The majority of teachers work very hard and they take their jobs very seriously. Unfortunately, most teachers work in isolation. They seldom have the chance to interact with their peers and they are not often able to attend training sessions that will help them keep up to date on the latest techniques and teaching aids. This is where instructional rounds can be valuable. It allows teachers to learn from each other.
This type of exercise should never be seen as a form of evaluation. This is not the purpose at all. The idea is that teachers get a chance to observe other teachers in the classroom in order to see how the teacher in question interacts with the students, use media to explain difficult concepts and maintain discipline in the classroom. The teacher that was observed is not given feedback unless he requests it.
Getting an observer network going is as easy as setting up a roster for observers and teachers that volunteer to be observed. Volunteers are often teachers with extensive experience and impeccable professional reputations. In most cases few observers are led by an experienced educator. It is even common to observe teachers at other schools. The purpose of the exercise is explained to the pupils.
Observer groups often meet beforehand to decide upon the aspects that they are most keen to learn about. They choose one or two educational aspects and focus upon those aspects during the session. Observers do not take part in any class activity and they are not allowed to ask questions or make comments. Observation sessions are short and normally do not last longer than fifteen to twenty minutes.
After each observation session the observers meet to share their experiences with each other. They identify those ideas that they can implement in their own classrooms and they discuss the ways in which they can improve their own teaching techniques. These discussions are confidential and no report is ever submitted. If the teacher that was observed wishes to attend the debriefing session he can, but he is not allowed to participate.
There can be little doubt that observation exercises benefit everyone concerned. Teachers learn new techniques and get ideas from each other. Students benefit when those ideas are implemented in the class. Even the teachers being observed derive benefits. They are newly motivated to do even better because they are acknowledged to be worthy as an example to other teachers. In this way the standard of education is improved across the board.
While it is easy to implement an observation roster care should be taken to manage the system. The teacher being observed should never be criticized and observers should never discuss their experiences with anybody that was not part of the observer group. This can result in conflict and resentment. It is also important to use only volunteers for observation purposes.
Any system that allows professionals to learn from each other must surely be beneficial to the entire educational system. Teachers have to face enormous challenges and they often work in isolation. By observing each other in the classroom they not only get ideas from each other, but they also get the opportunity to share their experiences and difficulties.
This type of exercise should never be seen as a form of evaluation. This is not the purpose at all. The idea is that teachers get a chance to observe other teachers in the classroom in order to see how the teacher in question interacts with the students, use media to explain difficult concepts and maintain discipline in the classroom. The teacher that was observed is not given feedback unless he requests it.
Getting an observer network going is as easy as setting up a roster for observers and teachers that volunteer to be observed. Volunteers are often teachers with extensive experience and impeccable professional reputations. In most cases few observers are led by an experienced educator. It is even common to observe teachers at other schools. The purpose of the exercise is explained to the pupils.
Observer groups often meet beforehand to decide upon the aspects that they are most keen to learn about. They choose one or two educational aspects and focus upon those aspects during the session. Observers do not take part in any class activity and they are not allowed to ask questions or make comments. Observation sessions are short and normally do not last longer than fifteen to twenty minutes.
After each observation session the observers meet to share their experiences with each other. They identify those ideas that they can implement in their own classrooms and they discuss the ways in which they can improve their own teaching techniques. These discussions are confidential and no report is ever submitted. If the teacher that was observed wishes to attend the debriefing session he can, but he is not allowed to participate.
There can be little doubt that observation exercises benefit everyone concerned. Teachers learn new techniques and get ideas from each other. Students benefit when those ideas are implemented in the class. Even the teachers being observed derive benefits. They are newly motivated to do even better because they are acknowledged to be worthy as an example to other teachers. In this way the standard of education is improved across the board.
While it is easy to implement an observation roster care should be taken to manage the system. The teacher being observed should never be criticized and observers should never discuss their experiences with anybody that was not part of the observer group. This can result in conflict and resentment. It is also important to use only volunteers for observation purposes.
Any system that allows professionals to learn from each other must surely be beneficial to the entire educational system. Teachers have to face enormous challenges and they often work in isolation. By observing each other in the classroom they not only get ideas from each other, but they also get the opportunity to share their experiences and difficulties.
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