Wednesday, December 23, 2009

Adopt-an-Anchor....Problems With “Reading, Writing, and Math Across The Curriculum” © 2004 Crawford and Colleagues (crawford_colleagues@yahoo.

There are three main problems with our current approach to reading, writing, and math across the curriculum:

1. The Cinderella Factor: “The shoe has to fit!”

Secondary teachers sometimes see the reading, writing, and math Assessment Anchors as an impediment to teaching their subjects, an intrusion into their curriculum. Quite frankly, at times — perhaps even “often” — they are right. Expecting all reading, writing, and math

Assessment Anchors to be taught in all subjects has its problems. Some Assessment Anchors are a good fit, and others have little to do with the subject at hand. The glass slipper simply doesn’t match all feet, no matter how hard we try to force the fit! By compelling everyone to be responsible for all Assessment Anchors, we can inadvertently end up with no one fully responsible for any Assessment Anchors other than English and math teachers.

2. The Swiss cheese Factor: “The holes have to work for the whole!”

Typically teachers select from the vast array of Assessment Anchors at the individual level.

There tends to be little school wide orderliness in the process of deciding what Assessment Anchors to teach in each discipline, even less tracking of the decisions that have been made.

Sometimes particular Assessment Anchors are emphasized across the school, based on areas of need, but there is typically no systematic system to monitor when and where these highlighted

Assessment Anchors are taught. As a result, some Assessment Anchors are relatively ignored — hence the “holes” in the Swiss cheese! Without a tracking system, these holes are invisible, and it’s easy to ignore key Assessment Anchors without meaning to.

3. The Post-It Note Factor: “Full ownership, not ‘Lick and Stick’!”

If students don’t know how to perform the reading, writing, or math Assessment Anchor being taught, does the teacher stop and teach them how to do it? Often teachers focus on including the reading, writing, or math Assessment Anchor in their lessons, but are not able to stop and teach those Assessment Anchors to students who don’t get it. They literally “stick” the reading, writing, or math Assessment Anchor onto lesson plans where they see a fit, but their focus remains firmly fixed on their own course content — a kind of Post-It Note strategy. As a result, the reading, writing, and math across the curriculum strategy tends to give opportunity for students who already know how to do the work, while students who don’t know how to perform those Assessment Anchors with some degree of skill remain in the dark.

Why does this happen? Among other things, it happens because:

1. Time is short, and every teacher has lots to teach in every course.

Let’s look first at why it does NOT happen. It does NOT happen simply because teachers choose to ignore reading, writing, and math Assessment Anchors. If you look at the amount of time available per course, you will see that there are precious few hours of class time, and that time is typically filled to the brim with content. Adding Assessment Anchors that are not a good fit on top of huge content requirements can make the teacher’s job impossible.

2. We don’t have good strategies for working as a school-wide team.

So why DOES this happen? It happens because we don’t have a good strategy for designing a school wide system of teaching reading, writing, and math that makes sense. It happens because we don’t coordinate as a team.

Tuesday, December 22, 2009

Appraisal Day 2009







As part of the Ministry of Education "Appraisal Day 2009" ESQID, marked its own appraisal day.

Performance appraisal represents one of the management's most important responsibilities. Everyone likes to know the answer to "How am I doing?" "What can I do to improve?'

Highlighting the event was a session taken by Gretchen. The focus of the activities conducted was :"The whole is equal only to the sum of its parts." ESQID'S performance is based on each office personnel's accountability skills, interpersonal skills, communication skills and service.

Tuesday, December 15, 2009

Integrating Language Arts and Science by Ellen Lawrence Pesko, Teaching Assistant, University of Michigan

The language experience approach has always involved engaging students in brainstorming and dialogue, in having students collaborate and interact on using their ideas and information they gather and on a question/problem solving approach to communication of ideas. To use this with science content means adding the role of scientist, that is, observer, former of hypotheses, information organizer, evaluator and conclusion maker.
When students study content areas such as Science, it is critical that they organize and connect what they have experienced and already know with new information (Santa, Havens & Harrison, 1996).
Specifically nutrition-related topics, like sampling food, changes the classroom atmosphere because it invites social interactions such as sharing of common experiences, and it sets the stage for learning activities built on conversation and discussion of a shared experience.The topic of food and nutrition encompasses a wide range of science explorations and activities that may be integrated with other topics, such as food preservation, analysis and testing, product development, marketing and advertising, additives, weighing and measuring, ecology, geography, and natural resources.


