Marginal Teachers A Workshop By Mr Ayman Abdul

Marginal Teachers A Workshop By Mr. Ayman Abdul Fatah Mr. Khaled Fouad Ali Salah Al-Deen Sec. Sch. for Boys Supervised By Mr. Ahmed Khalil

Objectives of the workshop To be aware of the The definition & types of a marginal teacher to be able to design an improvement plan for a struggling teacher. to have the courage to amend our performance in class

Regulations for the Our workshop is divided into three parts : Part 1 by Mr. : Ayman Abdul-Fattah Part 2 by Mr : Khaled Fouad A commentary by Mr Ahmed Khalil Your active participation is kindly required We are here to share experience , not to lecture If you have any questions , PLEASE keep them till the end of the workshop to be discussed Each question shouldn’t exceed two-minute talk time Your attendance is our pleasure

Task 1

No Item SA A N D SD 1 Teachers are not a very powerful influence on student achievement when all factors are considered. 2 I must stick to my lesson plan even if my students find difficulty getting the concepts of my lesson. 3 I apply wrap up techniques to make sure all students fully comprehend the material given. 4 If the period is insufficient, I usually ask my students to do the remaining exercises as homework. 5 I always check homework on a daily basis to make sure students did not face difficulty in understanding key concepts. I always apply group work and pair work techniques. I can manage my students' misbehaviour. I always come to my class mentally prepared. I use teaching aids to save time to be able to cover the syllabus. 6 7 8 9 Once students don't understand the target language, it is 10 better to resort to mother tongue.

MANAGING DEFICINCIES Material compiled & presented by IN TEACHER’S Ayman Esaily & Khaled Fouad PERFORMANCE ed Suliman Supervisor : Ahmed Khalil Fully-supported by the principal Mr : Hussin

MANAGING DEFICINCIES IN TEACHER’S PERFORMANCE

Throughout this workshop we will discuss: The definition & types of a marginal teacher. Markers of marginal teachers’ performance. The results of marginal teaching. Confronting marginal teaching practices. Designing an improvement plan for a struggling teacher.

Who is to be considered a marginal teacher?

q One who manages to perform just well enough to keep his or her job to the detriment of student learning. He will pass evaluations required by the ministry, but funk in the classroom. q An individual who is consciously or unconsciously losing faith in the belief that every child can learn. q He / She appears to have sufficient command of subject matter but whose lack of class management skills gets in the way of student learning

Types of marginal teachers Those with inadequate teaching skills Those with personal problems Those with attitude problems

Task 2

What are the makers of marginal teacher performance ?

MARKERS OF MARGINAL TEACHER PERFORMANCE

Knowledge of Subject Matter Shows no transfer of content / concept to everyday life. Does not demonstrate depth of subject knowledge. Does not communicate content in a logical and sequential manner. Does not use words and content appropriate to subject area and students’ ability.

Effectiveness of Instructional Strategies Uses limited instructional approaches Cooperative Wait groups are poorly organized time is limited Yes/No responses are sought. Drilling is a predominant instruction

Classroom Management Routines are not evident. Classroom instructions are not clear. Rules and procedures are not enforced. Teacher does not monitor student behaviour. Beginning and ending class procedures are not in place. Does not care much about the physical environment. Rewards and consequences are not in place.

Teacher / student Rapport Is more teacher than student – centered Closed climate Interactions with students are not positive Does not demonstrate enthusiasm, patience and understanding. Does not use specific praise; uses harsh criticism and sarcasm. Does not generate excitement for learning

High Expectations For All Students Does not establish expectations for success. Does not give varying opportunities for success. Does not encourage each student to function at appropriate level. Does not begin instruction at level of the learner and does not plan for cognitive growth. Does not provide the students with the proper remediation.

Technology & Communication Does not use technology as a learning tool but rather as reward. Does not use standard English in written and spoken communication

Task 3

Why is not it easy to detect a marginal teacher?

Marginal teachers often stay off the radar because they can put on the “ dog-and-pony ” show for yearly evaluation. They are not necessarily marginal in all areas. The value of the HODs being visible in classrooms cannot be dressed enough.

The Results of Marginal Teaching

Students Adversely affects the ability of students to learn. Impacts Affects the students’ test scores. the quality of their effort and work. Discipline Parent referrals & student complaints

School Contaminate Inhibit the culture of your school improvement efforts Working with a marginal teacher takes efforts away from working with other teachers. It diverts attention from class-based improvement efforts. ( 25 x 3=75) a year & 75 x 25= ? ?

HOD & A marginal. Supervisors teacher jeopardizes your effectiveness as an instructional leader. Working on marginality does not leave you enough time & efforts to follow the other members of the staff. A marginal teacher may negatively affect his colleagues.

CONFRONTING MARGINAL TEACHER PRACITCES

How do you confront marginal teaching practices? Those who are in charge prefer to play it safe and rely on strategies such as: v Transferring the teacher referred to in practice as “ passing the trash”. v Moving high-maintenance students. v Tailoring classes and the master schedule so the mediocre teachers does less harm. Are these strategies effective?

Aspects to be examined before confronting marginal a marginal teacher. The teacher’s history in the school and area. What have prior reports on the teacher’s performance indicated. What has brought to you this teacher’s performance? Sudden How Any shifts ( grade level ) often has he been observed? By whom? previous remediation plans.

Guidelines for Conduct Focus Be confrontation the discussion as soon as possible. on the behaviour or action not the person. specific. Give the person an opportunity to respond and grant the benefit of the doubt. Avoid sarcasm and words such as “ always” and “ never “ Affirm the person.

Why is it difficult to deal with marginal teachers? o Some marginal teachers do not want to improve. o They not accept they have a problem that requires improvement. o They become defensive. o Their attitude will be “YOU are doing TO ME because you just DON'T LIKE ME. ” o They may justify their behaviour instead of agreeing to make change. o Helping marginal teachers improve requires a lot of time and documentation.

Task 4

The main steps of an improvement plan:

Designing Improvement Plan For Struggling Teacher Step 1 Collecting Data Step 3 Design an Improvement Plan Step 2 Describe Strengths & Weaknesses

Tips for confronting marginal work Start by defining the acceptable performance. Remove Stay the emotion from the discussion. on track. Solicit a commitment to change.

Components of a Plan of Remediation Identification of the problem. Communicating the problem to the teacher both orally and in writing. Develop strategies to remediate the marginal performance. Timelines must be included in the plan of remediation. Progress toward the goal of improvement must be documented.