Teacher Professional Development Manual // School for Life

TEACHER PROFESSIONAL DEVELOPMENT TRAINING MANUAL

2025

The Teacher Professional Development Manual has been developed and published by: School for Life www.schoolforlifegh.org Head Office Street address: Naa Luro Estate off Nobisco main road Postal Address Post Office Box 787 Tamale Main - Northern Region - Ghana ​ info@schoolforlifegh.org Tel: +233 (0) 372094054 Authors: School for Life Karimu Alhassan Mohammed Abdul Rahim Fuseini Bagabaga College of Education Ziblim Emmanuel Yakubu School for Life Committee, Ghana Friends The materials in this manual can be used by organisations, institutions and individuals if publishers are contacted and credited.

To access the e-materials go to: www.schoolforlifegh.org/tpduniverse Design by Lise Grauenkær 1st edition 2025

LIST OF CONTENTS

Introduction 4 Module 1 - Promoting Informed & Active Citizenry

7

Module 2 - Incorporating Pre-Tertiary Curriculum Values, Core Competencies & Subjects 12 Module 3 - Developing Schemes of Learning

19

Module 4 - Understanding the Phases in Lesson Planning

29

Module 5 - Establishing Good Teacher & Learner Relations

36

Module 6 - Creating a Child-Friendly Classroom Atmosphere

45

Module 7 - Implementing Child-Friendly Classroom Management 52 Module 8 - Incorporating Reflective Teaching Processes

60

Module 9 - Organizing Reflection and Experience Sharing Sessions in Schools 68 Module 10 - Building School <> Community Relations

72

4 Introduction

WHAT IS THE TPD MODEL? The Teacher Professional Development model - the TPD model - provides teachers with relevant pedagogical skills and relational competencies to be able to create a child-friendly environment that foster active learner participation and critical thinking skills.

In 2018, the Northern Ghana-based civil society organization School for Life (SfL) and the Danish non-governmental organization Ghana Venskab (GV) developed and tested this model that strengthens relational competencies of teachers and focuses on active learner participation and reflective teaching practice.

SfL has collaborated closely with Ghana Education Service, Tamale College of Education, Bagabaga College of Education and the E. P. College of Education in Bimbilla in the development, testing and implementation of the model.

The TPD model and this training manual have been developed and tested in public primary schools in deprived areas of Northern Ghana. It is applicable in all parts of Ghana, as the model aligns with Ghana’s National Pre-tertiary Education Curriculum.

TRAINING MANUAL CONTENT & USER GUIDE This is a manual written to institutions and organizations working with teacher professional development. It is a training manual for facilitators responsible for in-service training of teachers or in-school training for student teachers.

The training is designed as a whole-school training course including all teachers. This is to ensure that the model is used by all teachers/teacher students, including reflection and experience sharing.

The manual presents the training consisting of 10 modules and the recommended scope of the training is 3 full working days.

At the end of the training, participants will be able to demonstrate: • • • • • •

The role of education in promoting informed and active citizenry Good teacher and learner relation in the classroom What constitutes a child-friendly atmosphere in the classroom The role of a teacher in a child-friendly classroom atmosphere Reflective teaching process How to strengthen school and community relations

Prior to facilitating the training in the TPD model, we recommend a 2-day Training of Trainer (master trainers) course by School for Life Contact School for Life at: T: +233 (0) 372094054 // E: info@schoolforlifegh.org The manual’s 10 modules are organized in 5 sessions. All modules comprise practical activities.

Introduction

5

TEACHER PROFESSIONAL TRAINING MODEL

Session A

Promoting Informed & Active Citizenry

2

Incorporating Pre-Tertiary Curriculum Values, Core Competencies & Subjects

Session B

Developing Schemes of Learning

4

Session C Session D Session E

7

Incorporating Reflective Teaching Processes Organizing Reflection and Experience Sharing Sessions in Schools

10

5

Creating a Child-Friendly Classroom Atmosphere Implementing Child-Friendly Classroom Management

8

3

Understanding the Phases in Lesson Planning Establishing Good Teacher & Learner Relations

6

1

Building School <> Community Relations

9

6

Introduction

OVERVIEW OF THE 10 MODULES Participants will be engaged to carry out activities in groups and as individuals depending on the type of activity 1.

Promoting informed and active citizenry: The teachers are expected to examine effective democratic processes in the classroom, problem solving, negotiation and cooperation to achieve a solution that many people will accept.

2. Incorporating the National Pre-tertiary Education Curriculum values, core competencies and subjects: Teachers are expected to demonstrate how to incorporate the values and core competencies into their lesson plans.

3. Developing Scheme of Learning: Teachers are expected to be able to develop scheme of learning according to the National Pre-tertiary Education Curriculum 4. phases in lesson planning: Teachers are expected to demonstrate the preparation of comprehensive lesson plans from scheme of learning.

5. Establishing good teacher and learner relations: Teachers are expected to demonstrate how to establish good relations with their learners.

6. Creating a child-friendly classroom atmosphere: The teachers will be expected to state and explain what constitutes a child-friendly atmosphere and demonstrate how such can be applied in the classroom.

7. Implementing child-friendly classroom management: The teachers will be expected to demonstrate their classroom management skills and share some experiences and lessons learnt.

8. Incorporating reflective teaching processes: The teachers will be able to demonstrate reflective teaching processes with approaches such as peer observation, recording lessons and self-evaluation.

9. Organizing reflection and experience sharing sessions in schools: Head teachers will be expected to demonstrate the organization of such sessions as part of their leadership strategies for enhanced teaching and learning.

10. Building school-community relationships: The teachers will be expected to examine how to elicit good school-community relations and discuss the importance of school and community relations.

1 Promoting Informed & Active Citizenry

8

Promoting informed and active citizenry

OVERVIEW In this session, participants will be exposed to what constitutes active citizenship (e.g. taking part in shaping policies, payment of tax, taking part in developmental activities, etc.) and the roles of education in promoting active citizenship.

OBJECTIVES By the end of the session, participants will be able to: 1. Identify roles of education in promoting informed and active citizenry 2. Identify educational strategies that can promote active citizenship in the classroom 3. Demonstrate how the teacher can promote informed and active citizenship in learner

MATERIALS Flip chart and markers

DESCRIPTION 1. Brainstorm on what constitutes active citizenry. After the discussion, explain that active citizenship means playing an active role in your community. An important part of this role is recognising that you have a say in how things are done. By speaking up, you are often able to make a contribution to know how your community is run. Add that active citizens take actions in order to improve their community. The process of taking such actions can be described as active citizenry or citizenship.

2. Let participants make a KWL chart about citizenship: K: is what we know about citizenship.

W: is what we want to know about citizenship.

L: is what we learnt about citizenship.

They are to fill in the first and second columns before the start of the lesson. The last column will be filled after the lesson.

Promoting informed and active citizenry

K

What we know about citizenship

W

What we want to know about citizenship

L

What we have learnt about citizenship

ACTIVITIES ACTIVITY 1 - ACTIVE CITIZEN STORIES

Put participants in groups to share experiences/stories on active citizenship. Give them some time to do this. Each group should settle on one story to share with the whole class.

ACTIVITY 2 - PLENARY

Ask the individual groups to share their stories with the whole class. Tell participants that they may record the stories for discussions in their respective classes in their schools.

ACTIVITY 3 - ROLE OF EDUCATION IN PROMOTING ACTIVE CITIZENSHIP Put participants in groups to undertake the following tasks:

Groups 1 & 3: State and explain any five roles of education in promoting active citizenship in learner.

Group 2: Identify any five educational strategies through which active citizenship can be developed.

Group 4: Demonstrate how the teacher can promote informed and active citizenship in learners.

ACTIVITY 4 - PLENARY DICUSSION

Allow the various groups to present their work. Each group’s work should be discussed, if possible for further clarifications on some of the issues raised by the group.

ACTIVITY 5 - REFLECTIONS

Ask participants to pick up their KWL charts and fill in the last column. Let them share what they have done with their colleagues and the whole class.

9

Promoting informed and active citizenry

10

KEY NOTES Go through the following keynotes with the participants: Role of education in promoting informed active citizenship 1.

2.

• • • • •

3.

4.

5.

The involvement of learners in school administration through the prefect system.

That is the democratic process of getting leaders among the learners to support in school administration.

Inclusion of civic education in the school curriculum, which addresses issues such as.

Vote: Find out from participants whether they educate their learners on how to vote during national and local elections. Participants should also tell the relevance of taking part in voting to elect leaders.

Obey the law: Allow participants to briefly enumerate the common laws that people in their community normally disobey and explain how to address such issues.

Pay taxes: Allow participants to discuss the taxes they pay and tell how they can educate their learners to realize the importance of paying tax.

Salute the flag: Participants should discuss instances that the national flag is saluted.

Say the national pledge and the national anthem. Find out from participants how their teachers teach the national pledge and the national anthem. Explain that helping the learners to keep the national pledge and the national anthem is not enough.

Explain that the learners need to know what the national pledge and the national anthem stand for. Indicate for instance that when singing the national pledge means you are pledging or making a promise to your nation, which you must fulfill.

Inclusion of sanitation programs such as clean up campaigns.

Participation in national celebration days such as the Independence Day. Participation in blood donation and contributing to support the destitute.

Allow participants to tell the importance of the above issues in promoting informed active citizenship.

Educational Strategies Through Which Active Citizenship Can Be Developed Appropriate pedagogy: The active forms of pedagogy which tend to model or encourage the intended outcomes include: role plays and simulations; action research; group activities; discussions; real decision- making opportunities; excursions; cultural activities; guest speakers; interviews and surveys; questioning; consequence charts; undertaking conflict resolution processes; using mind maps and brainstorming; values analysis and clarification; inquiry-based learning.

Opportunities to discuss current issues: This involves “the capacity to have dangerous conversations in safe places” – at PTA meetings. The more “real” the issue is (and often the more relevant it is to learners) the more effectively it might engage learners.

This involves accepting controversy and challenge, often to well-entrenched views. Such opportunities include: debates; public speaking; participating in conventions, conferences and similar programs both within and beyond the school.

Building community links: The community around and beyond the school is a rich source of resources and models for civic learning and participation. There are also many opportunities to share events and celebrations with the community. Projects, which focus on the community (local, national and global), which work with, use, support or create

Promoting informed and active citizenry

community resources and services, can build bridges and develop community support for the school in return. Community groups or issues can be the focus of connected activities, and community speakers or organizations can support curriculum outcomes. Links which learners make with community groups may be long-lasting in themselves, and often support understandings and skills and values which will transfer to greater involvement by individual learners in the future.

Participatory school governance and organisation: Schools often seek to further develop learners’ skills in civic participation and leadership by enabling them to have an active role in making decisions about, and in implementing educational policies and practices. This involves higher levels of self-management, through bodies such as Learners Representation Councils, (SRCs) School Parliaments, and so forth. To be effective, such bodies must have a meaningful impact and role with a serious place in the overall school curriculum and timetable. They will have little – indeed possibly negative - impact when they are little more than window-dressing. The process can be even be “deeper” through involving learners in school curriculum committees, and embedded school decision-making processes. Opportunities arise, for specific skills training to equip learners for these roles. However, the development of leadership skills may be counterproductive to democratic (and educational) values if it does not provide opportunities for a broad-based participation.

Opportunities to participate in learner networks: There are also opportunities for schools to participate in external Programs which offer learners wider experiences and skills but also give learners opportunities to meet with like-minded learners involved in community and leadership activities and to develop learner networks. Civic participation is specifically fostered through regional SRC meetings; youth parliaments, forums and summits; leadership camps and training groups; issues-based meetings. Internet and email activities can also significantly contribute to or support networking.

TEACHER TIP Ways by which a teacher can promote informed and active citizenship in learners include: • • • •

Involving learners in clean up campaigns.

