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.
The system is simple and straight forward. A small group of teacher get together and visit another teacher to observe his teaching methods and classroom techniques. The observed teacher is normally an experienced professional that obtain excellent results and he will only be observed if he agrees. The observers are there to learn from him in order to improve their own results and to glean new ideas.
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.
It is important to note that these observation sessions by no means include any form of evaluation. This would simply defeat the entire purpose of the session. The only purpose of such sessions is for the observers to grow and to learn. They do not even provide feedback to the observed teacher unless he specifically ask for it. The students too, are informed about the true purpose of the visit.
Directly after the observation session the observers meet again. This time the purpose of the meeting is to share the lessons that each participant has learned. They will discuss ways in which they can implement those lessons in their own classrooms. The observed teacher is never criticized and the observer group never submit a report about their experiences. The results of the session is also never discussed outside the group.
The popularity of this system has soared. It is easy to plan and to implement and teachers are keen to participate. These sessions allow them to get to know their colleagues a little better and they are given the opportunity to develop professionally. Many participants have professed that they have learned much during these sessions and that their own results have improved as a consequence. The benefits of the system are enjoyed by all the role players in education.
Critics say that the system is superficial. Observers do not spend enough time in the classrooms of observed professionals. They also say that observed teachers do not behave or teach in the way they normally do because they want to impress the observers. Supporters strongly deny this and are in favour of having the system implemented at every school.
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.
The system is simple and straight forward. A small group of teacher get together and visit another teacher to observe his teaching methods and classroom techniques. The observed teacher is normally an experienced professional that obtain excellent results and he will only be observed if he agrees. The observers are there to learn from him in order to improve their own results and to glean new ideas.
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.
It is important to note that these observation sessions by no means include any form of evaluation. This would simply defeat the entire purpose of the session. The only purpose of such sessions is for the observers to grow and to learn. They do not even provide feedback to the observed teacher unless he specifically ask for it. The students too, are informed about the true purpose of the visit.
Directly after the observation session the observers meet again. This time the purpose of the meeting is to share the lessons that each participant has learned. They will discuss ways in which they can implement those lessons in their own classrooms. The observed teacher is never criticized and the observer group never submit a report about their experiences. The results of the session is also never discussed outside the group.
The popularity of this system has soared. It is easy to plan and to implement and teachers are keen to participate. These sessions allow them to get to know their colleagues a little better and they are given the opportunity to develop professionally. Many participants have professed that they have learned much during these sessions and that their own results have improved as a consequence. The benefits of the system are enjoyed by all the role players in education.
Critics say that the system is superficial. Observers do not spend enough time in the classrooms of observed professionals. They also say that observed teachers do not behave or teach in the way they normally do because they want to impress the observers. Supporters strongly deny this and are in favour of having the system implemented at every school.
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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