PROVIDING FOR

EFFECTIVE TEACHING
The Institution
 The institution
The organizational culture
The organizational culture of a school refers
to the ethos and environment that exist
within a school, the kinds of
communications and decision-making that
takes place, and the management and
staffing structure it supports.
Quality indicators in an institution

The following characteristics are indicator of the quality

of a school or educational institution (Morris, 1994):
1. There are clearly stated educational goals
2. There is a well-planned, balance and organized
program which meets the needs of its students
3. Systematic and identifiable processes exist for
determining educational needs in the school and
placing them in order of priority
4. There is a commitment to learning, and an
expectation that students will do well
5. There is a high degree of staff involment in developing
goals and making decisions

6. There is a motivated and cohesive teaching force with

good team spirit

7. Administrators are concered with the teachers’ profesional

development and are able to make the best use of their skill
and experience

8. The school’s programs are regularly reviewed and

progress toward their goals are evaluated
A Sense Of Mission

What goals does the institution have?

A useful format for articulating a school's
sense of mission is in the form of a mission
statement. Such a statement should be
developed collectively by those who have a
commitment to the success of the
institution.
A strategic plan
A strategic plan is a description of the long-term vision
and goals of an institution and the means it
undertakers for fulfilling them. six elements of a good
strategic plan:
• Vision : a statement of where a language program is
going in the long term and what its members hope to
accomplish
• Values : the principle that guide the conduct of a
program, i.e. in terms of responsibility to students,
teachers and other stskeholders
• Purpose : the basic reasonsfor the instruction’s
existence
• Mission : a description of the institution’s
vision in term of specific goals that it seeks to
achieve, usually within a particular time period.
This is expressed in form of the mission
statement (see above)
• Goals : specific steps that relate to each aspect
of the mission, such as increasing student
enrollments, developing teaching materials or
providing and environtment where teachers can
carry out classroom research
• Strategies : the methods and activities that will
be used to attain the goals
Quality assurance mechanisms
Factors relevant to creating a culture of quality assurance
in an institution are:
1. A formulated policy on quality assurance has been
articulated and is familiar to all staff
2. Reasonable and acceptable standart have been
determined for all aspects of quality, such as
employment, publicity, materials, facilities and
teachers’ dress code
3. Systems are in place to ensure that quality is regularly
assessed and corrections made where necessary
4. A reward system is in place to ensure
that those who attain hogh quality in their
work are recognized
5. Support is available to enable staff to
improve quality (e.g of their teaching or
materials)if necessary
A sound curriculum
A sound curriculum is reflected in the following
features of a school’s programs:
• The range of courses offered corresponds to the
needs of learners
• The curriculum is coherent: the courses
represent a rational approach to achieving tje
school’s mission
• Courses have been developed based on sound
educational principles which due attention to
recognized curriculum development processes
• Course descriptions including aims, goals, syllabuses
and course organization have been developed
• Teaching materials and tests are of high quality, have
been carefully selected or developed and are regularly
reviewed and revised
• Mechanisms are in place to monitor the quality of
teaching and learning.
• The curriculum is subject to ongoing review and
renewal. There is ongoing interest in identifying
strengths and weaknesses and bringing about
improvements in all aspects of the curriculum
 Flexible organizational framework

• Effective schools and language programs

Administrators who flexible and who encourage teachers to

innovate.

• Atmosphere of trust and support and staff are supported by

reasonable teaching loads, rewards, and opportunities for
professional development.

• Participatory management style rather than top-down style.

 Good Internal Communications
• Setting up systems that facilitate communications:
- among teachers
- between teachers and administrators
• Such systems include:
1. Regular meeting and briefings
2. Written guidance for staff
3. A system for collecting feedback
4. Regular evaluation or feedback sessions.
5. Regular newsletters, bulletins, or e-mail
communication.
Professional Treatment of Teachers

The extent to which teachers are regarded as

professionals is indicated by the following:

1. Employment terms and conditions.

2. Support and reward systems.

 Opportunities for Teacher Development
Such opportunities may be provided for in a number of
way:
1) Conference participation
teachers can learn about trends, issues, and practices
with other teachers
2) Workshops and in-service seminars
in workshop can offer workshop and in seminar like
seminars on topics of interest to the staff
3) Reading groups
teachers can put together reading groups and discuss
articles or books of interest
4) Writing about teaching
Teachers can keep a diary or journal and share this with
colleagues.
5) Project work
Teachers can be given the opportunity to develop
projects such as classroom materials, videos and other
teaching resources.
6) Action research
Teachers can conduct small scale classroom research on
their teaching.
 The teaching context
In teaching context, there are:

