Most teachers work incredibly hard and they actually work in isolation. They are so busy with class work that they have little time to spend in further study and in improving their own teaching techniques. This can lead to stagnation and even frustration. The fact is that teachers can learn a lot from each other, and that is where the concept of instructional rounds was born.
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.
It is easy to get a system going. Observing groups should number no more than five and it is preferable that they be led by an experienced teacher. The observers do not take part in any class activities at all and the students are warned before the time that the observers are merely there to learn. In most cases, the teachers being observed is asked to volunteer and they are often the most experienced teachers.
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.
If the system is not carefully managed it may actually cause some harm. This is especially the case if the central principle that the observed teacher is not to be evaluated or criticized is ignored. Harm can also be caused when observers flaunt the confidentiality provision and discuss their opinions of the observation session with those not involved. No teacher should ever be forced to participate as the teacher that is to be observed.
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.
It is easy to get a system going. Observing groups should number no more than five and it is preferable that they be led by an experienced teacher. The observers do not take part in any class activities at all and the students are warned before the time that the observers are merely there to learn. In most cases, the teachers being observed is asked to volunteer and they are often the most experienced teachers.
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.
If the system is not carefully managed it may actually cause some harm. This is especially the case if the central principle that the observed teacher is not to be evaluated or criticized is ignored. Harm can also be caused when observers flaunt the confidentiality provision and discuss their opinions of the observation session with those not involved. No teacher should ever be forced to participate as the teacher that is to be observed.
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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