Role-play parliamentary and presidential elections in school.

Debate on issues such as payment of taxes, girl-child education, supporting the needy, sanitation, tree planting, etc.

Field visits to important places such as Courts, Chief Palaces, Hospitals, etc.

These can help the learners appreciate the roles that such events play in the community and the nation as a whole.

11

2 Incorporating PreTertiary Curriculum Values, Core Competencies & Subjects

Incorporating pre-tertiary curriculum values, core competencies & subjects

OVERVIEW In this session, participants will be exposed to the values, core competencies and subjects of the Standard Based Curriculum that should guide the teacher in the teaching and learning process for improved learning outcomes.

OBJECTIVES By the end of the session, participants will be able to: 1. List and explain values of the pre-tertiary curriculum 2. Demonstrate the application of core competencies outlined in the pre-tertiary curriculum 3. List and explain the subjects outlined in the pre-tertiary curriculum

MATERIALS Flip chart and markers

DESCRIPTION Allow participants 10 minutes to brainstorm on the curriculum: • • •

What is your understanding about the pre-tertiary curriculum?

What is the rationale behind the review of the pre-tertiary curriculum?

What are the subjects in the pre-tertiary curriculum?

After the brainstorming session, explain that fundamentally, the curriculum is to respond to a national priority of shifting the structure and content of the education system from merely passing examinations to building character, nurturing values, and raising literate, confident, and engaged citizens who can think critically. The curriculum seeks to address the inherent challenges in the existing curriculum and ensure that the content of the national curriculum for change and sustainable development can be internationally benchmarked.

Add that learners from the pre-tertiary education system are expected to be fluent in Reading, wRiting, aRithmetic and cReativity, in addition to being developed into lifelong learners, who are digitally fluent.

The focus of this session therefore is to expose teachers to the rationale and key elements of the new curriculum.

13

14

Incorporating pre-tertiary curriculum values, core competencies & subjects

ACTIVITIES ACTIVITY 1 - VALUES & CORE COMPETENCIES OF THE NEW CURRICULUM

2

Allow participants 10 minutes to brainstorm on what values are in general and core competencies required in educating the child.

Explain that values are beliefs, characters, integrity and sense of duty that are generally accepted and practice by the society. Core competencies as spelt out in the new curriculum (Creative thinking and problem solving, Communication and Collaboration, Cultural Identity and Global Citizenship, Creativity and Innovation, Digital Literacy and Leadership and Personal Development) are the skills teachers expect their learners to acquire.

Group Task Put participants into four groups to carry out the following assignments: Group 1: List and explain any five values of the new pre-tertiary curriculum; Group 2: Demonstrate the application of core competencies outlined in the new curricu lum; Group 3: List and discuss the subjects for the Kindergarten and Lower Primary classes as

outlined in the new curriculum; Group 4: List and discuss the subjects for the Upper Primary classes as outlined in the new curriculum; Group Presentation and plenary Allow the groups 5 minutes each to present their work experiences and discuss them at plenary session.

ACTIVITY 2 - KEY NOTES PRESENTATION Give participants a presentation based on the following key notes.

Incorporating pre-tertiary curriculum values, core competencies & subjects

KEY NOTES Values of the new curriculum Discuss the following with participants: Explain that the core of the school curriculum is the belief in nurturing honest, creative and responsible citizens in the Ghanaian child. As such, every part of the curriculum, including the related pedagogy should be consistent with the set of values.

Further, indicate that at the heart of the curriculum is the belief in nurturing honesty, creativity and responsibility. So every part of the curriculum, including the related pedagogy is consistent with the following set of values: Respect: Respect for the nation Ghana, its institutions and laws, the culture and respect among citizens and friends of the nation.

Diversity: Ghana is a multicultural society where every citizen enjoys fundamental rights and responsibilities. Learners must be taught to respect the views of all persons and to see national diversity as a powerful force for national development. The curriculum promotes social cohesion.

Equity: The socioeconomic development across the country is uneven. Consequently, it is necessary to ensure an equitable distribution of resources based on the unique needs of learners and schools. Ghana’s learners are from different backgrounds, which require the provision of equal opportunity to all.

Commitment to achieving excellence: Ghana’s learners must be taught to appreciate the opportunities provided through the curriculum and strive to do their best in their fields of endeavour as citizens. The curriculum encourages innovations, creativity, critical thinking and the use of contemporary technology.

Team work/Collaboration: Ghana’s schools are to be dedicated to a constructive and team-oriented working and learning environment. This also means that learners should live peacefully with all persons with an attitude of tolerance and collaboration. • Truth and Integrity: The curriculum aims to develop learners into individuals who will; consistently tell the truth irrespective of the consequences, be morally upright with the attitude of doing the right thing even when no one is watching, and be true to themselves and the law. Learners will be able to possess the value of honesty, truthfulness and compassion.

(Source: NaCCA - Teacher Resource Pack 14)

15

Incorporating pre-tertiary curriculum values, core competencies & subjects

16

KEY NOTES Core competencies of the new curriculum Core competences describe a body of skills that teachers at all levels should seek to develop in their learners. The competences presented here describe a connected body of core skills that are acquired throughout the processes of teaching and learning. Core competences include the following: Critical thinking and Problem Solving (CPS): Developing learners’ cognitive and reasoning abilities to enable them to analyse issues and situations, leading to the resolution of problems.

Communication and Collaboration (CC): Promoting in learners the ability to make use of languages, symbols and texts to exchange information about themselves and their lived experiences.

Cultural Identity and Global Citizenship (CIGC): Developing learners who put country and service as foremost through an understanding of what it means to be active citizens, by inculcating in them a strong sense of environmental, social, and economic awareness.

Creativity and Innovation (CI): Promoting in learners, entrepreneurial skills through their ability to think of new ways of solving problems and developing technologies for addressing the problem at hand.

Digital Literacy (DL): Developing learners to discover acquire skills in and communicate through ICT to support their learning and make use of digital media responsibly.

Leadership and Personal Development (LPD): Improving self-awareness, self- knowledge, skills, health; building and renewing self-esteem; identifying and developing talents, fulfilling dreams and aspirations and developing other people or meeting other people’s needs.

Subjects for the various grades The following are the subjects in the New Curriculum for Kindergarten, Lower Primary and Upper Primary classes.

Kindergarten (1 & 2) 1.

Language and Literacy (English and Ghanaian Language with Ghanaian Language as medium of instruction) 2. Numeracy 3. Creative Arts 4. Our World & Our People (Integrated Themes: History, Religious and Moral Educa-

Incorporating pre-tertiary curriculum values, core competencies & subjects

KEY NOTES tion; Computing, Civics & Geography, Science) Note: Physical Education will be a Timetable activity through all the phases. Total = 4 (Compulsory Curriculum) Lower Primary (B1 – B3) 1.

2.

3.

4.

5.

6.

Language and Literacy (with Ghanaian Language as medium of instruction Numeracy Creative Arts (Visual and Performing Arts) History Science Our World & Our People (Integrated Themes: Computing, Agriculture, Civics & Geography) 7. Religious and Moral Education (RME) 8. Physical Education (PE) Upper Primary (B4 – B6) 1.

2.

3.

4.

5.

6.

7.

8.

9.

Literacy (with Ghanaian Language as subject and English Language as both medium of instruction and subject and French) Numeracy Creative Arts (Visual and Performing Arts) History Science Our World & Our People (Integrated Themes: Agriculture, Civics & Geography) Computing Religious and Moral Education (RME) Physical Education (PE)

Proposed Extra-Curricular Activities The following activities are outside the instructional periods known as co-curricular activities: 1.

2.

3.

4.

5.

Life and Psychosocial Skills: (Clubs, NGO Activities, Talks Sensitisation etc.); Research, Science & Community Project; Entrepreneurship Development, Guidance and Counselling; Library, Sustainable Learning and Study Skills; Research, Agric. and Gardening Project.

(Source: NaCCA - Teacher Resource Pack 14 )

17

18

Incorporating pre-tertiary curriculum values, core competencies & subjects

ACTIVITY 4 - REFLECTION Allow participants to sit in pairs and answer the following questions: 1. What have you learnt from the session?

2. Explain how you can demonstrate the following values in their classrooms: Respect, honesty, commitment and teamwork?

3. Which of the core competencies would you like to use generating creativity and independent work among their learners?

3 Developing Schemes of Learning

20

Developing schemes of learning

OVERVIEW In this session, participants will be taken through scheme of learning and how it can be planned to enhance effective lesson plan preparation.

OBJECTIVES By the end of the session, participants will be able to: 1. Explain what scheme of learning is 2. Prepare a term’s scheme of learning for a named class and subject using the new curriculum 3. What would call for the adjustment of your scheme of learning?

4. Demonstrate how you would adjust your scheme of learning

MATERIALS Flip chart, markers and printouts of templates

DESCRIPTION As the hoe and cutlass are to the farmer, so is a carefully thought-out and well-written lesson plan to the classroom teacher necessary. A scheme of learning and a detailed/comprehensive lesson plan cover half of the work done and pave the way for a successful lesson delivery.

ACTIVITIES ACTIVITY 1 - SCHEME OF LEARNING Let participants use 20 minutes to brainstorm in pairs on the difference between scheme of learning and lesson plan.

Developing schemes of learning

ACTIVITY 2 - DISCUSSION Explain that the term scheme of learning outlines the sub- strands to be covered in a term or year, and the content standards learners should be able to demonstrate with respect to each of the sub-strands. Content Standards for each class have been grouped under Strands and substrands.

These have been arranged in a recommended teaching order but the teacher is free to teach substrands in any order within a class per local requirements and resources. The scheme for a given term has assumed a term’s duration of twelve (12) teaching weeks.

Teachers are expected to complete the table below by studying the subject curriculum (for a given year) to determine the number of sub-strands that can be covered within each academic year and each academic term. The allocation of sub-strands should be done in such a way that the entire content for the year is evenly distributed across the 12 weeks in each of the 3 terms.

The suggested format for writing the Scheme of Learning (SOL) for a given term can also be seen below. Participants are required to list the strands, sub-strands, the content standard reference number and the associated indicators. The template has also made provisions for indicating the resources required to teach each week’s lessons.

Template for writing a yearly curriculum overview (Scheme of Learning) Week 1 2 3 4 5 6 7 8 9 10 11 12

Term 1 (List term 1 sub-strands)

Term 1 (List term 2 sub-strands)

Term 1 (List term 3 sub-strands)

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22

Developing schemes of learning

Example writing Scheme of Learning for a given term Week Strand

Sub-strand

Content Standard

Indicators

Resources

1 2 3 4 5 6 7 8 9 10 11 12

ACTIVITY 2 - DISCUSSION Put participants in groups of four and allow them 25 minutes to undertake the following tasks: All Groups: Groups 1 & 2:

Group 3 & 4:

Explain what scheme of learning is.

Prepare a scheme of learning for an academic year of a named class and subject using the pre-tertiary curriculum.

Prepare a scheme of learning for an academic term of a named class and subject using the pre-tertiary curriculum.

Allow the groups 5 minutes each to present and discuss their group work experiences at the plenary session.

ACTIVITY 3 - KEY NOTES PRESENTATION Give participants a presentation based on the following key notes.

Developing schemes of learning

KEY NOTES What is scheme of learning?

As indicated above, the term scheme of learning outlines the sub- strands to be covered in a term or year, and the content standards learners should be able to demonstrate with respect to each of the sub-strands.

Example for writing a yearly curriculum overview (Scheme of Learning) Week 1

2

3

Term 1 (List term 1 sub-strands) Songs Phonics Penmanship Using Capitalisation Build the love and culture of reading

Term 1 (List term 2 sub-strands) Conversation - Talking About Oneself, etc.

