Those that think that teaching is a half day job and that teachers have nothing to do but teach are very badly mistaken. Teachers have to deal with numerous responsibilities. They not only teach, but they also have to grade papers, complete many administrative tasks, become involved in extra curricular activities, attend endless meetings and work around the fact that they always have to do their jobs without adequate resources. They have no time for self development. However, instructional rounds may be at least part of the answer.
This straight forward system aims to help teachers to improve their own teaching skills. This is done by having small groups of teachers attend the class of an experienced colleague with the aim of learning something from that teacher. Observers are just that. They do not take part in the lesson and they may not even ask questions. Participation, whether as observer or as the observed, is always voluntary.
Before attending a lesson, observers first meet with each other. The purpose of this meeting is to formulate some objectives for the observation session. Observers are encouraged to focus on the strengths of the teacher under observation because that is where they will learn most. In this way observers may, for example, decide to focus on the ability of the observed teacher to draw students into discussions.
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.
Nobody will argue the fact that the entire educational system needs to be improved drastically. This has to be achieved with an ever decreasing budget. Observation sessions require no resources and if they help to make even a very small positive difference, then they must be worth the effort.
This straight forward system aims to help teachers to improve their own teaching skills. This is done by having small groups of teachers attend the class of an experienced colleague with the aim of learning something from that teacher. Observers are just that. They do not take part in the lesson and they may not even ask questions. Participation, whether as observer or as the observed, is always voluntary.
Before attending a lesson, observers first meet with each other. The purpose of this meeting is to formulate some objectives for the observation session. Observers are encouraged to focus on the strengths of the teacher under observation because that is where they will learn most. In this way observers may, for example, decide to focus on the ability of the observed teacher to draw students into discussions.
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.
Nobody will argue the fact that the entire educational system needs to be improved drastically. This has to be achieved with an ever decreasing budget. Observation sessions require no resources and if they help to make even a very small positive difference, then they must be worth the effort.
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