The American International Accreditation Association Cairo base was pleased to host educators from a wide variety of schools to attend a workshop titled "Quality Education: classrooms, students, and staff".
The workshop has been presented by Dr. Ray Lindley AIAAsc executive director where he led participants to examine elements of quality learning environment for school communities. Moreover, small and large group activities allowed each educator to analyze his/her own personal style of working with each other and with students. Over 80 participants including teachers, school principals and owners have shared and communicated innovative strategies to foster a more productive learning climate.
At the end, feedback from attendees was very positive as the workshop atmosphere was vibrant, attractive, and professional.
The American International Accreditation Association has conducted a myriad of candidacy and provisional visits to schools adopting international programs.
The purpose is to provide schools with global venues and perspectives on quality education throughout standard based system. Schools are located at different Egyptian governorates including Helwan, New Cairo, Mansoura, Obour City and many others.
During the visits, AIAA team members have discussed quality standards with school leadership and community. Meetings with teachers and visiting classrooms were part of the agenda. Moreover, steps and phases for school self-assessment and improvement were discussed and shared with school members for sustainability.
Finally, recommendations are provided to schools to facilitate decision making process and continuous development.
With the intent to promote a culture of excellence, collaboration and shared practices among Futures Educational System Schools; Edu Systems International has conducted the first annual quality assurance symposium.
The event has commenced by an opening speech from the CEO of ESI where a global perspectives on venues for quality education has been shared. This has been followed by a speech from the ex-Egyptian Minister of Education Mr Gamal El Araby who has discussed values and future implication of quality management systems at schools.
Moreover, representatives from five different Futures Schools has shared their experiences, techniques and best practices in following a quality management system at their schools. At the end, awards and certificates were distributed on the winning schools as an appreciation for their effort and mission towards continuous improvement.
Whether you're teaching your students how to enter the classroom in the morning, turn in work, circle into groups, or even how to sit and attend during lessons, modeling is the most effective and efficient way to do it.
Yet, it's an area many teachers struggle with.
The truth is, your ability to model what you want and expect from your students in large part determines your success. So it's important that you're good at it, that you're able to model in a way your students can understand and perform with excellence.
Too often teachers assume that their students are the problem, that the reason they don't follow routines or directions very well is because they're not listening or paying attention. But more often than not, the real problem is that the teacher is making one or more of the following three modeling mistakes.
1. Not providing enough detail.
Few teachers model with the level of explicitness needed to immerse students in the instruction. They tend to gloss over critical details, rely on too much talk and hand gestures, and make assumptions about what students should already know and understand.
But good modelers assume nothing.
They play-act every step from start to finish. They even add amusing, inconsequential steps to help students create richer mental pictures and memory maps. Good modelers also have the ability to put themselves in their students' shoes, vicariously viewing their instruction from a student's perspective.
They model from student desks, model using student materials, and model as if they were an actual member of the class. They capitalize on the universal desire for students to see with their own eyes what is expected of them—so there are no mysteries or uncertainties, and nothing left uncovered.
2. Having a negative vibe.
Teachers tend to get grumpy when modeling routines and directions. They take on a serious, even ominous, tone, believing that students are more apt to pay attention and do what is asked if there is an implied threat to the instruction.
Add more details to the mix and your expectations can appear militaristic or mindlessly robotic, which discourages rather than encourages attentiveness, motivation, and good performance. To be most effective, modeling should never feel like drudgery.
On the contrary, it should be sprinkled with humor, lightheartedness, and a spirit of teamwork. Your enjoyment teaching routines and directions rubs off on students, who are then better able to recall each step along the way and eager to show you how well they can perform them.
3. Accepting less than what was modeled.
Of the three, this mistake is the most detrimental. Regardless of what it is, if you model something for your students, it's critical you make sure it's performed as modeled. If ever you get in the habit of accepting less than your original expectation, then eventually you'll lose control of your class.
Routines in particular are the most susceptible to this gradual but certain faltering of standards. And what makes this mistake so insidious is that sloppiness and an uncaring attitude will transfer to everything you do.
When stressed-out teachers email us here at SCM desperate for answers, accepting 'good enough' is often the culprit. Therefore, once your students prove they can perform a routine as modeled, then that must be the expectation until the last minute of the last day of school. But here's the thing: Once you prove that you'll respond with action for every time they stray from your standards, they'll stop straying from them.
It's All Teaching
Many teachers are quick to admit their dislike for modeling routines, procedures, and mundane directions. But it's all teaching. Whether it's solving algebraic equations, writing persuasive essays, or showing your students how to put away their backpacks, it's all teaching.
And it's all good.
The most successful teachers embrace the common and everyday as well as the intellectually stimulating. Going through the motions, coaxing students through poorly followed directions, accepting less than what you want and know is best for your class . . .
All are guaranteed to come back and haunt you. Learn to love modeling; to love the beauty of a job well done, the simple, quiet satisfaction of good teaching, and the peace of mind that comes with knowing your students will do as you ask.
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