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Teachers Without Borders

Specialist subject teachers parachuted into primary schools - Telegraph - 0 views

www.telegraph.co.uk/...uted-into-primary-schools.html

specialist subject teachers schools UK

shared by Teachers Without Borders on 16 Nov 11 - No Cached
  • Teachers Without Borders on 16 Nov 11
     
    A new wave of primary teachers will be trained to give dedicated lessons in disciplines such as mathematics, science and foreign languages, it was announced. It signals a dramatic shift in the primary school workforce which has traditionally favoured all-rounders who can teach any subject. Michael Gove, the Education Secretary, said the move would put state-educated pupils on a par with those in fee-paying schools. "Children in private sector through prep schools get primary specialist teaching in core subjects such as maths and sciences," he said today.
Teachers Without Borders

What Can the Teaching Profession Learn from High Performing High Poverty and High Minor... - 1 views

www.tcrecord.org/Content.asp

teachers minorities poverty in-service teacher development

shared by Teachers Without Borders on 16 Jun 10 - Cached
  • Teachers Without Borders on 16 Jun 10
     
    The author has spend the last six years identifying and visiting high performing schools with significant populations of children living in poverty and children of color. What she has found is that although teachers in these schools work hard, they find their work invigorating because they are successful. And they are successful because their schools are organized with care to ensure that they do everything right, from discipline to curriculum.
Teachers Without Borders

PHILIPPINES: Beatings, bullying rife in Philippine schools - 0 views

www.crin.org/...infodetail.asp

Philippines schools corporal punishment drop-out rates study survey bullying harassment

shared by Teachers Without Borders on 12 Aug 10 - Cached
  • Beatings and sexual harassment are rife in state-run schools in the Philippines, with many pupils also routinely bullied, according to a government-led study published this week.
  • Schools tolerate teachers spanking, beating, pinching, slapping, cursing and shouting at children to impose discipline, and there are no standard mechanisms for addressing complaints, the Council for the Welfare of Children said. "Children experience violence both from their peers in school and from school personnel," the council, an agency of the social welfare ministry, said in a summary of its findings.
  • four in 10 children suffered some kind of violence in class in their first three years in school.
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  • The violence worsened to 70 percent of students between fourth grade and high school, with verbal abuse, including being shouted at, cursed, ridiculed, teased or humiliated, the most common incident suffered.
  • Michael Diamond, country director of children's rights watchdog Plan International Inc that helped fund the study, said the violence may be contributing to the high student dropout rate in Philippine schools.
Teachers Without Borders

Midterm report: Tanzania's educational revolution needs investment | Global development... - 0 views

www.guardian.co.uk/...mdg2-education-tanzania

Tanzania Africa MDGs education EFA enrollment international_development tuition

shared by Teachers Without Borders on 01 Dec 10 - No Cached
  • Enrolment at primary schools nationwide has leapt from 59% in 2000 to 95.4% today, putting the impoverished country well on course to achieve the second millennium development goal (MDG) of primary school education for all by 2015.
  • half of pupils will fail to qualify for secondary school, with 3,000 girls a year dropping out due to pregnancy.
  • The progress has come with a lesson in the law of unintended consequences. Enrolment has grown so fast in Tanzania that the school system is creaking with overcrowded classrooms, shortages of books, teachers and toilets, and reports of corporal punishment being used to keep order. In short, it seems that quality has been sacrificed for quantity.
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  • 32-year-old Grace Mayemba, who teaches English, Swahili and social studies. "It's so hard because there are so many," she says."They are noisy and can do anything. To make each child understand is very difficult but you have to try your best.
  • Salima Omari, 36, a science and maths teacher, faces classes of 76 pupils. "It's difficult to cope with when you want to give one-to-one support. There are only four toilets for the whole school and two for the teachers, and there is not much water. The MDG has been good for Tanzania overall, but it was rushed."
  • With significant donor support from Britain and others, the government has allocated more than 2tn shillings (£856,000) for education in 2010-11, about double its spending on health. But most schools still lack electricity or water – nine in 10 children cannot wash their hands after using the toilet. Education activists warn that Tanzania, where half the population is below 18, still has a long way to go to achieve the MDG in spirit.
  • "Students will be enrolled, but in a few months, because of no shoes or textbooks, they can easily drop out," says Anthony Mwakibinga, its acting co-ordinator. "Boys often drop out for child labour near diamond mines. Girls drop out because of early pregnancy or marriage in some areas."
  • In Tanzania, parents are still expected to contribute to teaching materials, uniforms and even classroom construction. Still, it's not enough. Mwakibinga says he has come across classes of 200 pupils where quality inevitably suffers. "What do you from expect from a classroom of 200 children, even if the teacher works like a donkey? What if the 200 children have no books?"
  • The national teacher-pupil ratio has climbed from 1:41 in 2000 to 1:51 today. New teacher training colleges, including some in the private sector, have opened in a bid to meet the demand, but some trainees are allegedly rushed through in three or four months. The profession also suffers from low public esteem.
  • One teacher, Florence Katabazi, 37, says: "I chose teaching and to this day people think I'm a failure. People say, 'I want my son to be a doctor or lawyer, not a teacher,' It's shameful to be a teacher. Everyone runs away from the profession. If they want to be an accountant, they just use teaching as a bridge. At the end of the day we've got 10,000 half-baked teachers and only 400 good ones."
  • Struggling to maintain classroom discipline, some of the country's 160,000 primary school teachers resort to corporal punishment. Noel Ihebuzor, Unicef's chief of basic education and life skills, says: "They see it as controlling children and don't feel they are doing anything wrong. They were brought up that way. We've had stories where parents take children to the head and say, 'He's stubborn, cane him for me.'"
  • "Another problem is the provision of decent training services to teachers. The ministry has tried to develop a management strategy this year but it has not been implemented because of scarce resources. It's good to have a target, but a target without resources is a problem."
  • the pass rate for the primary school leaving exam is just 49.4%.
  • One teacher has a class of 166, with some pupils forced to lie on the bare concrete floor during lessons. They keep up spirits in the dusty, tree-lined central courtyard by playing steel instruments on the bandstand. In headteacher Abdallah Mgomi's office, a typed sheet of paper on the wall reminds anyone who reads it: "Quality is never an accident."
Teachers Without Borders

