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Views on educational supervision.

leadersLike everything else in the area of education,supervision is undergoing many changes.I still remember many stories of teachers trembling of fear for days and maybe weeks upon knowing that the ‘inspector’ is visiting them.I have seen cases of teachers who have never prepared a lesson plan,fortunately not a lot, and they ask other colleagues to lend them their lesson plan on the day of the ‘inspector”s visit.This reminds me of old women borrowing their friends’  dress for a wedding party! I still remember  story,I was told, of a teacher leaving the inspector in the classroom because he did not prepare his lesson.

This might show a lot about the image which teachers held or still hold about what was once called the inspector ,in fact the same title is still used officially today,though the role is no longer  the same.

It used to be the case that the inspector had the role of going into classrooms and inspecting teachers,maybe trying to pinpoint their mistakes,and sometimes even forcing mistakes out even though none was there.I still doubt if those inspectors came into the teacher with a constructive intention!I am not going to generalize;yet,we all heard of stories where inspectors thought that their mission was to ask a series of ‘where is…?’ questions,hoping that they would fall on something the teacher missed preparing or bringing to class.Such inspectors didn’t know that their main job is to help teachers improve their teaching practices for the sake of better improving the quality of students’ achievement.

I have seen that the profession both of teaching and supervision is undergoing many changes,I hope that the impact that will affect the destination (learners) will be positive.Today,the title ‘inspector’ should be revisited for the sake of appropriately describing what the function of this person really is.Many people have already started using the term ‘supervisor’.I think this term carries less of the ‘go for the hunt’ connotations that are associated with the term ‘inspector’.I am now aware that today’s new generation of supervisors are themselves unwilling to use the term ‘inspector’ anymore.

Today’s supervisors should be equiped with the skills and willingness to defend the students’ interests and to do that they should be no more than supportive to teachers,in every aspects of the teaching profession.Spervisors should have enough knowledge and skills to deal with the new methodological situations.These situations,today,shouldn’t be only related to the teaching of the basic language skills such as reading and writing;yet,they are more of a new nature because our students are dealing with the new technologies,webtools,gadgets and applications.Supervisors should train themselves,now that official training in that area is lacking or inefficient,on how to help teachers,hence students,on how to exploit these new learning tools for the sake of communicating better with the world.That’s one mission,which is stated but not well-targeted in our educational documents and policies.

Today,supervisors should help teachers to rely more on themselves for their professional development.This can happen by creating learning communities (virtual or real).The supervisor’s mission ,then,is to create the conditions  in which teachers gather,exchange ideas and grow together.We all know of cases where some of our best teachers have very innovative and effecient practices and they keep them for themselves,not because they are unwilling to share them;yet,the  necessary conditions for sharing are not provided.

Today,I suppose that any ‘where is …(this or that)?’ question from a supervisor should be justified with pedagogic reasons.Teachers should see the relevance and importance of any document or suggestion ….only then can they be ready to change their views and habits.It’s obviously useless and also painful to ask someone to prepare something without telling them the reason why and sometimes even how.It would ,of course, seem as a sort of punishment to tell a teacher that he/she should adopt a certain method or technique without being able to see the rationale and the effect that is going to have on students.That’s what’s happening to our students today,abd that’s why their achievement is far below the expectations.Our students are not told about the meaning and relevance of what they are doing at school,and so it’s somehow justified if they see ‘meaninglesness’ in everything around them.So,for the process to have a positive impact on learning,teachers should see the ‘meaning’ of what they are doing or told to do,and they have in turn to share that ‘meaningfulness’ with their learners.

I hope this blog is not too long for you to read.Please feel free to put forward your ideas and comments.

Reforming assessment.

There has been a wide debate on the social networking leaks that accompanied our baccalaureate exams  this year,maybe more than what has ever happened in our end of high school (baccalaureate) exams.

