Those that think that teaching is a half day job and that teachers have nothing to do but teach are very badly mistaken. Teachers have to deal with numerous responsibilities. They not only teach, but they also have to grade papers, complete many administrative tasks, become involved in extra curricular activities, attend endless meetings and work around the fact that they always have to do their jobs without adequate resources. They have no time for self development. However, instructional rounds may be at least part of the answer.
This is an easy to implement system that allows small groups of educators to observe and experienced or well known colleague in action in his classroom. The sole aim of the session is to learn from the educator that is under observation. The observers do not ask questions or interrupt the lesson in any way. They must just watch and learn. Nobody is ever forced to participate in observation sessions.
Observers always meet just before an observation session. In this meeting they set some goals for the session. Teachers selected for observation are normally deemed to be professionals that achieve excellent results. The observers therefore strive to focus on the techniques and methods used by this colleague to achieve their results. The teacher under observation is not part of this meeting.
For this system to work, it is vital that all role players fully understand that observation sessions have no element of evaluation. The observers are not judging the observed teacher and even the students are informed about the purpose of the exercise. These sessions have only one aim and that is to help the observers to improve the quality of their own teaching.
Every observation sessions is followed by a second meeting. The observers share their experiences and they discuss the lessons that they have learned from their colleague. They also brainstorm some ideas about ways in which to implement these lessons in their own class rooms. These discussions are confidential. No criticism of the observed teacher is allowed and no report is submitted.
The system of observing professional colleagues in action has become extremely popular. Observers learn from experienced professionals and those under observation are motivated because they have been identified as true professionals in their field. Eventually, however, it is the students that benefit most because their teachers are freshly inspired with new ideas. Teachers not only learn from each other but they also get to know each other better.
It is only natural that the system has critics. They complain that the sessions are too short and too informal. They say that because teachers being observed know about it well in advance, they make a special effort to impress their colleagues, thereby negating all the benefits of the system. Some even believe that this system is a convenient way in which to neglect much needed formal teacher development programs.
The educational system is certainly under tremendous pressure. Observation sessions make no claims on scarce resources and they are easy to manage and to implement. If they make even the smallest difference to the quality of education then they should be promoted vigorously.
This is an easy to implement system that allows small groups of educators to observe and experienced or well known colleague in action in his classroom. The sole aim of the session is to learn from the educator that is under observation. The observers do not ask questions or interrupt the lesson in any way. They must just watch and learn. Nobody is ever forced to participate in observation sessions.
Observers always meet just before an observation session. In this meeting they set some goals for the session. Teachers selected for observation are normally deemed to be professionals that achieve excellent results. The observers therefore strive to focus on the techniques and methods used by this colleague to achieve their results. The teacher under observation is not part of this meeting.
For this system to work, it is vital that all role players fully understand that observation sessions have no element of evaluation. The observers are not judging the observed teacher and even the students are informed about the purpose of the exercise. These sessions have only one aim and that is to help the observers to improve the quality of their own teaching.
Every observation sessions is followed by a second meeting. The observers share their experiences and they discuss the lessons that they have learned from their colleague. They also brainstorm some ideas about ways in which to implement these lessons in their own class rooms. These discussions are confidential. No criticism of the observed teacher is allowed and no report is submitted.
The system of observing professional colleagues in action has become extremely popular. Observers learn from experienced professionals and those under observation are motivated because they have been identified as true professionals in their field. Eventually, however, it is the students that benefit most because their teachers are freshly inspired with new ideas. Teachers not only learn from each other but they also get to know each other better.
It is only natural that the system has critics. They complain that the sessions are too short and too informal. They say that because teachers being observed know about it well in advance, they make a special effort to impress their colleagues, thereby negating all the benefits of the system. Some even believe that this system is a convenient way in which to neglect much needed formal teacher development programs.
The educational system is certainly under tremendous pressure. Observation sessions make no claims on scarce resources and they are easy to manage and to implement. If they make even the smallest difference to the quality of education then they should be promoted vigorously.
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