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Withitness

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Withitness

How Education Leaders Can Evaluate “Withitness” as a Character in Faculty

Withitness is a very important attribute in a faculty because it helps teachers respond to uncertain events in the classroom. Teachers can take note of everything happening in their classroom and respond to any situation appropriately and quickly. According to Wedde et al. (2023), the effectiveness of comparing and contrasting various situations in a classroom requires a professional vision of classroom management. There are various ways that educational leaders can evaluate withitness in faculty. First, an educational leader can observe how a teacher will handle a situation that they did not anticipate in class such as classroom disruption, violent behavior, or technical problem, the ability of a teacher to maintain their composure by remaining calm in the situation, maintaining the pace of instruction and adapting quickly informs the leader of their withitness.

The second method that educational leaders can use to evaluate teacher withitness is observation. Leaders can visit classrooms and observe how members of the faculty expect and respond to the needs of the students when they arise. The ability of the teacher to notice disruption and intervene without losing control of the learning environment plays a vital role. Lastly, educational leaders can evaluate withitness in faculty by getting feedback from the students. This is one of the most effective ways because students experience learning in different ways and they will provide information on the teacher’s awareness of important situations in class. A good example of how a leader can notice that the faculty member has withitness behavior can be in a situation where a student requires some additional help in understanding a particular concept in class and the teacher notices and gives the additional information to the student before they ask for assistance in understanding the concept.

How a Faculty Member Can Evaluate Self-Withitness

Self-assessment is an important process in education, teachers continue to self-judge, self-monitor, and review their strengths and weaknesses to understand the areas they need to improve (Quddus et al., 2019). The most important way to self-withitness is by videotaping the entire teaching practice and asking colleagues or faculty members from another school to observe and give you feedback. Secondly, the faculty member can also get regular feedback from the students by sharing surveys, weekly reflections, and classroom informal discussions which help them identify their withitness. An example of self-withitness among faculty members is peer review, for instance, if a faculty colleague is free, the teacher can ask them to join them in their class, and they will sit down and observe the teacher's withitness during the class and provide them with feedback at the end of the lesson. Although they received feedback from someone else, they have performed self-withitness.

References

Quddus, L., Khalid, M., & Khan, M. W. A. (2019). Teachers’ self-assessment of their teaching effectiveness at higher secondary level in Pakistan: a case study.  KnE Social Sciences, 807-817. http://dx.doi.org/10.18502/kss.v3i22.5089

Wedde, S., Busse, A., Bosse, D., & Gold, B. (2023, November). Comparing teaching examples: effects on the solution quality and learning outcomes of student teachers’ professional vision of classroom management. In  Frontiers in Education (Vol. 8, p. 1257681). Frontiers Media SA. https://doi.org/10.3389/feduc.2023.1257681