Vocabulary Writing as a process Using qualifying words: adjectives Build the love and culture of reading

Term 1 (List term 3 sub-strands) Story telling Comprehension Descriptive Writing Using simple, compound and complex sentences Build the love and culture of reading

Conversation - Talking About Oneself, Etc. Vocabulary/ comprehension Writing as a process Using qualifying words: adjectives Build the love and culture of reading Story telling Listening comprehension/ Phonics/comprehension Phonics/Vocabulary Writing letter-small Writing as a process Using Capitalisation Using qualifying words: Build the love and cultu- adjectives re of reading Build the love and culture of reading

Story telling/Asking and answering questions Phonics and Comprehension Persuasive/Argument.

Using simple, compound and complex sentences Build the love and culture of reading Giving and Following Commands/ Instructions/ directions and making and responding to requests Fluency/comprehension Persuasive/Argument.

Using simple, compound and complex sentences Build the love and culture of reading

Rhymes Phonics/ comprehension Penmanship Using Capitalisation Build the love and culture of reading

23

24

Developing schemes of learning

KEY NOTES 4

Presentation Phonics/vocabulary Writing letter-small Using Punctuation Build the love and culture of reading

Conversation - Talking About Oneself, Vocabulary/ comprehension Writing as a process Using qualifying words: adjectives Build the love and culture of reading

Conversation- Talking About Oneself, Fluency/comprehension Writing as a process Using simple, compound and complex sentences Build the love and culture of reading

5

Storytelling/listening comprehension Phonics/ comprehension Labeling Using Punctuation Build the love and culture of reading Story telling Asking and answering questions Fluency/comprehension Labeling Using Punctuation Build the love and culture of reading Dramatization & Role play Word families/ Vocabulary Writing Simple Words Using Punctuation Build the love and culture of reading Listening comprehension Asking and answering questions Word families Writing Simple Words Build the love and culture of reading Using Punctuation

Listening Comprehension Vocabulary Writing as a process Using qualifying words: adverbs Build the love and culture of reading

Presentation Fluency/comprehension Writing as a process Spelling Build the love and culture of reading

Listening Comprehension Vocabulary Writing as a process Using qualifying words: adverbs Build the love and culture of reading Listening Comprehension Fluency/Comprehension Narrative writing Using qualifying words: adverbs Build the love and culture of reading

Presentation Phonics/ comprehension Writing as a process Spelling Build the love and culture of reading

6

7

8

Conversation - Talking About Oneself, Etc. Fluency/Comprehension Narrative writing Using simple preposition Build the love and culture of reading

Giving and Following Commands/ instructions/ directions and making and responding to requests Writing as a process Spelling Build the love and culture of the reading Listening Comprehension/ Asking and Answering Questions Phonics Narrative writing Spelling Build the love and culture of reading

Developing schemes of learning

KEY NOTES 9

10

11

12

Presentation Asking And Answering Diphthongs/ compreQuestions hension Comprehension Writing Simple Words Narrative writing Using Action Words/ Using simple preposition Verbs Build the love and culture Build the love and cultu- of the reading re of reading Conversation - Talking Asking And Answering About Oneself.

Questions Diphthongs/comprehen- Vocabulary/ Comprehension sion Writing Simple Words Descriptive Writing Using Action Words/ Using simple preposition Verbs Build the love and culture Build the love and cultu- of reading re of reading Giving and Following Giving and Following Commands/ instrucCommands/instructions tions/directions and directions and making making and responding and responding to reto requests quests Blends & consonant Comprehension Clusters Descriptive Writing Guided Composition Using simple preposition Using Action Words/ Build the love and culture Verbs of reading Build the love and culture of reading Talking About Oneself, Giving And Following Etc. Commands ComprehenBlends & consonant sion Clusters Descriptive Writing Guided Composition Using simple preposition Using Action Words/ Build the love and culture Verbs of reading Build the love and culture of reading

(Source: NaCCA Resource Pack B1-B6))

Conversation: Talking About Oneself Phonics Narrative writing Spelling Build the love and culture of reading Conversation - Talking About Oneself, Etc. Blends & consonant Clusters/ Comprehension Narrative writing Using Action Words/Verbs Build the love and culture of reading Conversation - Talking About Oneself, Etc. Comprehension Narrative writing Using Action Words/Verbs Build the love and culture of reading

Conversation – Talking About Oneself, Etc. Comprehension Narrative writing Using Action Words/ Verbs Build the love and culture of reading

25

26

Developing schemes of learning

KEY NOTES Template writing Scheme of Learning for a given term Week Strand 1

2

3

4

5

Oral Language Reading Writing Using Writing Conventions Grammar Usage Extensive Reading Oral Language Reading Using Writing Conventions/ Grammar Usage Extensive Reading Oral Language Reading Writing Using Writing Conventions Grammar Usage Extensive Reading Oral Language Reading Writing Using Writing Conventions Grammar Usage Extensive Reading Oral Language Reading Writing Using Writing Conventions/Grammar Usage Extensive Reading

Sub-strand

Indicators

Resources

Songs

Content Standard B3.1.1.1:

B3.1.1.1.1

Phonics

B3.2.2.1

B3.2.2.1.1.

Penmanship Using Capitals

B3.4.2.1 B3.5.1.1

B3.4.2.1.1 B3.5.1.1

Letter cards Word cards, sentence cards, handwriting on a manila card and class library

Build the love and culture of reading Rhymes Phonics/ comprehension Penmanship Using Capital Build the love and culture of reading

B3.6.1.1

B3.6.1.1.1

B3.1.2.1 B3.2.2.1; B3.2.7.1 B3.4.2.1 B3.5.1.1 B3.6.1.1

B3.1.2.1.1 B3.2.2.1.1; B3.2.7.1.1 B3.4.2.1.1 B3.5.1.1.1 B3.6.1.1.1

Word cards, sentence cards, letter cards, sample handwriting on a manila card, and class library

Story telling Phonics/ comprehension Writing letter- small Using Capitas Build the love and culture of reading

B3.1. 4.1

B3.1. 4.1.1

B3.2.2.1; B3.2.7.1 B3.3.3.1 B3.5.1.1 B3.6.1.1

B3.2.2.1.2; B3.2.7.1.2 B3.3.3.1.1 B3.5.1.1,2 B3.6.1.1.1

Word cards, sentence cards, sample sentences on manila card focusing on punctuations class library

Story telling Phonics/ vocabulary Writing lettersmall Using Punctuation Build the love and culture of reading

B3.1. 4.1 B3.2.2.1;

B3.1. 4.1.2 B3.2.2.1.2;

B3.2.6.1

B3.2.6.1.1

B3.3.3.1 B3.5.2.1 B3.6.1.1

B3.3.3.1.1 B3.5.2.1.1 B3.6.1.1.1

Story telling/ listening comprehension Phonics/ comprehension Labeling Using Punctuation Build the love and culture of reading

B3.1.4.1; B3.1.7.1 B3.2.2.1; B3.2.7.1 B3.4.4.1 B3.5.2.1 B3.6.1.1

B3.1.4.1.2; B3.1.7.1.1 B3.2.2.1.3; B3.2.7.1.2 B3.4.4.1.1 B3.5.2.1.1 B3.6.1.1.1

Word cards, sentence cards, letter cards sample sentences on a manila card, class library, sentences on manila card focusing on punctuations Word cards, sentence cards, sample labelling on a manila card class library sentences on manila card focusing on punctuations

Developing schemes of learning

6

7

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9

Oral Language Reading Writing Writing Conventions / Grammar Usage Extensive Reading

Story telling Asking and answering questions Fluency comprehension Labeling Using Punctuation Build the love and culture of reading

Oral Language Reading Writing Using Writing Conventions Grammar Usage Extensive Reading Oral Language Reading Writing Using Writing Conventions Grammar Usage Extensive Reading

Oral Language Reading Writing Using Writing Conventions Grammar Usage Extensive Reading

B3.1. 4.1;

B3.1.4.1.2;

B3.1.8.1 B3.2.9.1; B3.2.7.1 B3.4.4.1 B3.5.2.1 B3.6.1.1

B3.1.8.1.1 B3.2.9.1.1; B3.2.7.1.3 B3.4.4.1.1 B3.5.2.1.2 B3.6.1.1.1

Dramatization B3.1.5.1 Role play Word families B3.2.3.1 Writing Simple B3.4.5.1 Words Using Pun- B3.5.2.1 ctuation B3.6.1.1 Build the love and culture of reading

B3.1.5.1.1

Listening compre- B3.1.7.1 hension Asking and answering questions.

Word families B3.1.8.1 Writing Simple B3.2.3.1 Words Using Pun- B3.4.5.1 ctuation B3.5.2.1 Build the love and B3.6.1.1 culture of reading Presentation/ B3.1.10.1 Conversation Talking About B3.2.4.1; Oneself Diphthongs/ B3.2.7.2 comprehension B3.4.5.1 Writing Simple B3.5. 4.1 Words Using Action Words/Verbs B3.6.1.1 Build the love and Culture of reading

B3.1.7.1.1;

B3.2.3.1.1 B3.4.5.1.1 B3.5.2.1.3 B3.6.1.1.1

B3.1.8.1.1 B3.2.3.1.2 B3.4.5.1.2 B3.5.2.1.3 B3.6.1.1.1 B3.1.10.1 B3.2.4.1.1; B3.2.7.2.1 B3.4.5.1.3 B3.5. 4.1.1 B3.6.1.1.1

Word cards, sentence cards, sample of two paragraph composition on a manila card, class library

Word cards, sentence cards, sample composition on a manila card, class library Sentences on manila card focusing on punctuations Word cards, sentence cards, sample composition on a manila card, class library Sentences on manila card focusing on punctuations

Word cards, sentence cards, sample composition on a manila card, class library

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Developing schemes of learning

KEY NOTES 10

11

12

Oral Language Reading Writing Using Writing Conventions / Grammar Usage Extensive Reading

Conversation Talking About Oneself, Etc. Diphthongs/ comprehension Writing Simple Words Using Action Words/Verbs Build the love and culture of reading

B3.1.6.1

B3.1.6.1.2

B3.2.4.1;

B3.2.4.1.1;

B3.2.7.2 B3.4.5.1

B3.2.7.2.1 B3.4.5.1.4

B3.5. 4.1 B3.6.1.1

B3.5. 4.1.2 B3.6.1.1.1

Giving and Following Commands/ instructions/ directions and making and responding to requests Blends & consonant.

Clusters Guided Composition Using Action Words/Verbs Build the love and culture of reading Oral Language Blends & ConReading Wrisonant Clusters ting Using Writ- Guided Composiing Conventions tion Using Action /Grammar Words/Verbs Usage Build the love and Extensive Rea- culture of reading ding

B3.1.9.1

B3.1.9.1.1

Word cards, sentence cards, sample composition on a manila card class library

B3.1.6.1

B3.1.6.1.4

B3.2.5.1

B3.2.5.1.1

B3.4. 8.1

B3.4. 8.1.1

Word cards, sentence cards, sample composition on a manila card class library

B3.5. 4.1

B3.5. 4.1.1

B3.6.1.1

B3.6.1.1.1

Oral Language Reading Writing Using Writing Conventions/ Grammar Usage Extensive Reading

Word cards, sentence cards, sample composition on a manila card, class library

4 Understanding the Phases in Lesson Planning

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Understanding the phases in lesson planning

OVERVIEW This session discusses the different phases in a lesson plan as spelt out in the pre-tertiary curriculum. Participants will be taken through the significance of each of the phases with their corresponding narratives and exemplars.

