EDUCATION SUPPORT PROGRAM (ESP)
EDUCATION SUPPORT PROGRAM (ESP)
Facilitating Teaching and Learning in Primary Schools
2013 – 2040 Agenda
27 YEARS OF EDUCATION SUPPORT PROGRAM IN KAMWENGE DISTRICT:
IMPROVING RETENTION, LITERACY AND NUMERACY COMPETENCES IN PRIMARY SCHOOLS:
Vision 2040 Resource Centre (V40RC)
P.O. BOX 1439 Kamwenge, Uganda.
Tel: 0772888149, 0752888149, 0706927637
Email: email@example.com, firstname.lastname@example.org.
EDUCATION SUPPORT PROGRAM (ESP)
We are the people of Vision 2040 Resource Centre (V40RC). Vision 2040 Resource Centre is a Christian-based non-denominational Organization, founded by a team of Christians Social Entrepreneurs in 2012 in Kamwenge District Uganda. We work in Kamwenge District where our organization is registered as a Community Based Organization (CBO). Among various programs implemented at V40RC we have the Education Support Program (ESP) aimed at facilitating schools, communities and families to ensure success in learning of the children.
What we believe in/our motivation toward education development
As Christians, we believe that God designed man as spiritual as well as physical and social beings, and our aim is to minister to the needs of the whole person.
We believe that teaching is a universal pursuit-everybody does it. Parents teach their children, employers teach their employees, coaches teach their players, wives teach their husbands (and vice versa), Christian leaders teach their parishioners and, of course, professional teachers teach their students.
We believe in teachers who spend an amazing amount of time teaching young people. Some of that time is richly rewarding because helping children of any age learn new skills or acquire new insights is a joyous experience. It makes one feel good-as a parent, a teacher, or leader to contribute to the growth of a child, to realize one has given something of oneself to enrich the life of another human being. It is exhilarating to watch a young person take from a teaching relationship something new that will expand his understanding of the world or add to his repertoire of skills.
But as everybody knows, teaching young people can also be terribly frustrating and fraught with disappointment. All too often, parents, teachers, and other educators discover to their dismay that their enthusiastic desire to teach something worthwhile to young people somehow fails to engender an enthusiastic desire in their students to learn. Instead, those who endeavor to teach encounter stubborn resistance, low motivation, short attention spans, inexplicable disinterest, and often open hostility.
When young people, seemingly without reason, refuse to learn what adults are so unselfishly and altruistically willing to teach them, teaching is anything but exhilarating. In fact, it can be a miserable experience leading to feelings of inadequacy, hopelessness, sheer exasperation and, too frequently, deep resentment toward the unwilling and ungrateful learner.
Vision 2040 Resource Centre Education Programs (ESP) uses a mentoring model of teaching, which was demonstrated by Jesus as He taught His disciples. He taught people; He fed the hungry, compassionately cared for those in need and taught His followers to do the same. Christian educators who follow this example can powerfully impact their entire society.
Our Education Development Philosophy
Over the past one year of our existence, Vision 2040 Resource Centre has developed a philosophy of education development with three basic components.
First and most obvious is the emphasis on high-quality affordable education for rural children. With its booming information economy, Uganda is a land where a good education is often a ticket out of poverty, but it is also a land with extraordinary educational stratification: children with opportunity and means can get an excellent education, while the majority of children have access to poor schools with poor home back ground. Rural schools are notoriously poor in contemporary Uganda.
Second is extra-curricular support for learners. Children from poor rural backgrounds often lack the confidence, knowledge, connections, and family support needed to move into good careers. Therefore ESP staffs and volunteers are to take personal interest in learners and assist in various ways, including providing personal counseling, persuading parents to keep children in school, and providing logistical support for schools and the learners.
Third is to put in place strategies aimed at keeping graduates connected to their home areas. Helping rural youths graduate and move to middle class careers in the city only depletes rural resources unless the graduates remain closely involved with their home communities. ESP will encourage graduates who have gotten excellent jobs in Kampala and elsewhere to intervene in children’s education back in the village. Graduates also will be encouraged to return to participate in village life, and offer advice and encouragement to younger students.
The goal of ESP is therefore, to mobilize, and strengthen capacities of Community leaders, schools, and families to work in their areas of influence to address education concerns in Kamwenge District.
Our aim is Student Successes
Learners’ success is what drives us to take actions to continue. Learners want to succeed. Normally successful learners begin each year believing that they will do well. Typically unsuccessful learners also start each year with the hope that this year might be different. It is our job as education supporters to work with teachers to foster that hope and find ways to help every learner become successful. Obviously, this is not 100% possible, but does not mean it’s not a goal to strive for.
At Vision 2040 Resource Centre-ESP we work to improve access and the quality of education supporting Kamwenge communities to achieve their future goals. We work with local guardians and stakeholders to improve educational facilities and the lives of students. We continue to work diligently towards the goals we first set out for ourselves and appreciate the support from other partners and stakeholders.
Vision 2040 Resource Centre is dedicated to improving the tomorrow of Kamwenge communities through the education of today’s children. We believe that the only way to improve tomorrow’s options and outcomes in Kamwenge is through education today.
We seek to support children, families, and their communities in their educational goals and to work alongside the existing educational systems with leadership present in local communities. Our vision is therefore focused on access, quality, and success in education.
Educational Access – We believe that every Kamwenge Child should have access to education. We work to identify potential roadblocks to educational attainment. We provide support, and programs to meet the identified needs and assist individual children in gaining access to education.
Educational Quality – We believe that every Kamwenge people should participate in and experience high quality education in preparation for the future. We support the work of parents and guardians through instruction, assessment, and training to enhance the educational experience.
Educational Success – We believe that every Kamwenge people should have the opportunity to achieve success through education. We work to increase school completion and attendance rates, decrease failure and dropout rates, and promote achievement in Ugandan education.
Our aim is help every child achieve the highest degree of individual development of which he/she is capable, keeping in mind the needs and values of the society he/she is living in.
To work with schools and families to stimulate in our pupils a sense of pride in their national heritage and culture, respect for their environment and the ability to observe only the best of other cultures.
Development of skills, qualities of character, knowledge and physical well being.
To achieve personal satisfaction in an academic medium.
To provide learning opportunities where the child can be creative and use one’s initiative.
To foster an inquiring attitude among children.
To develop capacities for thought and judgment.
Social and Moral Aims
We promote social awareness of oneself and others.
We work with schools to provide the opportunity for children to interact with each other and with adults in a pleasant way, both at school and in other communities, thus becoming aware of the needs of others.
While acknowledging differences, they learn to appreciate and respect others. We try to instill a code of social and moral behavior based on religious principles.
We work with schools to prepare our children for decent leisure and recreation. The school tries to make the children understand that in a democratic society each individual has duties and obligations to the community as well as rights within it.
Education is at the service of ‘human maturity’. It aims at the most complete achievement of varied activity expressing the potentialities of students in the context of their social environment.
The general objectives of religious education is to transmit, evoke and acquire knowledge, attitudes, values, skills and sensibilities according to the mind, values and sensibilities of God the creator. Religion is used as the service of the art of life in the religious dimension.
Though the core of the religious message is not primarily the ethical dimension, yet the religious message finds its concrete expression in character formation and good behavior.
In this Education Support Program we work with Kamwenge schools to improve the quality and competences in teaching and learning of these important subjects;
1. Language (English/Runyakitara)
A good level of both English and Runyakitara is necessary for good communication. This interaction between sender and receiver occurs very clearly in spoken communications, yet this process characterizes itself in written communication as well. Reading is also a process of negotiation. This highly complex activity involves knowledge, abilities and skills. Children make sense of experience by learning to ask the right questions and by talking or writing about it. It is through language that children come to explore other areas of knowledge in the school curriculum by exercising the communication abilities i.e. interpretation, expression, negotiation and practice.
Initially, the teaching of English as a standard language is based also on an informal communicative approach, where we offer plenty of opportunities for learning through activity, e.g. during art and craft, Physical Education, music/ rhymes and outings.
In order that children grow to love Mathematics, we work with schools to see that the subject is taught in a concrete, practical and active way as much as possible. Pupils are more likely to develop mathematical concepts that will help them for later on at school if they can associate what they learn with real life experiences. Mathematics introduces our young pupils to logical and clarity of thought.
3. Art and Craft
Art is an expressive and communicative force encouraging the ability to perceive, understand and express concepts and feelings in a visual and tactile form. It heightens visual and intellectual awareness through direct participation in practical skills: drawing, painting, printing, modeling, carving, building, etc. and the handling of different media e.g. chalk, pencil, crayons, poster/water/finger colours, powder paints, paper, cardboard, plasticine, wood, stone, leaves, flowers, etc.
Art and craft leads the pupil to a more lively appreciation of the natural and man-made environment and a greater understanding of the self. It fosters in children a positive outlook, an enthusiasm to try things out and eventually reach a stage of maturity which will enable them to enjoy ideas, creating, researching and looking for beauty throughout the rest of their lives. Art gives form to thought and so renders visible those ideas which would otherwise have remained intangible notions if taught solely through literacy and numeracy.
4. Physical Education
A complete programme aiming for the acquisition of movement skills including locomotor and nonlocomotor skills, as well as manipulative skills.
We work with schools so that this programme is followed regularly so that pupils master skills necessary to perform a variety of physical activities. By year three in school each pupil should know the implications of and benefits from involvement in physical activities especially the values and contributions it gives to a healthy lifestyle.