The ministry of education issued a statement admitting that there were leaks through social networking sites.We heard also similar stories of people getting answers through sms messages from their mobiles.Many people also discussed stories of cases where violence was used by those who wanted to cheat in order to intemidate teachers.

So many people discussed the issue of leaking and cheating as immoral,unethical and all of those words that might be used to describe such an inhumane, anti-social practice.I am not going to look at the issue from that perspective again because we all agree that leaking exam question by one way or another and cheating must be punished.I will be looking at lessons that must be learned from what has recently happened.

The first thing that is obvious is that our examination system does no longer meet the requirements and conditions of the modern age, in which our students are living.This examination system must be reformed in such a way that leaking questions or cheating becomes almost impossible or meaningless.While alocating 50% of the baccalaureate grade to the last 2 or 3 hours exam is totally unfair,this percentage has to be modified so that the continous assessment that is taken on a regular basis gets more prominence and importance.In this way,we rid those who rely too much on the final 50% opportunity of  that one minute chance of cheating and getting a grade that will certainly be better than that of a student who was labouring during the whole baccalaureate years(the two years).

It’s high time for the ministry of education to give more credit to those assessments that are done throughout the school year,and also to rely more on the gardes that students get from their continous work and efforts,and not from a one week ( sometimes a one night) effort.

The leaks of the exams using technology has also another lesson to teach us.Our assessment has to move from posing direct (closed) questions that have only one possible answer to assessments that rely on an ongoing process of learning,research and inquiry.It’s high time that Moroccan schools start assessing students using widely open methods of assessments that foster creativity,responsibility and compitition, including long-term portfolios and projects that are continously monitored by the teacher,who is the only one that is able to decide whether that final (or process) product of the student is really his/her own achievement or not.

I really think that assessing students has to rely more on systems where they can integrate more than one skill.Project-based assessment is one possibile way through which students can integrate all the skills and competencies they have learned all through the thier four years of learning EFL.A one choice question gives ample space for “gambling”,and that’s absolutely clear in the true/false statement,where students get the correct choice,and they fail to justify it.

The status quo of the EFL exams now tests the students only in one skill (It’s not even a skill; find a name for that).It’s unfair to test a student on wether he/she’s able to use the passive or to express regret using questions like “re-write the sentence as indicated..”.I am not justifying the leaks or cheating.Yet,my view is that this sort of testing/assessment is totally unfair as the student might be able to use the passive in his/her speaking/writing,and still he/she fails to see the trasformation rule.Giving students multiple chances of showing what they can do with English minimizes to a great extent the attempts of cheating.

I really think that the type of questions (of the sort of “re-write the sentences as indicated/where is…?Put the verbs between brackets in the correct form…) that are used now gives the students more chances of cheating,and it strips the teacher of the opportunity of deciding if a product is really from the student or from a facebook site.

Alocating 50% of the baccalaureate grade to the national (three hours) exam is also unfair from another perspective.Paper and pen exams fail to adress multiple interests,multipe learning styles and multiple intelligences.There might be some students who are really good at speaking English,and yet they find it to hard to sit in a chair and answer grammar/comprehension questions for two or three hours.

I think that our assessment has also to move a step forward from meeting the interests of a few students to catering for a whole range of students’ differences.Leaking exams using technology and social networking sites shows that some of our students are fans of the mobile,the camera,the video and so many other things.

Assessment through multiple skill projects gives our students the opportunity to express themselves the fullest,to be creative and productive.Of course,we have the possibility of assessing our students using portfolios and projects.But,remember that’s only a small part of the already small 25% alocated to continous assessment.It’s high time, then, that we put more trust in in-class continous grades and assessments.I think it’s the long term continous assessment that deserves to get even more than 50% of the baccalaureate grade!