OBJECTIVES By the end of the session, participants will be able to: 1. State and explain the main parts in presenting a lesson 2. Discuss what to consider before presenting a lesson 3. Demonstrate presenting phase 1, phase 2 and phase 3 parts of a lesson

MATERIALS Flip chart, markers and printouts of templates

DESCRIPTION Explain to participants that the new curriculum is organized based on the following: Strands, Sub-strands, Content Standards, Indicators and Exemplars A unique annotation is used for numbering the learning indicators in the curriculum for the purpose of easy referencing. The annotation is indicated in table below:

EXAMPLE Example: B3.2.4.1.2 ANNOTATION MEANING/INTERPRETATION B3 Year or Class 2 Strand Number 4 Sub-Strand Number 1 Content Standard Number 2 Indicator Number

Understanding the phases in lesson planning

Strands: These are the broad areas/sections or thematic content to be studied. E.g. as English Language: Reading, Oral language, Language items, etc.

Sub-strands: These are sub-themes or sub-topics under each strand around which the content is organized. E.g. as in English Language: “Songs under oral language, Nouns under language items, Pre-Reading Activities under Reading, etc.

Content Standard: Refers to the pre-determined level of knowledge and skills/or attitude that a learner attains by a set stage of education. In addition, it also refers to statements that define what learners should know and be able to do in various disciplinary areas: knowledge (facts, concepts, principles) and skills (processes, strategies, methods). E.g. as in English Reading, “Connect sounds to letters; and blend sound/ syllables to read and write”.

Indicator: Refers to a clear outcome or milestone that learners have to exhibit in each year to meet the content standard expectation. The indicator represents the minimum expected standard in a year. E.g. as in English Language: “Blend sounds to produce simple syllables/words and blend syllables to produce words”.

Exemplars: Refer to the support and guidance which clearly explains the expected outcomes of an indicator and suggests what teaching and learning could take to support the facilitators/teachers in the delivery of the curriculum. E.g. as in English Language under Phase 2 of lesson presentation, “In pairs, have one learner make individual sounds of a word and the other blend them together to make one-syllable words: e.g. (a-sh = ash, b-i-n = bin, a-t = at, a-m = am, i-n = in, c-o-t = cot)”.

Performance Indicators: Measure performance against a set of learning targets which help to track and monitor the progress of learners. E.g. as in English Reading, “Learners can read and write simple words independently.

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Understanding the phases in lesson planning

ACTIVITIES ACTIVITY 1 - INTRODUCTION TO LESSON PLANNING Discuss with participants what they would do to ensure that they teach effectively. Explain that, in starting to teach, they should always ensure that all classroom routine activities are carried out. For example, seating arrangement of the learners should be done such that the learners can interact freely during the lesson, class register is marked, relevant textbooks and teaching and learning resources are available for usage during the lesson.

Allow participants to sit in pairs and discuss how they will present their lessons during phase 1, phase 2 and phase 3.

After some minutes, allow each pair to join another pair to share their thoughts.

Let participants share what they have agreed on.

ACTIVITY 2 - PARTS OF LESSON PRESENTATION Take participants through the following: Explain that every lesson presentation can be divided into three main parts: Introduction, presentation and closure or conclusion.

Phase 1: This is referred to as the STARTER. It gives the teacher the opportunity to prepare the minds of the learners for learning by teaching from the known to the unknown, from simple to complex and from concrete to abstract. This implies that the teacher should start discussing with the learners on what they already know about the topic of the lesson. Phase 1 is the part that precedes the main activities.

Phase 1 can be in the form of: • • •

Linking what learners know already with the main lesson of the day; Revising previous lesson so that it links with the new lesson; Using songs, poems, mental drills or simply a warm-up activity (short exercise) as a starter.

Note that these are done to prepare the brains or minds of the learners and arouse their interest.

TEACHER TIP Note: Whatever forms phase 1 takes, teachers should keep in mind that it should be motivating enough to capture and sustain the interest and attention of all learner throughout the lesson.

Understanding the phases in lesson planning

Phase 2: This serves as the MAIN part of lesson presentation. It looks at new learning and covers assessment. This is the stage at which the main topic is presented in a step by step manner. It covers what both teacher and learners will be doing. Each step should include the following: alerts, explanations, expected responses, cautioning, examples, clues, referrals, etc. For example, you can caution learners by asking them to be mindful of sharp objects when they are collecting stones or pebbles from the school compound.

Phase 3: This is the Plenary/ Reflections stage for both learner and teacher. It is the stage at which the lesson is brought to an end. The teacher has several options in ending the lesson.

The options may include the following: • • • •

Facilitating the process for learners to reflect on what they have learnt; Summarising lesson by going through salient points. Learners could also be asked to summarise the main points of the lesson; Facilitating the learners to recall/explain what has been discussed; Asking learners questions about the lesson.

ACTIVITY 3 - GROUP TASKS Put participants in groups of five to use 20 minutes to carry out the following tasks: Group 1:

Demonstrate the activities you will carry out on “Effects of bush burning on the environment” as a sub-strand under the Strand, Climate Change in Phase 1 of your lesson plan.

Group 2:

List and discuss the activities you will carry out under Phase 2 of your lesson plan with “Pre-Reading Activities” as the Sub-Strand.

Group 3: Choose a strand and sub-strand of your choice and write out the following:

1.

Content Standard and Indicator 2.

Performance Indicator Group 4:

Choose a strand and sub-strand of your choice from Mathematics or English Language and provide the learner activities for Phase 1.

Group 5:

Choose a strand and sub-strand of your choice from Mathematics or English Lan guage and provide the learner activities for Phase 3.

In addition to their findings, discuss the following with participants:

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Understanding the phases in lesson planning

Sample Lesson Plan - School: .............................

Date: 03/06/19 Period: 6 Subject: English Language Duration: 30 Minutes Strand: Reading Class: Basic 1 Class size: 20 Sub Strand: Pre-Reading Activities Content Standard: Indicator: B1.2.2.1.4: Lesson 1 of 3 B1.2.2.1: Connect sounds Blend sounds to produce to letters; and blend simple syllables/words and sound/ syllables to read blend syllables to produce and write. words.

Performance IndicaCore Competencies: Critical Thinking and Problem Solving; tor: Learners can read and Communication and Collaboration, write simple words independently.

Key words: Blend, cover, sound, bin, cot, Phase / Time Exemplars (Learner activities) Resources Phase 1: Starter (Preparing Play a sound ball game or tape to review the letter sound. the brain for learning) 5 Minutes

A sound ball, tape recorder, Phase 2 : Main (new lear1. Write a two-letter word on the board (vowel– consonant ning including assessment) word, e.g. ‘as’).

20 minutes 2. Cover the second letter and ask learners to make the sound of the letter which is not covered.

Letter cards, word cards 3. Now cover the first letter for learners to make the sound of the second letter.

4. Remove the cover and use your finger to point to the individual letters while learners make their sounds.

5. Say: Let us increase the speed and as you do so run your finger under the word for learners to blend the sounds to read the word.

6. Continue blending other two-letter words in similar way.

Initially maintain the same vowel while the consonants keep changing, e.g. an, at, am, ap, e.

7. Change the vowel sound and repeat the procedure to blend.

Other two-letter words, e.g. in, is, it, us, un, etc.

8. Extend the learning by introducing consonant- vowel words, e.g. ba, ta, ma, etc. You can expand the words to three letter (but one syllable) words, e.g. bat, tan, mat, etc.

9. In pairs, have one learner make individual sounds of a word and the other blend them together to make one-syllable words: e.g. (a-sh = ash, b-i-n = bin, a-t = at, a-m = am, i-n = in, c-o-t = cot). Assessment: Have learners play Pick and Read game. Have learners pick word cards, blend the sounds and read one syllable words. Then the two write the word on the board. Go round to support learners with difficulties.

Understanding the phases in lesson planning

Phase 3: Plenary/Reflections (Learner and teacher) 5 minutes

1. Allow learners to say what they have learnt.

2. Allow learners to tell which part of the lesson they enjoyed most.

3. Allow learners to ask their colleagues which of the words they have come across before.

4. Independent Activity/Homework 5. Write five of the words you have learnt today. Form one sentence with each word.

ACTIVITY 4 - REFLECTIONS Allow participants to ask more questions for clarification.

Ask participants to sit in pairs to share what they have learnt from the lesson.

Find out from the participants what they would do differently under the Phase 2 of the sample lesson plan to make learners more active in class.

Home assignment: Choose a strand and sub-strand of your choice from Mathematics or English Language for B2 and prepare a lesson plan on the strand and sub-strand. (Use the new lesson plan format).

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5 Establishing Good Teacher & Learner Relations

Establishing good teacher & learner relations

OVERVIEW This session will focus on appreciating positive teacher – learner relations and strategies that foster, safe and a healthy learning environment. The teachers are expected to demonstrate how to establish good relations with their learners.

OBJECTIVES By the end of the session, participants will be able to: 1. State and explain the approaches a teacher can use to win her/his learners’ support 2. Demonstrate how to develop positive teacher –learner relation 3. Identify strategies that the teacher can use to show that s/he cares for her/his learners

MATERIALS Flip chart and markers

INTRODUCTION Allow participants to brainstorm on power relations in the classroom. Ask participants the question, “Who has power in the classroom?”

Explain that the issue of power relations in the classroom is more of acknowledging the ways that power is mutually constructed and negotiated between teacher and learner, as well as between learners. It moves away from the concept of power as something teachers have over their learners. Willard Waller states that power is a structure of relationship that cannot be owned by an individual because rather than the individuals who create it. It is what shapes people’s actions.

Explain further that the power relations between a teacher and his or her learners are unequal.

The teacher is the grown up and has more advantage to influence power in the school and in the classroom. Therefore the teacher, and not the learner, is the one who has the responsibility to make sure that the relations are fruitful and create a good learning environment. That is one of the reasons that the relation competencies are so important for quality education.

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Establihing good teacher & learner relations

38

ACTIVITIES ACTIVITY 1 - SCENARIOS Ask two groups of participants to act out the following scenarios:

SCENARIO 1

SCENARIO 2

A teacher comes to the classroom and says, “Learners, take your Math books. Open to page 10.

A teacher comes to the classroom and says, “Learner, how are you all?

Answer questions 1 to 5. No wrong answer will be tolerated.

Hey you, come and clean my table”.

Today we are going to learn how to add using one digit numbers.

Let’s count our fingers.

Very good and well done.

Now Ayisha, count your fingers. Very good and well done.”

Ask participants to discuss the two scenarios. Use the following guiding questions for the discussion: 1.

2.

3.

4.

What is good about scenario A? What is bad about scenario A? Does scenario A depict any good relationship between the teacher and the learner?

If you were the teacher in scenario A, what would you have done differently?

1.

2.

3.

4.

What is good about scenario B? What is bad about scenario B? Does scenario B depict any good relationship between the teacher and the learner?

If you were the teacher in scenario B, what would you have done differently?

In addition to what the participants have said, explain that establishing goodwill in class can help minimize classroom disturbances, improve learner engagement and reduce stress on everyone.

Establishing good teacher & learner relations

ACTIVITY 2 - GROUP TASK Put participants into four groups and ask them to carry out the following tasks: Groups 1 & 3: List and explain what constitute fruitful teacher-learner-relation for good learning environment?

Group 2: Explain why the establishment of fruitful teacher-learner-relation is important for a good a learning environment. is important.

Group 4: Demonstrate how you can establish fruitful teacher-learner-relation for a good learning environment.

ACTIVITY 3 - PLENARY SESSION Allow the individual groups to present their work for plenary discussion.

Other participants can contribute to the points raised by their colleagues.

ACTIVITY 4 - KEYNOTES

KEY NOTES Generate new interactions and create positive relations The following are some of the approaches you can use to generate new kinds of interactions that can help create better relations in the classroom: (Adopted from Dave Foley: Five Tips for Better Relationships With Your Learners).

