Teachers often have to work under very difficult circumstances. They seldom get the chance to interact with colleagues and they often have to make do with very limited resources. Many teachers have to manage large classes and find it difficult to pay attention to the needs of every individual student. Many teachers complain that they do not get the chance to improve their skills and knowledge. Instructional rounds, however, can do much to ease the situation somewhat.
The concept is a simple one, really. A small group of teachers attend the class of a highly experienced and respected teacher and observe how that teacher goes about his business. The observers are also led by a senior educator. Observers do not participate in the classroom activities but merely observe and make notes. No teacher is ever forced to either observe or to be observed.
The observing teachers normally meet prior to the observation session. They decide upon specific objectives in order to ensure that the session has some sort of focus. In many instances the objectives will coincide with known strong points of the teacher being observed. For example, if the teacher has a reputation for maintaining good discipline in the classroom the observing teacher may resolve to focus on the ways in which he manages to maintain discipline.
It is important to understand that these observation sessions are not for the purpose of evaluation. The aim is for the observing teachers to learn from the teacher being observed. The students are informed of the forthcoming observation sessions and the reason for it. The teacher being observed is not given any feedback but he may request it.
After each session the observers meet again to share with each other the lessons they have learnt and the ideas that they have hatched whilst watching the teacher under observation in action. They also discuss ways in which these lessons and new ideas could be implemented in their own classrooms. Observers do not submit a report and their discussions are deemed to be confidential.
Well managed teacher observation sessions offer many advantages. The teachers doing the observing can learn much from their more experienced colleagues. The teacher under observation also benefits because he is recognized as a seasoned professional. These sessions also serve to improve the contact between teachers. There can be no doubt that the learners benefit because anything that improves the quality of education is to their benefit.
Such systems have critics too. They are of the opinion that observation sessions offer little or no value to the observers. They argue that teachers being observed prepare specially for these sessions and that they defeat the object of the exercise in this manner. Many teachers and educational authorities disagree. They are satisfied that teacher observation sessions are beneficial to all concerned.
Learning from experienced and well respected colleagues is as old as mankind itself. After all, that is where the apprentice system originated. Teachers willing to share their experience and teachers willing to learn from them can only help to improve the overall quality of education. That alone should be enough to keep motivating those that believe in teacher observation sessions.
The concept is a simple one, really. A small group of teachers attend the class of a highly experienced and respected teacher and observe how that teacher goes about his business. The observers are also led by a senior educator. Observers do not participate in the classroom activities but merely observe and make notes. No teacher is ever forced to either observe or to be observed.
The observing teachers normally meet prior to the observation session. They decide upon specific objectives in order to ensure that the session has some sort of focus. In many instances the objectives will coincide with known strong points of the teacher being observed. For example, if the teacher has a reputation for maintaining good discipline in the classroom the observing teacher may resolve to focus on the ways in which he manages to maintain discipline.
It is important to understand that these observation sessions are not for the purpose of evaluation. The aim is for the observing teachers to learn from the teacher being observed. The students are informed of the forthcoming observation sessions and the reason for it. The teacher being observed is not given any feedback but he may request it.
After each session the observers meet again to share with each other the lessons they have learnt and the ideas that they have hatched whilst watching the teacher under observation in action. They also discuss ways in which these lessons and new ideas could be implemented in their own classrooms. Observers do not submit a report and their discussions are deemed to be confidential.
Well managed teacher observation sessions offer many advantages. The teachers doing the observing can learn much from their more experienced colleagues. The teacher under observation also benefits because he is recognized as a seasoned professional. These sessions also serve to improve the contact between teachers. There can be no doubt that the learners benefit because anything that improves the quality of education is to their benefit.
Such systems have critics too. They are of the opinion that observation sessions offer little or no value to the observers. They argue that teachers being observed prepare specially for these sessions and that they defeat the object of the exercise in this manner. Many teachers and educational authorities disagree. They are satisfied that teacher observation sessions are beneficial to all concerned.
Learning from experienced and well respected colleagues is as old as mankind itself. After all, that is where the apprentice system originated. Teachers willing to share their experience and teachers willing to learn from them can only help to improve the overall quality of education. That alone should be enough to keep motivating those that believe in teacher observation sessions.
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