There may be large numbers of teachers at a specific school, but in essence teachers work in isolation. They do not regularly interact with their colleagues on a professional level, simply because there is no time. Many teachers and teaching administrators realize that teachers can learn much from each other, simply by observing. However, there need to be a formal system to allow them to do so. That is why instructional rounds have proven to be so successful.
It is important to understand that the purpose of this activity is to learn from observing another teacher in action, not to evaluate the teacher being observed. If the exercise is perceived as a test of some sort, it may lose all value to the observers. Of course, feedback may be given if required. However, the main benefit is observe another professional and to find ways in which to learn from the experience.
Setting up an observation schedule is easy to accomplish. Groups of observers should be small and should preferably be led by an experienced teacher or administrator. The observers do not participate in the lesson and students are told that the observers are there to learn. In most cases observed teachers are volunteers, or they are regarded as exceptionally capable. It is even feasible to observe teachers from other schools.
In many cases the observation team agrees to concentrate on very specific issues. These may be issues that are giving them trouble in their own classrooms. They may want to focus on the use of computers in the classroom, for example, or they may want to learn how to get productive input from students. IN most cases these observation sessions last no more than a quarter of an hour.
It is important to have a debriefing session after an observation exercise. In this way the observing teachers can share their experiences and they can discuss ways in which they can implement new ideas that was observed into their own classrooms. These debriefing sessions are treated as confidential and the teacher that was observed is not given feedback, unless he asks for it.
Educational experts agree that these observation sessions benefit the entire education system. It helps teachers to learn from each other and to introduce new and fresh ideas in their own classrooms. Teachers being observed are motivated anew because they are recognized by their colleagues as a professional from who can be learned. Students also benefit when teachers try new ideas to improve their teaching techniques.
It is very important to manage the observation system very carefully. Under no circumstances should an observed teacher feel that he or she is being assessed. Observations should also never be discussed with those that were not part of the process. If teachers are being forced to participate, they may become resentful and the result will be almost certainly be counter productive.
Anything that improves the quality of the education system should be embraced and applauded. When teachers can help each other to improve their own performance everybody wins. After all, the quality of education is and always will be the prime indicator of the quality of the community. Every parent wants his child to receive the best schooling possible.
It is important to understand that the purpose of this activity is to learn from observing another teacher in action, not to evaluate the teacher being observed. If the exercise is perceived as a test of some sort, it may lose all value to the observers. Of course, feedback may be given if required. However, the main benefit is observe another professional and to find ways in which to learn from the experience.
Setting up an observation schedule is easy to accomplish. Groups of observers should be small and should preferably be led by an experienced teacher or administrator. The observers do not participate in the lesson and students are told that the observers are there to learn. In most cases observed teachers are volunteers, or they are regarded as exceptionally capable. It is even feasible to observe teachers from other schools.
In many cases the observation team agrees to concentrate on very specific issues. These may be issues that are giving them trouble in their own classrooms. They may want to focus on the use of computers in the classroom, for example, or they may want to learn how to get productive input from students. IN most cases these observation sessions last no more than a quarter of an hour.
It is important to have a debriefing session after an observation exercise. In this way the observing teachers can share their experiences and they can discuss ways in which they can implement new ideas that was observed into their own classrooms. These debriefing sessions are treated as confidential and the teacher that was observed is not given feedback, unless he asks for it.
Educational experts agree that these observation sessions benefit the entire education system. It helps teachers to learn from each other and to introduce new and fresh ideas in their own classrooms. Teachers being observed are motivated anew because they are recognized by their colleagues as a professional from who can be learned. Students also benefit when teachers try new ideas to improve their teaching techniques.
It is very important to manage the observation system very carefully. Under no circumstances should an observed teacher feel that he or she is being assessed. Observations should also never be discussed with those that were not part of the process. If teachers are being forced to participate, they may become resentful and the result will be almost certainly be counter productive.
Anything that improves the quality of the education system should be embraced and applauded. When teachers can help each other to improve their own performance everybody wins. After all, the quality of education is and always will be the prime indicator of the quality of the community. Every parent wants his child to receive the best schooling possible.