5. Drama/Projected Play
Projected play is drama in which the whole mind is used but the body is not used so fully. Treasures (dolls, bricks, any object upon which love is provided) are used which either take on characters of the mind or become part of the place. The child stands, sits, lies prone or squats and uses the hands mainly. The main action takes place outside the body and the whole is characterized by extreme mental absorption. The object played with rather than the person playing takes on life and does the acting, though there may be vigorous use of voice. This type of Projected play is used mainly by lower primary pupils and it leads to the mastering of various skills e.g. observation, patience, concentration and organization.
Drama, proper is obvious personal play in which the whole person or self is used. It is typical movement and characterization.
Pupils experience being things and people. Dance also forms part of Drama. The child takes upon himself/herself the responsibility of playing a role. Through drama pupils develop many skills the most important being leadership and personal control.
Through music children learn to appreciate another form of art.
Initially children listen to different types of music on various instruments and they express their feelings about particular sounds. Thus they learn to be critical and analytical. Gradually they are introduced to singing accompanied by the instruments.
Music helps children express their feelings. They will also be introduced to certain rules, like standing up straight and breathing well while singing, good timing, voice control and projection.
Through musical performances children gain confidence on stage. Music also helps children develop their personality and all children benefit from it.
7. Computer Studies
Our aim is to work with schools so that Computer Studies are initiated in primary 1 and proceed to primary 7. Lessons are aimed to provide a comprehensive guide to information technology.
By using the most popular software packages in education, lessons are planned to help children explore the unlimited potential of the computer.
Children are introduced to the concept of the following applications and then given step by step description of how to use them.
· Word processor
· Computer Graphics
· Desk Top Publisher
· Spread Sheet
Computer studies will be amalgamated with all other subjects in the curriculum. Software tackling subjects like Maths, English Language, Geography, Science, Media etc. will be used during the lesson to reinforce class explanations
Science starts in Primary 1 and goes on to Primary 7. Science is about making hypotheses and testing them out, so children are encouraged to try out things whenever possible. Many of the activities that are carried out in class are developed further, providing openings for discussion and investigation. We try to make science appeal not only to the scientifically inclined child but also as a general introduction to the subject for all children.
9. Social Studies
Social Studies start in primary 3 and continue in primary 7. This subject is made up of three components, Geography, History and Civics.
At the Primary Level, we work with schools to see that children are taught how to learn and solve problems on their own by experiencing things themselves. A good use of visual aids and educational toys help make learning more effective and interesting. Homework is given to reinforce what is done in class and also an opportunity for parents to take part in the learning of their children from home.
Children are continuously assessed throughout their process of education which introduces and reinforces concepts and activities as the children go from one stage to another.
The staff of ESP works with school teachers as a team so as to ensure continuity and balance between the cognitive, socio-affective and motor skills. A child’s introduction to school is of utmost importance, as these first impressions may well influence the rest of the child’s life.
Specific aims of ESP
- To make all children happy at school. If children are happy in their environment, their minds will be at peace and hence open to learning and receptive to new ideas.
- To provide an all-round education. The whole child is considered to be important i.e. the physical, mental, emotional and moral aspect is emphasized. All this provides a strong foundation that will later help our pupils become eager students, self-confident and able to interact favorably with each other and with adults, both at school and in other communities.
- To make them aware of their needs and the needs of others. This builds love, care and compassion.
Before Primary level which begins at 6 years of a child, we have three initial levels of learning; we encourage parents and schools to organise children at these levels and well prepare them for primary school level. They include;
1. Playgroups (2 – 3 Year Olds)
We believe that this class is an extension of the family, with the added advantage that children can interact with each other.
In the playgroup, children learn rhymes, simple prayers and various simple tasks. They play with educational toys, all leading to the gradual development of the motor skills, they integrate in groups and thus they learn how to share, wait, obey, etc. All this helps the child to adapt himself/herself to a life in society.
2. Pre-primary 1 (3 – 4 Year Olds)
In pre-primary 1 level, basic training is introduced such as walking in line and table manners.
Social training in sharing, waiting, obedience and helping classmates are emphasized.
Nothing is more precious than establishing good habits and attitudes because little things established at this tender age remain for life.
Children are encouraged to express themselves orally in English and Runyakitara, to communicate through mime and art work.
Art and Craft
Great importance is given to art and craft, and this forms part of their daily activity. We support Nursery schools to ensure that Children make use of educational toys such as building blocks, jigsaw puzzles, plasticine, etc. They learn to use pencils, paint brushes, scissors, etc. These activities stimulate the children’s imagination and promote initiative.
Numbers, Letters and Shapes
We work with Nursery schools to ensure that Children are introduced gradually to the world of shapes, starting with the most basic ones, such as triangles, squares, circles, rectangles and ovals.
Pupils also practice pre-mathematics skills such as sorting, matching, ordering and the like. Recognition and evaluation within 10. Through play, children are also introduced to the basic colours.
The letters of the alphabet are taught phonetically. Words are introduced so that the child can relate the phonetic sound with an actual utterance.
We encourage Nursery schools to ensure that Children recite prayers as a class following a familiar pattern everyday; the sign of the Cross, simple children’s prayers and singing of hymns.
3. Pre-primary II (4 – 5 Year Olds)
The curriculum of pre-primary I is repeated and reinforced. ESP works with nursery schools in the teaching and learning of these subjects;
Additionally, pupils in pre-primary II practice more number work within 10, e.g. classifying, one to one mapping, sorting and evaluation. By now pupils can write all the numbers up to ten and relate a number to its proper value.
By the end of the year, children are familiar with the sound of each letter of the alphabet in English and they would have received enough practice in learning to form all the letters of the alphabet.
Children are prepared for “Reading Readiness”. Pictures and work-books provide material for conversation, and encourage the child’s observational technique and hand/eye co-ordination. Pictures stimulate and extend children’s language development.
Children are encouraged to speak in English about various topics in order to promote a growing ability in listening and speaking. Hence the importance of story telling, where children learn to listen to a story and later talk about what they would have listened to.
Nursery rhymes are sung and acted, using a set of instruments or a cassette recorder. This gives opportunities for movement, response to commands such as clapping to rhythm, singing of nursery rhymes and learning of simple action songs from music available. Through nursery rhymes and songs, children also develop their language.
We work with schools to ensure that concert is held every year. This allows the children to express their talents and creativity in music and drama.
Simple exercises, running on the spot, jumping, stretching, etc. Different ways of moving our body: fast, slow, high and low etc. Imitation of animals and things around us: galloping, hopping, flying etc.
All this work is done in an atmosphere of play and fun. ESP works with schools to ensure that Learning becomes an enjoyable event and hence our children are introduced to the later world of formal learning in the most enjoyable ways.
We feel that parents should play a vital role in their children’s education and progress; therefore we try to establish close ties and co-operation between the school and the home environment.
While lots of things are important, we need to hone in on the few factors that make a big difference in learning, such as motivating our teachers and holding them accountable, and creating an environment for children that is engaging and interactive. All these are possible; there is clear evidence of success from within the schools of Kamwenge.
ESP works to help Parents and the Community to share experiences and knowledge about education through village meetings and school meetings and other meetings as friends of learning.
Working with parents and guardians we teach our children how to learn. Once children learn how to learn, nothing is going to narrow their mind. The purpose of education is to replace an empty, closed mind with an open one.
Parents, volunteers, teachers, community leaders, and friends of learning are encouraged to engage in the learning of the children. Educating a child is an honor to the Nation, community, village, Family and the child.
Teachers Support Strategies
ESP works with teachers to implement strategies that will make a teacher successful both in and outside of the classroom. We work with teachers to first of all generate a good reason for being a teacher. The reason has to be powerful enough to propel a teacher, regardless of many challenges that may come their way.
There are plenty of people out there who will tell you teaching won’t work… that teachers are nuts… that a teacher will never be rich. We all know some people like that… always ready to rain on your parade.
We know that teaching is a rewarding yet demanding profession, one in which a person needs to be fully prepared. ESP focuses on the applied psychological skills, strategies and resources, which will help to ensure, a teacher is equipped with personal and professional expertise to survive both in and out of the classroom.
ESP considers, reflects upon and offers strategies for improving psychological aspects, such as motivation, confidence and self-esteem, emotions, mood and stress, and crucially, adapting to change. It reviews, establishing successful strategies concerning health, nutrition and hydration which fuel and energize successful teaching. It evaluates setting goals, learning how to relax, cognitive restructuring and developing mental resilience for the tough journey towards successful teaching. Finally, it prepares the teacher for the ongoing journey towards excellence and success in teaching.
Teachers always find themselves put under pressure by government strategies, management, students, parents, and their own families, not to mention self-imposed pressures! ESP guides the teacher to identify problems through targeted reflection and suggests strategies to suit the individual.
Final outcomes will have a common thread, that of a happier, healthier, self-confident and therefore more motivated and effective teacher. We find this program helpful to empower teachers to understand how they think and work and how to control and use these traits to improve their lives and careers. The activities and reflections are thought provoking and lead the individual teacher to solutions and satisfying actions.
Our effort is focused at Teacher Effectiveness Improvement. The Methodology Proven to Help Teachers Bring Out the Best in Students of All Ages. For many years, Teacher Effectiveness Improvement strategy has taught hundreds of thousands of teachers around the world the skills they need to deal with the inevitable teaching problems effectively and humanely. Now revised and updated, the methodology can mean the difference between an unproductive, disruptive classroom and a cooperative, productive environment in which students flourish and teachers feel rewarded. Teachers will learn;
•How to talk so that students will listen
•How to resolve conflicts so no one loses and no one gets hurt
•How to best help students when they’re having a problem
•How to set classroom rules so that far less enforcement is necessary
• How to increase teaching and learning time
• How to relate with fellow teachers
• How to create good relationship with your bosses and your subordinates
•What to do when students give you problems
Teacher Effectiveness Improvement strategy is about how teaching can become remarkably more effective than it usually is-about how it can bring more knowledge and maturity to learners while simultaneously cutting down on conflicts and creating more rewarding teaching time for teachers.
