"Blickwinkel"1) - Viennese model of a
coaching programme for teachers on the basis of system internal
collegial advice
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"Blickwinkel" Homepage |
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Teaching and educating - as educational
implicitness - mainly happen in the activity of teachers by verbal and
nonverbal interactions with pupils.
The high requirements for teachers result from the fact that on the one hand
instruction should be structured methodically and didactically in a
meaningful way and on the other hand teachers should as well deal esteeming
and sympathetically with pupils as they should give an organizational
framework with clear behaviour rules. Working in the classroom teachers have
to interact permanently on social and emotional as well as on cognitive
level with several persons at the same time. In such a complex situation
disturbances that affect a successful interaction - and finally classroom
work - can not be excluded.
Since September 1999 there exists the option for all colleagues of Viennese
compulsory schools to receive collegial feedback by neutral observers on a
voluntary and confidential base. Thus teachers and teams have the chance to
discover ways to communicate with their pupils in a more efficient and more
undisturbed way.
BLICKWINKEL is meant to be a preventive and practical support to
understand structures and communication models in teaching and it is
intended to broaden the communicative scope of classroom action for teachers
and teams. Organizational, methodical, didactical and communicative stimuli
from an outside and unbiased point of view may offer fresh ideas leading to
innovations and enhanced quality of teaching.
Colleagues, who want to make an appointment get in touch by telephone or by
e-mail.
A member of the BLICKWINKEL - team observes some lessons selected by
the colleagues.
Subsequently, approx. one hour continuing confidential discussion takes
place, in which together with the colleagues those samples are filtered,
which were particularly successful during instruction in any way. They are
discussed in detail, in order to make the reason of their success
transparent.
In similar way - however with special sensitivity - also those points of
teaching are addressed which appear worth to modify. In these cases too it
is important to compile the reason for the modifications together with the
colleagues because readiness for trying out something new only exists if
sufficient information and understanding are available. Finally the most
important points of the consulting discussion are put down in a written
advice - mainly in the diction of the colleagues.
At the end of the discussion a date for a second observation is arranged,
which covers the same lessons and likewise a following discussion.
With the second observation it is intended to give feedback over noticeable
modifications in the classroom situation and to discuss possible questions
that came up during the realization of the written advice.
Our experience shows that BLICKWINKEL is well accepted by the
colleagues - regardless of length of service and qualification. The variety
of general observation and feedback up to consultation with special
questions and problem definitions is seen as helpful.
BLICKWINKEL supports colleagues during their introspection and gives an
impulse to revise their own teacher's behaviour and find strategies for
- the extension of the educational competence
- optimisation of instruction success
- strengthening of personal resources
- facilitation of the daily working routine
With BLICKWINKEL we have created within the scope of the Education
Board of Vienna an assistance for teachers which is accepted by the
colleagues on broad base and cherished as an outstanding support.
Since 1999 about 250 colleagues were preventively supported by
BLICKWINKEL. This efficiency bases on spontaneity, privacy and proximity
in practice.
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