The educational system is under severe pressure and teachers have to do the best that they can under difficult circumstances. They have to teach large classes, deal with a severe shortage of resources, attend meetings, keep parents happy and perform many administrative tasks. They have to teach and prepare their lessons. There is simply no time to attend courses in order to develop personally and professionally. However, with school based instructional rounds teachers do get the chance to interact and to learn.
Implementing such a system is easy and it does not require any form of funding. It is not a complicated system. Small groups of teachers visit a colleague to observe him presenting a lesson. This teacher under observation is normally a well respected and experienced educator known for achieving excellent results. The purpose of the observers is to learn from him. The system is always voluntary.
Prior to every session, the observers meet in order to set a few objectives for the forthcoming session. These objectives normally focus on the known strong points of the teacher that will be observed. The teacher being observed may be known for his ability to get learners to participate in class activities, for example. The observers will then focus on the methods he uses to achieve this.
It is vital to understand that these observation sessions do not include any element of evaluation. The purpose is definitely not to judge or evaluate the teacher under observation, but to learn from him. Students are also clearly briefed on the purpose of the visit by the observers. To help avoid any form of criticism or evaluation, observers provide no feedback after the session, unless the teacher under observation specifically request such feedback.
The observers meet for a second time after the observation session. This time the goal is to share the lessons that they have learnt with each other and to debate ideas on how to improve their own teaching methods by implementing those lessons. No observer is allowed to voice criticism in any form and no report, formal or informal is made to anyone. In addition, the meeting is viewed as strictly confidential.
Most teachers that participate in these systems are extremely positive about it. They say that they really do learn from their colleagues and that they appreciate the opportunity to get to know their own colleagues a bit better. Teacher being observed also benefit because they enjoy the official recognition of their peers. The entire concept has grown in popularity and is now even used by some universities and colleges.
There are always critics of any system. In this case they say that these session are of very little value because they are too short and not held often enough. They also reckon that the teachers being observed are sorely tempted to adjust their teaching styles in order to make a good impression on their colleagues. The only way in which to develop teachers professionally is by means of formal courses, they say.
Regardless of thee criticism, observation sessions keep growing in popularity. It is easy to implement and it does not cost money. The majority of role players agree that any effort to improve the standard of education should be applauded and supported.
Implementing such a system is easy and it does not require any form of funding. It is not a complicated system. Small groups of teachers visit a colleague to observe him presenting a lesson. This teacher under observation is normally a well respected and experienced educator known for achieving excellent results. The purpose of the observers is to learn from him. The system is always voluntary.
Prior to every session, the observers meet in order to set a few objectives for the forthcoming session. These objectives normally focus on the known strong points of the teacher that will be observed. The teacher being observed may be known for his ability to get learners to participate in class activities, for example. The observers will then focus on the methods he uses to achieve this.
It is vital to understand that these observation sessions do not include any element of evaluation. The purpose is definitely not to judge or evaluate the teacher under observation, but to learn from him. Students are also clearly briefed on the purpose of the visit by the observers. To help avoid any form of criticism or evaluation, observers provide no feedback after the session, unless the teacher under observation specifically request such feedback.
The observers meet for a second time after the observation session. This time the goal is to share the lessons that they have learnt with each other and to debate ideas on how to improve their own teaching methods by implementing those lessons. No observer is allowed to voice criticism in any form and no report, formal or informal is made to anyone. In addition, the meeting is viewed as strictly confidential.
Most teachers that participate in these systems are extremely positive about it. They say that they really do learn from their colleagues and that they appreciate the opportunity to get to know their own colleagues a bit better. Teacher being observed also benefit because they enjoy the official recognition of their peers. The entire concept has grown in popularity and is now even used by some universities and colleges.
There are always critics of any system. In this case they say that these session are of very little value because they are too short and not held often enough. They also reckon that the teachers being observed are sorely tempted to adjust their teaching styles in order to make a good impression on their colleagues. The only way in which to develop teachers professionally is by means of formal courses, they say.
Regardless of thee criticism, observation sessions keep growing in popularity. It is easy to implement and it does not cost money. The majority of role players agree that any effort to improve the standard of education should be applauded and supported.
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