Teachers spend an amazing amount of time teaching young people. Some of that time is richly rewarding because helping children of any age learn new skills or acquire new insights is a joyous experience. It makes one feel good-as a parent, a teacher, or leader to contribute to the growth of a child, to realize one has given something of oneself to enrich the life of another human being. It is exhilarating to watch a young person take from a teaching relationship something new that will expand his understanding of the world or add to his repertoire of skills.
What makes the difference between teaching that works and teaching that fails, teaching that brings rewards and teaching that causes pain? Certainly, many different factors influence the outcome of one’s efforts to teach another. But it is the thesis of this program that one factor contributes the most-namely, the degree of effectiveness of the teacher in establishing a particular kind of relationship with students.
It is the quality of the teacher-learner relationship that is crucial-more crucial, in fact, than what the teacher is teaching, how the teacher does it, or whom the teacher is trying to teach. How to achieve this effective quality is what this program is all about.
Our tools for Teacher Effectiveness Improvement include;
1. Top Reasons to Become a Teacher
Teaching is a special calling. It is not a job well-suited to everyone. In fact, many new teachers leave within the first 3-5 years of teaching. However, there are many rewards that come with this oft maligned career.
ESP identifies the top ten reasons why teaching can be a great profession. When anyone in the teaching profession or aspiring to be a teacher stands on these reasons he/she is most likely to succeed. They include;
A. Student Potential
Though, not every learner will succeed in your class. It is important to believe that every learner can succeed. If you believe it, learners will realize it and work harder. When a teacher doesn’t truly believe that each learner can succeed in his or her class, this comes through to the learners and can truly be detrimental. Therefore, when a teacher has “building people’s potential as his/her reason of being a teacher it is enough to generate motivation for success:
B. Student Successes
Closely related to student’s potential, learners’ success is what drives teachers to continue. Each learner who didn’t understand a concept and then learned it through your help can be exhilarating. And when you actually reach that learner that others have written off as being un-teachable, this can truly be worth all the headaches that do come with the job.
C. Teaching a Subject Helps You Learn a Subject
You will never learn a topic better than when you start teaching it. There is an old adage that it takes three years of teaching to truly master a subject and by experience this is the truth. So, someone interested in learning something will teach it with great energy well considering himself/herself the first learn in his/her lesson
D. Daily Humor
If you have a positive attitude and a sense of humor, you will find things to laugh about each day. Sometimes it will be silly jokes you will make up as you teach that might get a laugh from your learners. Sometimes it will be jokes that kids share with you. And sometimes learners will come out with the funniest statements without realizing what they’ve said. Find the fun and enjoy it!
E. Affecting the Future
Yes it might be trite, but it is true. Teachers mold the future each day in class. In fact, it is true that you will see some of these learners more consistently day-to-day than their parents will. Senior teachers will tell you that there is no joyful moment like when you meet your old students longer after their schooling. Therefore, teachers who value positive contribution to others lives will greatly be motivated in their teaching services.
F. Staying Younger
Being around young people everyday will help you remain knowledgeable about current trends and ideas. It also helps break down barriers. This is one of the greatest reasons for those who love the teaching profession.
G. Autonomy in the Classroom
Once a teacher enters that classroom each day and begins teaching, they really are the ones who decide what’s going to happen. Not many jobs provide an individual with so much room to be creative and autonomous each day.
H. Conducive to Family Life
If you have children, the school calendar will typically allow you to have the same days off as your kids. Further, while you might bring work home with you to grade, you will probably be getting home close to the same time as your children. This is a good reason for parents who want to take carriers that will give them enough time with their families.
I. Job Security
In many areas, teachers are a scarce commodity. It is fairly certain that you will be able to find a job as a teacher, though you might have to wait until the start of a new school year and be willing to travel within your county/school district. While requirements might be different from district to district, once you have proven yourself a successful teacher, it is relatively easy to move around and find a new job.
J. Holiday off
In Uganda, there is no area that has a year-round-education system like in some other countries, you will have a couple of days off after every term, three times a year where you can choose to get a holiday job or work in your farm or just relax and vacation. Further, you typically get more days off for Christmas than any other employees are given which can really be a huge benefit and provide much needed rest time.
2. Top Things to Consider Before Becoming a Teacher
Through ESP we meet college students and support them by discussing the most critical factors that are key to teaching profession. Teaching is truly a noble profession. It is also a very time consuming one, requiring a commitment on your part. Teaching can be very demanding but can also be extremely rewarding. Here are some of the things ESP encourages teachers to consider before taking up teaching as your chosen career. This helps the teachers to join the profession when well prepared for it.
A. Time Commitment
In order to be an effective teacher, you need to realize that the time you are at work – those 8 hours – really must be spent with the kids. This means that creating lesson plans and grading assignments will probably take place on “your own time.” Further, to truly relate to your learners you will probably be involved in their activities – attending sporting activities and school plays, sponsoring a club or a class, or going on trips with your learners for various reasons. Teachers who can understand this before can effectively do the job.
People often make a big deal about teacher pay. It is true that teachers do not make as much money as many other professionals, especially over time. However, each district can vary widely on teacher pay. Further, when you look at how much you are being paid, make sure to think of it in terms of the number of months worked. For example, if you are starting out with a 250,000 Uganda shillings salary but you are off for 4 months every year, then you should take this into account, that each year you earn a million shillings while off duty. Many teachers will plan other jobs or business for holidays to help increase their yearly salary.
C. Respect or Lack Thereof
Many people think teaching is an odd profession, both revered and pitied at the same time. You will probably find that when you tell some people you are a teacher they will in fact offer you their condolences. They might even say they couldn’t do your job. However, don’t be surprised if they then go on to tell you a horror story about their own teachers or their child’s education. It is an odd situation and you should face it with your eyes wide open. ESP helps teachers to understand this factor and positively consider it not to allow it to destroy they good cause.
D. Community Expectations
Everyone has an opinion of what a teacher should be doing. As a teacher you will have a lot of people pulling you in different directions. The modern teacher wears many hats. They act as educator, coach, activity sponsor, nurse, career advisor, parent, friend, and innovator. Realize that in any one class, you will have learners of varying levels and abilities and you will be judged on how well you can reach each learner by individualizing their education. This is the challenge of education but at the same time can make it a truly rewarding experience.
E. Emotional Commitment
Teaching is not a desk job. It requires you to “put yourself out there” and be on each day. Great teachers emotionally commit to their subject matter and their learners. Realize that learners seem to feel a sense of “ownership” over their teachers. They assume that you are there for them. They assume that your life revolves around them. It is not uncommon for a learner to be surprised to see you behaving normally in everyday society. Further, depending on the size of the community where you will be teaching, you need to understand that you will be running into your learners pretty much everywhere you go. Thus, expect somewhat of a lack of anonymity in the community.
3. Keys to Being a Successful Teacher
The most successful teachers share some common characteristics. Here are some of the top keys to being a successful teacher. We closely work with teachers so that every teacher can benefit from focusing on these important qualities. Success in teaching, as in most areas of life, depends almost entirely on your attitude and your approach.
A. Sense of Humor
ESP works with teachers to understand and develop a sense of humor. A sense of humor can help you become a successful teacher. Your sense of humor can relieve tense classroom situations before they become disruptions. A sense of humor will also make class more enjoyable for your learners and possibly make students look forward to attending and paying attention. Most importantly, a sense of humor will allow you to see the joy in life and make you a happier person as you progress through this sometimes stressful career. Humor will give you ability to detect a problem in class before it becomes an emergency.
Humor in the classroom is one of the most effective tools you have in your teaching arsenal. It can diffuse tense situations. It can make you appear more human to your learners. Even if your jokes fall flat, learners will still appreciate your attempt.
B. A Positive Attitude
Through our time proven tools we work to build a positive attitude among teachers. A positive attitude is a great asset in life. You will be thrown many curve balls in life and especially in the teaching profession. A positive attitude will help you cope with these in the best way. For example, you may find out the first day of school that you are teaching Algebra 2 instead of Algebra 1. This would not be an ideal situation, but a teacher with the right attitude would try to focus on getting through the first day without negatively impacting the students.
The first day of school! Students are ready, and despite their own denials, eager to learn. Most of them will approach the New Year with a desire to do better. How do we keep this eagerness alive? Teachers must create a safe, positive classroom environment where an expectation of achievement exists. Use the following tips to help begin your year positively.
The importance of setting a positive tone at the beginning of a new school year cannot be stressed enough. Despite their grumblings, students truly want to learn. How many times have you heard students speak disparagingly about classes where they sit around and do nothing all period long? Make your classroom a place of learning where your upbeat, positive nature is reflex.
C. High Expectations
Supporting teachers to develop high expectations of their work is very essential. An effective teacher must have high expectations. You should strive to raise the bar for your students. If you expect less effort you will receive less effort. You should work on an attitude that says that you know students can achieve to your level of expectations, thereby giving them a sense of confidence too. This is not to say that you should create unrealistic expectations. However, your expectations will be one of the key factors in helping students learn and achieve.
D. Creating an academic environment
It’s unfortunate that low expectations have become the norm for both teachers and students. Many teachers do not want to fight against the expectations that students have because realigning their thinking is both time consuming and difficult. However, it can be done!
Students might come into your classroom with expectations of how you are going to act and what they will be expected to do. However, just because they harbor these beliefs does not mean that you have to conform to the mediocrity that has become much of teaching.
