The educational system is under tremendous pressure. There are simply not enough resources and teachers have to deal with numerous responsibilities. They have to achieve good results in the classroom but they are over burdened by administrative responsibilities, endless meetings, extra curricular activities and other tasks. They have almost no chance to develop professionally. At least, with instructional rounds teachers are given the chance to learn and to develop their professional teaching skills.
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.
Before the observation session the observers meet in order to define some aims for the session. The observed colleague is often acknowledged as a successful educator and he may even be know for using unique techniques to achieve better results. The purpose of the observers is to see how he does that and to find out if they, too, can use his formula in their own classrooms.
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.
There should really be no opposition to a system that cost almost nothing, that is supported by the majority of teachers and that have proven to have positive results. If the educational system is going to improve innovative and creative systems have to be put into place. These sessions are of benefit to everyone involved in education.
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.
Before the observation session the observers meet in order to define some aims for the session. The observed colleague is often acknowledged as a successful educator and he may even be know for using unique techniques to achieve better results. The purpose of the observers is to see how he does that and to find out if they, too, can use his formula in their own classrooms.
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.
There should really be no opposition to a system that cost almost nothing, that is supported by the majority of teachers and that have proven to have positive results. If the educational system is going to improve innovative and creative systems have to be put into place. These sessions are of benefit to everyone involved in education.
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