There may be large numbers of teachers at a specific school, but in essence teachers work in isolation. They do not regularly interact with their colleagues on a professional level, simply because there is no time. Many teachers and teaching administrators realize that teachers can learn much from each other, simply by observing. However, there need to be a formal system to allow them to do so. That is why instructional rounds have proven to be so successful.
It is important to understand that the purpose of this activity is to learn from observing another teacher in action, not to evaluate the teacher being observed. If the exercise is perceived as a test of some sort, it may lose all value to the observers. Of course, feedback may be given if required. However, the main benefit is observe another professional and to find ways in which to learn from the experience.
It is easy to get a system going. Observing groups should number no more than five and it is preferable that they be led by an experienced teacher. The observers do not take part in any class activities at all and the students are warned before the time that the observers are merely there to learn. In most cases, the teachers being observed is asked to volunteer and they are often the most experienced teachers.
In most cases observers decide beforehand to pay particular attention to a few specific issues. They may decide to pay particular attention to the way in which the observed teacher maintains discipline in the class, or how students are made to participate in the process. By focusing on specific issues the observation session and the subsequent discussion can be more productive.
As soon as an observation session is finished, a debriefing should be conducted. During the debriefing the observers share their opinions with each other and they discuss various ways in which they can improve their own teaching methods by using lessons learned during the observation session. Debriefings are confidential and observations are not shared outside the circle of observers. Feedback is only given to the observed teacher if it is requested.
Educational experts agree that these observation sessions benefit the entire education system. It helps teachers to learn from each other and to introduce new and fresh ideas in their own classrooms. Teachers being observed are motivated anew because they are recognized by their colleagues as a professional from who can be learned. Students also benefit when teachers try new ideas to improve their teaching techniques.
It is very important to manage the observation system very carefully. Under no circumstances should an observed teacher feel that he or she is being assessed. Observations should also never be discussed with those that were not part of the process. If teachers are being forced to participate, they may become resentful and the result will be almost certainly be counter productive.
Anything that improves the quality of the education system should be embraced and applauded. When teachers can help each other to improve their own performance everybody wins. After all, the quality of education is and always will be the prime indicator of the quality of the community. Every parent wants his child to receive the best schooling possible.
It is important to understand that the purpose of this activity is to learn from observing another teacher in action, not to evaluate the teacher being observed. If the exercise is perceived as a test of some sort, it may lose all value to the observers. Of course, feedback may be given if required. However, the main benefit is observe another professional and to find ways in which to learn from the experience.
It is easy to get a system going. Observing groups should number no more than five and it is preferable that they be led by an experienced teacher. The observers do not take part in any class activities at all and the students are warned before the time that the observers are merely there to learn. In most cases, the teachers being observed is asked to volunteer and they are often the most experienced teachers.
In most cases observers decide beforehand to pay particular attention to a few specific issues. They may decide to pay particular attention to the way in which the observed teacher maintains discipline in the class, or how students are made to participate in the process. By focusing on specific issues the observation session and the subsequent discussion can be more productive.
As soon as an observation session is finished, a debriefing should be conducted. During the debriefing the observers share their opinions with each other and they discuss various ways in which they can improve their own teaching methods by using lessons learned during the observation session. Debriefings are confidential and observations are not shared outside the circle of observers. Feedback is only given to the observed teacher if it is requested.
Educational experts agree that these observation sessions benefit the entire education system. It helps teachers to learn from each other and to introduce new and fresh ideas in their own classrooms. Teachers being observed are motivated anew because they are recognized by their colleagues as a professional from who can be learned. Students also benefit when teachers try new ideas to improve their teaching techniques.
It is very important to manage the observation system very carefully. Under no circumstances should an observed teacher feel that he or she is being assessed. Observations should also never be discussed with those that were not part of the process. If teachers are being forced to participate, they may become resentful and the result will be almost certainly be counter productive.
Anything that improves the quality of the education system should be embraced and applauded. When teachers can help each other to improve their own performance everybody wins. After all, the quality of education is and always will be the prime indicator of the quality of the community. Every parent wants his child to receive the best schooling possible.
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