Well, this brings up to the term firm. Discipline in your classroom should never be about raised voices and confrontations. It should be about consistent application of established rules. Further, learning will occur in a safe environment if the teacher establishes from the beginning that they will be fair but firm.
Teachers, we are representatives of our discipline. It is our responsibility to commit ourselves to teaching an academic course of study. It is a sad state that learners are surprised when teachers come in and actually expect their learners to learn – not just to regurgitate the facts that they read in a text. However, if we fail to create an academic environment, we leave learners with the implicit knowledge that school is optional and therefore learning is not that important or it is for the ‘brains’ of the school and not them.
ESP supports teachers with skills and benefits of consistency. One important teaching strategy is that you be consistent. In order to create a positive learning environment your learners should know what to expect from you each day and they will be more likely to succeed. You need to be consistent. This will create a safe learning environment for the learners and they will be more likely to succeed. It is amazing that learners can adapt to teachers throughout the day that range from strict to easy. However, they will dislike an environment in which the rules are constantly changing.
Consistency means that you come into class on the first day of school and assume that learning begins that day. You let students know right away that they might play in other classrooms but not yours. And then you follow through! You do not come to class unprepared (you wouldn’t expect your students to!) You instead come with a lesson that begins at the beginning of class and ends at the end.
Further, you act the same every day. You might not feel the best or you might be having a bad day because of something going on at home or at work, but you do not change your demeanor or, more importantly, the way you handle discipline problems. If you are not consistent, you will lose all credibility with students and the atmosphere you are trying to create will quickly disintegrate.
Many people confuse fairness and consistency. A consistent teacher is the same person from day to day. A fair teacher treats students equally in the same situation. For example, learners complain of unfairness when teachers treat one gender or group of learners differently. It would be terribly unfair to go easier on the football players in a class than on the cheerleaders. Learners pick up on this so quickly, so be careful of being labeled unfair.
Fairness goes hand in hand with consistency. Do not treat kids differently. Sure, you will have personal likes and dislikes for different students, however, never let this bleed into your classroom. If you are unfair, you will quickly lose students who will not trust you. And trust is paramount for an effective academic classroom.
What this means is that you need to help the students understand that what you say is what you mean. And you must also help the students see that you believe in their abilities. Tell the students you know that they can learn what you are teaching, show them by your rapt attention, and then reinforce this by praising authentic achievements.
One of the tenets of teaching should be that everything is in a constant state of change. Interruptions and disruptions are the norm and very few days are ‘typical’. Therefore, a flexible attitude is important not only for your stress level but also for your learners who expect you to be in charge and take control of any situation.
4. Lessons to Learn From Successful Teachers:
ESP puts in place a set of lessons learned over time from successful teachers to be shared with the current teachers. The teachers we admire most are those who remain intellectually curious and professionally vital both inside and outside the classroom for decades. They avoid stagnation at all costs and maintain an enviable passion for children and the learning process. They remain vivid in the students’ memories forever because of their creativity, sense of fun, and compassion. Here are more qualities ESP feels contribute most to a successful, durable, and happy teaching career:
A. They think creatively:
ESP works with teachers to develop skills of thinking creatively. The best teachers think outside the box, outside the classroom, and outside the norm. They leap outside of the classroom walls and take their students with them! As much as possible, top teachers try to make classroom experiences exciting and memorable for the students. They seek ways to give their students a real world application for knowledge, taking learning to the next action-packed level. Think tactile, unexpected, movement-oriented, and a little bit crazy… then you’ll be on the right track.
B. Top teachers are versatile and sensitive:
The best teachers live outside of their own needs and remain sensitive to the needs of others, including students, parents, colleagues, and the community. It’s challenging because each individual needs something different, but the most successful teachers are a special breed who play a multitude of different roles in a given day with fluidity and grace, while remaining true to themselves.
C. They are curious, confident, and evolving:
We’re all familiar with the stagnant, cynical, low-energy teachers who seem to be biding their time until retirement and watching the clock even more intently than their students. That’s what NOT to do. In contrast, the teachers we most admire renew their energy by learning new ideas from younger teachers, and they aren’t threatened by new ways of doing things on campus. They have strong core principles, but somehow still evolve with changing times. They embrace new technologies and confidently move forward into the future.
D. They are imperfectly human:
The most effective teachers bring their entire selves to the job. They celebrate student successes, show compassion for struggling parents, tell stories from their own lives, laugh at their mistakes, share their unique quirks, and aren’t afraid to be imperfectly human in front of their students. They understand that teachers don’t just deliver curriculum, but rather the best teachers are inspiring leaders that show students how they should behave in all areas of life and in all types of situations. Top teachers admit it when they don’t know the answer. They apologize when necessary and treat students with respect.
E. Successful teachers emphasize the fun in learning and in life:
The teachers we admire most create lighthearted fun out of serious learning. They aren’t afraid to be silly because they can snap the students back into attention at will – with just a stern look or a change in tone of voice. Such fun (sneaked in amongst the more important class norms) shows a silly, human side of the teacher while modeling for the students that we can have fun while we get work done.
5. Common Teaching Mistakes for Teachers to Avoid
People enter the teaching profession because they want to make a positive difference in society. Even teachers with the purest intentions can inadvertently complicate their mission if they’re not careful. However, new teachers (and even veterans sometimes) will have to work hard to conscientiously avoid common pitfalls that can make the job even harder than it inherently is. ESP puts in place handy strategies for teachers to avoid these common teaching traps.
A. Aiming To Be Buddies With Their Students
Inexperienced teachers often fall into the trap of wanting their students to like them above all else. However, if you do this, you are damaging your ability to control the classroom, which in turn compromises the children’s education. Instead, focus on earning your students’ respect, admiration, and appreciation. Once you realize that, your students will like you more when you are principled and fair with them, you’ll be on the right track.
B. Being Too Easy On Discipline
This mistake is a corollary to the last one. For various reasons, teachers often start out the year with a lax discipline plan or, even worse, no plan at all! Have you ever heard the saying, “Don’t let them see you smile until Christmas”? That may be extreme, but the sentiment is correct: start out tough because you can always relax your rules as time progresses if it is appropriate. But it is next to impossible to become tougher once you’ve shown your pliant side.
C. Not Setting Up Proper Organization from the Start
Until you’ve completed a full year of teaching, you are unable to comprehend how much paper accumulates in an elementary school classroom. Even after the first week of school, you’ll look around at the piles with astonishment! And all these papers must be dealt with by YOU! You can avoid some of these paper-induced headaches by setting up a sensible organization system from day one and, most importantly, using it every day! Labeled files, folders, and cubbies are your friend. Be disciplined and toss or sort all papers immediately. Remember, a tidy desk contributes to a focused mind.
D. Minimizing Parental Communication and Involvement
At first, it can feel intimidating to deal with your students’ parents. You might be tempted to “fly under the radar” with them, in order to avoid confrontations and questions. However with this approach, you are squandering a precious resource. The parents associated with your classroom can help make your job easier, by volunteering in your class or supporting behavior programs at home. Communicate clearly with these parents from the start and you’ll have a band of allies to make your entire school year flow more smoothly.
E. Getting involved in school Politics
This pitfall is an equal opportunity offender for both new and veteran teachers. Like all workplaces, the school campus can be rife with squabbles, grudges, backstabbing, and vendettas. It’s a slippery slope if you agree to listen to gossip because, before you know it, you’ll be taking sides and immersing yourself in between warring factions. The political fallout can be brutal. Better to just keep your interactions friendly and neutral, while focusing intently on the work with your students. Avoid politics at all costs and your teaching career will thrive!
F. Remaining Isolated From the School Community
As an addendum to the previous warning, you’ll want to avoid school politics, but not at the expense of being insulated and alone in the world of your classroom. Attend social events, eat lunch in the staff room, say hello in the halls, help colleagues when you can, and reach out to the teachers around you. You never know when you will need the support of your teaching team, and if you’ve been a hermit for months, it’s going to be more challenging for you to get what you need at that point.
G. Working Too Hard and Burning Out
It’s understandable why teaching has the highest turnover rate of any profession. Most people can’t hack it for long. And if you keep burning the candles at both ends, the next teacher to quit might be you! Work smart, be effective, take care of your responsibilities, but go home at a decent hour. Enjoy time with your family and set aside time to relax and rejuvenate.
And here’s the most difficult advice to follow: don’t let classroom problems affect your emotional wellbeing and your ability to enjoy life away from school. Make a real effort to be happy. Your students need a joyful teacher each day!
H. Not Asking For Help
Teachers can be a proud bunch. Our job requires superhuman skills, so we often strive to appear as superheroes who can handle any problem that comes our way.
But that simply can’t be the case. Don’t be afraid to appear vulnerable, admit mistakes, and ask your colleagues or administrators for assistance. Look around your school and you will see centuries of teaching experience represented by your fellow teachers. More often than not, these professionals are generous with their time and advice. Ask for help and you just might discover that you’re not as alone as you thought you were.
I. Being Overly Optimistic and Too Easily Crushed
This pitfall is one that new teachers should be especially careful to avoid. New teachers often join the profession because they are idealistic, optimistic, and ready to change the world! This is great because your students (and veteran teachers) need your fresh energy and innovative ideas.
But don’t venture into Pollyanna land. You’ll only end up frustrated and disappointed. Recognize that there will be tough days where you want to throw in the towel. There will be times when your best efforts aren’t enough. Know that the tough times will pass, and they are a small price to pay for teaching’s joys.
J. Being Too Hard On Yourself
Teaching is hard enough without the additional challenge of mental anguish over slip-ups, mistakes, and imperfections. Nobody’s perfect. Even the most decorated and experienced teachers make poor decisions every so often. Forgive yourself for the day’s blemishes, erase the slate, and gather your mental strength for the next time it’s needed. Don’t be your own worst enemy. Practice the same compassion that you show your students by turning that understanding on yourself.
