8:08:00 AM
Those that think that teaching is a half day job and that teachers have nothing to do but teach are very badly mistaken. Teachers have to deal with numerous responsibilities. They not only teach, but they also have to grade papers, complete many administrative tasks, become involved in extra curricular activities, attend endless meetings and work around the fact that they always have to do their jobs without adequate resources. They have no time for self development. However, instructional rounds may be at least part of the answer.
This is an easy to implement system that allows small groups of educators to observe and experienced or well known colleague in action in his classroom. The sole aim of the session is to learn from the educator that is under observation. The observers do not ask questions or interrupt the lesson in any way. They must just watch and learn. Nobody is ever forced to participate in observation sessions.
Before attending a lesson, observers first meet with each other. The purpose of this meeting is to formulate some objectives for the observation session. Observers are encouraged to focus on the strengths of the teacher under observation because that is where they will learn most. In this way observers may, for example, decide to focus on the ability of the observed teacher to draw students into discussions.
For this system to work, it is vital that all role players fully understand that observation sessions have no element of evaluation. The observers are not judging the observed teacher and even the students are informed about the purpose of the exercise. These sessions have only one aim and that is to help the observers to improve the quality of their own teaching.
The observers meet once more directly after the observation session, while everything is still fresh in their minds. During this session that are not allowed to criticise the observed teacher but rather to discuss the ideas that they have garnered and the lessons that they have learned. Observers never submit reports or even provide informal feedback. Their discussions remain confidential.
The practice of observing colleagues in action has become widespread, even at colleges and other tertiary educational institutions. Participants generally say that they benefit from these sessions and for many busy teachers this is the only way in which to grow professionally. The system has grown to the point where observers even observe teachers at other schools. This also help teachers to create their own professional networks.
The system has some critics. They say that this is a complete waste of valuable teaching time. They argue that the observation sessions are too short to be of any value. They also say that teachers under observation hardly ever follow their normal routines when being observed. In fact, they make special efforts to impress their colleagues and this fact alone cancels any benefit that the session could have had.
Nobody will argue the fact that the entire educational system needs to be improved drastically. This has to be achieved with an ever decreasing budget. Observation sessions require no resources and if they help to make even a very small positive difference, then they must be worth the effort.
This is an easy to implement system that allows small groups of educators to observe and experienced or well known colleague in action in his classroom. The sole aim of the session is to learn from the educator that is under observation. The observers do not ask questions or interrupt the lesson in any way. They must just watch and learn. Nobody is ever forced to participate in observation sessions.
Before attending a lesson, observers first meet with each other. The purpose of this meeting is to formulate some objectives for the observation session. Observers are encouraged to focus on the strengths of the teacher under observation because that is where they will learn most. In this way observers may, for example, decide to focus on the ability of the observed teacher to draw students into discussions.
For this system to work, it is vital that all role players fully understand that observation sessions have no element of evaluation. The observers are not judging the observed teacher and even the students are informed about the purpose of the exercise. These sessions have only one aim and that is to help the observers to improve the quality of their own teaching.
The observers meet once more directly after the observation session, while everything is still fresh in their minds. During this session that are not allowed to criticise the observed teacher but rather to discuss the ideas that they have garnered and the lessons that they have learned. Observers never submit reports or even provide informal feedback. Their discussions remain confidential.
The practice of observing colleagues in action has become widespread, even at colleges and other tertiary educational institutions. Participants generally say that they benefit from these sessions and for many busy teachers this is the only way in which to grow professionally. The system has grown to the point where observers even observe teachers at other schools. This also help teachers to create their own professional networks.
The system has some critics. They say that this is a complete waste of valuable teaching time. They argue that the observation sessions are too short to be of any value. They also say that teachers under observation hardly ever follow their normal routines when being observed. In fact, they make special efforts to impress their colleagues and this fact alone cancels any benefit that the session could have had.
Nobody will argue the fact that the entire educational system needs to be improved drastically. This has to be achieved with an ever decreasing budget. Observation sessions require no resources and if they help to make even a very small positive difference, then they must be worth the effort.
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