My Experience In Recent Learning Walk Routine Model
The learning walk routine model is an approach whose aim is to observe teachers informally with the objective of providing appropriate feedback and suggestions for improving class instruction and ensuring the achievement of curriculum objectives. The model requires observers to carry out research on the topic for observation before conducting the actual class visit. During the pre-planning stage, the observer also sets out the expected outcomes and objectives of the visit to ensure a successful observation. The classroom visits should take place on a regular basis in order to ensure consistency in the adherence to instructional standards. During the learning walk routine, the observer should consider looking into factors such as classroom or instructional organization, engagement of students, rigor of instruction, and alignment of instruction. As such, the brief visit is of great significance in revealing several issues that are effective for the improvement of instruction.
My Experience in Recent Learning Walk Routine
I recently visited Great River Charter Montessori School to observe teacher …show more content…
Abram during his Math class of Grades 7 and 8. The class duration was 3 hours. My first impression of the class environment was that of an organized and peaceful environment suitable for learning. There were many signs of perfect organization and rigorous instruction throughout the class. For example, there were no signs of stacks of paper of disorganized instructional materials. Additionally, I saw a room arranged to suit a typical instruction conducive environment. Furthermore, students were highly engaging throughout the instruction period. The engagement did not allow room for time wastage between lessons. I liked the idea since my teaching experience tells me the difficulty of getting back students to instruction after a period of disengagement. Mr. Aram was also proving an effective teacher by employing different strategies to ensure his students remain engaged throughout.
Rationale for Choosing the Model
The learning walk routine is advantageous in improving the quality of instruction. Many observers employing this model of observation agree that offering teachers with informal praise for an excellent work done plays a significant role in improve teacher self-confidence and acknowledgement of the importance of a quality instruction (Kachur, Stouts, and Edwards, 2013). Additionally, the model requires the observer to set clear objectives for the observation in order to ensure the development of a healthy relationship between teachers, students, and observer. Additionally, the approach helps teachers use reflection with the aim of improving their teaching skills and performance. This idea eventually leads to a strategic alignment of the curriculum to suit classroom instruction. Likewise, the model aims at engaging teachers and observers in dialog about their targets of teaching practices and school-wide goals.
The technique also helps principles in utilizing their time to understand the best practices for formulating strategies aimed at aligning instruction with district curriculum goals.
Since teachers and the observer work with the best interest of the student, classroom routine walk results in improved student performance. Similarly, the conference is characteristic of enhancing teacher development and training through the final feedback given to the teacher by the observer. Solving problems related to instruction is also possible with the technique. During the observation, the observer guides the teacher by offering alternative solutions to problems experienced during the instruction process. As such, the technique chosen is effective in improving teacher and student performance through the provision of opportunities that support teacher correction and improved
interaction.
Comparison and Contrasting of Formal and Informal Observation
Both formal and informal teacher observations are integral in the quest of ensuring successful delivery of quality instruction and the achievement of curriculum objectives. The two observation strategies are similar in the sense that they seek to improve student performance and teacher development. Additionally, both categories of observations have specific objectives and purpose. The two also requires the observer to provide an elaborate feedback that compliments the formulation and implementation of instructional strategies and policies. However, the formal observation takes place at a specified interval while the informal observation is random and brief. The informal observation also takes place regularly to offer precise perspective of the student and teacher achievement.
Furthermore, the feedback given during informal observation is unofficial compared to that of a formal teacher evaluation. However, the feedback from each observation model is significant in aiding the improvement of the quality of teacher instruction. Additionally, formal and informal observations require the principle to create trust with the teachers to ensure that the teachers feel comfortable during the observation process and avoid cases of resistance. This would be possible through the provision of unbiased feedback after the observation. Similarly, providing teachers with alternatives of solutions to instructional problems would be useful. Therefore, although the two models of observation are integral, I would prefer the informal since it provides more room for teacher and observer to create an informal relationship at the personal and professional level, thereby improving interaction. However, this point does not imply that the formal approach is ineffective. I mean the choice of the informal technique is its ability to allow the observer have a constant understanding of instructional and classroom organization. The technique also enables observers have a clear perspective of daily student engagement.
Perceptions of improvement of Instruction
Both the formal and informal observations are significant in improving instruction. Firstly, the informal model such as the learning walk routine enables teachers has informal feedback that would guide them in using reflection to improve their knowledge and skills. Interaction with the observer would also allow teachers understand the best methods of aligning instruction with the curriculum and school goals. On the other hand, formal teacher observation allows the observers to provide teachers with specific options for solutions to instruction problems and assess teacher learning developmental stages to apply the best formal model.
Feedback to the Teacher after the Observation
Having observed your instruction practices during the math class of levels 7 and 8, I am pleased to commend you for the good work. Perfect class organization and impeccable student engagement make you an effective teacher. I am also happy about your relationship and interaction with your students. However, I would wish to point out that the entire good organization, student engagement, and good curriculum alignment would be sufficient. Your student will improve even better if you ensure improved instruction rigor by challenging your students to process new information and applying new concepts in different contexts.
