment with a new strategy? I’ve learned to balance both—bringing in tried-and-true techniques while introducing innovative elements to keep students engaged. Observers appreciate structure, but they also want to see dynamic, student-centred learning. For me, taking these risks has often paid off, and I view observations as an opportunity to push myself.

But it’s not that simple. For some teachers, lesson observations feel like a threat rather than a developmental tool. The constant pressure to score 'good' or 'outstanding' can create a cloud of anxiety that looms over the entire process. You’re not just being evaluated on your teaching, but also on your classroom management, student engagement, and even how the lesson fits into the broader curriculum. The psychological weight can be overwhelming.

The Observation: Facing the Judgement

On the day of the observation, you begin to focus on the observer themselves. What’s their agenda? Will they be lenient, or are they looking to be critical? Do they have biases? Their judgement can feel subjective, especially when you’re aware that they’re deciding between four possible outcomes: inadequate, satisfactory, good, or outstanding. This grade will impact your professional reputation.

Despite these pressures, I’ve always remained confident in my abilities. After many observations, I’ve developed strategies to cover all the key bases: a well-structured lesson with a clear start, engaging main activity, and a strong plenary. Ensuring students are focused, behaviour is controlled, and learning objectives are met has always been my priority. However, the dynamic between the observer and the students can add a new layer of unpredictability.

For example, there have been times when students, sensing the high stakes, have tried to sabotage the lesson, openly telling me, "Sir, this is payback; we’re going to be a nuisance." Yet, in the end, the structure of the lesson and the energy I put into making it fun usually wins them over, and they forget their mission to disrupt.

The Unexpected: Lessons Learned from the Other Side

I can remember one occasion when I completely forgot about the observation. The observer waved at me from the back of the room, and my stomach dropped. In a panic, I quickly pulled together a makeshift lesson plan and PowerPoint slides from a previous lesson. Somehow, I managed to get a 'good' grade, but the experience was a lesson in staying calm under pressure. Over time, I’ve become more comfortable with the observation process, achieving mostly 'good' and 'outstanding' marks, largely due to the skills I’ve developed from action research, working with global professionals, and integrating research-backed practices like spaced learning and retrieval strategies into my lessons.

After about 50 lesson observations, I started noticing a pattern. Some leaders use observations to genuinely develop their staff, while others use them as a form of control, discipline, or intimidation, often invoking the threat of Ofsted. Over time, the pressure to consistently achieve good or outstanding can become exhausting, affecting not only performance but also health and well-being.

From Teacher to Observer: A New Perspective

When I became an observer myself, I gained a new appreciation for how subjective the process can be. What might look great to one person could seem ineffective to another. However, one thing is clear: if the teacher lacks control of the classroom and the students aren’t learning, the outcome is unsatisfactory.

Being on the other side of the table has taught me how challenging it is to remain objective while providing meaningful feedback. I’ve also realised how important it is to focus on development, not punishment. Observations should be about growth and support, not just ticking boxes or catching teachers out on a bad day.

The Importance of Setting the Right Culture

School leaders play a crucial role in setting the right culture around lesson observations. If the culture isn’t focused on genuine professional development, teachers may start "acting" for the observation—preparing elaborate lessons designed to impress, but far removed from the normal flow of their day-to-day teaching. This can create a disconnect between what happens during an observed lesson and the realities of everyday school life and teacher progress.

In the long run, this performative approach doesn’t benefit anyone—teachers, students, or school leaders. Teachers need to feel supported in their professional growth rather than being pressured to stage a perfect lesson for the sake of observation. Observations should reflect authentic teaching and provide feedback that helps educators improve on what they do every day, not just when they’re being watched.

Conclusion: Turning Observations into Opportunities

Lesson observations are as much a psychological challenge as they are a professional one. The stakes feel high, and the subjective nature of the process can create immense pressure. However, with experience, confidence, and a focus on continuous learning, teachers can view observations as opportunities for growth rather than obstacles.

To anyone facing an observation, I offer this advice: focus on the learning happening in your classroom, not on perfection. Take risks when appropriate, but ensure your students are engaged and the lesson is well-structured. And if you’re ever in the observer’s seat, remember that feedback should be about helping teachers grow, not just about judging them.

In the end, lesson observations, when approached with the right mindset and a supportive school culture, can be a powerful tool for self-improvement and development in the teaching profession.

"My Teaching Routine" book takes you on a journey. It's not a linear book or one with a fixed narrative sequence which requires you to start at the beginning. The book takes you through different phases of the classroom and gets you to think about each stage and process."