Sunday, November 22, 2009

Peer Observation

A reflective approach to teaching involves changes in the way teachers perceive teaching and their role in the process of teaching. Teachers who explore their own teaching through critical reflection develop changes in attitudes and awareness which they believe can benefit their professional growth as teachers, as well as improve the kind of support they provide their students. Reflective analysis of teaching is a valuable tool for self-evaluation and professional growth. Reflective teaching suggests that experience alone is insufficient for professional growth, but that experience coupled with reflection can be a powerful impetus for teacher development. Here is an approach to critical reflection.

Peer observation can provide opportunities for teachers to view each other’s teaching in order to expose them to different teaching styles and to provide opportunities for critical reflection on their own teaching. The following guidelines can be followed.

1. Each participant would both observe and be observed

Teachers would work in pairs and take turns observing each other’s classes.

2. Pre-observation orientation session

Prior to each observation, the two teachers would meet to discuss the nature of the class to be observed, the kind of material being taught, the teachers’ approach to teaching, the kinds of students in the class, typical patterns of interaction and class participation, and any problems that might be expected. The teacher being observed would also assign the observer a goal for the observation and a task to accomplish.

The task would involve collecting information about some aspect of the lesson, but would not include any evaluation of the lesson. Observation procedures or instruments to be used would be agreed upon during this session and a schedule for the observations arranged.

3. The observation

The observer would then visit his or her partner’s class and complete the observation using the procedures that both partners had agreed on.

4. Post-observation

The two teachers would meet as soon as possible after the lesson. The observer would report on the information that had been collected and discuss it with the teacher

Sunday, November 1, 2009

Reflective Teaching


Reflective TeachingTeaching requires a lot of researches, creativity, perseverance, teaching philosophies, reflection and so forth. There are still a lot of improvements needed to become an extraordinary teacher. Hence reflective teaching should be practiced by teachers to evaluate and analyze the teaching skill to achieve higher effectiveness. Pennington (1992) describes reflective teaching as “a movement in teacher education in which … teachers analyze their own practice and their underlying basis and then consider alternative means of achieving their ends. Applied to the context of teaching, reflection can be interpreted in terms of mirroring, symbolizing or representing, as well as in terms of thoughtful consideration.

How can I begin reflection?

There are three primary reflection spaces that you need to know in practicing reflective teaching. The spaces are general reflections on education, classroom reflections and self-assessment reflections. There is no one way in which a teacher should explore her own classroom practices in order to self-observe and self-evaluate. But it is important to begin by collecting information about what happens in the classroom.

What can I do next?

Having obtained information about what goes on in your lessons, the next step would be to think and analyze the information:
• What were your goals [for a particular lesson]?
• How did you intend to achieve those goals?
• What actually happened?
• How do you feel about this?
• What could you do/have done differently?

Reflective practice helps teachers to have a deeper understanding of their own teaching style, teaching philosophies and teaching identities. In addition, you will improvise your way of teaching and will also be looking forward to make it more interesting in the future. Moreover, teaching becomes connective when you practice reflective teaching. As you become sensitive with yourself and your class environment, you are not only making a connection between the outcomes for the students but also the outcome for yourselves.

