School Based Instructional Rounds Are Beneficial To All
Teachers work under tremendous pressure. They not only have to prepare lessons and teach, but they also have many administrative responsibilities. They are expected to be involved in all extra curricular activities and they have to do their work with a woeful shortage of resources. On top of this they have to deal with large classes and disciplinary problems. There is certainly no time for personal and professional development, but it seems as if school based instructional rounds are making a difference.
Implementing such a system is easy and it does not require any form of funding. It is not a complicated system. Small groups of teachers visit a colleague to observe him presenting a lesson. This teacher under observation is normally a well respected and experienced educator known for achieving excellent results. The purpose of the observers is to learn from him. The system is always voluntary.
Before such an observation session, the observers have a meeting. They set some goals for the session, normally focusing on the strong points of the teachers that will be under observation. Many teachers are known for being very efficient in certain areas and this is the areas where the observers will focus and strive to learn. For example, a teacher may be known for for his ability to maintain discipline in the class and the observers will try to find out how he does it.
Some people confuse these observation sessions with evaluation exercises. This is most certainly not the case. The teacher under observation is not evaluated in any way. The only purpose of the session is to allow the observers the opportunity to see a respected colleague in action. This is made clear to all role players, including the learners. No feedback is given.
After each session, the observers meet once more. The purpose of this second meeting is to share their experiences and to tell each other what they have learned during the session. No criticism in any form is allowed and no report is compiled. Observers rather focus on ways in which they can implement the lessons that they have learned in their own classrooms. These meetings are deemed to be strictly confidential.
Most teachers that participate in these systems are extremely positive about it. They say that they really do learn from their colleagues and that they appreciate the opportunity to get to know their own colleagues a bit better. Teacher being observed also benefit because they enjoy the official recognition of their peers. The entire concept has grown in popularity and is now even used by some universities and colleges.
There are critics, however. They say that observation sessions are far too short and far between to make any noticeable difference. They also say that teachers under observation do not teach the way they normally do. Instead, they go to some lengths to impress their colleagues, thus negating the entire purpose of the exercise. Critics think that formal development sessions and workshops would be a far better option.
Regardless of thee criticism, observation sessions keep growing in popularity. It is easy to implement and it does not cost money. The majority of role players agree that any effort to improve the standard of education should be applauded and supported.
Implementing such a system is easy and it does not require any form of funding. It is not a complicated system. Small groups of teachers visit a colleague to observe him presenting a lesson. This teacher under observation is normally a well respected and experienced educator known for achieving excellent results. The purpose of the observers is to learn from him. The system is always voluntary.
Before such an observation session, the observers have a meeting. They set some goals for the session, normally focusing on the strong points of the teachers that will be under observation. Many teachers are known for being very efficient in certain areas and this is the areas where the observers will focus and strive to learn. For example, a teacher may be known for for his ability to maintain discipline in the class and the observers will try to find out how he does it.
Some people confuse these observation sessions with evaluation exercises. This is most certainly not the case. The teacher under observation is not evaluated in any way. The only purpose of the session is to allow the observers the opportunity to see a respected colleague in action. This is made clear to all role players, including the learners. No feedback is given.
After each session, the observers meet once more. The purpose of this second meeting is to share their experiences and to tell each other what they have learned during the session. No criticism in any form is allowed and no report is compiled. Observers rather focus on ways in which they can implement the lessons that they have learned in their own classrooms. These meetings are deemed to be strictly confidential.
Most teachers that participate in these systems are extremely positive about it. They say that they really do learn from their colleagues and that they appreciate the opportunity to get to know their own colleagues a bit better. Teacher being observed also benefit because they enjoy the official recognition of their peers. The entire concept has grown in popularity and is now even used by some universities and colleges.
There are critics, however. They say that observation sessions are far too short and far between to make any noticeable difference. They also say that teachers under observation do not teach the way they normally do. Instead, they go to some lengths to impress their colleagues, thus negating the entire purpose of the exercise. Critics think that formal development sessions and workshops would be a far better option.
Regardless of thee criticism, observation sessions keep growing in popularity. It is easy to implement and it does not cost money. The majority of role players agree that any effort to improve the standard of education should be applauded and supported.
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