Become a Good Teacher: Teachers become good and exemplary teachers by building good relationships with their learners and by treating them the way they would like to be treated (Just like in the saying, “One good thing deserves another”). Simply stated, learners want to be treated with respect and empathy. Talking down to learners or lecturing them about their inadequacies will only irritate or frustrate them. Offering positive reinforcement or feedback, being consistent, smiling, and listening to their concerns all help to gain learners’ trust

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Establihing good teacher & learner relations

and friendship.

Get To Know Your Learners: Work at getting to know your learners as individuals. Sometimes, mentioning a learner’s name alone can win his/her support. Find out their interests. Initiate conversations with them about sports, TV, or school activities, or compliment them on their clothing. As you talk to them and listen to what’s on their minds, they will begin to see that you’re not just another adult, but someone who is genuinely interested in them.

What you are doing is building up goodwill. There may be some hard times ahead, where you will have to be tough on certain individuals. Having some previous interactions that were positive may help. Though having “favourites” is not a good idea, it doesn’t hurt to make a special effort to build good relations with those who may become your problem learners. This can be accomplished as simply as looking for opportunities to give them compliments, not overheard by others, such as, “You did a nice job in class today by raising your hand instead of blurting out when you had ideas to share. Your cooperation in class made it easier for me to teach today. Thanks.”

Protect the Learner’s Self-Esteem: As teachers, we are dealing with fragile beings. Adolescence brings insecurities. Individuals at this age are pulling away from adults. Being accepted by their peers is the key to their self-esteem. Being criticized by a teacher in front of their peers humiliates them. To avoid “losing face,” learners may react by talking back, smirking, or walking out of class. They will do whatever it takes to preserve their dignity.

So, how do you manage a classroom without taking away learners’ dignity? Make discipline corrections quietly and quickly. When there is misbehaviour, keep your voice even.

No sarcastic or condescending comments. Deal with a problem in a joke or light manner.

Shouting will not help to solve the problem. Sometimes, a pause or look will settle the issue and nothing needs to be said.

Whenever possible try to handle disciplinary issues without an audience. When leading a class activity, you may be able to talk privately about a disciplinary issue at the learner’s desk or catch him as he leaves class. This allows for better, more genuine exchanges, since the learner’s classmates will not witness his or her responses.

Build Goodwill on Good Days: Too often teachers only interact with learners when there is a disruption. When things are going well and learners are quietly reading, doing their work, or listening attentively, we just silently accept this situation and enjoy the respite from having to correct misbehaviour.

Yet this is the time to build a little goodwill by commenting on how much you appreciate your learners’ good study habits. Here’s a great opportunity to use statements such as: “I am happy to see all of you with your reading books.”

“I appreciate the efforts you are making to learn how to read.”

“It is time for games. I can see you are all eager to go out for the games.”

“You are a great class; I enjoy being your teacher.”

Establishing good teacher & learner relations

Listen to Learners: Learners like to feel that they have some “say” or influence on what goes on in class. If a teacher is open to receiving feedback, this can bring about a better level of mutual respect.

Let your learners see the importance of the contributions they make in class. Do not rebuke your learners when they answer questions wrongly. Taking time to listen to learners’ concerns is an example of demonstrating that you care.

When learners feel their teacher is a caring person, then the classroom becomes a happier place for everyone. In a less stressful situation, creative ideas are more likely to emerge.

Maintaining good relations between teachers and learners is an all-around winning proposition as it fosters an environment where real learning can take place.

Developing positive teacher – learner relations: Learners like any other person, want to feel cared for and valued. According to Zehm and Kottler (1993), learners will never trust us or open themselves up to hear what we have to say unless they sense that we value and respect them. When learners feel that you value and care for them as individuals, they are more willing to comply with your proposals. Learners will feel more attached to their teacher if the teacher does the following: • • • • •

Praises the learner for any good work done.

Encourages the learner to keep on trying after several failures.

Asks about the learner’s family.

Finds out whether the learner has eaten or not.

Appreciates efforts made by the learner.

The following strategies can be implemented to develop strong and powerful relationship with your learners: • • • • •

Communicating positive expectations; Correcting learners in a constructive way; Developing positive classroom pride; Demonstrating caring; and Preventing and reducing your own frustrations and stress.

Communicating Positive Expectations: It is said that Learner behavioural performance is also dependent to a large degree on the expectations of significant adults in learners’ lives. Numerous studies indicate that the expectations teachers have for learners tend to become self-fulfilling prophesies. It is therefore critically important for educators to monitor their interactions with the goal of communicating appropriately high behavioural and academic expectations to all learners, not just to high achievers.

There are several techniques that can be used to achieve this goal. Monitor the way you call on learners. Make sure that you give all learners chances to participate in class. Try to increase the amount of time you wait between asking a learner a question and moving on by either answering the question yourself or calling on another learner. Give learners hints and clues to help them succeed in class. Tell learners directly that you believe that they have the ability to do well. Your belief in them will inspire their success.

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Establihing good teacher & learner relations

42

Correcting Learners in a Constructive Way: Correcting and disciplining learners for inappropriate behaviours is a necessary and important part of every teacher’s job. However, it doesn’t have to be a negative part of your job. In fact, you can actually build positive relationships when you correct learners.

Steps to Use When Correcting Learners Imagine that Asana hit Musah because Musah called her mother a name. You may consider the following disciplinary steps: 1.

2.

3.

4.

5.

6.

7.

8.

Review what happened. Discuss the incident with Asana. Begin with fact finding to be sure that you are appropriately correcting the learner. The worst way to affect teacher-learner relationships is to unfairly discipline a learner.

Identify and accept the learner’s feelings. Tell Asana that you understand why it upsets her to hear somebody call her mother a name and that you too would be upset if someone maligned your mother. It’s important to understand that this step communicates that you respect and understand her feelings but that you are not accepting her actions.

Review alternative actions. Go over with Asana the different actions she could have taken, such as ignoring the remark or reporting it to a teacher.

Explain the building policy as it applies to the situation. Remind Asana of the building policy of not fighting and that the rule is if anyone hits another learner, he or she will be sent to the office and possibly be suspended from school.

Let the learner know that all learners are treated the same. Make sure that Asana understands that all learners must adhere to the policy and that any learner who disregards the rule will suffer the consequences.

Invoke an immediate and meaningful consequence. Communicate with the office about what happened and send Asana to the office.

Let the learner know you are disappointed that you have to invoke a consequence to his or her action. Tell Asana that you are disappointed that her actions have led to this situation.

Communicate an expectation that the learner will do better in the future. Remind Asana that although you do not approve of her actions and do not like to send her or any learner to the office, you like her and know that she will make a better choice next time.

Also tell her that you are there to support her and work through these issues with her in the future.

Strategies to Develop Positive Classroom Pride • • • • • • • •

Display learners’ work Positively reinforce learners verbally Show off the class’s achievements Speak to the accomplishments of all your learners Be sincere in your pride in your learners Look for opportunities for learners to be proud in all areas Develop parental pride in learner accomplishments Develop pride in improvement in addition to pride in excellence

Establishing good teacher & learner relations

Demonstrating Caring Demonstrating caring is one of the most powerful ways to build positive relationships with your learners (Kerman et al., 1980). When your actions and words communicate that you sincerely care for your learners, they are more likely to want to perform well for you and enjoy coming to school.

Strategies to Show You Care • • • • •

Show an interest in your learners’ personal lives Greet the learners by the front door as they enter the classroom Watch for and touch base with learners who display strong emotion Sincerely listen to learners Empathize with learners

Frustration and Stress Prevention/Reduction Techniques • Play soft, relaxing music • Display posters of peaceful destinations • Modify your lesson plans • Take your learners for a walk • Ask a neighboring teacher to take a difficult learner for a period of time • Assign your learners independent reading time • Clear off your desk • Find a validating colleague • Share staff duties • Share frustration strategies In summary, there are many ways you can develop positive relations with learners in your daily interactions with them. Not only does this contribute to a positive classroom environment, but it also improves the quality of school life for both you and your learners.

While building positive relations is the foundation to a strong discipline system, good relations alone are not enough. It is also critical to clearly define parameters of expected behaviours, to monitor those behaviours, and to implement consequences when necessary.

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Establihing good teacher & learner relations

ACTIVITY 5 - REFLECTIONS Ask the participants to use cardboards to design a web on roles of the teacher in developing good relations with his or her learners. See example below.

Allow participants to tell what they have learnt from the discussion.

ROLE MODEL

MENTOR

GUARDIAN

ROLES OF THE TEACHER IN RELATION BUILDING

PARENT

COUNSELOR FACILITATOR

6 Creating a ChildFriendly Atmosphere in the Classroom

46

Creating a child-friendly atmosphere in the classroom

OVERVIEW This session will expose participants to characteristics of a child friendly classroom atmosphere.

This will include opportunities for learner-learner interaction, display of learners’ work, playing and working with learners, opportunities for independent learning and the use of teaching and learning resources to enhance learning.

OBJECTIVES By the end of the session, participants will be able to: 1. Describe a child friendly atmosphere and relate it to the classroom 2. State and explain any ten strategies you would put in place to create a child friendly atmosphere in your classroom 3. Demonstrate how to apply any three strategies you would put in place to create a child friendly atmosphere in your classroom

MATERIALS Flip chart and markers

INTRODUCTION Brainstorm with participants on what a child friendly atmosphere in the classroom is like.

Explain that in such classes, the teacher does not discriminate among the learner. It is all-inclusive and every child, whether with disability or not, is handled according to his or her abilities.

They are strategies put in place to take care of learners with different abilities in the classroom.

ACTIVITIES ACTIVITY 1 - INTRO TO CHILD-FRIENDLY ATMOSPHERE Brainstorm with participants on what a child friendly atmosphere in the classroom is like.

Explain that in such classes, the teacher does not discriminate among the learner. It is all-inclusive and every child, whether with disability or not, is handled according to his or her abilities.

They are strategies put in place to take care of learners with different abilities in the classroom.

Let participants make a KWL chart about child friendly atmosphere in the classroom.

Creating a child-friendly atmosphere in the classroom

They are to fill in the first and second columns before the start of the lesson. The last column will be filled after the lesson.

K: What we know about child friendly atmosphere in the classroom

W: What we want L. What we have learnt to know about child about child friendly friendly atmosphere in atmosphere in the the classroom classroom

1.

1.

1.

2.

2.

2.

3.

3.

3.

4.

4.

4.

5.

5.

5.

6.

6.

6.

ACTIVITY 2 - GROUP TASK Put participants into four groups and ask them to do the following tasks: Groups 1 & 4: Group 2:

Group 3:

Describe a child friendly atmosphere and relate it to the classroom.

State and explain any ten strategies you would put in place to create a child fri endly atmosphere in your classroom.

Demonstrate how to apply any three strategies you would put in place to create a child friendly atmosphere in your classroom.

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Creating a child-friendly atmosphere in the classroom

ACTIVITY 3 - PLENARY SESSION Ask each group to present their work for plenary discussion. Explain that other members can suggest or make meaningful contributions to the presentations.

ACTIVITY 4 - CHILD FRIENDLY CLASSROOM WEB Ask the participants to use cardboards to design a child friendly classroom web. See example below:

?

Provide opportunity for learner-learner interac-

Post learners’

CHILD FRIENDLY CLASSROOM ?

?

Sing with your learners

Creating a child-friendly atmosphere in the classroom

ACTIVITY 4 - KEY NOTES

KEY NOTES

Take participants through the following keynotes and ask them to compare their work with the keynotes.