Wednesday, October 21, 2009

Drawing Competition Held to mark International Day on Disaster Reduction: On the 14th Of October


A drawing competition was held to mark the International Day on Disaster Reduction on the theme “Safer Community - Hospital, School and House of My Dream” . Children aged 8-15 were invited to describe, through drawings and paintings, how safe hospitals, schools and houses can contribute to the realization of a safer and disaster resilient community.
A total of 45 students participated in this competition from a total of seven (7) schools in Male’. The competition was judged by a team organized by the National Art Gallery.
The Award giving ceremony for the Drawing Competition was held at Thaajudheen School on the 14th of October 2009 at 14:30hrs .
Prizes were awarded to participants by the Deputy Minister of Ministry of Education, Dr. Abdulla Nazeer:-
  • First Prize Winner Aishath Sajiyan Abdul-sattar of Iskandar School Received A Laptop computer and a Certificate of Merit
  • 1st Runner Up Winner Aminath Shadha Islam of Jamaaludheen School Received A Mini-laptop Computer and a Certificate of Merit
  • 2nd Runner Up Winner Aika Ahmed of Jamaaludheen School Received An Art Kit and a Certificate of Merit

Standard Operation Procedures on Flu Pandemics; H1N1 Virus (Swine Flu)

Schools can be a disease spreading harbor because they house hundreds to thousands of people in a confined location.

Therefore, school programs can help protect the health of the school community.

a) Schools must:

1. Have and maintain a complete medical history on each student, with particular emphasis on any and all respiratory illnesses (such as asthma, chronic obstructive pulmonary disease, immune deficiencies, and any other chronic disorders), since such diseases can make those students more susceptible to the H1N1 flu virus.

2. Closely monitor children & adolescents with chronic health problems as the virus is much more fatal for them than ordinary or normal people.

3. Implement a system to track and potentially follow up on students who are absent from school to determine if absences are illness-related. This system can provide crucial clue to school & health authorities that there may be a high rates of illness in the community.

4. If students are dismissed from school, schools must cancel all school – related gatherings and encourage parents & students to avoid gatherings outside of school, including at shopping complexes, movie theaters, public library and friends houses in large groups.

5. All individuals with flu like symptoms must seek professional help immediately.

6. If an individual shows symptoms of influenza (fever above 37.8ºC or 100ºF, accompanied by cough or sore throat), they must stay home for 7 days, or 24 hours after symptoms subside, if longer than seven days seek professional help.

7. Always promote good hand – washing and hygiene practices, including cough and sneezing etiquette and ensuring that tissues are disposed of after usage.

8. Regularly clean and disinfect any and all frequently touched surfaces in the school environment (such as door handles, desktop surfaces, etc), making sure to follow the manufacturer’s labels for use on all cleaning materials used. Such cleaning should occur several times a day (before lessons start, before/after any break, etc).

9. Encourage sick students and staff to stay home, and actively encourage high levels of hygiene in and out of school.

10. Have clear signs and posters put up in every class and notice boards on preventions and good hygiene practices to avoid spread of flu.

11. Always maintain adequate stock of personal hygiene products, including soap and warm water.

12. Schools must purchase sanitizing hand gel, which can be used if there is no visible dirt on hands.

13. Schools must consider the necessity of providing students adequate time to wash hands during the day, particularly before meal times.

14. School must hold at least one instructive session on how to actively guide children on safety & hygiene methods by way of practicing themselves. School leaders are trusted figures in a community and should continue to provide accurate, yet not inflammatory, information about the spread of this virus, effects in the school community, and as well as encourage students & staff to stay home if they are sick.

15. Students, parents and staff must be informed that by their very nature, viruses are indiscriminate and equal opportunity. No one has immunity to this particular strain of influenza, so everyone is equally at risk of getting sick. Isolating, blaming, discriminating against or otherwise singling out individuals or sub-groups of a school’s population is not helpful; using common sense to prevent flu and monitoring for any symptoms is. School leaders should be vigilant about preventing bullying and harassments in schools.

16. In all schools, with any population, school health officials should assess risk and take actions appropriately. Schools should continue to maintain clean environments and encourage common sense preventive measures; wash hands, cover mouths when coughing and avoid close contact.

17. Schools must work together with authorities to keep our children healthy and safe.

18. Schools must inform everyone in the school community the situation is constantly changing and must be closely monitored.

19. Schools must monitor closely the health of school populations and communicate with health authorities.

20. To increase the preparedness of the school community for this pandemic, education, preparation and training must be given to school health personnel.



21. School closings must be strongly considered if a confirmed or suspected case of H1N1 flu is found and may be considered in case of an outbreak in the community



Tuesday, October 20, 2009

The National Assessment 2009


All the schools in Maldives have participated in the National Assessment 2009 which was held on 18th October and 20th October.

