Developing people, Improving Young Lives

Developing people, Improving Young Lives

This will be my topic of reflection ............

Through my EPMS (Enhanced Performance Management System) course, I have learned that teachers not only require skills and knowledge but also competencies to become high performing teachers. Skills and knowledge are needed even before they decide to join teaching. These are needed by teachers in order for effective teaching to take place in the classroom. The EPMS enables me to better assess, coach and encourage teachers to higher levels of performance and uplift their potential. It gives me a comprehensive overview of the areas of work that they could be expected to demonstrate competence in.

I will take it as most teachers would have the knowledge about the subjects they teach and this will be the first criteria that they need before they can join teaching. MOE would have spelled out in the qualification criteria for recruitment. However, it would be expected of a person who is joining the teaching service to have other skills which are needed to a teacher.

Teachers must have the ability to communicate, inspire trust and confidence, and motivate students, as well as understand the students' educational and emotional needs. Teachers must be able to recognize and respond to individual and cultural differences in students and employ different teaching methods that will result in higher student achievement. They should be organized, dependable, patient, and creative. Teachers also must be able to work cooperatively and communicate effectively with other teachers, support staff, parents, and members of the community. Unfortunately, not all of the above are built in them, they need to be acquired through training or learn through experience.

Competencies are underlying characteristics that drive outstanding performance. They are the personal attributes and behaviours that lead to long-term achievement and success. Competencies are manifested in the way teachers go about their work and achieve their goals. Different sub-grade will have different sets of skills , knowledge and competencies needed.

I reflect on what I have done to help to develop 3 different types of teachers (a Trainee teacher, a Beginning Teacher and an Experienced Teacher) and if the coaching and opportunities given are alignment with what I have learned through my 3 days EPMS course........... and if not what other areas should I look at so that they are given opportunities to develop……… whether I have identified their strengths and areas for growth and laid the groundwork for their learning plan.

A Trainee Teacher
A trainee teacher is attached to me this Semester and was given to teach my Sec 2E Science class. The trainee teacher has experienced in teaching as a contract teacher in the school.

Well, first was to get her to observe my lessons during the first week of her practicum. I sat down with her to share about the dynamic of the students in the class where their abilities vary. Students nowadays are smart as they know the difference between experienced and beginning teachers. They usually take advantage of the new teachers and at times manipulate them. I told the trainee teacher to set ground rules and expectation on the first lesson with the class. Be firm and fair with students. Build rapport with students and understand their needs.

After her first lesson, I discovered that she needed to work on her Classroom Management. During all my post observation discussions with her, I would first ask her to reflect on her lessons before I gave my comments. Through self-evaluation, the trainee will be able to identify her strengths in her work, and this will help improve her confidence. It seemed that it was expected of her from her NIE supervisor to write out a reflection after every lesson. So it makes work easier.

Being a reflective teacher, she realised the need to give clear instruction to students when doing group work activities. She did not monitor student’s behaviour well and tend to ignore students at the back of the class. I did give her my comments on monitoring students’ behaviour by walking around so that misbehaviour is detected early and not to just stand in front of the classroom, making eye contact and giving a nonverbal signal to stop the misbehaviour. Progressively, improvement was observed in her classroom management and continuous feedback was given after every lesson. I did tell her that she needs to monitor students’ behaviour all the time and not just one time off and assume that students are listening during lesson when they are quiet.

The next part was to work on her Teaching strategies. I told her that she needs to engage, motivate and excite students in her lessons. In the process of learning she needs to understand the students’ different learning styles (kinaesthetic/tactile, visual and auditory). Also, she needs to check students understanding at different parts of the lesson. I applauded and praised her for her believe in doing group activities for students and taking the risk do it for her first lesson. I was so fascinated that the students were able to work together and I felt so ashamed of myself of not giving this opportunity to the students. Who say that experience teachers are always right and know everything? At this point I take my hat to her and learn something valuable. I do agreed with her that group work helps to bring together cohesiveness, problem-solving skills and students learn best when they are actively involved in the process. Researchers report that, regardless of the subject matter, students working in small groups tend to learn more of what is taught and retain it longer than when the same content is presented in other instructional formats. Students who work in collaborative groups also appear more satisfied with their classes. I also saw potential leader in each group who can lead and motivate their team members. Fantastic……. However, I told her that she needed to stretch students’ abilities by making the activities more challenging that the first one which was cut and paste as majority of them are high abilities students.

