Informal Observation and Feedback

During Spring 2025, I collaborated with a part-time instructor newly assigned to the same introductory chemistry lab course. What began as a brief exchange of materials—manuals, slides, and course logistics—soon evolved into a longer mentorship process centered on teaching practice and classroom management.

At her request, I conducted an informal observation and provided feedback focused on clarity, pacing, and lab safety. Following is the feedback I provided to her after obervation of her lab:

• Voice clarity: From the corners of the lab, your voice was sometimes difficult to hear over background noise. Speaking slightly louder or pausing briefly to repeat key steps could help improve clarity.

• Quiz environment: Having students clear their desks before the quiz may help reduce distractions and improve focus.

• Returning quizzes: Uploading scanned versions online instead of distributing paper copies during class could save time and make transitions smoother.

• Post-quiz transition: Pausing a bit longer and giving a clear verbal cue—perhaps repeating it once or twice—can help students mentally reset after the quiz and reengage with the lesson.

• Visual guidance: When students are using the manual, projecting it—or at least showing section titles on screen—can make it easier for them to follow instructions. Some appeared unsure when directions were only verbal.

• Board writing: Some of the board writing was hard to read from the back. Pre-writing key points or supporting them with slides could improve visibility.

• Procedure clarity: The pre-lab talk might be more effective if it focuses less on broad concepts and more on specific procedures—equipment setup, measurement quantities, material locations, and expected outcomes—so students can begin with greater confidence.

• Safety (goggles): A few students didn’t put on goggles right away. Reinforcing this expectation at the start of lab could strengthen safety habits.

Ongoing Dialogue & Mentorship

As our conversations continued through the semester, it became clear that many of her challenges reflected the realities of managing first-semester lab students rather than instructional gaps. I focused on maintaining steady communication and offering small, actionable strategies—ways to reinforce structure, maintain calm presence, and build consistency. Some of these adjustments showed immediate results, while others required ongoing dialogue and reassurance. Over time, that continuity became the foundation of trust and mutual respect that allowed feedback to be meaningful.

Reflection

By the end of the semester, she told me, “Thanks for listening all semester. It helped just to be able to talk about it.”
That single comment reframed the entire experience for me.
It reminded me that mentorship is not always about solutions or immediate change—sometimes it simply means staying available when someone needs to be heard.

This experience reinforced that professional support can take different forms: sometimes a clear procedural suggestion, sometimes setting boundaries, and sometimes just quiet presence.