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 discuss their experiences. During this session the observers list the lessons that they have learned. They analyze the way in which the teacher they observed achieved his teaching objectives. They also try to discuss ways in which they can use those lessons to improve their own teaching techniques. These debriefing sessions remain confidential and observers never submit a report of any kind.
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.
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 discuss their experiences. During this session the observers list the lessons that they have learned. They analyze the way in which the teacher they observed achieved his teaching objectives. They also try to discuss ways in which they can use those lessons to improve their own teaching techniques. These debriefing sessions remain confidential and observers never submit a report of any kind.
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.
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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