Teachers should use tools that enhance or improve their teaching skills and methodologies. The instructional rounds enhances a culture of collaboration between the teacher and their colleagues. These rounds provide feedback to the teacher on how others are working when they sit down for a discussion. It will also act a reflection ground after classes on how well or bad they fared in their classes that day.
These rounds are not tools that can be used throughout but only once in a while. It is recommended that a teacher uses them once a semester though it could be more depending on their availability. They are availed to the teachers who want them by a lead teacher. The lead teacher should be respectable, a professional and preferably the head of a certain department or class.
The schools that participate in such rounds usually have some lead teachers whose mandate is to make sure the small groups formed perform the rounds and benefit maximally from them. They have to make sure that the group runs under some set rules which have to get followed to the letter. The groups are formed on a voluntary basis and judging is highly discouraged. Teachers whose classes perform best start by being observed by others so that they can be sure to learn something.
Smaller groups for conducting the rounds are preferred. A group of three to four teachers is okay not counting the lead teacher. The teachers have to alert their classes that they will receive other teachers in their class room for the exercise. The students have to understand that the teachers are learning from each other, just like what students do.
The observing teachers arrive when the lesson is going on. They knock at the door and once they are allowed in, they slowly walk to the back of the classroom and sit. They should not disrupt the class whatsoever. They take notes and observe how the instructor of that class works. They may choose to observe on a general level or just what interests them.
The observation takes no more than fifteen minutes. They have to take notes of both the good and the bad that they observe. This is not a rating exercise but one where they learn from each other on the best teaching methodologies. Once the observation exercise ends, they leave the class not forgetting to thank both the teacher and the students.
Once the observing team is out, the meet to compare notes and share the experience. Each one has to contribute on what they shared. They have to keep the discussion very objective and they have to try not to judge the instructor who was being observed. There has to be rules which must be followed throughout the process to make it fair.
The positives are mentioned first. The negatives are not brought out directly but as questions or just raising concerns. This helps the teacher who was being observed noting the practices they should continue to use, those they should change and the observers also learn what to adopt as well as those they should not adopt.
These rounds are not tools that can be used throughout but only once in a while. It is recommended that a teacher uses them once a semester though it could be more depending on their availability. They are availed to the teachers who want them by a lead teacher. The lead teacher should be respectable, a professional and preferably the head of a certain department or class.
The schools that participate in such rounds usually have some lead teachers whose mandate is to make sure the small groups formed perform the rounds and benefit maximally from them. They have to make sure that the group runs under some set rules which have to get followed to the letter. The groups are formed on a voluntary basis and judging is highly discouraged. Teachers whose classes perform best start by being observed by others so that they can be sure to learn something.
Smaller groups for conducting the rounds are preferred. A group of three to four teachers is okay not counting the lead teacher. The teachers have to alert their classes that they will receive other teachers in their class room for the exercise. The students have to understand that the teachers are learning from each other, just like what students do.
The observing teachers arrive when the lesson is going on. They knock at the door and once they are allowed in, they slowly walk to the back of the classroom and sit. They should not disrupt the class whatsoever. They take notes and observe how the instructor of that class works. They may choose to observe on a general level or just what interests them.
The observation takes no more than fifteen minutes. They have to take notes of both the good and the bad that they observe. This is not a rating exercise but one where they learn from each other on the best teaching methodologies. Once the observation exercise ends, they leave the class not forgetting to thank both the teacher and the students.
Once the observing team is out, the meet to compare notes and share the experience. Each one has to contribute on what they shared. They have to keep the discussion very objective and they have to try not to judge the instructor who was being observed. There has to be rules which must be followed throughout the process to make it fair.
The positives are mentioned first. The negatives are not brought out directly but as questions or just raising concerns. This helps the teacher who was being observed noting the practices they should continue to use, those they should change and the observers also learn what to adopt as well as those they should not adopt.
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