Teachers do not have an easy job. They are carrying heavy responsibilities and they often have to work under difficult conditions and with far too few resources. They have to deal with large classes, parents, management demands and extra mural activities. They have few opportunities to interact with their colleagues and they are expected to produce results. With instructional rounds, however, they at least have a chance to grow and to learn.
It is really a very simple concept. A small group of teachers attend the class of another teacher. Their intention is to observe that teacher in action in the classroom. The group is normally led by a senior teacher. The observers do not participate in the class activities and may not interrupt the teacher being observed. No teacher is ever pressurised to agree to being observed.
Observation sessions normally take place in the classrooms of very experienced teachers. In most cases these teachers enjoy a reputation for excellence. Before the observation session the observers meet and agree on focusing on very specific aspects. The teacher being observed may, for example, be well known for using humour in the classroom or for engaging students in discussion groups. The goals of the group will focus on these strengths.
It is important to understand that observation sessions are not meant to evaluate the teacher under observation. In fact, the entire purpose is to learn from that teacher. That is why observed teachers are normally chosen because they have particular strengths and a reputation for excellence. Such a teacher may have a reputation for using humour in the classroom, for example, or to have a knack to motivate students to participate in discussions.
Observation sessions are always followed by a meeting of the observers. During this meeting they are not allowed to criticize the teacher that they observed. Rather, the purpose of the meeting is to discuss lessons learned and ways in which those lessons could be used, adapted and implemented in their own classrooms. No report is ever submitted and observer teachers are expected to treat the experience as confidential.
These observation sessions offer numerous advantages. They allow teachers to learn from each other and they allow experienced teachers to share their techniques and methods. In the process, everybody benefits. The students benefit from newly inspired teachers, the teachers benefit because they have the chance to grow professional and the entire educational system benefit because the quality of teaching is improved.
The system has critics, of course. They say that teachers being observed pay special attention to those classes and therefore present a false impression regarding their day to day classroom behaviour. They also say that the sessions are far too short and that the informal arrangement holds no benefits for the system as a whole and that they simply waste the time of everybody involved.
There can be no argument against any effort to improve the standard of education. If observation sessions improve the quality of education and if it helps to motivate teachers and students then it must be encouraged. Results have shown that this is indeed the case.
It is really a very simple concept. A small group of teachers attend the class of another teacher. Their intention is to observe that teacher in action in the classroom. The group is normally led by a senior teacher. The observers do not participate in the class activities and may not interrupt the teacher being observed. No teacher is ever pressurised to agree to being observed.
Observation sessions normally take place in the classrooms of very experienced teachers. In most cases these teachers enjoy a reputation for excellence. Before the observation session the observers meet and agree on focusing on very specific aspects. The teacher being observed may, for example, be well known for using humour in the classroom or for engaging students in discussion groups. The goals of the group will focus on these strengths.
It is important to understand that observation sessions are not meant to evaluate the teacher under observation. In fact, the entire purpose is to learn from that teacher. That is why observed teachers are normally chosen because they have particular strengths and a reputation for excellence. Such a teacher may have a reputation for using humour in the classroom, for example, or to have a knack to motivate students to participate in discussions.
Observation sessions are always followed by a meeting of the observers. During this meeting they are not allowed to criticize the teacher that they observed. Rather, the purpose of the meeting is to discuss lessons learned and ways in which those lessons could be used, adapted and implemented in their own classrooms. No report is ever submitted and observer teachers are expected to treat the experience as confidential.
These observation sessions offer numerous advantages. They allow teachers to learn from each other and they allow experienced teachers to share their techniques and methods. In the process, everybody benefits. The students benefit from newly inspired teachers, the teachers benefit because they have the chance to grow professional and the entire educational system benefit because the quality of teaching is improved.
The system has critics, of course. They say that teachers being observed pay special attention to those classes and therefore present a false impression regarding their day to day classroom behaviour. They also say that the sessions are far too short and that the informal arrangement holds no benefits for the system as a whole and that they simply waste the time of everybody involved.
There can be no argument against any effort to improve the standard of education. If observation sessions improve the quality of education and if it helps to motivate teachers and students then it must be encouraged. Results have shown that this is indeed the case.
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