Never underestimate the power of learning from others and peer pressure as well. Peer pressure is definitely good especially if it is used to acquire positive traits. This is the same ideology that was in mind when instructional rounds were invented. It is a program where teachers come together and learn from themselves on the best teaching methodologies.
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.
The small groups that have been formed are no more than five people. This is so that they can be easy to manage as well as for the observation circle to get completed faster. Moreover, the students ought to be informed first so that they cannot feel intruded into since they are also part of the learning process, without them the program would not be there in the first place.
The rounds take place during actual learning time. They walk in a few minutes after the class has started and they slowly and quietly settle at the back of the class. There are seats preserved for them. Taking notes is an important part of the lesson. Some are selective in what they observe while others make a general observation of everything going on.
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.
After the class, they meet after the classes for a discussion. They bring up the positives about what they observed after which they bring up the negatives. They do not dwell too much on the negatives neither do they bring them up bluntly and rudely. Actually, the negatives are brought up as questions in a bid to be polite and thoughtful.
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.
The small groups that have been formed are no more than five people. This is so that they can be easy to manage as well as for the observation circle to get completed faster. Moreover, the students ought to be informed first so that they cannot feel intruded into since they are also part of the learning process, without them the program would not be there in the first place.
The rounds take place during actual learning time. They walk in a few minutes after the class has started and they slowly and quietly settle at the back of the class. There are seats preserved for them. Taking notes is an important part of the lesson. Some are selective in what they observe while others make a general observation of everything going on.
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.
After the class, they meet after the classes for a discussion. They bring up the positives about what they observed after which they bring up the negatives. They do not dwell too much on the negatives neither do they bring them up bluntly and rudely. Actually, the negatives are brought up as questions in a bid to be polite and thoughtful.
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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