Hier erfahren Sie, wie Sie Ihre Lehrleistung durch Peer-Evaluationen verbessern können.

In education, especially elementary education we sometimes get feedback that is soft pedaled. Listen very hard and ask clarifying questions if you can. If something comes up, take action and let them know.

One thing I have found helpful in getting feedback from peers is anonymous messaging tools. More of your peers would be willing to provide honest and sincere feedback through this method, which they wouldn't otherwise provide

Embracing peer feedback is crucial for continuous improvement in teaching. In my experience, approaching evaluations with an open mind has led to significant growth. I once received constructive criticism that reshaped my teaching techniques, benefiting both my students and my career. Remember, feedback is not about failure but about refining your skills and excelling as an educator.

Embracing feedback from peers is crucial for growth and improvement. It's not criticism, but an opportunity to refine our craft and better serve students. By valuing insights from colleagues, we can create a culture of continuous improvement, leading to more effective teaching and better academic outcomes

Iimportant de recevoir des commentaires en mêlant les générations, voire les matières : philo, Histoire et Lettres par exemple. Cela crée une synergie et permet la confrontation d’expériences.

La confrontation avec des domaines différents comme le sport ou les activités artistiques permet de renouveler l’approche de son enseignement et se souvenir que l’élève n’est pas qu’un cerveau. L’être humain doit être envisagé de manière globale pour profiter de l’enseignement qu’il reçoit. La diversité des approches est capitale pour proposer une formation de qualité.

We often think that only someone else who teaches the same content or subject area as we do are the only ones who can provide feedback to help us improve our teaching practice. This is not the case. Getting input from those who teach other content areas can give you a new perspective that you would otherwise have missed.

Some years back, when I was to teach 'factorization of algebraic expressions' to a group of Year 8 classes, I had a method for teaching this concept. However, after the first day of introducing this concept, I observed that most of the students couldn't understand my method. So, after class, I went to my Head of Department to ask that he provide me with a different method for teaching this concept, since mine had failed for this class. Fortunately for me, my HOD provided me with a method that is easy to explain, easy to understand, and easy to apply. This happened eight years ago, but I'm still currently using this method because it's effective.

Keep a teaching journal for your reflections. Use your reflections to revise and improve your lessons and learning activity. Continually make moves based on feedback to improve your teaching with the lens of what is best for students.

Collaboration can look many different ways. You can be a member of a PLC or CoPs. You can invite colleagues to do peer observations of each other. You can engage in professional conversations in your department or through various professional development opportunities. Find the format and context that meets your needs and tap into that as often as you can.

Collaboration is key to making the most of peer evaluations in teaching. By regularly engaging in open discussions with colleagues, I’ve found that feedback becomes more than just a one-time event—it turns into a continuous dialogue that drives ongoing improvement. This collaborative approach has helped us develop a strong, supportive community of educators, all striving to elevate our teaching practices together.

Sort feedback into categories or topics that support your professional objectives (Ex: Lesson content, delivery/instruction, student interactions). Rewrite evaluative statements as action items, describing what you will do differently, how you will modify your approach, and standards by which you will measure your progress. Example: Feedback- Students seemed restless and disengaged during carpet time. Consider decreasing time spent on passive instruction. Action statement- I will increase student engagement through proactive use of interactive content. Mid-lesson, I will conduct an informal progress check through a movement-based game or Think, Pair, Share. My goal is for __% of students to actively participate for __% of the lesson.