One of the major frustrations experienced by most teachers is the fact that they work in isolation. They spend a lot of time in their classrooms and they do not often get the chance to update their skills and to exchange ideas and experiences with other professionals. This can lead to stagnation. Instructional rounds can help to change this situation. It allows teachers to observe other professionals in their working environment and to learn from that experience.
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.
It is very simply to set up a schedule allowing teachers to observe each other. In most instances small groups of observers are led by an experienced teacher. The students are told that the purpose of the exercise is to learn from their own teacher. Observers do not participate in any classroom activities. No teacher is ever forced to allow observers in their classes.
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 discuss their experiences. During this session the observers list the lessons that they have learned. They analyze the way in which the teacher they observed achieved his teaching objectives. They also try to discuss ways in which they can use those lessons to improve their own teaching techniques. These debriefing sessions remain confidential and observers never submit a report of any kind.
There are many benefits to these observation exercises. Students most certainly benefit because their teachers will be using new techniques in the classroom. The teachers grow professionally and they often get better results. The observed teacher is benefits because he has been recognized as someone that is likely to help other teachers develop themselves. The system works well because there are no threats to anyone that is involved.
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.
Any system that allows professionals to learn from each other must surely be beneficial to the entire educational system. Teachers have to face enormous challenges and they often work in isolation. By observing each other in the classroom they not only get ideas from each other, but they also get the opportunity to share their experiences and difficulties.
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.
It is very simply to set up a schedule allowing teachers to observe each other. In most instances small groups of observers are led by an experienced teacher. The students are told that the purpose of the exercise is to learn from their own teacher. Observers do not participate in any classroom activities. No teacher is ever forced to allow observers in their classes.
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 discuss their experiences. During this session the observers list the lessons that they have learned. They analyze the way in which the teacher they observed achieved his teaching objectives. They also try to discuss ways in which they can use those lessons to improve their own teaching techniques. These debriefing sessions remain confidential and observers never submit a report of any kind.
There are many benefits to these observation exercises. Students most certainly benefit because their teachers will be using new techniques in the classroom. The teachers grow professionally and they often get better results. The observed teacher is benefits because he has been recognized as someone that is likely to help other teachers develop themselves. The system works well because there are no threats to anyone that is involved.
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.
Any system that allows professionals to learn from each other must surely be beneficial to the entire educational system. Teachers have to face enormous challenges and they often work in isolation. By observing each other in the classroom they not only get ideas from each other, but they also get the opportunity to share their experiences and difficulties.
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