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.
| Focus Area | Observation / Suggestion | Follow-up / Outcome |
| Voice & pacing | “Hard to hear from the back; pause longer, repeat key steps.” | Later confirmed clearer speech and pacing. |
| Transition cues | “After quizzes, give clear verbal reset signals before starting lecture.” | Reported smoother transitions in later classes. |
| Safety & structure | “Reinforce goggles and workspace checks during circulation.” | Continued active monitoring though compliance remained inconsistent. |
| Procedural clarity | “Project lab steps visually for students at the back.” | Adopted partial visual guidance and improved clarity. |
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.
| Date / Context | Colleague’s Comment | My Response / Guidance |
| Early Feb | “Students skip the lab without documentation… My answer is ‘NO’ to them.” | Clarified policy; suggested quiz-based attendance routine. |
| Mar 5 | “They were talking the whole time and not focusing on lab work.” | Reframed as typical for intro students; emphasized presence and pacing. |
| Mar 22 | “They copy data and submit partner’s work.” | Proposed signed integrity statement and structured partner system. |
| Apr 15 | “They laughed at me and wouldn’t wear goggles… I had to yell at them.” | Reassured that chaos doesn’t equal failure; encouraged calm repetition of safety norms. |
| May 6 | “One student broke glassware because they were laughing.” | Emphasized micro-management and quiet correction over confrontation. |
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.