The educational system is under tremendous pressure. There are simply not enough resources and teachers have to deal with numerous responsibilities. They have to achieve good results in the classroom but they are over burdened by administrative responsibilities, endless meetings, extra curricular activities and other tasks. They have almost no chance to develop professionally. At least, with instructional rounds teachers are given the chance to learn and to develop their professional teaching skills.
The system is simple and straight forward. A small group of teacher get together and visit another teacher to observe his teaching methods and classroom techniques. The observed teacher is normally an experienced professional that obtain excellent results and he will only be observed if he agrees. The observers are there to learn from him in order to improve their own results and to glean new ideas.
Before the observation session the observers meet in order to define some aims for the session. The observed colleague is often acknowledged as a successful educator and he may even be know for using unique techniques to achieve better results. The purpose of the observers is to see how he does that and to find out if they, too, can use his formula in their own classrooms.
These sessions should never be equated with evaluation sessions. In this case the observers do not conduct any form of evaluation. They are rather there to learn from a professional and to discover new inspiration for teaching as a profession. The students are informed about the aim of the session and the observers never take part in the lesson. Unless the observed teacher asks for it, no feedback is ever given to anyone.
Directly after the observation session the observers have another meeting. They compare notes but their discussions always focus on what it was that the learned. They are not permitted to criticise at all. They also debate ways in which they can improve their own classroom performances based on what they learned during the observation session. All their discussions are confidential and they do not submit a report.
Observation sessions have become extremely popular in many school districts. Most participants report that they support the system not only because it gives them an opportunity to grow professional, but also to interact with their colleagues. Of course, if the teacher benefits from the system learners will also benefit. Even observed teachers benefit because they are officially acknowledged as above average educators.
There are, of course, critics. They say that the sessions are too short to be of any value. They also accuse observed teachers of taking extra trouble for these sessions instead of teaching the way they normally do. Supporters nevertheless refute these arguments by saying that they learn a lot, that they improve as educators and that the learners ultimately benefit from the system.
Improving the educational system, even in very small ways, should always be a priority. Teachers should be given every possible opportunity to improve their skills. Their charges are, after all, the future leaders of the world.
The system is simple and straight forward. A small group of teacher get together and visit another teacher to observe his teaching methods and classroom techniques. The observed teacher is normally an experienced professional that obtain excellent results and he will only be observed if he agrees. The observers are there to learn from him in order to improve their own results and to glean new ideas.
Before the observation session the observers meet in order to define some aims for the session. The observed colleague is often acknowledged as a successful educator and he may even be know for using unique techniques to achieve better results. The purpose of the observers is to see how he does that and to find out if they, too, can use his formula in their own classrooms.
These sessions should never be equated with evaluation sessions. In this case the observers do not conduct any form of evaluation. They are rather there to learn from a professional and to discover new inspiration for teaching as a profession. The students are informed about the aim of the session and the observers never take part in the lesson. Unless the observed teacher asks for it, no feedback is ever given to anyone.
Directly after the observation session the observers have another meeting. They compare notes but their discussions always focus on what it was that the learned. They are not permitted to criticise at all. They also debate ways in which they can improve their own classroom performances based on what they learned during the observation session. All their discussions are confidential and they do not submit a report.
Observation sessions have become extremely popular in many school districts. Most participants report that they support the system not only because it gives them an opportunity to grow professional, but also to interact with their colleagues. Of course, if the teacher benefits from the system learners will also benefit. Even observed teachers benefit because they are officially acknowledged as above average educators.
There are, of course, critics. They say that the sessions are too short to be of any value. They also accuse observed teachers of taking extra trouble for these sessions instead of teaching the way they normally do. Supporters nevertheless refute these arguments by saying that they learn a lot, that they improve as educators and that the learners ultimately benefit from the system.
Improving the educational system, even in very small ways, should always be a priority. Teachers should be given every possible opportunity to improve their skills. Their charges are, after all, the future leaders of the world.
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