Reciprocal Classroom Visits Description and Purpose: Two faculty agree to engage in reciprocal visits during the semester. Each visits the other's classroom several times. Before each visit, the two may agree on a specific focus for observation during the next visit. After each visit, they meet; the observer presents his/her observations, and they discuss the issues raised. Several visits distributed across the term/semester provide the optimal feedback. At the end of the term/semester, each prepares a written summary of his/her observations. The summary focuses on those aspects of the course which were the focus of his/her observations. This summary becomes part of each person's record. The purpose is to provide an opportunity to discuss, reflect upon one's classroom style, techniques. One outcome is a dialogue with a colleague about teaching; exposure to ideas/techniques being used by colleagues. A second outcome is the summary statement for the faculty member's record. Source: Kathleen McEnerney and Jamie Webb, The Teacher Observation/Peer Support (TOPS) Program. Pp. 20-22. Time Involved: Requires 10 to 20 hours of each participant's time during the semester. Preparation: meet in advance of each visit to agree on focus - 30-45 minutes, multiplied by the number of visits, e.g., 6. Conducting review: four to eight class periods. Report/Feedback: meet following each visit to discuss observations - 30 to 45 minutes, multiplied by the number of visits. Write summary report: 1 to 2 hours. Who is the reviewer? Faculty colleagues from one's own or other departments. Selection is very important. This technique may be most helpful when the participants teach classes which are similar in size, pedagogical techniques employed, and level of difficulty. Whom is reviewed? Faculty interested in getting evidence about their classroom teaching techniques. Both participants should be volunteers. Format of instruction: Lecture, lecture-discussion, seminar. Would be difficult to implement effectively in class which relies on one-to-one contact between instructor and students. Unit of observation: The instructor's behavior in the classroom. Scope: This technique works best if the scope, that is, the issues, behaviors to be reviewed are agreed upon in advance. Documentation: A written summary of observations prepared at the end of the semester. Pre- or Post-Course Meetings: None. Audience: The faculty member teaching the class. Observation of the Instructor with Students: Yes, over several classes. Interaction of Reviewer with Students: None   Comments: Pros Provides feedback on one's teaching style Increases self-awareness about one's teaching Provides forum for discussing common problems Results in written statement/assessment of classroom teaching.   Cons Requires 15 to 20 hours of participants' time.     Specific Directions:  When  Faculty Member Colleague Early in semester Identify colleague to serve as a reviewer   Early in semester Meet with colleague Agree on number of visits, approximate schedule Same activities During semester Call preparatory meeting Be observed Call feedback meeting Repeat cycle agreed upon number of times Attend preparatory meeting Observe class Provide feedback End of semester Prepare written report Prepare written report