Child friendly classroom atmosphere A child friendly classroom atmosphere is essential for learners to learn and develop. Research shows that a positive classroom atmosphere increases learner academic achievements and leads to increase self-esteem. In a typical School for Life literacy class for instance, the facilitator facilitates, he or she does not teach . The facilitator mingles with the learners and this helps him or her to monitor the activities of the learners. Seating arrangement is “Horse shoe formation” where the facilitator sits with the learners. The class size is small (13 girls and 12 boys) and this makes it possible for the facilitator to know and attend to the needs of every individual learner within the shortest possible time. Learners are free to ask questions and interact freely with their colleagues. The faster learners among them are given the opportunity to help their colleagues.

Strategies to create a child friendly classroom atmosphere Post Learner Work When displays of essays, poems, projects, and exams dominate the walls, there is learner ownership of the room. When they look around and see their own writing and thinking, they certainly experience a higher level of comfort than if they see store-bought posters.

That said, if informational posters are needed, ask your learners to create them.

Have Non-Negotiable Behaviours Along with classroom rules and procedures, learners must know non-negotiable behaviours right out of the gate. An example is “Name calling”. Tackle name calling head on or else kids won’t feel safe to be themselves, let alone learn.

Admit When You Don’t Know Learners appreciate when we show our humanity. Saying ”I’m not really sure. Does anyone else know or might they like to look that up for us?” It is powerful stuff.

Read with Your Learners The message this sends: I like to read. I don’t just tell you this and grade you on how much you read, I read side-by-side with you. You see my facial expressions as I struggle to understand something difficult and you see when I feel emotion at a sad or funny part. I am a reader, too.

Remain Calm at All Times.

Once a teacher loses his or her temper with a class or learner, it takes a long time to rebuild that feeling of safety and trust within those four walls. Step right outside the door and take a few breaths. It’s worth it.

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Take Every Opportunity to Model Kindness They will follow.

Circulation Mingling lets you monitor their work, yes, but it also gives you a close view of any tensions or negative energy brewing with groups or between learners. Also, circulation gives you great opportunities to overhear a learner sharing an idea or question that you can use with the whole class.

Address grudges early on If tension is building between two learners, create time and space for them to talk it out while you mediate.

Write with Your Learners The message this sends: I like to write. I don’t just tell you this and grade you on your writing, I write side-by-side with you. You see me struggle as I am drafting a poem or letter, and you see me contemplate new words, cross-out old ones, and take chances as I revise. I am a writer, too.

Model Vulnerability They will appreciate this. If we are asking kids to write and talk about times they have felt scared, alone, confused, etc., we need to be willing to do the same.

Follow Through with Consequences A consequence must proceed a non-negotiable ?. Learners need to know there’s a consequence for those serious infractions. They need evidence to believe they are safe in each classroom.

Smile Often The antiquated saying in the teaching profession is wait until Christmas to smile. This is not good enough in a child friendly classroom. Let the learner see those pearly whites often and genuinely. The more smiles we offer to learners, the more smiles and attention we will receive.

Use Every Opportunity to Model Patience This may include: Give Kids a Chance to Problem Solve on Their Own. It’s so much better when ideas and solutions come from the learner. This is a chance for us to ask rather than tell: ”What might be some things you can start doing, so that you complete your homework on time? How about if I write them down as you tell them to me?” This also helps to instil independent learning among the learner.

Laugh with your Learners The message this sends: Learning doesn’t have to always be so strict or rigid. Sometimes, when tensions are high, like during testing or when crazy things are happening out in the world or on campus, we need to laugh together or create an enabling environment that will make the learner laugh and feel happy.

Creating a child-friendly atmosphere in the classroom

Offer Options If we start an assignment with, ”You will have three choices,” kids may even get excited and are often much more willing than when we say, ”The assignment is...” By giving kids choices, we send a message that we respect their decisions.

Keep the Vibes Good Learners, no matter how young, know when a teacher is not happy. Joy can be contagious, but so too can misery. May be a vacation, a massage, watching a Talk Show, or even changing the level of grade you teach will help re-kindle the flame between you and teaching when you are in a slump.

Sit with Your Learners Sitting in a chair made for a child is not the most comfortable thing for an adult. But joining a group of learner at their table takes us off stage and let’s us, even just for a few moments, become a member of the group. We might ask a strategic question, inquire about the group’s project, or simply listen.

Art and Music Feed the Soul Incorporate both of these routinely in your lessons.

Other strategies that you can consider are games and the creation of four corners or learning centres of the classroom (e.g. Selecting four different areas or topics related to a lesson that is being treated for the learners to choose any one of them for further discussion). This activity is easily implemented. It can take less than five minutes to set things up.

ACTIVITY 6 - REFLECTIONS Ask participants to pick up their KWL charts and fill in the last column. Let them share what they have done with their colleagues and the whole class. Allow them to tell what they have learnt from the discussion.

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7 Implementing ChildFriendly Classroom Management

Implementing child-friendly classroom management

OVERVIEW Overview: This session examines classroom management practices in a child friendly classroom. The teachers are expected to demonstrate their classroom management skills and share some of their experiences and lessons learnt.

OBJECTIVES By the end of the session, participants will be able to: 1. Describe classroom management 2. Distinguish between authority and discipline 3. Demonstrate how the teacher can effectively exercise his or her authority in the classroom 4. Demonstrate how the teacher can manage learner disorders or misbehaviour

MATERIALS Flip chart and markers

INTRODUCTION Allow participants to brainstorm on classroom management. Use questions such as: • • •

What do you understand by the term classroom management?

What are some of the challenges in managing a class?

How do you address some of the challenges?

Explain that a child friendly classroom atmosphere depends strongly on how the teacher manages his or her class. Classroom management is the art or process of tactfully planning, controlling, directing or sharing the human and material resources of the classroom to facilitate effective teaching and learning. Thus in the school situation, it is not only the head teacher who manages, every teacher must be capable of managing his or her class to make learning easy and more beneficial to the learners. It refers also to all the tasks that are carried out by the teacher with the purpose of creating an enabling environment in the classroom. The tasks include effective planning, organization, communication, human relations, classroom authority and discipline.

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ACTIVITIES ACTIVITY 1 - GROUP TASK Put participants into four groups to carry out the following tasks: Groups 1 & 2: Distinguish between authority and discipline.

Group 3: Demonstrate how the teacher can effectively exercise his/her authority in the classroom.

Group 4: Demonstrate how the teacher can manage learner disorders or misbehaviour.

ACTIVITY 2 - PLENARY SESSION Ask each group to present their work for plenary discussion. Explain that other members can suggest or make meaningful contributions to the presentations.

ACTIVITY 3 - KEY NOTES Take participants through the following keynotes.

Allow participants to ask for clarification as you take them through.

KEY NOTES AUTHORITY

In the classroom setting, authority refers to the situation where both teacher and learners insist on orderly and controlled actions that promote a meaningful learning environment.

How can The Teacher Exercise His or Her Authority Effectively in the Classroom?

1.

The teacher should conduct himself or herself well; that is, she or he should: (a) Know his or her work well (b) maintain his or her dignity by not arguing unnecessarily with or involving himself or herself in unprecedented physical struggle with learners (c) practice the virtues that he or she preaches.

2. The teacher should be consistent in relating with his or her learners as far as the rules of the class are concerned.

3. The teacher should be fair, firm and friendly in decisions (letting his or her YES be YES

Implementing child-friendly classroom management

and NO be NO).

4. Punishment and rewards should be wisely used (remember that punishment is an unpleasant duty for a teacher) 5. The teacher must be aware of his or her strengths and weakness and try as much as possible to avoid personal mannerisms and undesirable character traits.

6. The teacher is expected to behave responsibly i.e. help learners to solve their problems rather than trying to extort monies and other items from them.

DISCIPLINE

Discipline in the classroom refers to the ability of the learners to adjust existing culture and traditions of the class for effective teaching to occur.

What is Discipline About?

Discipline is about: 1.

2.

3.

4.

5.

Respect for authority Co-operative effort or working co-operatively The need for planning (organizing) Respect for others The need to do the unpleasant task too.

Example of indiscipline includes the following: 1.

2.

3.

4.

Insolence Continued disturbance in the classroom.

Failure to complete assignments satisfactorily.

General apathy (i.e. showing no interest, feeling, or commitment to what is going on in the classroom).

5. Fighting with other learners.

6. Cheating in class tests or examinations.

7. Damage to school property such as books, furniture, etc.

What Causes Indiscipline in the Classroom?

The classroom is an artificial kind of place which is bound to experience disorders or indiscipline. These can be put under three main headings, teacher-caused, school-caused, and learners-caused-disorder.

Teacher-caused Disorders 1.

This is where the teacher’s lessons are poorly delivered or not interesting or if the subject or topics delivered by the teacher are out-of-date, irrelevant or of-little-interest.

2. Absence of appropriate materials: Lack of teaching /learning materials, textbooks and furniture.

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3. Unsuitable topics: Either the topic is above or below learner’s ability.

4. Use of unsuitable methods especially where there is lack of variety.

5. Teacher centered method; this is where the teacher is the only active person and the learner made passive listeners.

6. Poor arrangement of the time table e.g. where TWO ACADEMIC lessons follow each other. Another example is when the teacher places mathematics or physical education after midday.

7. When the teacher disturbs the child emotionally e.g. beating or insulting.

8. Poor seating arrangements.

9. A teacher who is unable to control his or her class will have naughty learner playing the fool.

10. Unpleasant attitude can cause some learner to be inactive.

11. Inconsistency and favouritism can make some members of the class inactive.

School-caused Disorders or Misbehaviours This may be due to shortage of school facilities such as classroom, toilet, urinals, furniture, teachers and textbooks. If the school is sited at a wrong place, say near the market or the main road, it will generate certain misbehaviours in learner.

Learner-Caused Disorder or Misbehaviour They may be due to mental, physical, emotional and social state of the learner. For instance, in the first week in school of a primary one learner, he or she may miss the company of his parents, brothers and sisters, and other relatives and playmates. This state of affairs may cause the learner to carry or even wet him or herself. Other issues such as ill-health, lack of rest or food may lead to a learner’s discomfort resulting into misbehaviour.

Management of Learner Disorders or Misbehaviour 1. The subject matter and lessons should be made interesting and captivating.

2. Provide very good introduction to lessons and use sufficient teaching and learning resources (TLSs) 3. The topic should be suitable for learner’s ability 4. Allow learner to participate fully in the lessons. Thus, learner should do most of the talking and perform activities.

5. Look enthusiastic, cheerful and friendly to learners.

6. The time table should be well planned to avoid two academic subjects following each other 7. Occasionally allow learners to look at whatever attracts them and call them back to the lesson.

8. The sick should be helped to get medical attention.

9. Be conversant with the subject matter and make it accessible to the learner instead 10. Be fair and firm in maintaining order in the classroom.

How Can the Teacher Establish Discipline In His or Her Classroom?

1. Lessons should be introduced in such a way that learners’ attention is captured

Implementing child-friendly classroom management

2. Lessons should be related to the needs of the learners (i.e. learners should see the lessons useful and worthwhile).

3. Lessons should not be dreary and boring.

4. Handle the class with a sense of humour (this means that the teacher should not appear as a brute before the class) 5. Like and treat all learners in a firm but respectful manner 6. Stress order, courteousness, co-operation and self-control in classroom rather than repression.

7. Be conscious of the type or degree of noise that is needed in a particular lesson or learning situation.

8. Learners’ assignments should be relevant, related to what was studied in class, neither too easy nor too difficult, challenging and interesting. But most importantly, the teacher should mark them; otherwise learners may neglect them and hence create a problem for the teacher.

PERSONAL QUALITIES OF TEACHERS THAT PROMOTE DISCIPLINE Authority and Efficiency is the cornerstone of every management, and without them, effective management is impossible. Therefore every teacher should command authority and be efficient in his or her classroom because the efficiency of class is the measure of its teacher.

To command these qualities well, the teacher should possess the following: 1.

2.

3.

4.

5.