1) Size and staff structure

2) Equipment:

3) Support staff

4) Teacher work space

5. Teacher resource room

6. Teaching facilities

7. Class size
The Teacher
 Skills And Qualifications
• Practical knowledge: the teacher’s repertoire of classroom
techniques and strategies

• content knowledge: the teacher’s understanding of the subject of

TESOL, e.g. Pedagogical grammar, phonology, teaching theories,
second language acquisition, as well as the specialized discourse
and terminology of language teaching

• Contextual knowledge: familiarity with the school or institutional

context, school norms, and knowledge of the learners, including
cultural and other relevant information
• Pedagogical knowledge: ability to restructure
content knowledge for teaching purposes, and to
plan, adapt, and improvise
• Personal knowledge: the teacher’s personal
beliefs and principles and his or her individual
approach to teaching
• Reflective knowledge: the teacher’s capacity to
reflect on and assess his or her own practice
In compared to experienced teachers, novice teacher tend
to have the following characteristics
• novice teachers’ perceptions of classroom events are
relatively undiscriminating and simpler than those of
experienced teachers;
• They are less able to select which information is salient
when planning a lesson;
• They lack knowledge of what to expect of pupils, what
challenges to set and what difficulties to anticipate;
• They tend to work from the textbook rather than in terms
of pupil attainment levels;
• They lack practical classroom management routines to
keep pupils on task;
• Their concern with control makes it difficult for them to
focus on pupil learning;
• They lack an established ‘pedagogic content knowledge’;
• They lack the practical experience from which to construct
personal meanings for theoretical or specialized terms;
• They lack a coherent system of concepts with which to
think about teaching;
• They lack a specialized vocabulary with which to analyze
and discuss teaching.
 Support For Teachers
• If teachers are expected to teach well and to develop
their teaching skills and knowledge over time they need
ongoing support. This may take a number of forms:
• Orientation: New teachers need a careful orientation to
teaching assignments in order to clarify the goals of the
program, teaching approaches, resources, problems to
anticipate, and solutions.
• Adequate materials: Teachers need good materials to
teach from either in the form of commercial textbooks or
institutionally prepared materials
• Course guides: Course guides should be provided for
each course offered in the program with information on
the course, aims and objectives, recommended materials
and methods, suggested learning activities and procedures
for assessment.
• Division of responsibilities: Teachers have many different
responsibilities apart from teaching
• Further training: Teachers in an institution may not
always have the particular knowledge and skills a
program needs so it may be important to select staff for
specialized training to meet these needs.
• Teaching release: If teachers are expected to play a key
role in some aspect of the program such as materials
development or mentoring they may need to be given
release time from teaching to enable them to devote
time to this.
• Mentors: A system of mentoring is often helpful in a
school where there are teachers of different levels of
experience and training.
• Feedback: Teachers need to be told when they are doing
well and when there are problems with their
performance.
• Rewards: Teachers who perform well should receive
acknowledgement for good service. This could include being sent to
a conference or in-service course or having their name listed in a
staff newsletter.
• Help lines: Teachers often work for long periods in relative
isolation. Who should they turn to when they have problems with
student discipline, difficulties working with another teacher or
difficulties in using course materials? Teachers should know exactly
who to turn to for help in solving different kinds of problems.
• Review: Time should be allocated for regular review of the
program, problem solving and critical reflection. These activities
help solve practical problems and also develop a sense of
collegiality among staff.
THE TEACHING PROCESS
Teaching model and principles

The teaching models:

1. The communicative approach
2. The cooperative learning model
3. The process approach
4. The whole-language approach
Examples of teachers’ principles cited by Breen are:

• Selectively focus on the form of the language

• Selectively focus on vocabulary or meaning
• Enable the learners to use the language/be appropriate
• Make the new language familiar and manageable
• Make the learners internalize and remember the new
language
• Directly address learners’ needs or interests
• Monitor learner progress and provide feedback
Maintaining good teaching

The following are strategies that address this

issue:
• Monitoring
• Observation
• Identification and resolution of problems
• Shared planning
• Documentation and sharing of good practices
• Self-study of the program
• Evaluating teaching
• Developing the appraisal system
• The focus of appraisal
• Conducting the appraisal:
a) Appraisal by a supervisor: Problems of
Understanding
b) b) Appraisal by a colleague: constructive
feedback
c) c) Self – Appraisal: Less Threatening
The Learning Process
Understanding of the course

Views of learning
Successful
learning Learning Styles

Motivation

Support
 Learning Styles

Concrete
Authority-
learners oriented learners

Analytical Communicative
learners learners