Teachers have tremendously responsible jobs but they often have to do their work under very difficult circumstances. The have to deal with large classes, disciplinary problems, heaps of admin work and a general lack of resources. They are also expected to be involved in extra curricular activities. The heavy work load is the main reason why teachers so often work in isolation. There is little time to attend courses or to interact with other educators. However, with instructional rounds consultation they can get an opportunity to grow professionally.
This innovation is simple and it is very easy to implement at any school. It works like this. A small group of teachers sit in on the class of a respected colleague to see how he conducts his lessons. The purpose of the class room visit is to learn from the colleague, normally someone that is very well regarded as a teacher. No observer or teacher being observed is ever forced to participate in this system.
The visiting teachers meet prior to an observation session in order to formulate goals for the exercise. The teacher under observation may be acknowledged for the way in which he applies humour in his class, for example, and the visitors will then concentrate on this strong point. Because observation sessions are short, only a few very specific objectives are formulated for each session.
It is important for all role players to understand that these sessions are not evaluation exercises. The visiting teachers do not evaluate their colleague under observation. Instead, their purpose is simply to watch and to learn. Students are briefed on the purpose of the session too. In fact, visiting teachers do not even provide feedback after the session unless the teacher under observation requests it.
After each observation session the visiting teachers meet again. This time the purpose is to share the lessons that each of them has learned and to discuss ways in which those lessons can be implemented in their own class rooms. No criticism is allowed and these discussions are treated as confidential. Visitors also never submit any official report on the results of the observation session.
This easy to implement system has become all the rave. Schools now visit each other and even colleges and universities are starting to see the benefits of observation sessions. It does not require a lot of money and it offers many advantages to both teachers, teachers under observation and, of course, students. Most participants in this system report that they benefited greatly from observing and being observed.
The system does have its critics. They say that these sessions have little or no value because they are too short and too unstructured. They also reckon that teachers under observation take steps to impress their colleagues and that their therefore create a false impression during the sessions. Luckily, these critics are few and far between. Most participants have nothing but praise for the initiative.
There can be no doubt that the educational system is under great pressure. Every effort at helping teachers to grow professionally should be applauded and supported. Observation sessions have many supporters that say that they, and therefore the entire system, benefit from it.
This innovation is simple and it is very easy to implement at any school. It works like this. A small group of teachers sit in on the class of a respected colleague to see how he conducts his lessons. The purpose of the class room visit is to learn from the colleague, normally someone that is very well regarded as a teacher. No observer or teacher being observed is ever forced to participate in this system.
The visiting teachers meet prior to an observation session in order to formulate goals for the exercise. The teacher under observation may be acknowledged for the way in which he applies humour in his class, for example, and the visitors will then concentrate on this strong point. Because observation sessions are short, only a few very specific objectives are formulated for each session.
It is important for all role players to understand that these sessions are not evaluation exercises. The visiting teachers do not evaluate their colleague under observation. Instead, their purpose is simply to watch and to learn. Students are briefed on the purpose of the session too. In fact, visiting teachers do not even provide feedback after the session unless the teacher under observation requests it.
After each observation session the visiting teachers meet again. This time the purpose is to share the lessons that each of them has learned and to discuss ways in which those lessons can be implemented in their own class rooms. No criticism is allowed and these discussions are treated as confidential. Visitors also never submit any official report on the results of the observation session.
This easy to implement system has become all the rave. Schools now visit each other and even colleges and universities are starting to see the benefits of observation sessions. It does not require a lot of money and it offers many advantages to both teachers, teachers under observation and, of course, students. Most participants in this system report that they benefited greatly from observing and being observed.
The system does have its critics. They say that these sessions have little or no value because they are too short and too unstructured. They also reckon that teachers under observation take steps to impress their colleagues and that their therefore create a false impression during the sessions. Luckily, these critics are few and far between. Most participants have nothing but praise for the initiative.
There can be no doubt that the educational system is under great pressure. Every effort at helping teachers to grow professionally should be applauded and supported. Observation sessions have many supporters that say that they, and therefore the entire system, benefit from it.
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