Observing experienced teachers can teach a novice a lot about teaching
their observation get frustrated even though they are good at management. Observing experienced teachers can teach a novice a lot about teaching.
Observation is key ingredient of improving one’s own work. It is even more important for a work that involves lot of people and calls for workforce management. People who lack the ability to observe and learn from their observation get frustrated even though they are good at management. Observing experienced teachers can teach a novice a lot about teaching.
Observation, like any other skill, can be learned and honed. Observing taechers who have experience in the field is among the best methods to develop teaching skills and learn successful strategies and techniques. Advisors of teacher development argue that observation is central to professional development of teachers because it increases their self-awareness about the skills they already possess and how to polish those skills.
For managers observation can be effective tool to identify grey areas and notice areas of further growth. Novice teachers rather than teacher trainers should be given more opportunities of observing diverse classrooms. Observation not only teaches new methods and techniques it also introduces new teachers to fresh teaching approaches.
They learn to apply new technology, iPads, apps and interactive boards. Seeing new techniques in action helps novices make fast progress in development of their instruction, and self-evaluation. Fresh entrants need to observe experienced teachers as well their peers. It must be remembered that observation should take place at regular intervals otherwise its effectiveness might get affected badly.
Along with observation, new teachers need to keep up with language teaching sites, online news about new teaching methods. Some schools offer opportunities for class observation. The practice must be introduced at all schools so that teachers learn from one another through observation and reflection on their personal teaching startegies.