Reflection from the Observation
I learned from the informal teacher evaluation that teacher effectiveness is key to ensuring a successful instruction that improves student performance. Factors such as the creation of trust between teachers and observers are significant in ensuring a successful observation. Finally, setting goals and objectives of the observation also helps in determining the factors of observation. Therefore, observation would not be successful without clear goals to define its direction and intended outcomes.
Reference
Kachur, D., Stout, J., & Edwards, C. (2013). Engaging Teachers in Classroom Walkthroughs.
My Experience in Recent Learning Walk Routine
I recently visited Great River Charter Montessori School to observe teacher …show more content…
Abram during his Math class of Grades 7 and 8. The class duration was 3 hours. My first impression of the class environment was that of an organized and peaceful environment suitable for learning. There were many signs of perfect organization and rigorous instruction throughout the class. For example, there were no signs of stacks of paper of disorganized instructional materials. Additionally, I saw a room arranged to suit a typical instruction conducive environment. Furthermore, students were highly engaging throughout the instruction period. The engagement did not allow room for time wastage between lessons. I liked the idea since my teaching experience tells me the difficulty of getting back students to instruction after a period of disengagement. Mr. Aram was also proving an effective teacher by employing different strategies to ensure his students remain engaged throughout.
Rationale for Choosing the Model
The learning walk routine is advantageous in improving the quality of instruction. Many observers employing this model of observation agree that offering teachers with informal praise for an excellent work done plays a significant role in improve teacher self-confidence and acknowledgement of the importance of a quality instruction (Kachur, Stouts, and Edwards, 2013). Additionally, the model requires the observer to set clear objectives for the observation in order to ensure the development of a healthy relationship between teachers, students, and observer. Additionally, the approach helps teachers use reflection with the aim of improving their teaching skills and performance. This idea eventually leads to a strategic alignment of the curriculum to suit classroom instruction. Likewise, the model aims at engaging teachers and observers in dialog about their targets of teaching practices and school-wide goals.
The technique also helps principles in utilizing their time to understand the best practices for formulating strategies aimed at aligning instruction with district curriculum goals.
Since teachers and the observer work with the best interest of the student, classroom routine walk results in improved student performance. Similarly, the conference is characteristic of enhancing teacher development and training through the final feedback given to the teacher by the observer. Solving problems related to instruction is also possible with the technique. During the observation, the observer guides the teacher by offering alternative solutions to problems experienced during the instruction process. As such, the technique chosen is effective in improving teacher and student performance through the provision of opportunities that support teacher correction and improved
interaction.
Comparison and Contrasting of Formal and Informal Observation
Both formal and informal teacher observations are integral in the quest of ensuring successful delivery of quality instruction and the achievement of curriculum objectives. The two observation strategies are similar in the sense that they seek to improve student performance and teacher development. Additionally, both categories of observations have specific objectives and purpose. The two also requires the observer to provide an elaborate feedback that compliments the formulation and implementation of instructional strategies and policies. However, the formal observation takes place at a specified interval while the informal observation is random and brief. The informal observation also takes place regularly to offer precise perspective of the student and teacher achievement.
Furthermore, the feedback given during informal observation is unofficial compared to that of a formal teacher evaluation. However, the feedback from each observation model is significant in aiding the improvement of the quality of teacher instruction. Additionally, formal and informal observations require the principle to create trust with the teachers to ensure that the teachers feel comfortable during the observation process and avoid cases of resistance. This would be possible through the provision of unbiased feedback after the observation. Similarly, providing teachers with alternatives of solutions to instructional problems would be useful. Therefore, although the two models of observation are integral, I would prefer the informal since it provides more room for teacher and observer to create an informal relationship at the personal and professional level, thereby improving interaction. However, this point does not imply that the formal approach is ineffective. I mean the choice of the informal technique is its ability to allow the observer have a constant understanding of instructional and classroom organization. The technique also enables observers have a clear perspective of daily student engagement.
Perceptions of improvement of Instruction
Both the formal and informal observations are significant in improving instruction. Firstly, the informal model such as the learning walk routine enables teachers has informal feedback that would guide them in using reflection to improve their knowledge and skills. Interaction with the observer would also allow teachers understand the best methods of aligning instruction with the curriculum and school goals. On the other hand, formal teacher observation allows the observers to provide teachers with specific options for solutions to instruction problems and assess teacher learning developmental stages to apply the best formal model.
Feedback to the Teacher after the Observation
Having observed your instruction practices during the math class of levels 7 and 8, I am pleased to commend you for the good work. Perfect class organization and impeccable student engagement make you an effective teacher. I am also happy about your relationship and interaction with your students. However, I would wish to point out that the entire good organization, student engagement, and good curriculum alignment would be sufficient. Your student will improve even better if you ensure improved instruction rigor by challenging your students to process new information and applying new concepts in different contexts.
Reflection from the Observation
I learned from the informal teacher evaluation that teacher effectiveness is key to ensuring a successful instruction that improves student performance. Factors such as the creation of trust between teachers and observers are significant in ensuring a successful observation. Finally, setting goals and objectives of the observation also helps in determining the factors of observation. Therefore, observation would not be successful without clear goals to define its direction and intended outcomes.
Reference
Kachur, D., Stout, J., & Edwards, C. (2013). Engaging Teachers in Classroom Walkthroughs.