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.
Experts advise that it is best for observers to focus on one or two very specific aspects. These aspects should be discussed prior to the observation session and in most cases the teacher concerned does not know what exactly the aim of the observers is. In this manner all the observers will make notes on similar issues. This will allow them to have meaningful discussions afterwards. Observation sessions should not last longer than fifteen minutes.
Observation sessions are always followed by a debriefing. During this session they compare notes and discuss ways in which they can improve their own teaching methods. In some cases the teacher that was observed may be allowed to attend the debriefing if he requests to do so. Observer groups never share their opinions with anyone outside the group.
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.
Anything that helps to improve the standard of education should be welcomed and encouraged. Allowing teachers to observe each other in action and to learn from it is a simple way in which to improve teaching techniques. It is also an excellent way in which to acknowledge those teachers that are willing to share their experiences.
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.
Experts advise that it is best for observers to focus on one or two very specific aspects. These aspects should be discussed prior to the observation session and in most cases the teacher concerned does not know what exactly the aim of the observers is. In this manner all the observers will make notes on similar issues. This will allow them to have meaningful discussions afterwards. Observation sessions should not last longer than fifteen minutes.
Observation sessions are always followed by a debriefing. During this session they compare notes and discuss ways in which they can improve their own teaching methods. In some cases the teacher that was observed may be allowed to attend the debriefing if he requests to do so. Observer groups never share their opinions with anyone outside the group.
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.
Anything that helps to improve the standard of education should be welcomed and encouraged. Allowing teachers to observe each other in action and to learn from it is a simple way in which to improve teaching techniques. It is also an excellent way in which to acknowledge those teachers that are willing to share their experiences.
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