The majority of teachers work very hard and they take their jobs very seriously. Unfortunately, most teachers work in isolation. They seldom have the chance to interact with their peers and they are not often able to attend training sessions that will help them keep up to date on the latest techniques and teaching aids. This is where instructional rounds can be valuable. It allows teachers to learn from each other.
The role of observers in terms of these exercises is not to evaluate the teacher that they are observing. In fact, the teacher being observed is not even given feedback unless he requests it. The role of the observers is rather to learn from the teacher that they observe in action. They may specifically observe how the teacher maintains discipline or how he uses graphic aids to demonstrate a difficult subject.
Getting an observer network going is as easy as setting up a roster for observers and teachers that volunteer to be observed. Volunteers are often teachers with extensive experience and impeccable professional reputations. In most cases few observers are led by an experienced educator. It is even common to observe teachers at other schools. The purpose of the exercise is explained to the pupils.
Observer groups often meet beforehand to decide upon the aspects that they are most keen to learn about. They choose one or two educational aspects and focus upon those aspects during the session. Observers do not take part in any class activity and they are not allowed to ask questions or make comments. Observation sessions are short and normally do not last longer than fifteen to twenty 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 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.
While it is easy to implement an observation roster care should be taken to manage the system. The teacher being observed should never be criticized and observers should never discuss their experiences with anybody that was not part of the observer group. This can result in conflict and resentment. It is also important to use only volunteers for observation purposes.
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.
The role of observers in terms of these exercises is not to evaluate the teacher that they are observing. In fact, the teacher being observed is not even given feedback unless he requests it. The role of the observers is rather to learn from the teacher that they observe in action. They may specifically observe how the teacher maintains discipline or how he uses graphic aids to demonstrate a difficult subject.
Getting an observer network going is as easy as setting up a roster for observers and teachers that volunteer to be observed. Volunteers are often teachers with extensive experience and impeccable professional reputations. In most cases few observers are led by an experienced educator. It is even common to observe teachers at other schools. The purpose of the exercise is explained to the pupils.
Observer groups often meet beforehand to decide upon the aspects that they are most keen to learn about. They choose one or two educational aspects and focus upon those aspects during the session. Observers do not take part in any class activity and they are not allowed to ask questions or make comments. Observation sessions are short and normally do not last longer than fifteen to twenty 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 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.
While it is easy to implement an observation roster care should be taken to manage the system. The teacher being observed should never be criticized and observers should never discuss their experiences with anybody that was not part of the observer group. This can result in conflict and resentment. It is also important to use only volunteers for observation purposes.
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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