Evaluating Withitness in Faculty: Strategies and Self-Assessment

Withitness, a concept introduced by Jack Kounin in the 1970s, refers to a teacher’s ability to maintain awareness of the entire classroom environment and manage student behavior proactively. Effective evaluation and self-assessment of this crucial skill are essential for both educational leaders and teachers themselves.

How Education Leaders Can Evaluate Withitness:

• Classroom Observation: Direct observation is a key tool for assessing withitness. Leaders can observe a teacher’s:
  • Scanning:Do they frequently scan the classroom, making eye contact with different students?
  • Movement:Do they move around the classroom to different areas, ensuring no student is left unseen or unheard?
  • Anticipatory Responses:Do they intervene in potential disruptions before they escalate?
  • Body Language:Is their body language confident and poised, conveying control of the environment?
• Student Interviews: Informal discussions with students can reveal their perception of the teacher’s attentiveness. Leaders can ask:
  • Do you feel like the teacher sees what’s going on in class?
  • Do you feel comfortable approaching the teacher if you have a question or need help?
  • Does the teacher address disruptive behavior quickly and effectively?
• Review of Lesson Plans: Scrutinizing lesson plans can provide insight into the teacher’s planning for classroom management. Look for:
  • Clear expectations for behavioroutlined in the plan.
  • Strategies for engaging all studentsto minimize opportunities for disruption.
  • Back-up plansfor managing unexpected situations.

Research Support:

A study by Emmer et al. (1982) found a positive correlation between teachers rated high in withitness and student on-task behavior. This suggests that strong withitness skills can lead to a more focused and productive learning environment.

Self-Assessment for Faculty:

• Video Self-Analysis: Recording and reviewing classroom sessions allows teachers to assess their own withitness. They can ask themselves:
  • Did I scan the classroom frequently enough?
  • Did I address potential problems before they became disruptive?
  • Could I have positioned myself more strategically to maintain control?
• Peer Observation: Requesting a trusted colleague to observe your class specifically focusing on withitness can provide valuable feedback.
• Student Feedback Surveys: Anonymous surveys can provide insight into how students perceive the teacher’s awareness and management of the classroom environment.

Additional Resources:

• Kounin, J. S. (1970). Discipline and group management in classrooms. Holt, Rinehart and Winston.
• Emmer, E. T., Evertson, C. M., & Sanford, J. P. (1982). Classroom management in elementary schools (2nd ed.). Prentice-Hall.

By implementing these strategies, educational leaders can effectively evaluate faculty withitness, while educators themselves can identify areas for improvement and continuously enhance their classroom management skills. Remember, a strong sense of withitness fosters a positive learning environment for all students.