A colleague will be observing, and suddenly the ordinary lesson starts to look inadequate. You consider adding a new activity, another tool, and a more elaborate presentation. Before rebuilding the session, return to what students need to learn that day.
The handbook recommends preparation and an authentic view of teaching. Give the reviewer enough context to understand the session while keeping the learning purpose in charge.
Have the preliminary conversation
Confirm the review's purpose, criteria, and required process. Explain the course level, the topic, and what students have already encountered. Identify a specific question within the scope of the review if appropriate.
Agree on arrangements and the materials the reviewer needs.
Share the lesson's reasoning
Provide the relevant plan, learning goals, instructions, or other permitted materials. Explain why this session fits the course sequence. If an activity builds on earlier work, make that relationship clear.
Don't expect a visitor to infer the design from one handout.
Handle the classroom arrangements appropriately
Follow the applicable process for notifying students and arranging the visit. Check seating and access so the observation can occur without unnecessary disruption. Protect private information in the materials you share.
Students shouldn't be asked to perform a preferred version of the class for the visitor.
Stay responsive during teaching
Use the planned explanations and activities, check understanding, and respond to the class you have. An unexpected question may need more time. A useful adjustment can be part of the teaching, rather than evidence that the plan failed.
Don't rush students through a difficult point merely to display every activity on the schedule.
Reflect while the session is fresh
Note what you covered, what students did, and where you were uncertain. Discuss the reviewer's observations through the relevant process. Ask for clarification when a comment doesn't identify the underlying issue.
Choose a reasonable follow-up action and record how you'll examine it. Keep any formal report in the appropriate location.
Before the visit, write a short context note with the learning goal, place in the course, and reason for the main activity. Then prepare the lesson students need. The reviewer will have a clearer basis for interpretation without the class becoming an audition.
Adapted from The New Faculty Handbook by Zafer Unal, pp. 199-201.