6. A Day in the Life of a Teacher
It is important to remember that no one is born with the skills, understanding, and experience to be an effective teacher. However, with perseverance, a positive attitude, and the tools found in your environment, you can be successful. Teaching may be challenging, surprising, and even exciting. Days are often filled with unexpected events and are also occasionally blessed by amazing rewards. These, of course, are what make teaching worthwhile. One thing is certain: Rarely is any day in the life of a teacher “typical.”
A. The Basic Schedule
As a teacher, you usually get to school early and leave late. Your day probably begins with some planning time that allows you to make last-minute preparations for the learners. Once the learners arrive in the classroom, you will probably not get another moment of quiet until your next planning period or the end of the day. In fact, some elementary teachers do not get a planning period each day of the week. In such cases, they might only get planning time when their learners leave for their enrichment activities such as sports and physical education.
Each class is a new challenge. You will find some learners who love learning and some who despise it. You will present your lesson and may not have any unexpected disruptions. When the day ends, you will probably have meetings to attend before you can settle down to grading and planning for the next day.
Sometimes new teachers don’t get the same consideration as those who have worked at a school for a while. If you feel that you are not being treated fairly by colleagues or the office staff and administration, find a mentor at your school who can help you work through these issues.
Part of the challenge of teaching is dealing with the many unexpected events that will arise each day. Here are just some examples of these events:
- Office announcements: While schools try to limit these during class time, it may still happen a few times each week.
- Minor student disruptions: Minor disruptions, such as inappropriate talking, happen on a daily basis.
- Major student disruptions: Everybody hopes to avoid major disruptions, but they still happen to all teachers e.g. A quarrel or fight between students.
- Unexpected visitors: Students on official or unofficial business, other teachers or administrators, and even parents have been known to unexpectedly interrupt class time.
- Unannounced assemblies: While most assemblies are announced beforehand, sometimes you will be given only a day’s or even a few hours’ notice.
- Guidance interruptions: In Secondary schools especially, at certain times of the year, it is common for guidance counselors to call students to meetings and appointments.
- Other disruptions: Many other disruptions will arise when least expected, including unlikely events like very noisy construction work or power outages around the school.
As this list shows, it is in your best interest to be flex1ible and expect the unexpected. Be ready to change your lesson plans at a moment’s notice. And always remember to keep your sense of humor.
C. A Teacher’s Rewards
Some days will also be filled with rewards. While you should not expect these little treats, you can feel confident that they will happen. A chronically disruptive learner might experience a turnaround, a slower learner might grasp a difficult concept, or a simple discussion might serve as an excellent educational experience. These are the moments that will continue to motivate you through your career.
It is useful to keep a journal with positive observations, clippings, and student comments throughout your teaching career. When you are feeling stressed or burned out, just pull out your journal and get recharged.
One of the most wonderful rewards of teaching is having former students come back to tell you how much you influenced them. Students will sometimes write you letters or notes expressing how important you were or are to them. If you remember back to your school days, you can probably think of a couple of teachers who were truly influential. Strive to be that teacher for your students, and you will be well rewarded.
7. Strategies for Daily Teaching
ESP provides tools and strategies that can help a teacher to come out of that classroom successfully. Some of the strategies offered for daily teaching include;
A. Teaching Feedback from a Veteran Teacher
The following feedback was given by an awesome veteran teacher to a new student teacher on her first day of teaching. This feedback is not only useful but also realistic and applicable to most new (and many veteran) teachers daily classroom skills. Use this page as a reminder to yourself of things you can immediately do to enhance your teaching skills.
Note: This is copied exactly as it was given to the new teacher.
You do not talk loud enough.
You talk too fast.
You do not seek enough student feedback – at the end of the class is too late.
Ask obvious questions
This is good information well presented but do not assume the class readily knows the same background you do. (Basic Geography and Political Relations)
Get feedback frequently from various class members. Ask the ‘slow ones’; ask the ‘bright ones’. Do they both follow you?
How about a ‘short quiz’ tomorrow on these notes?
B. Assess Students Equitably
Incorporate time-honored precepts of universal human equality into your methodologies before you presume to teach any multiethnic, multiracial, multireligious class of children.
The easiest way to enhance your understanding of human-rights principles is to reread documents such as the constitution, the Declaration of Independence, written in 1776 by the great American statesman (and eventual President) Thomas Jefferson, which declares, “We hold these truths to be self-evident, that all men are created equal.”
You can also peruse the Universal Declaration of Human Rights, adopted in 1948 by the General Assembly of the United Nations, which states, “All human beings are born free and equal in dignity and rights. They are endowed with conscience and should act toward one another in a spirit of brotherhood.”
In other words, outmoded notions of racial superiority, class superiority, gender superiority, or other ideas relegating people to subjugation and injustice have been branded obsolete by legislatures throughout history. Do you know a teacher who still subscribes to such precepts? Does he express these ideas to you through racist, sexist, or homophobic remarks?
Tell your friend that the teaching profession isn’t for him. “Teachers must treat all with respect and do all they can to maximize appropriate opportunities for progression for all,” I believe that pupils have the right not only to contribute to society but also to develop their own individual identities free from the preconceived stereotypes of their role in society. I believe all students are equal in human terms.
If your friend isn’t ready to embrace equal-rights concepts, he can’t function as a teacher in our diverse, multicultural society. Suggest instead that he find a job where his prejudices won’t cause as much damage as they would if he were to be unleashed in a classroom of innocent children.
C. Understanding Teaching
Teaching is a profession which can provide great reward to those who choose to pursue it – that is to say it can provide personal, financial and professional reward.
However, like all rewarding activity, to take benefit, one must invest. In this case, the investment does not refer to the financial sort, but the personal sort. In order to be a successful, accomplished and rewarded teacher, one must demonstrate dedication to the cause.
A good teacher has ambition, not just for oneself but for their class and more specifically, every individual student. A good teacher will make that the classroom is a place for the ambition to thrive – through encouragement, creativity, sensitivity and motivation. These attitudes are fundamental for success. Even in the face of difficulty, a teacher must be prepared to take the initiative, to reinstate energy in the classroom and assure that each student is happily reaching his/her full potential.
For many students, a teacher is a role model – a fact which highlights the need for personal strength and resistance to vice, especially for those teaching impressionable young children. The teacher, as well as providing an academic education, should also be the provider of a good moral example for his/her students to follow, demonstrating the advantages of honest and conscientious living.
An effective teacher should not be afraid to assert their authority. When teaching a numerous class, one of the teacher’s principle responsibilities is to ensure a working environment is maintained. Should a teacher fail to act, should this environment be disrupted, he/she would not be fulfilling their role as the class authoritarian and consequently be failing to assume the responsibility for class achievement.
With respect to education, nothing is more effective for animating the mind than a passion for what is being taught. The passion and energy of a teacher for their subject is diffused amongst the students who will come to realize, although they may be facing challenges, that hard work is beneficial.
Teacher is an immensely enjoyable career, offering a great variety of challenges and opportunities for learning. By employing the skills discussed here whilst teaching, one can ensure that they are doing an exceptional job and for this, will be duly rewarded.
D. What’s the relationship between teaching and learning?
I have to do a group discussion on the relationship between teaching and learning (primary years). Does anyone have any ideas of what I could say? Or what the relationship between teaching and learning is?
For one – you can learn without being taught or without a teacher, but you can’t teach without a learner;
You can learn by trial & error, by observation, by experience, by own intelligence/rational thinking, from mistakes, etc. without needing to be “taught” formally. Teaching is just one of the ways that can be adopted in order to learn.
Teaching, however, CAN speed up learning; make it more focused & relevant.
Then, in order to be able to teach, the teacher has to have learnt him/herself – either formally or informally. Thus learning precedes teaching. A learner may not be a teacher but a teacher has to be a learner.
Moreover, teaching & learning is actually an on-going interaction & communication between the 2 players. There is stimulus, response, feedback, mutual learning & growth.
You could also talk about situations or people who are not ideal, or are misfits in their role of teacher/learner e.g. how bad teaching can dull learning & interest while good teaching can motivate students & optimize learning, association & recall.
Learning and teaching should not stand on opposite banks and just watch the river flow by; instead, they should embark together on a journey.
This quote demonstrates the best view of the relationship between teachers and students. In this we will be learning together and teaching each other. Teaching is meaningful when we find it relevant to our lives right now. When we are actively engaged to learn subject matter we find important our understanding is deeper, and our learning is better.
Learning new complex information can be challenging, and we may make mistakes. Sometimes we may even get frustrated; at times we may feel like giving up. That’s when it becomes most important that we are traveling this journey together. You may teach another way to learn, or teach how to keep trying. We learn to encourage each other, to believe in each other. We listen to learn, and we learn to teach. Making learning meaningful for each of us is our goal in our intentions for this program.
E. What’s Crucial About the Teacher-Student Relationship?
It is essential to zero in on the fact that teaching and learning are really two different functions-two separate and distinct processes. Not the least of the many differences between teaching and learning is that the process of teaching is carried out by one person while the process of learning goes on inside another. Obvious? Of course. But worth thinking about. Because if teaching-learning processes are to work effectively, a unique kind of relationship must exist between these two separate parties-some kind of a connection, link, or bridge between the teacher and the learner.
Much of this chapter therefore deals with the communication skills required by teachers to become effective in making those connections, creating those links, and building those bridges. These essential communication skills actually are not very complex-certainly not hard for any teacher to understand-although they require practice like any other skill, such as football, skiing, singing, or playing a musical instrument. Nor do these critical communication skills place unusual demands on teachers to absorb vast amounts of knowledge about the “philosophy of education,” “instructional methodologies,” or “principles of child development.”