The National Assessment of student achievement levels is a study of student achievement levels of students in grades 4 and 7 in the schools of the country. The standards of literacy (English, and Dhivehi), numeracy, and Islam will be tested in all the students.

Feedback from the results of national assessment is used to identify areas of strengths and helps the teachers to improve their teaching in the areas of weakness.

Thursday, October 15, 2009

Global Handwashing Day 2009


Today we mark the Global Hand Washing Day which will echo and reinforce its call for improved hygiene practices. We are focusing a week of activities that will mobilize millions of people to wash their hands with soap. Hand washing with soap and water is one of the most affordable and effective interventions to prevent needless deaths of children under the age of five.

Wednesday, October 14, 2009

Change in duration of time in grade 7 Diagnostic test 2009

Subject

Date

Day

Time

Islam / gr 7

18th October 2009

Sunday

9.00-11.00 am

Dhivehi / gr 7

20th October 2009

Tuesday

9.000- 11.30 am

Thursday, October 8, 2009

Do we have good heads in our schools?

The way a school head motivates teachers influence the way teachers motivate students. This in turn influences the way students motivate themselves.Rea (1997).
The quality of the leadership makes or breaks the school.So do we have good heads in our schools??

Wednesday, October 7, 2009

How to motivate teachers

Teachers need to be inspired and keep their morale high in order to provide the best instruction.

Most of the time, it's the teachers who motivate students to do their best in the classroom, but there are times when teachers also need to be motivated.

Tips to motivate teachers

Smile frequently and genuinely.

Ask how they are doing, and listen to the answers you get.

Hold meetings only when absolutely necessary.

Create an atmosphere of trust through small gestures, and never make it seem like you're trying to catch your staff doing something wrong.

Compliment your teachers in writing after a classroom walk-through and in public as often as possible.

ALWAYS have your teacher's back when a parent makes a complaint. Reprimand the teacher privately if needed, but create a united front to outsiders.

Create opportunities for them to attend voluntary training in areas they find interesting.

Acknowledge that they are doing a good job, and suggest on how they can do even better.


Sunday, October 4, 2009

Happy Teachers' Day

What matters most?The school a child attends OR the classroom they are placed in?

Thursday, September 17, 2009

INTERSCHOOL SPELLING BEE COMPETITION

The deadline for the final entries is before 24th September 2009. The lists of participants to be mailed to niuma@moe.gov.mv and copied to nasiha@moe.gov.mv . In the lists please include grade / class, school and index number.

The finals of the Interschool Spelling Competition will take place on the following dates. The competition will be held in Tajuddin School Hall.

Grade 9

Date: 8th October 2009 (Thursday)

Time: 10 am – 12 am

Grade 7

Date: 8th October 2009 (Thursday)

Time: 2.00pm – 4.00pm

Grade 5

Date: 11th October 2009 (Sunday)

Time: 10 am – 12 am

Grade 3

Date: 11th October 2009 (Sunday)

Time: 2.00pm – 4.00pm

Monday, September 14, 2009

INTERSCHOOL SPELLING COMPETITION

The Inter school Spelling competition will be held in Tajuddin School Hall on the following dates. There has been some changes brought to the previous dates sent before.


Grade 5

Date: 7th October 2009 (WEDNESDAY)

Time: 10 am – 12 am

Grade 3

Date: 7th October 2009 (WEDNESDAY)

Time: 2.00 pm – 4.00 pm

Grade 9

Date: 8th October 2009 (THURSDAY)

Time: 10 am – 12 am

Grade 7

Date: 8th October 2009 (THURSDAY)

Time: 2.00 pm – 4.00

Thursday, September 3, 2009

DIAGNOSTIC TEST TIME TABLE GRADE 4 & 7


Ministry of Education

DIAGNOSTIC TEST TIME TABLE 2009

GRADE 4 & 7

Subject

Date

Day

Time

Islam

18th October

Sunday

9.am-11.am

Dhivehi

20th October

Tuesday

9.am-11.am