People from all levels of society have complained that the quality of education is deteriorating. Many people forget, however, that teachers are under great pressure. They do not have enough resources, they are poorly paid, they have to cope with large classes and they are expected to teach and manage extra curricular activities. They certainly do not have time to attend courses. However, with instructional school rounds teachers do get the opportunity to develop professionally.
These rounds simply consist of a system whereby small groups of teachers attend the class of a respected and experienced colleague. The observer teachers do not participate in the class, do not ask questions and do not offer any opinions. They simply observe in silence and try to learn from the colleague giving the lesson. Nobody is ever forced to participate in this system, neither as observer or as the teacher under observation
Observers meet before they attend a lesson. The aim of this meeting is to decide on the objectives that they hope to achieve during the observation session. These objectives often focus on issues with which the teacher under observation is regarded as very good. A teacher may be well known for his ability to use practical examples to explain difficult theoretical or abstract concepts. The observers will then focus on that element of his teaching during the session.
There is never any element of evaluation during these sessions. It is made clear to the students as well. The observers do not give feedback but may do so if the teacher under observation ask for it. The only purpose of observation sessions is to learn and to garner new ideas with the aim of improving on a personal and professional level.
After each session, the observers meet once more. The purpose of this meeting is to share the lessons learned, the ideas generated and their thoughts on how to implement change in their own classrooms with each other. During this meeting no criticism is allowed and no report, verbal or written, is submitted. Observers are expected to keep the discussions during this meeting as confidential.
Observation sessions have quickly gain popularity in many schools, colleges and universities. It is a practical and economical way in which to give educators the chance to develop on a professional level. Teachers are overwhelmingly positive about the system and say that they learn a lot from their colleagues. Being chosen to volunteer to be observed is considered an honour. All parties therefore benefit from such sessions.
There will, f course, always be critics and sceptics. In this case they say that these sessions are much too short to be of any value. They also think that the very fact that no feedback or official reports are submitted negates any positive outcome a session may have had. They say that the system can only work if it is formalized and compulsory. Supporters obviously strongly disagree with these views.
The fact remains that the educational system is under tremendous pressure. Teachers, parents and civil leaders complain that standards are dropping. If observations sessions can help improve the system, then it should be supported at all levels. It is very easy to manage and it does not involve the commitment of major funding.
These rounds simply consist of a system whereby small groups of teachers attend the class of a respected and experienced colleague. The observer teachers do not participate in the class, do not ask questions and do not offer any opinions. They simply observe in silence and try to learn from the colleague giving the lesson. Nobody is ever forced to participate in this system, neither as observer or as the teacher under observation
Observers meet before they attend a lesson. The aim of this meeting is to decide on the objectives that they hope to achieve during the observation session. These objectives often focus on issues with which the teacher under observation is regarded as very good. A teacher may be well known for his ability to use practical examples to explain difficult theoretical or abstract concepts. The observers will then focus on that element of his teaching during the session.
There is never any element of evaluation during these sessions. It is made clear to the students as well. The observers do not give feedback but may do so if the teacher under observation ask for it. The only purpose of observation sessions is to learn and to garner new ideas with the aim of improving on a personal and professional level.
After each session, the observers meet once more. The purpose of this meeting is to share the lessons learned, the ideas generated and their thoughts on how to implement change in their own classrooms with each other. During this meeting no criticism is allowed and no report, verbal or written, is submitted. Observers are expected to keep the discussions during this meeting as confidential.
Observation sessions have quickly gain popularity in many schools, colleges and universities. It is a practical and economical way in which to give educators the chance to develop on a professional level. Teachers are overwhelmingly positive about the system and say that they learn a lot from their colleagues. Being chosen to volunteer to be observed is considered an honour. All parties therefore benefit from such sessions.
There will, f course, always be critics and sceptics. In this case they say that these sessions are much too short to be of any value. They also think that the very fact that no feedback or official reports are submitted negates any positive outcome a session may have had. They say that the system can only work if it is formalized and compulsory. Supporters obviously strongly disagree with these views.
The fact remains that the educational system is under tremendous pressure. Teachers, parents and civil leaders complain that standards are dropping. If observations sessions can help improve the system, then it should be supported at all levels. It is very easy to manage and it does not involve the commitment of major funding.
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