On the contrary, the skills we shall describe and illustrate primarily involve talking-something most of us do very easily. Since talk can be destructive to human relationships as well as enhancing, talk can separate the teacher from students or move them closer together. Again, obvious. But again, worth further thought. For the effect that talk produces depends on the quality of the talk and on the teacher’s selection of the most appropriate kind of talk for different kinds of situations.
F. Successful Teachers
Teachers set the tone in a classroom and can affect children’s lives in profound ways. What teachers do and say encourages or discourages their students. When teachers model acceptance and caring for all children, the students are likely to follow their example. The resulting classroom climate is conducive to children’s growth and development. Children thrive when teachers:
- Sincerely like them and believe in their worth
- Are dedicated to helping children learn
- Are enthusiastic about teaching and inspire their students
- Are prepared, consistent and firm
- Provide a nurturing, safe environment
- Accept themselves as imperfect and freely admit to making mistakes
- Model fairness, honesty and dependability
- Listen carefully and give recognition freely
- Are sensitive and respectful of children’s individual differences
- Provide an opportunity for children to help formulate classroom rules
- Help children feel important by allowing them to make choices
- Have clear, high, reasonable expectations for children’s work
- Acknowledge children’s efforts and successes no matter how small
- Stress that it is okay to make mistakes because they are a natural part of learning
- Avoid threats, sarcasm, favoritism and pity
- Focus on solutions to problems rather than on punishment
- Teach children how to solve their problems peacefully by listening to each other and by compromising
- Provide opportunities for children to encourage and applaud one another
- Involve parents or guardians as partners in their children’s education
- Invite them to dream, share goals, and to think of themselves as being successful
G. The Christian Trait of Successful Teachers
So how do we model Christ in our teaching? Is there a Christian way to teach?
Whenever Christian is used as an adjective, misconceptions arise. For instance, Tom Shovel, in his article “What is a Christian Language Teacher?” tells of a cobbler in John Calvin’s congregation who, when identified as a Christian, was sarcastically asked if he made Christian shoes. The cobbler replied that no, he didn’t make Christian shoes, but rather, made shoes well.
Similarly, in order to be a good teacher, you don’t have to be a Christian. But you need to model Christian principles. For Christianity is not just a religion, or some compartmentalized facet of existence. Rather, it testifies to reality itself, the true nature of all that exists. So when we teach according to Christ’s example, we teach more effectively. As such, we shouldn’t be surprised when sincere secular sources echo biblical assertions. For instance, in the book “what the best college teachers do”, Ken Bain concludes after much observation, research, and analysis that humility is crucial to good teaching. He found that unsuccessful teachers trade this trait for arrogance and pride.
They desire to be “the star of the show,” working to impress students with their expertise and knowledge, all the while instilling in students a sense of insecurity at their own informational deficit. Ultimately this constructs a hierarchy of subservience with the teacher on the top and the students on the bottom, a comprehensive contrast to the model of Christ but quite in line with that of Pharisees.
This approach suffers one of the greatest miseries of pride, crippling the faculty for joy. For such pride desires nothing in and of itself, but only the admiration that possessing some coveted thing will bring. Teachers of this sort forfeit the love of learning for the love of being learned. They cannot impart love of the subject matter to the students entrusted to their care, for they themselves have lost it.
A teacher who teaches well approaches students with humility and vulnerability, realizing that man-made merits pale in comparison to the great reality. This description resonates well with the method of seminary professor Howard Hendricks, who states that, “I, as a teacher, am primarily a learner, a student among students.”
A good teacher must always be learning, a process best facilitated by a natural wonder and reverence for the world around us. Christian teachers, in particular, are called to cultivate an awe of creation, as all the universe was made through Christ and, even now, he sustains each aspect of its very existence (Col. 1:16-17). In contrast to prideful teachers, Christ delights in the knowledge of the creation, and he willingly forfeited his superlative status to walk among us in it. Philippians 2:5-7 exhorts us to follow his example:
Have this mind among yourselves, which is yours in Christ Jesus, who, though he was in the form of God, did not count equality with God a thing to be grasped, but made himself nothing, taking the form of a servant, being born in the likeness of men.
In his book teaching to change lives, Hendricks recalls an encounter with one of his own professors who models well the humble service of Christ. The professor’s habit of studying both early in the morning and late into the night piqued Hendricks’s curiosity. When he asked his professor about this practice, the professor replied, “Son, I would rather have my students drink from a running stream than a stagnant pool.” In the same way that Shovel’s account conjures up images of the faithful cobbler searching out the best materials for his shoemaking, this story brings to mind scenes of the committed teacher searching through libraries for the finest information to present to his students.
Therefore, out of reverence for Christ, let us also teach in a Christian way. That is to say, let us teach in a way that corresponds with the true nature of the universe made and sustained by Jesus Christ. Reality mandates that pride destroys and humility strengthens. Anyone who recognizes this law can certainly be a good teacher, but Christians should be the very best teachers. For only Christ can grant us the true humility necessary to count our students more significant than ourselves, preoccupying us with his glory rather than our own.
8. Top Reasons why Non-Teachers Can Never Really Understand this Job:
One strategy that ESP uses to provide counsel to teachers and build their esteem is to share with them the world-view. We make it fun and finally agree on principle.
Believe it or not, I once had an older family member approach me at a party and say, “Oh, I want my son to talk to you about teaching because he wants a career that’s easy and not stressful.” I don’t even remember my response to this illogical and bizarre comment, but obviously this lady’s cluelessness made a major impression on me. I’m still confounded by this idea even ten years after the incident occurred.
You may have been on the receiving end of similar comments, such as:
You’re so lucky to have so much holiday time, especially Christmas time. Teachers have it so easy!
You only have 20 students in your class. That’s not so bad!
It must be so easy to teach lower primary classes. The children don’t have attitudes when they’re so young.
All of these ignorant and annoying comments just go to show that people who aren’t in education simply can’t understand all of the work that goes into being a classroom teacher. Even many administrators seem to have forgotten about all of the trials and tribulations teachers face on the front lines of education.
A. In Nursery and Primary schools, teachers deal with gross bathroom-related issues. Even a high school teacher could never understand some of the crises related to bodily functions that a typical primary teacher has to deal with on a regular basis. Potty accidents (and more instances too disgusting to reiterate here) are something that we can’t shy away from. I’ve had primary kids who still can’t tell they want to visit a toilet and let me tell you – it’s stinky. Is there any amount of money or holiday time worth cleaning up vomit and human drops from the classroom floor with your own two hands?
B. Teachers are not just teachers. – The word “teacher” just doesn’t cover it. Teachers are also nurses, psychologists, recess monitors, social workers, parental counselors, secretaries, copy machine mechanics, and almost literally parents, in some instances, to their students. If you’re in a corporate setting, you can say, “That’s not in my job description.” When you’re a teacher, you have to be ready for everything and anything to be thrown at you on a given day. And there’s no turning it down.
C. Everything’s always a teacher’s fault. – Parents, directors, and society in general blame teachers for every problem under the sun. Teachers pour their hearts and souls into teaching and Majority of teachers are the most generous, ethical, and competent workers you can find. They have the best of intentions in a messed-up education system. But somehow they still get the blame. But they keep teaching and trying to make a difference.
D. The job is really serious. – When there’s a mistake or a problem, it’s often heart-breaking and important. In the corporate world, a glitch might mean a spreadsheet needs to be redone or a little money was wasted. But in education, the problems go much deeper: a child lost on a field trip, students lamenting parents in jail, a little girl sexually assaulted on the walk home from school, a boy being raised by his great-grandmother because everyone else in his life abandoned him. These are true stories that we’ve had to witness. The pure human pain gets to you after awhile, especially if you’re a teacher out to fix everything. Teachers can’t fix everything and that makes the problems we witness hurt all the more.
So in the interest of bonding together and examining the commonalities that only true teacher can understand, we just need to know that Non-Teachers Just Don’t “Get It.”
9. Designing Your Educational Philosophy
One other important strategy that ESP uses is to support teachers to design an education philosophy. While studying to be teachers, we are often asked to write out our personal educational philosophies. This is not just an empty exercise, a paper only meant to be filed in the back of a drawer.
To the contrary, your educational philosophy statement should be a document that serves to guide and inspire you throughout your teaching career. It captures the positive aspirations of your career and should act as a centerpiece around which all of your decisions rotate. When writing your educational philosophy statement, we consider the following:
- Do you see is the grander purpose of education in a society and community?
- What, specifically, is the role of the teacher in the classroom?
- How do you believe students learn best?
- In general, what are your goals for your students?
- What qualities do you believe an effective teacher should have?
- Do you believe that all students can learn?
- What do teachers owe their students?
Your educational philosophy can guide your discussions in job interviews, be placed in a teaching portfolio, and even be communicated to students and their parents. Here is a sample educational philosophy statement:
I believe that a teacher is morally obligated to enter the classroom with only the highest of expectations for each and every one of her students. Thus, the teacher maximizes the positive benefits that naturally come along with any self-fulfilling prophecy; with dedication, perseverance, and hard work, her students will rise to the occasion. I aim to bring an open mind, a positive attitude, and high expectations to the classroom each day. I believe that I owe it to my students, as well as the community, to bring consistency, diligence, and warmth to my job in the hope that I can ultimately inspire and encourage such traits in the children as well.
10. More light on Factors that make teachers successful
Our children will be successful if their teachers are effective and successful teachers. Effective teaching is positively identified by children outcome and improvements that are the results of the correct combinations of methods, materials, student and teacher characteristics, and the context in which teaching and learning occur. Quality teaching is teaching that maximizes learning for all students in the classroom environment or even at home during home schooling. The essence of teaching is human interaction through a balance of interpersonal and technical competence. So when our children teachers meet certain characteristics and become effective successful teachers, our children will most certainly benefit and become successful students.
