Factors effecting school performance- 1. Overburdened Teachers

Overburdened Teachers 

                                                                                   by Obed Khan

According to DfE teacher workload survey 

https://www.gov.uk/government/publications/teacher-workload-survey-2016

“Increased class sizes and fewer qualified teachers increase workload and stress of all teaching staff.”
TA, academy secondary school, South West England

What’s more, 62% of our respondents believe teachers’ workloads are contributing towards high levels of stress in schools, but under 20% of schools are actively addressing the problem.

High demands can increase teacher frustration, and produce a feeling of being overwhelmed, especially in settings where teachers are already struggling with limited instructional materials and overcrowded classrooms. In addition, many countries do not recognize the workload of teachers. Often teachers are made to carry two or sometimes, even three teachers workload. This indicates the carelessness and commercialization of that particular school education system.

Another problem arising out of this is that the teaching quality is effected in a negative way and students suffer. Too many classes, insufficient infrastructure, lack of training and less free time are the number one teaching quality killers. It is unfortunate to see that teachers are not happy and stressing out about teaching. Teaching is passion rather than a profession. However, expanding teacher workloads will disturb and frustrate the teachers. Also, time is a very massive constraint in teaching and learning experience. Therefore, being able to spend more quality time in teaching and learning is very crucial than dealing with workloads for teachers.

This issue has to be tackled as we see this happening a lot. Some teachers leave the profession mainly because they are so mentally drained by the end of the day. There needs to be a realistic expectation for some teachers to focus on. If there are too many things to focus on, they will grow to resent their job which most school managements should keep in mind.

The Parents Teachers association should respond immediately to this problem and bring it to the notice of the management to maintain the quality of teaching. Teachers whose work is not properly recognized and rewarded often feel overburdened and undervalued, which can influence absenteeism, motivation and effectiveness. All of these factors may cause talented people to avoid becoming teachers. Educators shouldn't compromise on quality and they should keep in mind that they are for educating and not just running schools.

For more blogs and educational videos contact: 

vowelhelpdesk@gmail.com

obedkhanin@gmail.com

VOWEL’S TEACHING FUNDAS’ Part 3- HOW DO WE TEACH?

VOWEL’S TEACHING 

FUNDAS’ (Preparing Teachers for better teaching)

Part 3- HOW DO WE TEACH? by Obed Khan.

https://www.youtube.com/watch?v=Abq0BjvpQ7U

     This is the third part in the series of Teacher Preparation. We have seen in the first part- Why do we teach? What is our vision, what is our inspiration for teaching. In the second part we saw- What do we teach? The content, the written and taught curriculum. In this session we are going to see- ‘How do we teach?’

    How do we teach in terms of actual instructional practice?....How do we teach in terms of class room activities?…. How do we teach in terms of projects? etc. How we can motivate students who seem to be unmotivated? How do we deal with the students who are disruptive? A lot depends upon the Teacher’s approach to teaching, which answers- ‘How?’

    Dear Teachers, focus on the instructional approach. See, how you can improve the way you teach, how you engage your students, so on and so forth. I am giving you a rough framework for teaching methodology-

1. know the content to be taught

2. know the learning objectives

3. identify the problems in the teaching process

4. overcome the problems through lesson enrichment

5. assess, evaluate and inform the students of their success and failures

6. take a feedback from your colleagues and students for improvisation.

This exercise will improve your teaching and make your job easier.

For educational training sessions and orientation programs, feel free to contact-

Vowel Education Academy (vowelhelpdesk@gmail.com / obedkhanin@gmail.com)

VOWEL’S TEACHING FUNDAS’ Part 2- WHAT DO WE TEACH?

VOWEL’S TEACHING FUNDAS’ (Preparing Teachers for better teaching)

Part 2- WHAT DO WE TEACH?

      Another thing in preparing teachers for better and effective teaching, is to have them focus on the content to be taught. Teachers should ask themselves- ‘What do we teach?’This question pertains to the Curriculum and Syllabus.

       Teachers should have a very clear Curriculum framework in their minds, especially the Islamic School Teachers where the Curriculum is very vast and there are a lot of resources to choose from.

     I want to emphasize on two points- Written Curriculum and Taught Curriculum1. Written Curriculum- It is the official document in which the Curriculum is clearly mentioned. It pertains to the ‘Learning expectations’, the ‘Learning outcomes’, ‘What the student is expected to know in that particular Academic year.

2. Taught Curriculum- It pertains to what you actually teach.This is very critical.The Written Curriculum does not specify the details of teaching, it just tells you the learning outcomes.It is up to the Teacher to decide how much emphasis should be given or how much time should be spent on a particular topic, how can be the topic be made more interesting etc.

     These two topics should be properly understood and adopted by the Teacher for effective teaching. These aspects become more important in an Islamic school set up where the Curriculum is very vast.

So dear Teachers, prepare yourself for better teaching, focus on the content, ask yourself this simple question- ‘What do we teach?’

For educational training sessions and orientation programs, feel free to contact-

Vowel Education Academy 

(vowelhelpdesk@gmail.com / obedkhanin@gmail.com)

TEACHING FUNDAS’ (Preparing Teachers for better teaching) Part-1 WHY DO WE TEACH? by Obed Khan

TEACHING FUNDAS’ (Preparing Teachers for better teaching)

                                          Part-1 WHY DO WE TEACH?

       For Teachers , especially the Islamic School Teachers, the beginning of the year is a good opportunity to introspect sand to reflect as to how would they improve their teaching? How could they better themselves as Teachers?

   The first step to motivate them, to inspire them is that they should ask themselves a simple question- ‘Why do we teach?’ Why do we teach in an Islamic School? Why do we teach in a particular school? Why do we teach at all as a profession? This ‘Why?’ is the driving force for the way Teachers teach.

     In a school there are so many expectations from Teachers. Expectations from Students, Parents, School Administration, Colleagues etc. that can answer your ‘Why’. But for you as an Islamic Teacher, the primary expectation that you should be mainly concerned about is the expectation from your Creator. i.e. What does Islam expect from you? What do Muslims as a community expect from you?

    As an Islamic School Teacher you have the opportunity to teach, train and inspire the future Muslim Ummah, the future generation. One of the best service you can provide, one of the best expectation you can fulfill for the Muslim Community.

    This answer to the ‘Why’ should be the driving force behind an Islamic School Teachers efforts in teaching, for his sincerity and for his commitment to the teaching profession.

     So dear Teachers, prepare yourself for better teaching, take a stance, ask yourself this simple question- ‘Why do we teach?’

For educational training sessions and orientation programs,

feel free to contact-

Vowel Education Academy (vowelhelpdesk@gmail.com / obedkhanin@gmail.com)

For more informative videos watch Obed Khan's youtube channel.