Another failure of the paper and pen exams as they are administered now is that they fail to test all what our students can do with lanaguage.I am absolutely sure,depending on my in-service experience that transforming a statement from direct to reported speech on the board or in the work-book doesn’t necessarily mean that the student CAN really do that while he/she’s speaking or writing an article.So the point is:Exams have to be taken in different ways.Testing our students’s language as it is now cannot tell us anything about the real competencies that our students have really achieved throughout their four years of learning English.

I suppose that students have to be tested orally,in writing (different forms of writing again,not write an article about “the causes and effects of brain drain” full stop) and through projects as well.We have to get multiple sources of information about what our students have achieved,and those multiple sources must get the same garde perectages.I am not sure whether there is any piece of evidence which shows that reading comprehension is more important than writing or vice versa.By alocating more grades to grammar/vocabulary and less to writing (or the opposite) you fail to be fair in your testing,as you are giving more opportunities of success to those who are “grammar” fans (maybe authoritative/mathematical) learners and you take more chances from those who love imagination(writing poems,essays…).

By using only a paper and pen exam,our exams are also unfair,and that gives more excuses to those who “love” to cheat.There are so many of our students who are good at speaking,maybe “auditory/communicative” learners.A pen and paper exam doesn’t really cater for their biological difference.

Using technology in leaking exams and in cheating tells us one last thing.Our educational system,which still relies to much on chalk,textbooks,papers and blackboards,is lagging far behind our students’ daily lives.Cheating and leaking exams using technology ,maybe, gives them the pleasure and the satisfaction which our classes fail to give them.It’s high time then for all of us to start thinking of making this technology “ridiculous” for them( in a postive way of course).Our schools must be equiped with the sort of technology that most of our students are experiencing ( in a negative way) these days so that they learn that facebook,i-phones,i-pads and what’s coming next are made for learning and not for cheating.

To conclude,I have read on many places on the web (forums,facebook pages…) comments of people asking the ministry of education to equip schools with equipements that are able to cut off the internet and mobile networks on schools during exams.Well,that might be a good idea,but remember that as you are thinking of that,other people might have already got applications,software or maybe machines that will make your idea so funny for them!

When is school a prison?

I was walking around in my classroom today and I was attracted to a recently written graffiti which on the wall .That graffiti is a multiple choice question in which the writer asked his/her mates the following question:

“What is this place? choose the correct answer: – Prison         -Hospital.”

The writer or another student seems to have chosen the first choice “prison”.

This writing has pushed me to think about what is that that makes our students see school as either a prison or a hospital.I asked some of my classes about why school is a prison for them and they answered in different ways.Some of them think that schools don’t offer what students really need in their life.Some of them have expressed their opinion in written form saying that they study English,maths,geography and all the other core subjects;while,there is no space for other extra-curricular activities.Some students have said that the absence of subjects that appeal to students’ interests really demotivates them and makes school a boring place.The word “boring” was repeated in the answers of many of them.

Other students have said that school is “prison” for them because of the behaviours that come from some of their mates.

So many other writings on the walls of our school reflect the degree of hate that students -not all students of course- have towards school.Among the other writings that you see on the walls of our school are “rubbish”,”Shit!” and the like!

What is important in all that is not the words as such;but, how we can make students love school.The “reflections” that students write on the walls of classrooms while the teacher is busy with an activity or writing on the board show that students have other interests that are not catered for by the lesson that is taking place at the time of their writing.

Schools have to move from top-down systems where everything is decided from the top to a system where students have more freedom of choice.Schools should move into the era where students and teachers have more power on the materials they use,the activities they deal with and how they teach.

You might say that teachers are free to do all that!It’s not the case in our situation.The syllabus comes in the form of ministry circulars,the text-book is agreed upon and authorised by the ministry.The exams and the tests (number,methods,duration….) is all decided by the teacher.The amount of time that is located to a huge text-book  -the syllabus- doesn’t match the huge content that has to be covered,which makes it impossible for a teacher to think of other things except when and how to finish a program in which students will be tested on the national and regional levels.All these constraints are a so heavy load on the teacher’s /the student’s back.

