Teachers play a vital role in the overall well being of any society. They are responsible for the education of the next generation of leaders. Yet teachers are forced to work under great pressure. They not only teach but they also have many administrative responsibilities. In addition, they are expected to be involved with extra curricular activities. There is simply no time for professional development. Thankfully, since the inception of instructional rounds teachers are given the opportunity to grow and learn.
This is by no means a complicated or expensive system. All it is is that a small group of teachers get together for the purpose of observing a senior, more experienced or even well known educator in his classroom while he is teaching. These observed teachers need to agree to be observed, however. The purpose is for less experienced teachers to learn and to find ways in which to improve their own teaching methods.
The observers have a meeting before an observation session where the sole purpose is to decide what the objective that they wish to achieve are. Observed teachers are often known for very specific successes such as getting the learners to participate in class discussions. The observers will focus on those successes and concentrate on learning how to use the same techniques in their own classrooms to obtain similar results.
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 always critics. In this case they say that these sessions are of no consequence because they are too short and infrequent. They say that observed teachers put on an act for observers. They are in the minority, however. Most educators are in favour of the system. They say that they cherish the opportunity learn and that they find that they are once again enthusiastic about their jobs.
Nobody will argue the fact that the educational system is under pressure and that many schools produce poor results. Any system that aims to improve the situation should be supported. These observation sessions are easy to implement and they do not require funding. If it helps to improve the quality of education it should be supported at all levels of the overall educational system.
This is by no means a complicated or expensive system. All it is is that a small group of teachers get together for the purpose of observing a senior, more experienced or even well known educator in his classroom while he is teaching. These observed teachers need to agree to be observed, however. The purpose is for less experienced teachers to learn and to find ways in which to improve their own teaching methods.
The observers have a meeting before an observation session where the sole purpose is to decide what the objective that they wish to achieve are. Observed teachers are often known for very specific successes such as getting the learners to participate in class discussions. The observers will focus on those successes and concentrate on learning how to use the same techniques in their own classrooms to obtain similar results.
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 always critics. In this case they say that these sessions are of no consequence because they are too short and infrequent. They say that observed teachers put on an act for observers. They are in the minority, however. Most educators are in favour of the system. They say that they cherish the opportunity learn and that they find that they are once again enthusiastic about their jobs.
Nobody will argue the fact that the educational system is under pressure and that many schools produce poor results. Any system that aims to improve the situation should be supported. These observation sessions are easy to implement and they do not require funding. If it helps to improve the quality of education it should be supported at all levels of the overall educational system.
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