Teaching can be a very demanding job and teachers have to deal with a myriad challenges every day. Teachers are often frustrated because they seldom get the opportunity to communicate with other teachers and to exchange ideas and experiences. Instructional rounds aim to correct this situation. It is designed to encourage teachers to learn from other teachers and to implement improvements in their own classrooms.
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.
Observers will get the maximum benefit if they narrow down the focus of their observations. They may decide to focus on teacher student interaction, or on the use of visual aids, for example. In this way all the observers concentrate upon the same aspects which allow them to compare notes at a later stage. Observation sessions seldom last longer than a quarter of an hour.
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.
The entire educational system benefits from observation exercises. Teachers get the chance to interact with experienced educators and to learn from them. Teachers that volunteer to be observed are often also newly motivated to be even more innovative. Students benefit from renewal in the classroom and many schools that support this system have reported improved results. This motivates both teachers and students to try even harder.
The aims of this system are noble but great care should be taken that the rules are followed. It is especially the teacher that is being observed that is vulnerable. Observers that discuss their opinions outside the observer group of observers or that criticize the observed teacher can cause resentment, conflict and humiliation. Trying to force any teacher to participate can also be counter productive.
The educational system is under tremendous pressure. Teachers work under difficult conditions and they seldom get the chance to interact with their peers on a professional level. Implementing systems that allow teachers to learn from each other is an excellent way in which to benefit students, teachers and the system as a whole.
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.
Observers will get the maximum benefit if they narrow down the focus of their observations. They may decide to focus on teacher student interaction, or on the use of visual aids, for example. In this way all the observers concentrate upon the same aspects which allow them to compare notes at a later stage. Observation sessions seldom last longer than a quarter of an hour.
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.
The entire educational system benefits from observation exercises. Teachers get the chance to interact with experienced educators and to learn from them. Teachers that volunteer to be observed are often also newly motivated to be even more innovative. Students benefit from renewal in the classroom and many schools that support this system have reported improved results. This motivates both teachers and students to try even harder.
The aims of this system are noble but great care should be taken that the rules are followed. It is especially the teacher that is being observed that is vulnerable. Observers that discuss their opinions outside the observer group of observers or that criticize the observed teacher can cause resentment, conflict and humiliation. Trying to force any teacher to participate can also be counter productive.
The educational system is under tremendous pressure. Teachers work under difficult conditions and they seldom get the chance to interact with their peers on a professional level. Implementing systems that allow teachers to learn from each other is an excellent way in which to benefit students, teachers and the system as a whole.
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