It’s high time for our educational authorities and school headmasters to see extra-curricular activities as a “paradise” for the school and the student.A huge amount of materials (grammar,reading,functions…) dealt with in a text-book doesn’t necessarily mean that those students have learned a lot.It means neither that the teacher has worked a lot or even better.Little is so enough and great when students see it as great.Too much materials leaves no room for the teacher’s and the student’s creativity and that’s exactly the job of old-times ‘ prisons.So,no wonder if students see school as prison.

Look,we shouldn’t forget  that in many parts of the globe,including my country,our children have got more freedom outside school these days than they have in schools.It’s so sarcastic and funny that we keep teaching about human rights,values and freedom of choice ;while, school is the place where that is to be expected less,at least in the present time.

High school students are around 18-20 years old.They are mature and old enough to make decisions and have their own choices.Teachers are there to cater for the students’ needs,and they should be given that ethical right with no reservation.Teachers are the only ones who know what,when and how to teach.They also know that there times where teaching grammar or any other language skill wouldn’t work.So,give them the freedom to skip grammar and do something else that will certainly be of great benifit for the student.I am not advocating an anti-syllabus or anti-textbook view.A road map is always necessary for the goals to be achieved.My view is the road map should be the teacher’s business.The road map can be altered or simply ignored when that is necessary.With the present status-quo of education,teachers and students are obliged to follow a map that might lead to no where.

School should match the kind of life that students are living outside, either at home or outside home; if it is really to be called “school”.

Another graffiti in our school saying "Live the prison"!

21st C leaders for students to learn and for teachers to teach.

idepted to the producer of this picture,whom I don't really know because it's shred on facebook pages.I am not a school headmaster;but,I think that those looking at headmasters and administrators from the outside are more qualified to talk about the deadly aspects of a school leader.I have been teaching for my tenth year now,and I think that  I have gathered enough data about what I think really describes the worst school leader.Here I am disclosing some of those features that you might have also seen or heard about somewhere.

It’s really a good thing for a school leader to listen to his/her colleagues,and have consultants and advisors within and outside  his/her school.It’s a necessity today for any leader to cooperate and work within a group system.Yet,one of the worst mistakes that undermine the image of the leader in the eyes of his/her colleagues and co-workers is when the decisions taken by the leader are not his/her own,and they harm more than they cure the school and the students’ interests.It’s unfortunate that so many decisions are taken by others and put into practice by the school leader without even weighing the effects.

It’s also a deadly mistake for a leader when he/she’s no longer inspiring the school.Leaders should take initiatives,give ideas,guidance and advice for teachers and students as well.Some head teachers are only there and the educational adminstration,unfortunately, knows that he/she’s only filling the gap of the “head leader”.What’s the use of a “useless” leader? What roles is he/she really doing in school if not helping to make learning possible and to make growth and success the story of his/her school?It’s so sad that many school leaders do nothing more than watch who is present and who is absent today and the same tomorrow! A thing that shouldn’t be his/her job in the first place because that’s far under the position of a “leader”.

The other terrible  feature of a school leader is when he/she is killing both the students and the teachers,and depriving them of their motivation and enthusiasm for a better school life.So many school leaders really destroy “their” school by the decisions they take,consciously or unconsciously.So many things are meant  to be positive,and they end being no more than a failure.To err is human;however,it’s too hard when a mistake affects a  whole generation; a whole nation.And that’s why making mistakes is really tough on the society in the domain of education.Enough about this!

So “childish” for a leader is when he/she gets into minor “conflicts” with the teachers or the students.Many school leaders pay too much attention to watching minute details about everything that’s happening in school that they forget about the big projects that the school is in need of.Who will deal with big issues when the headmaster is the one who deals with “absurdities”? It’s the leader’s job to have more open eyes on the outside of his/her school than on what’s happening inside.It’s the outside where he/she should find partnership realtions that will make the school a better learning place for everyone.

