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.
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.
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 order to gain the maximum benefit from an observation session, it may be necessary to focus on one or two specific aspects. The observers may, for example, focus on how the teacher interacts with the students, or how he or she uses graphics to further explain a specific issue. Observers should make notes and the observation session seldom last longer than fifteen minutes.
As soon as an observation session is finished, a debriefing should be conducted. During the debriefing the observers share their opinions with each other and they discuss various ways in which they can improve their own teaching methods by using lessons learned during the observation session. Debriefings are confidential and observations are not shared outside the circle of observers. Feedback is only given to the observed teacher if it is requested.
It seems as if educational authorities agree that the observation system is beneficial all round. Observers benefit because they learn new ideas and techniques that will improve their own teaching methods. Those observed benefit because they are motivated by the fact that their colleagues admit that they can learn from them. Even the students benefit because they are the ones that will receive a better education.
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.
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.
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 order to gain the maximum benefit from an observation session, it may be necessary to focus on one or two specific aspects. The observers may, for example, focus on how the teacher interacts with the students, or how he or she uses graphics to further explain a specific issue. Observers should make notes and the observation session seldom last longer than fifteen minutes.
As soon as an observation session is finished, a debriefing should be conducted. During the debriefing the observers share their opinions with each other and they discuss various ways in which they can improve their own teaching methods by using lessons learned during the observation session. Debriefings are confidential and observations are not shared outside the circle of observers. Feedback is only given to the observed teacher if it is requested.
It seems as if educational authorities agree that the observation system is beneficial all round. Observers benefit because they learn new ideas and techniques that will improve their own teaching methods. Those observed benefit because they are motivated by the fact that their colleagues admit that they can learn from them. Even the students benefit because they are the ones that will receive a better education.
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.
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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