There can be no doubt that the entire educational system is in a crisis. There are not enough resources. Teachers have to deal with very large classes and they often have to deal with disciplinary problems. The administrative load is heavy and they have to show support for extra curricular activities. This is all apart from their primary jobs, to teach. Luckily, with school based instructional rounds teachers get a chance to learn and to become better in their jobs.
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.
Before such an observation session, the observers have a meeting. They set some goals for the session, normally focusing on the strong points of the teachers that will be under observation. Many teachers are known for being very efficient in certain areas and this is the areas where the observers will focus and strive to learn. For example, a teacher may be known for for his ability to maintain discipline in the class and the observers will try to find out how he does it.
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.
After each session, the observers meet once more. They now give each other feedback about exactly what they learned, how they think those lessons can improve their own teaching techniques and ideas on how to implement renewal in their own classrooms. No criticism is voiced or allowed. No report is drawn up either. The entire meeting is deemed to be confidential.
An overwhelming majority of participants in these sessions say that they derive many benefits from them. Not only can teachers learn from their colleagues, but they also get the chance to grow professionally and interact with their colleagues, something they do not get the chance to do often enough. It is no wonder that the popularity of observation sessions have grown tremendously and that even colleges and universities have caught on.
The critics are sceptical. They think that there is little benefit to be gained in short observation sessions and that the entire systems is much too informal. In addition, they accuse teachers being observed of taking special trouble to make a good impression upon their colleagues. Formal training is the only true answer to the problem of poor educational standards, these critics allege.
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.
Before such an observation session, the observers have a meeting. They set some goals for the session, normally focusing on the strong points of the teachers that will be under observation. Many teachers are known for being very efficient in certain areas and this is the areas where the observers will focus and strive to learn. For example, a teacher may be known for for his ability to maintain discipline in the class and the observers will try to find out how he does it.
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.
After each session, the observers meet once more. They now give each other feedback about exactly what they learned, how they think those lessons can improve their own teaching techniques and ideas on how to implement renewal in their own classrooms. No criticism is voiced or allowed. No report is drawn up either. The entire meeting is deemed to be confidential.
An overwhelming majority of participants in these sessions say that they derive many benefits from them. Not only can teachers learn from their colleagues, but they also get the chance to grow professionally and interact with their colleagues, something they do not get the chance to do often enough. It is no wonder that the popularity of observation sessions have grown tremendously and that even colleges and universities have caught on.
The critics are sceptical. They think that there is little benefit to be gained in short observation sessions and that the entire systems is much too informal. In addition, they accuse teachers being observed of taking special trouble to make a good impression upon their colleagues. Formal training is the only true answer to the problem of poor educational standards, these critics allege.
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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