Lesson observation and the neurodivergent teacher…

Whether it be formal or informal lesson observations, the performative expectations can feel very taxing and overwhelming for teachers.  Add into the mix being neurodivergent and the situation is exacerbated further. 

In my own experience I managed the situation by dedicating every single moment I had spare, planning for the observation, this included cancelling any planned social or downtime – something I would not recommend, as decompressing time is so important, not only to recharge, but for overall mental wellbeing.

I was however, fortunate to work with encouraging and supportive colleagues who would kindly read over my lesson prep, as I was obsessed with ‘performing’, everything had to be perfect, every detail had to be just right, I would not be let down on the day by a spelling mistake (I created a glossary for myself on subject related words), I practiced the pronunciation of words (my dyspraxia affects my speech, made worse when stressed). In short, I wanted to live up to the ‘cult’ figure of the ‘performative teacher’. Neurodivergent participants in my doctoral research echoed similar feelings and experiences, they appeared, like me, to have a preoccupation with ‘proof’, one stated that they shouldn’t even be a teacher as they ‘couldn’t hang on to detail’.  

The performative nature of modern teaching for the foreseeable is here to stay, so what can we do to elevate the burden, the following suggestions can be applied to all teachers, but may particularly aid neurodivergent teaching professionals:

·         Provide, when possible, plenty of notice for lesson observations – even better, discuss and agree a day and time with the neurodivergent teaching professional

·         Avoid lesson observations in the last two periods of the day – fatigue can affect memory and recall, particularly for the neurodivergent

·         Be clear in advance what is to be expected on the day, this includes providing notice of any paperwork that requires completion, or presenting

·         On the day of the observation, where possible, all lessons should take place in the same classroom to avoid the stress of moving rooms

·         Feedback following the observation should be made available in writing, preferably in bullet pointed form, stating any key points for consideration

The above suggestions are intended to spark a discussion around accommodating neurodivergent teaching professionals through the lesson observation process, if you want to find out more, please do not hesitate to get in touch.

Be a neuro inclusive champion!

Best,

Dr Annemarie O’Dwyer