Teachers are facing more challenges than ever before. They have to deal with large classes where it is impossible to pay attention to the individual needs of every child. They have to prepare lessons, be involved in sport and on top of this all teachers are saddled with mountains of paper work. Add to this the fact that they never have all the resources they need. Teachers do not have time to improve their own skills. However, with instructional rounds, this situation can most certainly be improved.
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.
The system cannot work if any of the role players, students, observers, administrators or those being observed, perceive the sessions as some form of evaluation. This may never be the case. The only aim of these sessions is for the observers to learn and to take away some constructive ideas that can help them to become better teachers themselves and to contribute towards the quality of education at their particular schools.
The observers meet once more directly after the observation session, while everything is still fresh in their minds. During this session that are not allowed to criticise the observed teacher but rather to discuss the ideas that they have garnered and the lessons that they have learned. Observers never submit reports or even provide informal feedback. Their discussions remain confidential.
The observation of peers in the field of education has become extremely popular and many universities and colleges have also implemented such systems. The majority of educators that have experience of this system, whether as observers or as the educator under observation agrees that there are many benefits to be had. Ultimately, however, it is the quality of education that is improved.
It is only natural that the system has critics. They complain that the sessions are too short and too informal. They say that because teachers being observed know about it well in advance, they make a special effort to impress their colleagues, thereby negating all the benefits of the system. Some even believe that this system is a convenient way in which to neglect much needed formal teacher development programs.
The fact remains that the entire education system is under tremendous pressure. No one will deny the fact that major steps are necessary to improve the situation. Observation sessions are easy to implement and they do not require funding. If they help to improve the quality of education then they are certainly worth a try.
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.
The system cannot work if any of the role players, students, observers, administrators or those being observed, perceive the sessions as some form of evaluation. This may never be the case. The only aim of these sessions is for the observers to learn and to take away some constructive ideas that can help them to become better teachers themselves and to contribute towards the quality of education at their particular schools.
The observers meet once more directly after the observation session, while everything is still fresh in their minds. During this session that are not allowed to criticise the observed teacher but rather to discuss the ideas that they have garnered and the lessons that they have learned. Observers never submit reports or even provide informal feedback. Their discussions remain confidential.
The observation of peers in the field of education has become extremely popular and many universities and colleges have also implemented such systems. The majority of educators that have experience of this system, whether as observers or as the educator under observation agrees that there are many benefits to be had. Ultimately, however, it is the quality of education that is improved.
It is only natural that the system has critics. They complain that the sessions are too short and too informal. They say that because teachers being observed know about it well in advance, they make a special effort to impress their colleagues, thereby negating all the benefits of the system. Some even believe that this system is a convenient way in which to neglect much needed formal teacher development programs.
The fact remains that the entire education system is under tremendous pressure. No one will deny the fact that major steps are necessary to improve the situation. Observation sessions are easy to implement and they do not require funding. If they help to improve the quality of education then they are certainly worth a try.
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