But what are the attainable factors that make a teacher successful? Parents need to know that teachers set the tone in a classroom and what teachers do and say encourages or discourages their students. Teachers who model acceptance and caring for all students, will see students following their example with great respect and admiration.
A positive attitude is key to maintaining a positive classroom environment. A positive attitude causes a chain reaction of positive thoughts, events and outcomes. It is a catalyst and it sparks extraordinary results.
Implementing the classroom agreements of mutual respect, appreciation/no put downs, attentive listening and the right to pass establishes a positive classroom climate where students can feel safe and valued. Of course establishing a safe, positive climate and maintaining it day in and day out are two different things. What’s the key to maintaining that safe, positive classroom climate once it is established? Without doubt, it’s a positive attitude.
If you have a positive attitude you’ll believe and act as if all students will be successful in your class. If you have a positive attitude there are no losers in your classroom despite what you’ve might have heard. Students will live up to your expectations. Think and act as if students are trouble, believe me they won’t disappoint you.
Let me give you an example of what I mean. I’ve found that often well my colleagues will give me a heads up about the troublemakers they’ve had in their classes. When they find out I’ll be teaching these kids, they tell me how bad the students were. Just for a nanosecond I think great. Just what I need- trouble making students. But then I quickly remind myself that attitude is not a useful attitude to have about these new students whom I don’t even know. I really try hard not to prejudge them. I figure even if these kids were troublesome in the past, it doesn’t mean they are now. Things change.
We truly believe that a teacher’s positive attitude does cause a chain reaction of positive thoughts, events and outcomes. A teacher’s positive attitude is a catalyst and it sparks extraordinary results. Just because we believe this doesn’t mean that we don’t forget this lesson too from time to time because we get distracted by the challenges of our own life, and we regretfully adopt a negative attitude towards a student. We know better, but we also know we are human and not perfect. When this happens, we apologize to show our respect for them. We want them to see mutual respect in action in our classroom.
11. Advice points on a positive attitude
“Positive attitude changes how you interact with people, and that in itself is huge. If people perceive you as a negative person, they tend to get tired of dealing with you after a while. But if you’re a positive person, you come off in a more positive light, and you’re a joy to talk to and work with and be with.”
Read these suggestions for changing the way you think and think about how teachers could change the way they think in order to be happier and not get burned out. Too many times we have seen new teachers give up because of negative thinking. Here are some suggestions with spin on each suggestion.
A. “Squash negative thoughts.” Too many times we have heard teachers say on Sunday night that they hate the thought of Monday arriving or groan when Monday arrived. We have always seen successful teachers try to see Mondays as looking forward to seeing their students and hear how their weekend went. They also try to see the new week as a way to make a fresh start and be a better teacher this week than they were last week by learning from their mistakes or trying new techniques.
B. “Mantras.” My Mentor has been my true hero in all of this. He is now a veteran teacher. For the past 12 years, he would wake up and say “I feel great! It is so great to be alive!” You would never know that he was not feeling well or grumpy. He felt that by saying that, he even felt better and it changed the way he saw the day. As a teacher, as soon as I arrived in my classroom, I would say, “I’m so glad to be here and I’m going to make a difference today!”
C. “See the good in any situation.” Remember that old saying, “When you are given lemons, make lemonade” Try to find something good when things get rough in your classroom. If there is a student who misbehaves, think of it as an opportunity to try a new behavior modification technique or think of a way to redirect the behavior.
D. “Enjoy small pleasures.” Look for the little things that give you pleasure. I remember noticing that a student, who normally doesn’t do well on work, was trying harder today. Or maybe I had a few moments of free time and needed to just sit down and relax without feeling guilty about it.
E. “See the good in yourself.” Sometimes you may think you are not a good enough teacher or not effective. That is the time you should try to focus on what you are good at doing and how it affects your students. This will help you see your weaknesses in a better light so they are manageable instead of overwhelming.
F. “See the good in others.” It is known somewhere that there was something good about every person. We all know that there is that one student that you just can’t stand to teach. You should try to find something you like about that student and when you do that, it will change the way you interact with that student. We are not saying you will have a mutual like for each other, but you will be able to get along better so that you will be effective in teaching this student.
G. “Positive imaging.” You may hate to be observed and evaluated! You may not care how much experience or how good you are, you just feel scared to death. One way you can get through this is to picture a positive image of yourself teaching. You will get yourself teaching with confidence, and you will get to know your material. When you hold that image in your mind, it makes it much easier when you are observed and evaluated.
H. “Anticipate fun.” Have fun teaching! If you enjoy your job, you will do much better. Love teaching and all the unexpected things that will happen come with it. Let every day be different and never boring. If you are having fun, know the students are usually enjoying the lesson too. Try to teach as if you are the student so if you are bored with the lesson, so are the students. Also try to tell the students at the beginning, “This is going to be a fun lesson today!” That usually puts them in a receptive frame of mind and the lesson goes well.
Having a positive attitude is important as a role model for students. Sometimes they are surrounded with people who do not have this kind of attitude so showing and teaching this can really make a difference in a student’s life. With a positive attitude, success is sure to happen!
12. Parent-Teacher Communication
Research shows that children do better in school when teachers talk often with parents and parents become involved in the school. There are number of ways that parents and teachers can communicate with each other, rather than relying on the scheduled parent-teacher meetings. Close communications between parents and teachers can help the student.
Parents who participate in school activities and events will have added opportunities to communicate with teachers. Becoming involved with parent-teacher organizations (PTO, PTA, and Booster Clubs) gives the teacher and parent the possibility to interact outside the classroom. In addition, the parent also will have input into decisions that may affect their child’s education.
Teachers usually welcome meeting their students’ parents early in the school year. Making an effort to do this will help the teacher better understand the parent, the child, and how they will support the education of this child? Teachers appreciate knowing that parents are concerned and interested in their child’s progress. And, this helps open the lines of communication.
Phone calls and visits to the classroom by parents are also good ways to cooperate between teachers and parents and keep parents informed about their child’s progress.
Parent-teacher meetings are often scheduled at the time of the first report card for the school year. For parents and teachers, this is a chance to talk one-on-one about the student. The parent-teacher meeting is a good opportunity to launch a partnership between parent and teacher that will function during the school year.
It is clear that parents who attend Open School days are concerned with their child’s well being and education. They want to know what is going on in the classroom and how what happens here will ultimately benefit their child. There are two ways you can ensure this participation;
A. Modeling the Classroom Experience: Get approval from your head teacher to arrange have parents come in half an hour before open school day actually begins. Take that time to model a mini lesson and have parents participate in a small group assignment. Showing parents an example of an actual classroom lesson and assignment gives them a better understanding of how their child will be developed both academically and socially through the year.
B. Giving an Overview of Your Curriculum: As an additional presentation, use a 5 to 10 minute walk through of a typical day in your classroom. This presentation includes details about our reading program, expectations for students, how you organize your room, and the type of work students do in class. Including photos of real students and graphics that illustrate your classroom set up make it easier for parents to visualize a typical day. In instances where you don’t have enough time for a mini lesson, use just this presentation to give parents a sense of what happens in the classroom.
13. Parent Communication Tips for Teachers
Building a good rapport with parents is vital to students’ success. Beyond the initial meeting, it is found essential to keep an open dialogue with parents. The everyday demands of teaching may make it hard to have a traditional one-on-one dialogue with parents frequently, but it is found that you can maintain good communication by carefully tracking performances that you want to review with parents and using technology wherever you can.
I believe wholeheartedly that a child’s academic success is greatly enhanced when teachers and parents are partners in the process. When you need information pertaining to a child or a child is experiencing a problem, you contact the parents or guardians because they are your number one resource. Throughout the school year you use a variety of communication methods to build and sustain solid relationships with parents.
A. Using a Parent Teacher Contact Log
In this age of ever increasing accountability it is vital to keep a record of all contact you have with home. A great way to do this is to keep a notebook record of all contact you have with parents and guardians. In that notebook keep a record of the following:
- Who you talked to.
- Time and Date
- The reason you or they called.
This simple task transfers the accountability on to the parent and off of you.
B. Parent Involvement-“Come To School with Me”
With today’s busy schedules it is sometimes difficult to get parent’s involved in your program. Teachers are always trying to come up with new and innovative ideas to entice parents into the classroom. Parents are wondering is my child “just playing” all day, are they learning anything, and what is an appropriate curriculum for pre-school children?
It is important to educate your parents on their child’s daily routine. And you know what, sometimes parents “learn by doing” as well as children. So why not let your parents come to school with their child? Of course with a large number of parents working this is not always possible. The next time you do a “parent day”, provide opportunities for your parents to share their child’s day.
Our teachers plan for this day by altering their daily routine by making an eight hour day fit into two hours. After the parents have signed in, their child takes them to their class. Quiet activities are provided until the program is ready to begin. Parents are encouraged to follow the activities with the children.
Teachers go through their daily routine beginning with Circle Time. Everyone gets involved in singing, dancing, etc. Parents are asked to plan for the next activity. They must choose a learning center to go to. With the help of their child they are guided to the learning center of their choice. Parents get involved in a variety of activities such as painting, block building, putting puzzles together, reading books, or discovering how magnets work. As the activities are taking place the teacher is interacting with both parent and child and asking open ended questions. A warning is given when it is time to clean up. Once this is completed the parents and children are asked to share their experiences with the others in the group.
