Most teachers work incredibly hard and they actually work in isolation. They are so busy with class work that they have little time to spend in further study and in improving their own teaching techniques. This can lead to stagnation and even frustration. The fact is that teachers can learn a lot from each other, and that is where the concept of instructional rounds was born.
The purpose of this exercise is not to evaluate teachers. Rather, it aims at providing observing teachers the chance to compare their own teaching methods and classroom activities with that of the teacher being observed. However, if the teacher that is observed wishes feedback, it can be given. The real benefit of the practice is to discuss the exercise and to allow the observers to adapt their own techniques.
It is simple to get an observation schedule going. In most cases, the teachers that will be observed are those that have long experienced and that are professionally respected by their colleagues. The observers simply attend the class and do not interfere with the lesson on any level. Students are told what the purpose of the exercise is. Sometimes teachers even observe professionals at other schools.
In most cases observers decide beforehand to pay particular attention to a few specific issues. They may decide to pay particular attention to the way in which the observed teacher maintains discipline in the class, or how students are made to participate in the process. By focusing on specific issues the observation session and the subsequent discussion can be more productive.
After each observation session the observers should conduct a debriefing. It is commonly accepted that their thoughts will not be shared outside the group. The purpose of the debriefing is to share observations and to discuss the techniques used by the teacher that was observed. Members of the observation team can also share ideas on how to incorporate new techniques in their own classrooms.
There can be little doubt that everybody benefits from the observation system. The teachers that are observed are motivated by the fact that they are deemed worthy to teach their colleagues new and effective ideas. Those observing can implement new ideas in their own classrooms and the students benefit because they enjoy instruction of a higher quality. IN this way the entire education system is improved.
If the system is not carefully managed it may actually cause some harm. This is especially the case if the central principle that the observed teacher is not to be evaluated or criticized is ignored. Harm can also be caused when observers flaunt the confidentiality provision and discuss their opinions of the observation session with those not involved. No teacher should ever be forced to participate as the teacher that is to be observed.
A system that allows teachers to learn from each other can only be a good system. Everyone benefits if the quality of education is improved in any way. An observation system that is properly run can help to increase the motivation of teachers and to ensure that teaching methods remain fresh and innovative.
The purpose of this exercise is not to evaluate teachers. Rather, it aims at providing observing teachers the chance to compare their own teaching methods and classroom activities with that of the teacher being observed. However, if the teacher that is observed wishes feedback, it can be given. The real benefit of the practice is to discuss the exercise and to allow the observers to adapt their own techniques.
It is simple to get an observation schedule going. In most cases, the teachers that will be observed are those that have long experienced and that are professionally respected by their colleagues. The observers simply attend the class and do not interfere with the lesson on any level. Students are told what the purpose of the exercise is. Sometimes teachers even observe professionals at other schools.
In most cases observers decide beforehand to pay particular attention to a few specific issues. They may decide to pay particular attention to the way in which the observed teacher maintains discipline in the class, or how students are made to participate in the process. By focusing on specific issues the observation session and the subsequent discussion can be more productive.
After each observation session the observers should conduct a debriefing. It is commonly accepted that their thoughts will not be shared outside the group. The purpose of the debriefing is to share observations and to discuss the techniques used by the teacher that was observed. Members of the observation team can also share ideas on how to incorporate new techniques in their own classrooms.
There can be little doubt that everybody benefits from the observation system. The teachers that are observed are motivated by the fact that they are deemed worthy to teach their colleagues new and effective ideas. Those observing can implement new ideas in their own classrooms and the students benefit because they enjoy instruction of a higher quality. IN this way the entire education system is improved.
If the system is not carefully managed it may actually cause some harm. This is especially the case if the central principle that the observed teacher is not to be evaluated or criticized is ignored. Harm can also be caused when observers flaunt the confidentiality provision and discuss their opinions of the observation session with those not involved. No teacher should ever be forced to participate as the teacher that is to be observed.
A system that allows teachers to learn from each other can only be a good system. Everyone benefits if the quality of education is improved in any way. An observation system that is properly run can help to increase the motivation of teachers and to ensure that teaching methods remain fresh and innovative.
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