Then, I discovered that her lessons were mostly teacher centred and students just listening. I discussed with her on this issue about approaching her lessons differently, having creative and innovative lessons. Lessons should be engaging making students taking part in the lessons. Well, I think she needs help in this. I sat down with her to work on different activities for the topic on Birth Control and Sexually Transmitted Infections (STD). Well, during the formal observation she did assign different topics to different groups. The groups worked together to summarise the topics given and presented to the class. Here, the students take ownership in learning. Some groups were given topic on Different types of Birth Control, Abortion and Different type of sexually transmitted infections. Only one group was given an argumentative question on STD and felt that it was good topic because students were able to rationalise out using the facts given.

I cannot expect a trainee teacher to know everything as she needs to be guided in the use of different teaching strategies which may not be taught in NIE. But at the same time, I would want the teacher to be independent to source activities on her own. I try to be empathy, being understanding and supportive; being patient with an inexperienced teacher’s questions and uncertainty. However, she has open mind and is constantly refining and adapting her teaching practices through continuous reflection and learning over time. She will definitely grow and become the knowledgeable practitioners we expect her to be as experienced teachers through sharing, attending courses and themselves keeping abreast with new teaching ideas. People do make mistakes and thus the support and motivation are needed to keep her going.

A Beginning Teacher

I remembered that when I was a beginning teacher I wanted to be seen as a good teacher in the eyes of my students, parents and fellow teacher colleagues. I wonder if I can survive the next few days or end up emotionally drained wondering if I made the right choice in joining the teaching force. I believe that the every new teachers posted to the schools will have the same concern.
Beginning teachers need to feel that they are supported and embraced within a professional learning community. That’s the reason why I felt the need for beginning teachers to work together with experienced teachers of the same level. I felt that I have given the avenues for them to share their ideas and concerns when we had our sec 2 unit meeting. But I am not sure if they feel supported in this way or are there any areas that need help. I feel guilty for not making myself accessible to the new teachers, having time to spend with them, and being responsive to their needs. But I also feel that it is not only the responsible of the mentors or the People Developers/Reporting Officers to support the beginning teacher in their professional development, but induction is everyone’s responsibility within the school community.
It is the People Developer’s responsibilities to help teacher to develop skills and abilities for improved performance. Looking at the current beginning teacher under my charge, I have given her the opportunity to assist me in the logistic part in conducting the International Competitions and Assessments for Schools (ICAS) from University of South Wales (UNSW) in April. Knowing her strength and experienced in public relation in her previous work, I try to tap on her expertise in another assignment that is working with Republic Polytechnic on Advanced Elective Module (AEM). I tried to involve her in planning and opportunity to work with other people. The purpose is to give her a sense of ownership in contributing to the school and giving opportunities for learning to our pupils. Well, Im not burdening her with work but rather putting the skills that she has in the appropriate place. I want her to feel appreaciated and recognised for the skills and knowledge that she has.

An Experienced Teacher

Looking at the teacher sub grade of 1A2, she is expected to perform more than a beginning teacher. Having in the leadership role before is an asset but need to be polished after years of leaving the teaching service and rejoining again. Knowing her capabilities, I sat down with her during the first work review to discuss on target setting and her aspirations. I discussed with her on new and challenging role as a facilitator in her PLC group and the competency needed to carry out her duty. In the 2nd work review , I discussed on the new coordinator role that she has to undertake. I advised her to start small in executing her responsibility as unit coordinator. I did observe that she started off by having unit meeting to discuss on standardisation. I thought that was good start off. I have learned from the EPMS course that competencies support teacher’s achievement of their targets and they manifest in the way officers go about their work and achieve their goals. Competency evidence can be gathered through observation of the roles assume.

At the end of the day, whether the teacher is a trainee, a beginning or experienced teachers, it is the teachers who are responsible to develop herself/himself , to accept the challenges and opportunities given to her/him and make the best out of it. The teachers need to identify their strengths and weaknesses and discuss with the People Developer on areas they want to focus, assistance needed and their aspiration on short term or long term. Just like we want our students to be self directed and responsible learners. We also want our teachers to be self directed and responsible educators. Like one says ………either “You make the world goes round” or “You watch the world goes round”. ………….. (eg cited by Mrs Tan Peng Eng)