Objectivity is very important. Researchers must know what their purposes are and the teachers should focus on giving unbiased, objective information to their students. The observer should keep in mind that he is there on a predetermined purpose and not driven by a personal belief. For the data to be reliable, data collection should be systematic. Devise and research ways to collect data and set parameters to avoid subjectivity as much as possible. While observing, also evaluate the way the teacher delivers information and what type of resources they use to determine if the information they give is accurate and reliable.
The qualitative approach uses inductive reasoning, while the quantitative approach employs inductive reasoning. Inductive means working your way up and using your data to discover what the big picture looks like. Deductive, on the other hand, is proving or disproving what you already know. The quantitative approach needs a hypothesis to begin research; the qualitative does not. The qualitative method requires the observer to be the teacher or act like one of the students, while the quantitative approach needs full discretion. Discuss the pros and cons of each approach.
Classroom observation can address a handful of concerns, just as it can reveal student perspectives towards their classroom environment. It can also evaluate the quality and effectiveness of teacher-student interaction as well as the effectiveness of teaching aids used. Once data is evaluated, certain techniques could be devised for things like seating arrangements, grouping and disciplinary actions. There are many other topics to focus on depending on the purpose of the research. Determine your purpose and think of strategies to achieve it.
Classroom observation has essentially six phases. First is the pre-observation conference. This is where the first cycle begins. It is when the purpose of the study is discussed and the methodology is selected. Next is data collection. Data is either qualitative or quantitative. Third is data analysis; the hypothesis is either proven or disproven or a conclusion is made. Fourth is conference planning, and the last phase is the post-observation conference. During the last phase, conclusions are reviewed and the researcher decides whether he is satisfied with the results or will have to repeat the cycle to answer more questions.