Being a teacher used to be a calling but in modern times teachers often have to work under conditions that are sometimes dangerous and often without the necessary resources. They are expected to teach, to build relationships with all the learners in very large classes and they are often buried under paper work. Then they have to be part of the extra curricular program too. Since the inception of lesson observation, however, many teachers have grasped the opportunity for personal development.
Instructional rounds, as the system is formally called, is an uncomplicated but highly effective way of allowing teachers to learn from each other. Small groups of teachers attend the class of a well regarded or senior teacher to observe but not to participate. The idea is to gain ideas to improve their own teaching and to see how other teachers employ specific techniques to achieve positive results in the class room.
The observers get together prior to every observation session in order to set objectives for the event. In most cases, teachers asked to allow their classes to be observed are very accomplished, obtain excellent results and usually employ a variety of teaching strategies in their class rooms. The objectives of each session ordinarily focus on the known strong points of the teacher to be observed but they are not made known to him.
There is no purpose to instructional rounds other than to learn. For this reason, and to make sure that the teacher being observed is not pressurised in any way there is no evaluation component to the sessions at all. Observers do not even give feedback to the teacher they observed unless he asks for such feedback himself. Even then the feedback will be informal and oral.
The observers meet once again as soon as the observation session is over. During this meeting they compare notes, comment on the techniques used by the observed teacher and share the lesson that each member learned and the ideas that they have of implementing those new ideas in their own class rooms. These discussions are strictly confidential and there is certainly no official report made to anyone.
Instructional rounds offer many benefits. Not only do the observers learn from a respected colleague, but the teacher under observation is motivated because he knows that only accomplished teachers are requested to agree to be observed. In the process, the quality of education improves and innovation in the class rooms are accomplished. This means that, ultimately, it is the learners and the general educational system that benefit.
Not everyone is enthusiastic about instructional rounds. Critics are of the opinion that the observation periods are too short and that the entire system is too informal. They also allege that teachers under observation do not teach as they normally would but that they make an extra effort to impress their colleagues. Supporters say that the system has proven to be beneficial. Participants say they learn a lot and they enjoy the professional contact with other teachers.
One thing is certain. The educational system is under pressure. There are not enough resources and teachers are over worked. Instructional rounds seems to be beneficial and should therefore be supported by all role players.
Instructional rounds, as the system is formally called, is an uncomplicated but highly effective way of allowing teachers to learn from each other. Small groups of teachers attend the class of a well regarded or senior teacher to observe but not to participate. The idea is to gain ideas to improve their own teaching and to see how other teachers employ specific techniques to achieve positive results in the class room.
The observers get together prior to every observation session in order to set objectives for the event. In most cases, teachers asked to allow their classes to be observed are very accomplished, obtain excellent results and usually employ a variety of teaching strategies in their class rooms. The objectives of each session ordinarily focus on the known strong points of the teacher to be observed but they are not made known to him.
There is no purpose to instructional rounds other than to learn. For this reason, and to make sure that the teacher being observed is not pressurised in any way there is no evaluation component to the sessions at all. Observers do not even give feedback to the teacher they observed unless he asks for such feedback himself. Even then the feedback will be informal and oral.
The observers meet once again as soon as the observation session is over. During this meeting they compare notes, comment on the techniques used by the observed teacher and share the lesson that each member learned and the ideas that they have of implementing those new ideas in their own class rooms. These discussions are strictly confidential and there is certainly no official report made to anyone.
Instructional rounds offer many benefits. Not only do the observers learn from a respected colleague, but the teacher under observation is motivated because he knows that only accomplished teachers are requested to agree to be observed. In the process, the quality of education improves and innovation in the class rooms are accomplished. This means that, ultimately, it is the learners and the general educational system that benefit.
Not everyone is enthusiastic about instructional rounds. Critics are of the opinion that the observation periods are too short and that the entire system is too informal. They also allege that teachers under observation do not teach as they normally would but that they make an extra effort to impress their colleagues. Supporters say that the system has proven to be beneficial. Participants say they learn a lot and they enjoy the professional contact with other teachers.
One thing is certain. The educational system is under pressure. There are not enough resources and teachers are over worked. Instructional rounds seems to be beneficial and should therefore be supported by all role players.
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