Parents come away very surprised to learn how many different learning experiences have taken place by playing and the thinking process that goes into answering an open ended question. The day comes to a close with parents, children, and the teacher sharing a nutritious snack.
Allowing parents to “come to school” with their child is a very enjoyable and informative parent activity. It has given teachers the opportunity to educate parents on how children learn through play and socialization.
C. The Power of a letter
“Keep parents informed about your classroom. Every Monday send home a letter informing parents of the plan for the week. This will increase parent and child communication at home. This will let parents feel that they are a part of their child’s education. This can be a short informational outline of the week. Sometimes this can get parents to come and share something that will add to your curriculum.”
D. Communication about Homework
“Homework can be a difficult thing to obtain from some children in your class. Get the parents involved by sending a homework assignment sheet to be signed each day. Let the child sign the sheet also. The accountability is now on parents and child. At the end of each week, send a certificate of congratulations to parents and child for all homework completed for the week.” You can also avail parents and students with your phone numbers so that they can consult you during homework time. This can work for some parents.
E. Use of Questionnaires
“Send a questionnaire home to parents or guardians asking what they can do to contribute to your classroom. Is someone artistic? Does someone have time to give to help in the classroom for an hour? Who wants to accompany the class on a field trip? Someone might have time to sit and cut out letters for the classroom. Someone may make balls using local materials for students. Parents may come as guest speakers on topics you will address. You can find talent among the parents and they feel needed and part of their child’s class.”
F. Stimulate community concern about education
In that particular village where you reside, there are some experienced parents who can generate constructive ideas that can help all the other parents in the community to support education. So you can help organize educational meetings for the entire village. Recruit a few friends of learning and set days for meetings. Get helped by community leaders to mobilize parents. Be creative and involve activities that bring children on board during these meetings, they may have something to share with their parents. You may not earn any physical payment from this action, but pride will follow, and improved performance of your students is more rewarding.”
G. Use Registration Time to Build a Foundation.
Begin the school year by meeting some of your parents during registration, before school begins. This is the first time you can meet your students and their parents/guardians. Since first impressions are lasting impressions, make sure your classroom is warm and welcoming.
In addition to the paperwork and fees related to registering, parents receive their child’s schedule and visit their classes. This is your chance to meet the parents and get their addresses and phone numbers. To the students, issue the agenda books for upper primary and secondary school.
H. Create Detailed Student Information Sheets.
On the first day of class, send home student information sheets that ask for basic information: name of students and parents, address, telephone numbers, email addresses if applicable. Include in details about the child’s health conditions. A copy of the student’s schedule is on the front of this form also, so if you ever need to locate that student during the school day, you can immediately see where he or she is and whom you need to contact. You will also learn how to handle different students based on their health conditions.
On the back of the information sheet is a contact log where you keep a running list of dates on which you’ve contacted parents or vice versa. You should always document contact with parents by writing date, time, and short summary of what was discussed. This documentation is very important to have, because when you have over 90 students it is easy to forget what was discussed with one parent versus another. It may sound time consuming to document each contact, but the information will prove to be extremely helpful at a parent meeting. Have all of your student information sheets alphabetized in a three ring binder separated by periods, and it is located in the file cabinet.
I. Send Out Parent Surveys
Two to three weeks after school starts, send a parent survey home. The survey asks questions such as:
-What was your child like as a baby?
-What are your child’s strengths and weaknesses?
-What does your child do in his spare time?
This information helps you get to know each student as a person and learner. It’s also useful when planning lessons. Even though parents are just as busy as teachers, they eagerly take the time to write as much information about their child as they can. One parent wrote a note on her child’s survey saying, “This is wonderful that you want to learn more about my child.” Seeking the advice of parents shows respect and helps gain and sustain their support. The students also get a kick out of reading what their parents wrote about them.
J. Contact them with Good News Regularly.
Make commendation calls regularly — and every year set a goal to do them more often. So much time is devoted to students who are not doing what they are supposed to than students who perform well do not receive adequate praise. Parents are so pleased and sometimes shocked when you call and say, “It is such a pleasure to have Brian in my classroom.” Attempt to make these calls weekly during a planning period or after school; three to five per week. You will find that scheduling the calls in your planner, means you are more likely to do them — and more likely to make a difference in parent’s and student’s day.
K. Establish an Open Door Policy.
Many parents are sometimes hesitant to volunteer in their child’s classrooms. In order to stay in touch with parents, look for other ways to get them to stop by. For example, welcome them to come in and observe you teaching. Another technique you can use the Top performers’ Party. Every term you can chose to award your top readers with a tea party or cup-cake party and extend an invitation to parents, acknowledging that they have helped with their child’s reading success.
L. Parent Read Aloud
Invite parents in to read or to tell a story to the class. The children love hearing parents read to them, and if story time is right after lunch, parents can come in to eat with their child and read a story on the same day.
M. Weekly Folders
Communicate with parents each week in writing by sending home graded work and comments on class work, behavior, and any other concerns in a folder with a form that reserves space for parents to write back. Folders are signed and returned on Mondays. Keep the comment sheets as documentation of parent/teacher communication.
N. Parent Conferences:
For any serious issues concerning a student in the student’s performance, behavior, discipline or health, call a parent for a conference. The following tips are important for a great parent conference;
- Be prepared. Pull the child’s file and any relevant documents ahead of time and familiarize yourself with the information.
- Sit next to the parent at a table instead of sitting behind your desk.
- Begin the conference by saying something positive about the student.
- Avoid any educational jargon that might intimidate the parent.
- Ask the parent for his/her opinion, suggestions, and concerns and listen carefully.
- Send a thank you note home with the student the following week.
If you are meeting with a parent who might become difficult, ask an administrator, guidance counselor, or colleague to sit in at the conference.
14. Characteristics of failing schools
We intended to include this section of characteristics of failing schools so that head teachers, directors and teachers can together work around these issues and make their schools better institutions where the goals of students, teachers and school governors can be achieved. This part gives comparable sides of activities centered behavior and results oriented behavior so that readers can think of the ideal situations and build working parameters themselves.
It is meant for effective leadership of our schools’ success. Effective leaders pursue clear-cut goals they want to achieve. In the absence of specific goals for people to work toward, confusion arises. Here is an outline of such activity centered characteristics as opposed to results oriented performance;
A. Unclear purpose/goals:
Head teachers, teachers and management teams tend to be more concerned with what they are doing and how well they may be doing it, than with why they are doing it and the outcomes expected from their actions. On contrary, in any successful school, people have a clear idea of what they want results they are attempting to accomplish through their actions. E.g. academically improved standards.
B. Reaction to problems:
There is no pro-acting. People tend to spend much of their time and energy reacting to problems, to crisis after crisis. There seems to be no planning a head, and people tend to wait until problems come to them for their attention and action. On contrary, in any successful school, there is planning ahead and all actions are purposely directed toward achieving the desired results. This is called pro-acting.
C. Poor coordination:
There is a distinct absence of coordination among the various Individuals and Units in the school. Units and Individuals seem to work at cross purposes pursuing conflicting goals. The two fail to work in harmony towards agreed end results. On contrary, in any successful school, individuals and school units work in harmony toward agreed end results. And both individual goals and unit goals are consistent with and supportive of the school goals. There is maximum coordination.
D. Misplaced attention:
As the saying goes, “the squeaky wheels get the grease.” The choice of what to do when is based on who screams the loudest. Problems and demand for their solutions is the greatest and not the basis of what problems are the most critical. As a result, the problems which are the most critical to the achievement of the goals desired are not considered the most important, and these receive the least priority for attention and action. On contrary, in any successful school, there is proper prioritization. Those problems which are the most critical to the achievement of the desired goals are considered the most important problems, and these receive the highest priority for attention and action.
E. Inconsistent decisions:
Decision making is not rational. There is little consistency in the decisions made by different members of the school leadership. Decisions are not made with regard to clearly understood and agreed-upon goals. On contrary, in any successful school, decisions are made with regard to clearly understood and agreed upon goals. Hence there is consistency in decisions made by different members through out the school.
F. Rigid administrative structures:
Much more attention is directed at defining and maintaining the administrative hierarchy and individual areas of authority and responsibility. Under such a system people often do not enjoy the sense of personal satisfaction from what they contribute, and they try to make themselves feel important by emphasizing their standing in the administrative hierarchy. Teachers, head teachers and other members of administration jealously guard their respective areas of authority and responsibility, walling themselves off from each other.
The relative stature of roles receives more attention than contributions made. And people usually act only on those matters which are within their defined areas of authority. There are no predetermined goals and people are working solely with in prescribed administrative role parameters. Goal attainment remains the less important focus. On contrary, in any successful school, while people respect the school administrative structure of roles and responsibilities, they are more interested in reaching the agreed upon or pre-determined goals. Goal attainment remains the more important focus.
G. Little accomplishment:
People are busy solving problems, making decisions and implementing orders. There is great deal of action. Energy and effort are expended with exuberance. However, there is very little accomplishment. On contrary, in any successful school, there is goal accomplishment. Results are achieved. There is a consistent pattern of goal accomplishment and all people together celebrate the achievements.
On the other hand, results oriented school leadership would involve a different approach to work by placing emphasis on the expected outcome. By contrast, in activities centered behavior people do not fully understand what they are expected to accomplish.
Results, oriented leadership involves predetermining the end results. Then leaders specify all actions necessary to bring about the results.
School activities oriented leadership prevents teachers from directing their attention to the objectives and although kept busy, they actually accomplish very little.
Effective leadership makes things happen. Good results without good planning come from good lick. The very essence of leadership is that you have to have a vision. It’s got to be a vision you articulate clearly and forcefully on every occasion. Good plans shape good decisions. That’s why good planning helps to make elusive dreams come true.