So sarcastic and laughter triggering when a school leader is afraid of spending the budget of the school.It’s for spending not for keeping for the coming year.There are many of the school heads who want to get  an “EXCELLENT” observation from their superiors for having kept the money as it was sent to the school’s account.What’s worse is when the leader thinks that asking partners and sponsors for finantial help is “too much”! Some of them think that they are going to pay their own money!

Education is an adventure.We want our students to take risks.It’s NOT POSSIBLE as long as the teachers and leaders don’t take risks.I hope it’s not too long!

The corner-stone of school reform.

So many ideas have been written for years,and maybe for centuries on how to improve and develop education.Many educational theorists and psychologists have spoken about how  schools can meet students’ needs and requirements.Many others have spoken about materials,curriculum and methods.

The motivational theory continues to influence the eduactional sphere,and it keeps on being quoted whenever we want to speak about the relation between students and school.

I am greatly impressed by Maslow’s hirarchy of needs, and I think that it is absolutely the theory that sums up the whole issue of how to motivate students,and,therefore,how to make school better cater for the needs of those who attend it.

In my country,as in many other countries of the world,millions of dollars are spent every year on educational reforms.But,education continues to be the most problematic sector for world governments.And despite the millions of dollars that are spent on making it better,students still continue to lose interest  in attending classes,and the rates of school drop outs continues to raise year after year.

I am not sure if the educational policy makers are aware of Maslow ‘s hirarchy of needs and other educational theories!Probably,as it seems in our daily reality,they are not.

It is plain clear that the people who plan and implement educational theories jump into the higher levels of Maslow’s hirarchy.They have issued many documents and educational circulars about the standards that every student has to meet at the different levels of his/her school life.They have also spent a lot of money on changing the curriculum and printing new text-books….All this is adressing Maslow’s “esteem” and ” self-actualisation” levels of the human needs.

Many research articles have “warned” the educational authorities that to truely reform our schools and to motivate our learners,there are so many things that must happen first in the  students’ lives outside school.

So, to change the syllabus,and to print coloured text-books in Spain or somewhere else doesn’t really target the heart of the issue.What we need is to meet the students’ and the teachers’ first basic needs.First things have to be dealt with first.Numerous educational articles have found that the students that come from disadvantaged families perfrom badly in school.

Our authorities must first of all ensure that those who attend school are not hungry.We have to be sure that the student is not suffering from flu and,still, he/she can’t afford to buy the medecines.We must also undrestand that moral and psychological security comes before learning in the hirarchy of human needs.That’s why it’s of paramount importance to make our students feel secure inside and also outside school.I cannot imagine a student whose father is struggling with bread to attend school in full psychological readiness.No one can expect a parent who has ,maybe, ten other kids and struggling to ensure survival for them, no one can expect him/her to keep track of what his/her child is doing at school.This explains why  the majority of parents never come to school to inquire about their children’s educational difficulties or successs.And this is exactly the same reason why parents don’t come to school even if their child has a problem with a teacher or with the administration.Parents are too busy with the basic urges of their kids and their life.They have little space in their mind to fill with school matters.

An other factor that diminishes students’ achievement and which makes them at-risk children is the illiteracy of their parents.So many parents are illiterate ,and they are,consequently,totally unaware of the importance of education.Because of the high rates of unemployment in our country,and now in many developed countries too, parents believe that education has no  role in their kids’ life since they graduate ,and still remain jobless for the rest of their lives.Our educational authorities,hence,have to make it clear to parents that school is not all about jobs.Parents,illiterate ones I mean,should know the real value of sending their kids to school.But again this can only happen when their first basic needs are met.And to meet their basic needs,their poverty has to stop,and for poverty to stop,they should have jobs.It’s all an endless circle that is highly tied to poverty and survival.

