Teach English in Dongminglu Jiedao - Shanghai Shi

The value of observed teaching practiceTrish Brasslow, a media specialist and mentor at Fred C. Wescott Junior High School in Westbrook, Maine. "Being a mentor and observing my peers is truly enlightening," Brasslow told Education World. "I see many different learning styles and I love watching student/teacher interactions. I learn a lot about teaching and what makes for a successful teacher." I agree with Trish, she has a solid point that we can become better teachers by watching, or rather observing others doing it effectively. If we as teachers, even of TEFL, can learn by watching what other teachers do well, then surely we will become better teachers. Although we are not necessarily in a professional setting such as a main stream school we should value all the same focusses of full time educators, since "The intention of teacher-to-teacher observation is that it be a tool for professional development and, in turn, for student learning," according to Colleen Meaney, dean of faculty at Souhegan High School in Amherst, New Hampshire. If our students are not the focus of our preparation, then what is? Meaney goes on to say, ?"newcomers report greater value in peer observation than do more experienced teachers." I would appreciate an educated eye and ear to guide me through my first few lessons. I know that I will not be error-free but can surely avoid many rookie teacher mistakes if I had the benefit of a mentor-observer actively engaging in the peer-observation process and then providing constructive feedback. Besides my personal desire for a support system other than a course workbook, the internet or a staff lunch room, I think that there is great value in having a peer or even a supervisor observe and assess your performance occasionally. More and more, administrators and teachers are viewing peer observation as a form of collaborative professional development. Susan Chernilo, an intermediate level ESOL teacher as well as coordinator of the volunteer tutoring program at the Adult Learning Program of Jamaica Plain Community Centers says that based on common peer partner observations, ?over time, we moved towards each other, not to some bland middle ground, but to a multidimensional place that incorporated a diversity of approaches.? While we are working at being better teachers, we can pick up deeper, often unconventional wisdom from our peers, rather than the books. Any teacher can testify to the fact that experience counts a great deal when facing everyday issues in the classroom. Why not tap into that wisdom, focus on the students, and give them the best learning experience possible. Cristi Alberino a researcher at the University of Pennsylvania's Graduate School of Education and a former New York City teacher believes that teachers should "use one another for professional development," and that observation brings practice to the forefront of teaching. In a world that is quickly becoming smaller, surely we should learn at every opportunity how to be more effective in our chosen field. Seeing, hearing and digesting what others do can only be good for our own personal development as a teacher. In the field of education one often feels that you should manage your classroom in your own unique manner, and this is true to some extent. I do however challenge the teacher who rejects feedback or constructive criticism from their peers, to keep their focus on the students and not what is most comfortable right now. In closing, more and more, administrators and teachers are viewing peer observation as a form of collaborative professional development. TEFL teachers, have that same ethical responsibility to be the best teacher they are capable of being, and should seek opportunities to develop their teaching skills regularly. The following websites were cited in my article, both sites discuss teachers observing teachers. http://www.educationworld.com/a_admin/admin/admin297.shtml http://sabes.org/resources/publications/fieldnotes/vol15/f153chernilo.htm