Being a teacher used to be a calling but in modern times teachers often have to work under conditions that are sometimes dangerous and often without the necessary resources. They are expected to teach, to build relationships with all the learners in very large classes and they are often buried under paper work. Then they have to be part of the extra curricular program too. Since the inception of lesson observation, however, many teachers have grasped the opportunity for personal development.
The system of observing other teachers in action is called instructional rounds. There is nothing complicated about it. A small group of teachers, normally inexperienced ones, attends the class of a more experienced teacher in order to learn from him. The observing teachers do not interrupt the class in any way. The learners are told what the observation session is for and to simply ignore them and behave as they normally would.
The observers get together prior to every observation session in order to set objectives for the event. In most cases, teachers asked to allow their classes to be observed are very accomplished, obtain excellent results and usually employ a variety of teaching strategies in their class rooms. The objectives of each session ordinarily focus on the known strong points of the teacher to be observed but they are not made known to him.
The one single purpose of instructional rounds is to learn. Observers therefore do not complete any type of evaluation form nor are they expected to provide feedback to the teacher that was observed. This very fact makes it easier for teachers to agree to being observed. In some cases the observed teacher may request feedback and then it is normally provided orally, not in writing.
After the observation session the observers meet once more to compare notes. They share the lessons that they have learnt, the ideas that they developed and their plans on how to implement these lessons and ideas in their own class rooms. No report of this entire observation session is compiled and all discussions are deemed to be confidential. This simply makes it easier to arrange future observation sessions.
Instructional rounds offer many benefits. Not only do the observers learn from a respected colleague, but the teacher under observation is motivated because he knows that only accomplished teachers are requested to agree to be observed. In the process, the quality of education improves and innovation in the class rooms are accomplished. This means that, ultimately, it is the learners and the general educational system that benefit.
There are critics of the system, of course. They complain that these sessions are rendered worthless because they are so informal and short. They also allege that teachers, knowing that they will be under observation, do not teach the way they normally do because they want their colleagues to be impressed. They make special preparations and even involve the learners. Supports of the system say this is simply not true and that instructional rounds are extremely valuable.
One thing is certain. The educational system is under pressure. There are not enough resources and teachers are over worked. Instructional rounds seems to be beneficial and should therefore be supported by all role players.
The system of observing other teachers in action is called instructional rounds. There is nothing complicated about it. A small group of teachers, normally inexperienced ones, attends the class of a more experienced teacher in order to learn from him. The observing teachers do not interrupt the class in any way. The learners are told what the observation session is for and to simply ignore them and behave as they normally would.
The observers get together prior to every observation session in order to set objectives for the event. In most cases, teachers asked to allow their classes to be observed are very accomplished, obtain excellent results and usually employ a variety of teaching strategies in their class rooms. The objectives of each session ordinarily focus on the known strong points of the teacher to be observed but they are not made known to him.
The one single purpose of instructional rounds is to learn. Observers therefore do not complete any type of evaluation form nor are they expected to provide feedback to the teacher that was observed. This very fact makes it easier for teachers to agree to being observed. In some cases the observed teacher may request feedback and then it is normally provided orally, not in writing.
After the observation session the observers meet once more to compare notes. They share the lessons that they have learnt, the ideas that they developed and their plans on how to implement these lessons and ideas in their own class rooms. No report of this entire observation session is compiled and all discussions are deemed to be confidential. This simply makes it easier to arrange future observation sessions.
Instructional rounds offer many benefits. Not only do the observers learn from a respected colleague, but the teacher under observation is motivated because he knows that only accomplished teachers are requested to agree to be observed. In the process, the quality of education improves and innovation in the class rooms are accomplished. This means that, ultimately, it is the learners and the general educational system that benefit.
There are critics of the system, of course. They complain that these sessions are rendered worthless because they are so informal and short. They also allege that teachers, knowing that they will be under observation, do not teach the way they normally do because they want their colleagues to be impressed. They make special preparations and even involve the learners. Supports of the system say this is simply not true and that instructional rounds are extremely valuable.
One thing is certain. The educational system is under pressure. There are not enough resources and teachers are over worked. Instructional rounds seems to be beneficial and should therefore be supported by all role players.
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