Teaching can be a very demanding job and teachers have to deal with a myriad challenges every day. Teachers are often frustrated because they seldom get the opportunity to communicate with other teachers and to exchange ideas and experiences. Instructional rounds aim to correct this situation. It is designed to encourage teachers to learn from other teachers and to implement improvements in their own classrooms.
Observation exercises have nothing to do with teacher evaluation. In fact, the teacher being observed is not even given any feedback unless he asks for it. The observers are there purely to learn from their colleague. They may want to see how another teacher maintains discipline in the classroom, elicit participation from the student or make use graphic aids to render complex concepts easily understandable.
Setting up an observer roster is very simple. It is even possible to observe teachers at other schools. The students are told what the purpose of the exercise is and the observers do not take any part in the teaching or classroom interaction. Those being observed are often highly qualified and experienced educators. They are never forced to agree to an observation session.
Experts advise that it is best for observers to focus on one or two very specific aspects. These aspects should be discussed prior to the observation session and in most cases the teacher concerned does not know what exactly the aim of the observers is. In this manner all the observers will make notes on similar issues. This will allow them to have meaningful discussions afterwards. Observation sessions should not last longer than fifteen 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 are many benefits to these observation exercises. Students most certainly benefit because their teachers will be using new techniques in the classroom. The teachers grow professionally and they often get better results. The observed teacher is benefits because he has been recognized as someone that is likely to help other teachers develop themselves. The system works well because there are no threats to anyone that is involved.
The aims of this system are noble but great care should be taken that the rules are followed. It is especially the teacher that is being observed that is vulnerable. Observers that discuss their opinions outside the observer group of observers or that criticize the observed teacher can cause resentment, conflict and humiliation. Trying to force any teacher to participate can also be counter productive.
Anything that helps to improve the standard of education should be welcomed and encouraged. Allowing teachers to observe each other in action and to learn from it is a simple way in which to improve teaching techniques. It is also an excellent way in which to acknowledge those teachers that are willing to share their experiences.
Observation exercises have nothing to do with teacher evaluation. In fact, the teacher being observed is not even given any feedback unless he asks for it. The observers are there purely to learn from their colleague. They may want to see how another teacher maintains discipline in the classroom, elicit participation from the student or make use graphic aids to render complex concepts easily understandable.
Setting up an observer roster is very simple. It is even possible to observe teachers at other schools. The students are told what the purpose of the exercise is and the observers do not take any part in the teaching or classroom interaction. Those being observed are often highly qualified and experienced educators. They are never forced to agree to an observation session.
Experts advise that it is best for observers to focus on one or two very specific aspects. These aspects should be discussed prior to the observation session and in most cases the teacher concerned does not know what exactly the aim of the observers is. In this manner all the observers will make notes on similar issues. This will allow them to have meaningful discussions afterwards. Observation sessions should not last longer than fifteen 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 are many benefits to these observation exercises. Students most certainly benefit because their teachers will be using new techniques in the classroom. The teachers grow professionally and they often get better results. The observed teacher is benefits because he has been recognized as someone that is likely to help other teachers develop themselves. The system works well because there are no threats to anyone that is involved.
The aims of this system are noble but great care should be taken that the rules are followed. It is especially the teacher that is being observed that is vulnerable. Observers that discuss their opinions outside the observer group of observers or that criticize the observed teacher can cause resentment, conflict and humiliation. Trying to force any teacher to participate can also be counter productive.
Anything that helps to improve the standard of education should be welcomed and encouraged. Allowing teachers to observe each other in action and to learn from it is a simple way in which to improve teaching techniques. It is also an excellent way in which to acknowledge those teachers that are willing to share their experiences.
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