6.

7.

8.

Dignity: The teacher must maintain dignity by not getting involved in seemingly inappropriate arguments or physical struggles with learners. The teacher should therefore practice the virtue he or she preaches.

Consistency: The teacher should be consistent in all decisions and avoid favoritisms and partiality.

Fair and Firm: He or she must be fair and firm in taking decisions as much as possible and to be a master of his or her works and treat all learner equally.

Punishment: Use punishments and rewards judiciously. Punishment meted out to learners should be proportional to the offence and regard should be used to acknowledge success and efforts.

Self-criticism: To ensure authority, the teacher must be aware of his or her strength and weaknesses. Also avoid personal mannerisms and undesirable character traits.

Responsible: The teacher should be alert to his roles and responsibilities and give the necessary support to the learners.

Good Human Relations: this has to do with the teacher’s ability to work in harmony with various individuals and groups within the locus of the school i.e. learners, the head teacher, staff, school management committee, the PTA and the entire community. All this is done for the benefit of the learners. The teacher’s personality must play a vital role in his or her effectiveness to work with these individuals and groups. He or she must therefore establish cordial relationship with learners to promote a cordial learning environment.

Discipline: Instead of punishment in the classroom, a good teacher should train learner to be self–disciplined without the use of force or threat. By this the learner will comport themselves not for fear of punishment but for good behaviour

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9. Methodical: The teacher must be methodical in the presentation of lessons and also use a variety of teaching methods.

10. Regularity and Punctuality: The teacher should be regular and punctual not only to school but in whatever he or she does.

11. Knowledge of Subject Matter: The teacher should know the subject matter very well.

12. Proper Seating Arrangement: Seating arrangement should be flexible i.e. to allow easy movement to suit various topics.

13. Enthusiasm: The teacher should be energetic and always show same amount of enthusiasm in all that is done.

14. Communication: The teacher should adopt an effective communication channel to ensure free flow of information.

REWARDS AND PUNISHMENT Forms of Rewards Rewards include the following: • Words of encouragement – well done, keep it up, very good etc.

• Praise - clapping, shining, singing a song for the child etc.

• Giving material rewards – toffee, biscuits, pencils, pens, exercise books etc. (but with caution).

• Rewards of any kind should be used sparingly and considerately.

PUNISHMENT Forms of Punishment There are other forms of punishment instead of corporal punishment that should be used for effective classroom management. These include: •

•

•

•

Reproof: Often a mere look from the teacher can be keenly felt by the offending learners, especially those with a highly sensitive nature. A word appealing to the learner’s better nature will help to change his or her behavior. The teacher should be careful about the choice of words; avoid humiliating a learner that he or she is stupid, hopeless, and can never succeed in life..

Detention: It is quite reasonable to demand that learner who come late should make up for the lose time by remaining behind after punctual learners have gone home. However, when learner are detained this way, a time limit should be set and the teacher should remain behind to supervise their work.

Deprivation: When a learner commits an offence he or she could be excluded from go to play a favourite game while the colleagues are enjoying such a game. That learner is not allowed to play with the peers. As learner enjoy playing, it is expected that such a learner will comfort himself or herself next time for him or her to enjoy the game.

Discipline: Instead of using punishment in the classroom, the good teacher relies on good discipline and praises in the classroom; recognizes the positive behavior of learner and build upon that. That is the learner are given training in self- discipline without the use of force or threat. Learner then become self- disciplined by comporting themselves not for fear of punishment, but for good behaviour. They have the freedom to

Implementing child-friendly classroom management

move about using the discipline of “I will do good to my friends and other people and I will expect them to do same to me”. By this, learner respect one another, their teacher, authority and people they meet. I order to achieve good discipline the teacher should know his or her subject matter very well and prepare his or her daily lessons thoroughly. He or she should also be capable of delivering the lesson effectively.

It is worthy of note that punishment that takes the form of manual work should not be used or it may lead the child to connect such work only with punishment and so develop wrong attitude to all manual work.

ACTIVITY 4 - REFLECTION Ask participants to tell what they have learnt from the session.

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8 Incorporating Reflective Teaching Processes

Incorporating reflective teaching processes

OVERVIEW In this session, teachers will be exposed to how to demonstrate the application of reflective teaching processes using approaches such as peer observation, video recordings and self-evaluation journal.

OBJECTIVES By the end of the session, participants will be able to: 1. Describe reflective teaching and state the factors that will call for it 2. State and explain reflective teaching approaches 3. Demonstrate the application of reflective teaching process

MATERIALS Flip chart and markers

INTRODUCTION Brainstorm with participants on reflective teaching. Find out from participants whether they have ever done any reflective practice/teaching. Add that most teachers develop their classroom skills fairly early in their teaching careers. They learn from their previous experiences. Bartlett (1990) points out that becoming a reflective teacher involves moving beyond a primary concern with instructional techniques and “how to” , “what” and “why” questions that make instructions and managerial techniques not as ends in themselves, but as part of broader educational purposes.

In reflecting on the above kind of questions, we begin to exercise control and open up the possibility of transforming our everyday classroom life.

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Incorporating reflective teaching processes

ACTIVITIES ACTIVITY 1 - REFLECTIVE TEACHING 1 Show video of a teacher teaching a class for participants to observe and make constructive criticisms about what they have observed.

Ask participants the following questions after playing the video: 1.

2.

3.

4.

5.

What would you say about the video clip?

Was the teacher confident in the subject matter being taught?

What do you think is the teacher’s challenge?

What would you have done differently?

What lessons have you learnt from the clip?

Explain that such questions help the teacher to evaluate him/herself.

ACTIVITY 2 - REFLECTIVE TEACHING 2 Put participants into four groups and ask them to carry out the following tasks: Groups 1 & 3: Demonstrate reflective teaching process using any approach of your choice.

Group 2: State and explain any three reflective teaching approaches.

Group 4: Describe reflective teaching and state the factors that will call for it.

ACTIVITY 3 - PLENARY SESSION Ask each group to present their work for plenary discussion. Explain that other members can suggest or make meaningful contributions to the presentations.

ACTIVITY 3 - KEY NOTES Take participants through the following key notes.

Incorporating reflective teaching processes

KEY NOTES The Process of Reflection Connecting self-reflection to effective teaching is a process. The first step is to figure out what you want to reflect upon—are you looking at a particular feature of your teaching or is this reflection in response to a specific problem in your classroom? Whatever the case may be, you should start by collecting information.

Here are a few ways that you can do this: •

•

•

Self-Reflective Journal: A journal is an easy way to reflect upon what just happened during your instruction. After each lesson, simply jot down a few notes describing your reactions and feelings and then follow up with any observations you have about your learners. If it helps, you can break up your journal into concrete sections, such lesson objective, materials, classroom management, learners, teacher, etc. In this way, you can be consistent with how you measure your assessments time after time. You can find specific questions to ask yourself below.

Video Recording: A video recording of your teaching is valuable because it provides an unaltered and unbiased vantage point for how effective your lesson may be from both a teacher and learner perspective. Additionally, a video may act as an additional set of eyes to catch errant behavior that you hadn’t spotted at the time. Many colleges actually use this method to teach up and coming teachers the value of self-reflection.

Learner Observation: Learners are very observant and love to give feedback. You can hand out a simple survey or questionnaire after your lesson to get learners’ perspectives about how the lesson went. Think critically about what questions you would like to ask and encourage your learner to express their thoughts thoroughly. It’ll not only be a learning experience for you, but also an indirect exercise in writing for them.

Peer Observation It is a process by which a teacher arranges with his or her peer to observe his or her teaching.

Peer observation of teaching is one method of evaluating teaching, and can offer formative feedback to assist in the development of reflective processes of the teacher and to provide qualitative evidence to substantiate learner evaluations (Hammersley-Fletcher & Orsmond 2004). The following steps can be taken into consideration in the Peer Observation process: • •

Choice of observer: The observation process should be a collaborative effort among colleagues who trust and respect each other. Therefore careful consideration is required in choosing the observer.

Clarification of expectations: Peer observation has three stages (Pre-observation, observation and post observation). You need to discuss the various stages with the observer (s) for a better understanding of each stage. The pre-observation stage for instance provides both observer and the observed teacher the opportunity to know what to observe. The second stage is the actual observation process, while the third stage involves reflection and debriefing.

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• •

Notification: If it is anticipated that the presence of the observer (s) would cause any anxiety among the learners, it is best to pre-inform them.

Norms: The observer should take note of the following norms: 1. Work within what has been agreed upon; 2. Resist from comparing with your own teaching style; 3. Do not intervene while observing. It can reduce credibility of the observed tea cher.

4. During feedback, allow opportunity for self-evaluation. Do not advise, but you can suggest or encourage.

5. Inform the observed teacher about his or her strengths and identify areas where improvements may be required.

6. It is important to respect the confidentiality of this relationship, and both peers should show integrity and maintain the highest professional and ethical standards.

SUGGESTION Questions to Ask Yourself Whether you’re using a self-reflective journal or trying to get feedback from your learners and peers, perhaps the hardest part is actually coming up with the right questions to ask. Here are a few suggestions to get you started: Lesson Objectives • Was the lesson too easy or too difficult for the learners?

• Did the learners understand what was being taught?

• What problems arose?

Materials • Did the materials keep the learners engaged in the lesson?

• What materials did I use that worked in the lesson?

• What materials did I use that didn’t work in the lesson?

• Are there any resources or techniques that I’d like to see used instead?

Learners • Were learners on task?

• What parts of the lesson did the learners seem most engaged in?

• What parts of the lesson did learners seem least engaged with?

Incorporating reflective teaching processes

Classroom Management • Were my instructions clear?

• Was the lesson taught at a reasonable pace?

• Did all learners participate in the lesson?

Teacher • How effective was the overall lesson?

• How can I do it better next time?

• Did I meet all of my objectives?

• How did I deal with any problems that came up during the lesson?

• Was I perceptive and sensitive to each of my learners’ needs?

• How was my overall attitude and delivery throughout class?

Analyze and Implement Effective Techniques

Now that you have collected the information, it’s time to analyze it. The first thing you should look for is any recurring patterns. If you video recorded your lesson, did you find anything that kept happening over and over?

Look at your learner feedback forms. Is there anything that learners kept talking about?

Now that you have figured out what needs to be changed, the easy part is finding a solution.

There are a few avenues I would encourage you to explore: • • •

Talk to your colleagues about your findings and seek advice from them. They may have the same issues in their classrooms and can offer you some ideas on how to do things differently.

Go online and read up on effective techniques that can help remedy your situation.

As an age-old profession, there are bound to be resources that exist for the problems you’re experiencing.

Interact with other teachers on blogs and on social media sites. Posting questions on popular forums and blogs may open up new perspectives and techniques that you hadn’t considered before. These avenues may also have insight for any new questions that you should include on future surveys.

The ultimate goal of self-reflection is to improve the way you teach. Through the findings you gathered, you may gain the insight you need to take your instruction to the proverbial next level, or you may find that you’re already doing a stellar job. In either case, self-reflection is a technique that can gauge your standing honestly and you should strive to implement it throughout the year. By the time the next new class rolls around, you’ll have a much better wider toolkit to pull from when it’s time to teach that lesson once again.

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ACTIVITY 5 - SELF-EVALUATION: LESSON REFLECTIVE Ask each participant to think of a lesson he/she taught recently and develop a self-evaluation questionnaire on it. See sample template on next page.

Ask participants to share their work with their colleagues.

ACTIVITY 5 - REFLECTIONS

Ask participants to tell what they have learnt from the session.

Ask participants to choose a topic each for their practical lessons the next day. This will be done in a nearby school with learners. Participants should take note of the evaluation questions.