Poverty does not only affect the school achievement of the poor child,but it also affects even the learning conditions of the other -middle class- students who are in the same class.Poor students are more likely to engage in misbehaviour affecting, therefore,both the teacher and the other class mates.This makes the job of the teacher inside the classroom even more complicated.He/she has to deal with various misbehaviour problems while doing his/her primary job of teaching.This also adds another burden to the teacher as he/she has to plan different lessons/activities for the advantaged and the less advantaged student in class;otherwise, the less advantaged one will keep on being poor in every thing.

To conclude,if our educational policy makers really want to improve education, they must think of ways to end the child’s poverty first.Only,then,comes reform into the other levels.Only then we can blame teachers and the curriculum for the bad results of kids and of the high rates of school drop-outs.

The leaders we need for the 21st century Moroccan schools.

I have seen a story today in my school,and it has kept me wondering about the future of our schools considering the type of leaders we have in the present time.

The story of today has pushed my thinking to write a post on what I think are the most important qualities that a school leader should have for our schools to endorse some of the 21st Century leadership skills.

Our leaders have to understand that it’s high time for them to consider themselves as hosts in their schools and not as supreme leaders.When leaders understand that school belongs to all those who are withing its walls,and to some of those outside as well,the community,only then can they take into consideration the others when they want to take any decision.

This leads us to another quality that is needed in our current educational leaders.Decisions have to be taken in a sharing and collaborative way within the school boards and bodies.Leadership is sharing and collaborating not  taking unidirectional and bureaucratic decisions despite the rest of the school community.Students are there,and they are directly affected by any decision that is taken by their leaders.That’s why it’s necessary to take their existence and role into the utmost priority.Many  wrong decisions are taken in their absence and they just accept them because they trust us.The leaders should know that they are responsible for those kids,and they really have to care for them.

Leadership,we should assume,comes from the bottom not from the top.Our leaders should understand that what gives them power is those whom they “administer” and not those who have appointed them.This means that decisions should be taken with respect to the needs, the conditions and the environment of those who are to be affected.School leaders don’t have to execute non-practical and unsuitable  plans and decisions.This would be possible only if we take the children in our schools as ours,not as means to make money or to be promoted.

Today,we also need leaders who know how to motivate and boost their partners’ self-esteem and motivation.A lot of things inhibit a teacher’s and a student’s work in and outside school,and the school leader shouldn’t add more burden to the school stakeholders.In our schools,there should be leaders who know how to make differences between the different people who are under their supervision.These differences should stop being on “friendship” and personal relations.They should be made on professional performance and efficacy.

Linked to this is that our leaders should stop evaluating the performance of the teacher in a half in hour observation or depending on what they get from other people within or outside school.Evaluating a teachers’ efficacy has to be on  a long term process.It should be made depending on the teacher’s overall performance,on the students’ results,on the teacher-student relations, not on the teacher-administration relations.

ooooh,it’s in the end but so heavy I think.Today’s leaders have to be “literate”.They have to be equipped with some of the 21st century skills.It’s still so sad to find out that our leaders in schools are ICT illiterate.It makes me so desperate to find out that leaders think of the computer as a waste of time,and see the internet as a tool that instills bad behavior into our school life.It’s so killing to find out leaders who are scared of the student’s mobile camera and of facebook or twitter.Most of them know nothing about social networking sites except what they heard during the Lybian and the Egyptian uprisings.Leaders of today should have access to web tools that should be of great benefit to everyone in school.The leaders of today should know that a mobile phone is not bad in itself.It’s just the way we use or see it.They have to know that a mobile can be used to take photos,photos can be used in projects,projects develop speaking,listening ,reading…if this is what they -leaders-assume to be learning.

ah,again,our leaders should know that learning is not only within the walls of an enclosed classroom.They should be taught that learning takes place every where within and outside school.They should learn that extra-curricular activities are vital to an adolescent’s life,just the same as play is for a four year old child.Leaders of our present schools have to know that presentations,drama,singing,drawing…build different things.At least they make school loved and enjoyable.

