There can be absolutely no doubt that teaching is a very demanding career. Teachers have numerous responsibilities. Their main focus, to teach, is often made very difficult by having to work with inadequate resources and numerous administrative responsibilities that claim a lot of their time. Large classes make it impossible to pay attention to the needs of individual learners. Within this demanding environment, many teachers have no time to spend on self development. Luckily, instructional rounds are there to address at least a part of this need.
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.
The observer group have a meeting prior to every observation session. During this meeting they set some objectives for the session. In most cases, the teacher that will be observed is renowned for one or more aspects of teaching. He can be known for using humour effectively, for example, or for an uncanny ability to maintain classroom discipline. The observation session normally focuses upon these strong points.
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.
Every observation sessions is followed by a second meeting. The observers share their experiences and they discuss the lessons that they have learned from their colleague. They also brainstorm some ideas about ways in which to implement these lessons in their own class rooms. These discussions are confidential. No criticism of the observed teacher is allowed and no report is submitted.
The system of observing professional colleagues in action has become extremely popular. Observers learn from experienced professionals and those under observation are motivated because they have been identified as true professionals in their field. Eventually, however, it is the students that benefit most because their teachers are freshly inspired with new ideas. Teachers not only learn from each other but they also get to know each other better.
Critics have shot down the system as utterly worthless. They argue that observation sessions are artificial because the teacher under observation inevitably try to impress his colleagues rather than teach as he would normally do. Critics also think that the sessions are too short and that the lack of formal feedback renders them useless. Many critics say that formal teacher development programs are the only way in which to improve the system.
The educational system is certainly under tremendous pressure. Observation sessions make no claims on scarce resources and they are easy to manage and to implement. If they make even the smallest difference to the quality of education then they should be promoted vigorously.
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.
The observer group have a meeting prior to every observation session. During this meeting they set some objectives for the session. In most cases, the teacher that will be observed is renowned for one or more aspects of teaching. He can be known for using humour effectively, for example, or for an uncanny ability to maintain classroom discipline. The observation session normally focuses upon these strong points.
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.
Every observation sessions is followed by a second meeting. The observers share their experiences and they discuss the lessons that they have learned from their colleague. They also brainstorm some ideas about ways in which to implement these lessons in their own class rooms. These discussions are confidential. No criticism of the observed teacher is allowed and no report is submitted.
The system of observing professional colleagues in action has become extremely popular. Observers learn from experienced professionals and those under observation are motivated because they have been identified as true professionals in their field. Eventually, however, it is the students that benefit most because their teachers are freshly inspired with new ideas. Teachers not only learn from each other but they also get to know each other better.
Critics have shot down the system as utterly worthless. They argue that observation sessions are artificial because the teacher under observation inevitably try to impress his colleagues rather than teach as he would normally do. Critics also think that the sessions are too short and that the lack of formal feedback renders them useless. Many critics say that formal teacher development programs are the only way in which to improve the system.
The educational system is certainly under tremendous pressure. Observation sessions make no claims on scarce resources and they are easy to manage and to implement. If they make even the smallest difference to the quality of education then they should be promoted vigorously.
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