Incorporating reflective teaching processes

EXAMPLE Self-Evaluation: Lesson Reflection

Subject:

Date:

Topic:

Class:

# Did I have to modify my lesson plan during the lesson? # Was I able to complete my lesson as planned? If no why? # Was I confident in the subject matter being taught? If yes, what were indicators? # How could I determine that the learner were engaged? # Were the teaching strategies appropriate? If yes, what made it so? If no, why? # Was my assessment connected to the lesson objectives? If no, why? # What evidence did I witness that supported learners’ comprehension? # Was I consistent, fair and positive in my classroom management? If no, why? # In my opinion, the most effective part of my lesson was: # What was I supposed to do that I did not do? # What would I do differently? # What will I do in my next lesson?

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9 Organising Reflection & Experience Sharing Sessions in Schools

Organising reflection & experience sharing sessions in schools

OVERVIEW This session will provide teachers the opportunity to discuss how to organize reflection sessions with their learners. Such sessions will give the teachers the opportunity to listen to views from their learners about the way they teach. The session will also look at how the teachers can organize experience sessions with their colleague teachers as a form of reflective teaching practice.

OBJECTIVES By the end of the session, participants will be able to: 1. Demonstrate how to organize reflection sessions with their learners 2. Demonstrate how to organize experience sharing sessions with their colleague teachers for enhance teaching and learning.

MATERIALS Flip chart and markers

INTRODUCTION Brainstorm with participants on what reflection sessions entail and the benefits that can be derived from such sessions. Explain that teachers who promote reflective classrooms, ensure that learners are engaged in the process of making meaning. They organize instructions so that the learners are the producers of knowledge and not as consumers. Add that reflection can be done alone but enhanced when it is done with others.

ACTIVITIES ACTIVITY 1 - GROUP WORK Put participants into five groups and ask them to respond to the following: Groups 1 & 2: Groups 3 & 4: Group 5:

Discuss difference between reflection session and experience sharing session.

Demonstrate how to organize reflection sessions with their learners.

Demonstrate how to organize experience sharing sessions with their colleague teachers for enhance teaching and learning.

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ACTIVITY 2 - PLENARY SESSION Give individual groups enough time to present their work. Ensure that while a group is presenting its work, the other participants pay attention and take note of issues that will need clarification.

ACTIVITY 3 - KEY NOTES Explain that in addition to what they have discussed, they should also consider the following:

KEY NOTES

Reflection sessions versus experience sharing sessions Reflection session can be described as a period by which a teacher (an individual) or a group of teachers (individuals) have proposed to discuss an observed behaviour or behaviours. This means that a reflection session can be initiated by an individual (e.g. a teacher) to review his or her lesson delivery with others. In addition, the teacher can also facilitate the process of helping his or her learners to reflect on what they learn.

Experience sharing on the other hand is said to be a powerful social learning strategy that creates an environment for learning. This helps participants to take inspiration from their successes as well as learn from their mistakes. Platforms such as social media (WhatsApp, Facebook, twitter, etc.), forums, meetings, etc. are examples of social learning spaces that can be used for experience sharing.

How to organize reflection sessions with learners Teachers can organize reflective sessions with their learners in the following ways: •

•

Discussions: Learners realize meaning making is an important goal when reflection becomes the topic for discussion. Teachers can conduct discussions, for example by inviting learners to describe their mental maps for monitoring their problem-solving processes, and reflect on the strategy to determine its adequacy. This gives the learners the opportunity to learn from their successes and mistakes.

Interviews: Are other ways to lead learners to reflect about their learning. This can happen at the end of a lesson or at the end of a day’s work. The teacher can ask individual learners about what they have learnt or learners can ask their colleagues. You can also ask them to look for ways they can apply their learning into future settings.

Interviews also provide teachers and learners the opportunities to model and practice a variety of habits: listening with understanding and empathy, thinking and communicating with clarity and precision, and questioning and posing problems.

Organising reflection & experience sharing sessions in schools

•

•

Questioning: The teacher should support the learners with well-designed questions for them to reflect on their insights, understanding and application of their learning.

Find below some possible questions: 1. What strategies helped you most to succeed in learning?

2. As you reflect on the strategies you used, what lessons have you learned?

3. As you reflect on the strategies, what insights have you gained?

Journals: This is also a reflective tool that both teachers and learners can use. Ensure that the learners have their journals that contain their own write ups about what they do in the classroom. Periodically ask learners to read their journals, comparing what they knew at the beginning of a learning sequence with what they know now. Ask them to select significant lessons learned and imagine how they could apply the lessons learned to future situations.

Steps to organize experience sharing sessions with colleague teachers for enhanced teaching and learning Teachers should note that shared experience allows for lesson learning, promoting expertise and best practices. Experience sharing session is best done when it is organized by the head of the school. The following are suggested steps to follow: • • • • • •

Plan the experience sharing session with your staff. Explain that during the experience sharing session, they are to tell what they know, get feedback from colleagues, learn lessons and best practices regarding their work as teachers.

In order to control the session, you can choose a topic for discussion. E.g. issues regarding lesson preparation and delivery.

Get a team to plan an agenda and suggested date for the session. This should include a chair person and moderator.

Agreed date, time and agenda for the session should be shared with every staff of the school.

During the session, ensure that ground rules are spelt out. E.g. respect for each others’ views, staff should be free to air their views, etc.

Issues discussed should be documented for the purpose of reflection.

ACTIVITY 4 - REFLECTION SESSION Having looked at the key notes, divide participants into two groups to demonstrate: 1. A reflection session 2. An experience sharing session After the demonstration, allow participants to tell their observations about the entire session.

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10 Building School < > Community relations

Build school < > community relations

OVERVIEW In this session, the teachers will be exposed to how to healthy school and community relations.

The teachers will be expected to examine how to elicit good and healthy school community relations.

OBJECTIVES By the end of the session, participants will be able to: 1. Explain school and community relations 2. Demonstrate how to build school-community relations 3. State and explain factors that would call for school-community collaboration

MATERIALS Flip chart and markers

INTRODUCTION Brainstorm with participants the following African saying: “It takes a village to raise a child”. After the discussion, explain that one could imagine that it would take a whole community to raise a school. A school cannot operate in isolation. It has to depend on all stakeholders including the local community, the District Assembly or the state in order to operate successfully.

ACTIVITIES ACTIVITY 1 - SCHOOL < > COMMUNITY RELATIONS Let participants make a KWL chart about school-community relationship.

K: is what we know about school-community relationship.

W: is what we want to know about school-community relationship.

L: is what we learnt about school-community relationship.

They are to fill in the first and second columns before the start of the lesson. The last column will be filled after the lesson.

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Build school < > community relations

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K: What we know about school <> community relationship

W: What we want to know about school <> community relationsship

L. What we have learnt about bout school <> community relationship

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ACTIVITY 2 - GROUP WORK Put participants into four groups to carry out the following tasks: All Groups: Explain school and community relationship.

Groups 1 & 3: Demonstrate how to build school-community relationship.

Groups 2 & 4: State and explain any five factors that would call for school-community collabo ration.

ACTIVITY 3 - PLENARY SESSION Allow participants to present their work for plenary discussion. Contributions can be taken from other participants.

ACTIVITY 4 - KEY NOTES Take participants through the following key notes.

Build school < > community relations

KEY NOTES School <> Community Relationship Can be likened to a kind of partnership between the school and the community, where both are willing to share information and responsibilities to the best interest of learner in school, likewise when dealing with members of the community.

The parents are the first teachers in the home. They are responsible for the development of values, attitudes and habits that will be needed as their learner associate with classmates in the school.

Teachers in the schools continue to enrich the learners’ experience at home, thus strengthening the valuable personal traits and characteristics initially developed. The members of the community, in addition to the parents and relatives like the government officials, the professionals and all the residents are highly motivated to participate in the parent-teacher activities and projects.

Importance of School < > Community Relationship 1.

The African saying that, “It takes a village to raise a child”, this could imply that the school, the community and the state all-together work to raise the child. The school therefore cannot operate in isolation.

2. The school must do a good job and communicate that success to the community that it serves.

3. The community on the other hand, has certain expectations, which must reflect in the school’s Program. The expectations are that administrators will anticipate and prevent crises, increase communications between the school and the home, and respond to special interest groups. The consideration of these issues presents administrators with the understanding that they are an important link to our communities and that the development of appropriate skills is important to being a successful administrator.

4. The community can advocate on behalf of the school for better things to happen.

Building School < > Community Relationship There are a variety of activities in which schools can become involved to build/improve school-community partnerships; below are some suggestions: •

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Make decisions together: This gives the community the opportunity to be more involved in the management of the school. They are encouraged to support and make meaningful contributions to the development of the school if they take part in making decisions.

Encourage Community Use of School Facilities: Often the school buildings sit empty after the end of the normal school day. Encouraging non-profit community groups to use the facilities is not only good use of resources but also provides opportunities for the school to get involved in community projects.

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Speech and Price Giving Days: At least once a year, parents could be invited to take part in the school’s speech and prize giving days. Non-Governmental Organisations (NGOs) or corporate bodies and Financial Institutions can sponsor such occasions.

Usually, parents are willing to come in to see the performance of their wards.

Back to School Week: Choose a week during the school year to invite parents and community members to your school. Make a special effort to personally invite community and business leaders to attend school for the day, or part of the day.

Career Day: Hold annual career days; this is not only good educational experience for the learners, but also helps local business people to learn more about the school and school’s needs. In addition, it helps to understand the employment needs in the area.

News Releases: News releases mailed to local media could be a good strategy for public relations and community outreach programs.

Newsletters: Provide periodic newsletters not only to the families of the learners, but also to board members, business leaders and other community members. A simple database can be used to include new people; encourage members of the school community to suggest other folks who might be included in the mailing list.

Source: J. Kretzmann and J. McKnight, Building Communities from the Inside Out, 1993.

What calls for school-community collaboration?

Learner experience difficulties and problems regarding: • • • • • •

Ability to accomplish assignments Irregular attendance Study habits in school Negative attitudes and Problem with self-discipline.

Inadequate teaching and learning materials.

Solutions The best way to thresh out causes and come up with solutions is to: • •

• • •

Conduct a dialogue wherein parents may be invited to drop by the school or the teacher may pay a visit to their home.

Undertake a calm and friendly face to face exchange of observations to strengthen some disturbing interactions and ending with a promise of undertaking remediation in both quarters. Positive attitudes of kindheartedness and patience are developed through modeling.

Regularly in attendance and doing daily assignments need strong motivation and encouragement from both sides. Letters and praises to parents for outstanding performance build confidence and strengthen determination to continue the good work.

Interesting lessons never fail to motivate learners to be present in class.

Extreme behavior needs detailed consideration of past experience in school and at home. Values and strong inclinations are instilled starting from the home and developed further in school.

Build school < > community relations

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• • • • •

Some of the most desirable are respect for elders and for the right of others.

Cooperation Willingness to share Deep sense of responsibility Special interest and innate talents noticed at young age such as heightened propensity for music and drama, athletics and the arts must be attended to by sensitive mentors and guardians in order to provide them with continued opportunities to attain the full realization of their natural gifts.

The community would in turn show their gratitude and appreciation by keeping their school’s surrounding clean and comfortable for the learner, and by sharing resources whenever needed.

The school community actively participates in community projects such as the Complementary Basic Education Program for out-of-school learner and house campaign for healthful practice.

The PTAs or SMCs are likewise ready to provide help in improving physical facilities of the school.

Professionals and Practitioners form the community and can be invited as resource persons during observance of significant school rites.

Representations during town or school affairs create strong ties among members, thus helping hands are volunteered in times of need.

ACTIVITY 5 - REFLECTIONS Ask participants to pick up their KWL charts and fill in the last column. Let them share what they have done with their colleagues and the whole class. Allow them to tell what they have learnt from the discussion.

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