For all these qualities to be in our leaders,they have to read,research,communicate and above all they have to listen to what the school says.

The death of an EFL teacher

So many people are born everyday;many die biologically and still many others survive in death.I am witnessing the death of an EFL teacher right now,and I am ,consequently,  watching the death of the EFL teaching in many places.I am not going to speak about places where education is the last thing the authorities might think of.The biggest problem is when EFL teachers die in a country where education and training is getting a “lion’s share” in the budget,and it is considered the second or third priotiry sector in our country.

I am feeling the smell of death approaching me,and this is my tenth year of teaching English in Morocco.I feel envy while following my friends from the western countries on facebook or twitter,or when I hear them in online webinars speaking of continuos professional development and the degree they have achieved in the integration of technology in their language teaching.I get puzzled when I remember that my country spends so much money on technology integration,while in reality there is nothing of that.I can only see and feel every factor that might kill an EFL teacher,and hereabout I am disclosing some of those killing ghosts that are haunting me.

I ,and so many other EFL teachers I know,always try to integrate technology into my teaching ,and I mostly try to use technology while doing projects.Yet,all the skills and techniques that I am trying to use have been developed from my own interaction with friends and colleagues online.I have got most of my teaching  online from what teachers such as @Tomwhitby , @shellterell and @russellstanard share on social networking sites.I am indebted to these great educators and so many others for allowing the new techniques and ideas of ELT to reach into me here.Without this,one would survive in death as I haven’t seen any professional training about teaching EFL in my area for over four years.This really kills those of us who follow and know what other people are talking about on the web.

Can EFL really die somewhere in the world?yes,absolutely.It will die in places where teachers still rely on outdated methods and techniques in their own teaching.It’s in fact dying in places where students are better than teachers in their ICT knowledge and where teachers are even more literate than their supervisors or head teachers.

I am not saying that students shouldn’t be better than teachers.However,an ICT illiterate teacher is more likely to resist change,and he/she will tend to switch off a child who is keeping track of the newest things in technology.Likewise,an ICT illiterate head-teacher is more likely to hinder any new ideas that come from an ICT fan teacher.I have seen many cases where head-teachers put hinder using technology in teaching for mere predictions and outdated claims.Hence,this type of head-teachers are in the greatest need  for professional development,or they would better quit the job if we are really preparing our kids for the future.

An illiterate head-teacher is unlikely to praise and recognize any creativity on the part of teachers.This is the most killing thing in our profession.I know that most of my colleague teachers expect one word of admiration from their supervisors or head-teacher for bringing about something new,these teachers would refrain from letting their minds explore any other time if they see that people around them don’t even understand what they are doing.So many people would really wonder and keep asking questions whenever they see me taking a laptop to my classroom.They always think that I am playing music there.

How about the standrads?When you open the educational circulars and you read the official documents,one would imagine himself/herself in Fineland!The official documents emphasise linking our ELT teaching to technology.Among the 5Cs in our standrads is the “Connections” and “Communities” standrads aiming at enabling the students to connect their English language to other disciplines including technology,and the “Communities” standards aims at using English outside school to reach into other communities using technology.That’s absolutely perfect!Yet,in reality ,do students have access to technology in schools?Do they have internet connection?Can they use English outside school with their parents or friends?Definitely no!So there is a huge gap between what’s in the books and what’s in the real world.This is absolutely an other killing factor for those who love to embrace technology and to use a standrads-based approach.If we really believe that standards provide a framework for applying the syllabus and for knowing where our kids are going,we have to provide the necessary conditions and materials for applying a standrads-based syllabus.We have to decide between preparing our children for the future or saoking them in a school which they find irrelevant for their own lives, which is a reason for them to quit school or at least to misbehave in a monotonous and meaningless lesson.

So much I have to say next about other things that  kill both an EFL teacher and student in relation to syllabus,testing and exams.That’s in part two of “what kills an EFL teacher”.

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