One of the major frustrations experienced by most teachers is the fact that they work in isolation. They spend a lot of time in their classrooms and they do not often get the chance to update their skills and to exchange ideas and experiences with other professionals. This can lead to stagnation. Instructional rounds can help to change this situation. It allows teachers to observe other professionals in their working environment and to learn from that experience.
This type of exercise should never be seen as a form of evaluation. This is not the purpose at all. The idea is that teachers get a chance to observe other teachers in the classroom in order to see how the teacher in question interacts with the students, use media to explain difficult concepts and maintain discipline in the classroom. The teacher that was observed is not given feedback unless he requests it.
It is very simply to set up a schedule allowing teachers to observe each other. In most instances small groups of observers are led by an experienced teacher. The students are told that the purpose of the exercise is to learn from their own teacher. Observers do not participate in any classroom activities. No teacher is ever forced to allow observers in their classes.
Experts advise that it is best for observers to focus on one or two very specific aspects. These aspects should be discussed prior to the observation session and in most cases the teacher concerned does not know what exactly the aim of the observers is. In this manner all the observers will make notes on similar issues. This will allow them to have meaningful discussions afterwards. Observation sessions should not last longer than fifteen minutes.
After each observation session the observers meet to discuss their experiences. During this session the observers list the lessons that they have learned. They analyze the way in which the teacher they observed achieved his teaching objectives. They also try to discuss ways in which they can use those lessons to improve their own teaching techniques. These debriefing sessions remain confidential and observers never submit a report of any kind.
There can be little doubt that observation exercises benefit everyone concerned. Teachers learn new techniques and get ideas from each other. Students benefit when those ideas are implemented in the class. Even the teachers being observed derive benefits. They are newly motivated to do even better because they are acknowledged to be worthy as an example to other teachers. In this way the standard of education is improved across the board.
There are some potential dangers and administrators should be aware of them. Observers have to understand that the confidentiality of observation sessions is very important. If they discuss their opinions outside the group or if the voice criticism against the teacher being observed they can cause harm. The teacher involved may be hurt and resentment can easily ensue.
Any system that allows professionals to learn from each other must surely be beneficial to the entire educational system. Teachers have to face enormous challenges and they often work in isolation. By observing each other in the classroom they not only get ideas from each other, but they also get the opportunity to share their experiences and difficulties.
This type of exercise should never be seen as a form of evaluation. This is not the purpose at all. The idea is that teachers get a chance to observe other teachers in the classroom in order to see how the teacher in question interacts with the students, use media to explain difficult concepts and maintain discipline in the classroom. The teacher that was observed is not given feedback unless he requests it.
It is very simply to set up a schedule allowing teachers to observe each other. In most instances small groups of observers are led by an experienced teacher. The students are told that the purpose of the exercise is to learn from their own teacher. Observers do not participate in any classroom activities. No teacher is ever forced to allow observers in their classes.
Experts advise that it is best for observers to focus on one or two very specific aspects. These aspects should be discussed prior to the observation session and in most cases the teacher concerned does not know what exactly the aim of the observers is. In this manner all the observers will make notes on similar issues. This will allow them to have meaningful discussions afterwards. Observation sessions should not last longer than fifteen minutes.
After each observation session the observers meet to discuss their experiences. During this session the observers list the lessons that they have learned. They analyze the way in which the teacher they observed achieved his teaching objectives. They also try to discuss ways in which they can use those lessons to improve their own teaching techniques. These debriefing sessions remain confidential and observers never submit a report of any kind.
There can be little doubt that observation exercises benefit everyone concerned. Teachers learn new techniques and get ideas from each other. Students benefit when those ideas are implemented in the class. Even the teachers being observed derive benefits. They are newly motivated to do even better because they are acknowledged to be worthy as an example to other teachers. In this way the standard of education is improved across the board.
There are some potential dangers and administrators should be aware of them. Observers have to understand that the confidentiality of observation sessions is very important. If they discuss their opinions outside the group or if the voice criticism against the teacher being observed they can cause harm. The teacher involved may be hurt and resentment can easily ensue.
Any system that allows professionals to learn from each other must surely be beneficial to the entire educational system. Teachers have to face enormous challenges and they often work in isolation. By observing each other in the classroom they not only get ideas from each other, but they also get the opportunity to share their experiences and difficulties.
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