BBC News - Teachers 'lack violence training' - 0 views

news.bbc.co.uk/...8501202.stm

teachers training violence schools discipline

shared by Teachers Without Borders on 02 Mar 10 - Cached
  • Nearly half of new teachers do not feel properly equipped to deal with violence in the classroom, a survey suggests.Figures released to BBC Breakfast suggest two-thirds of newly qualified teachers have received no clear guidance on restraining violent pupils.
  • Schools minister Vernon Coaker said the government backed the proportionate use of force. He said: "We know that we live in the real world, we know that sometimes teachers will be faced with difficult situations."
  • The union's Sharon Liburd said: "These violent confrontations can erupt very very quickly, they [teachers] need to be clear about what sort of steps they can take to try to stop the situation from escalating, if they have to physically intervene and how in fact they do that."
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  • "It should be the case that, rather than teachers having to demonstrate the force that was used was reasonable and proportionate, the automatic assumption should be that you trust the teacher's judgement," he said. "And that they feel empowered to use whatever force they consider to be appropriate in order to pull apart pupils who are misbehaving, and if anyone has a complaint, then the onus of proof is on the complainant, not on the teacher to defend themselves."
Voytek Bialkowski

Human Rights Take Front and Center for the New York City Schools | Learn How to and Whe... - 0 views

www.reviewresearch.com/ity-Schools-article_48326.html

human_rights_education human_rights schools case_study

shared by Voytek Bialkowski on 05 Mar 10 - Cached
  • The New York City schools has taken this directive seriously and to heart by creating its School for Human Rights, a combined middle and high school academy that is built around the concept of human rights.
  • Located in Brooklyn, the School for Human Rights is rare, even for the New York City schools. Its core values are dignity, respect and responsibility, which is the driving force behind its curriculum, how the students learn and the teachers teach, how they treat one another, and the types of adults the New York City schools hope the students become. Human rights are demonstrated to students by how the school meets the educational needs of each and every student; in its practices, such as discipline with dignity; examples given in class, questions raised by teachers, the active discussions, critical thinking and reflection that are part of the project-based coursework; and even in the human rights enriching field trips.
  • The School of Human Rights is the only New York City schools that integrates an academic and social skills-based curriculum. It even immerses human rights into its extracurricular activities, such as film festivals and workshops with human rights defenders.
  • Voytek Bialkowski on 05 Mar 10
     
    Brief article on New York City School of Human Rights -- a combined middle & high school focused on HRE in curriculum, extra-curriculars, & pedagogical approach. Potentially interesting case study.
Teachers Without Borders

Rwanda: Be Exemplary, Kagame Tells Teachers - 0 views

allafrica.com/...200912150036.html

Rwanda TWB Africa teacher education teacher development teachers education

shared by Teachers Without Borders on 16 Dec 09 - Cached
  • uld begin by exhibiting high levels of discipline and be good examples to their students, President Paul Kagame told educati
Teachers Without Borders

Education Week: State of Mind - 0 views

www.edweek.org/...08publicagenda_ep.h29.html

teaching teacher education teacher development in-service teachers

shared by Teachers Without Borders on 24 Oct 09 - Cached
  • Researchers at Public Agenda conducted a cluster analysis of the survey results, revealing three distinct groups of teachers. Based on their individual characteristics and attitudes about the profession, teachers naturally fell into three broad categories, which the researchers call the “Disheartened,” “Contented,” and “Idealists.”
  • The view that teaching is “so demanding, it’s a wonder that more people don’t burn out” is remarkably pervasive, particularly among the Disheartened, who are twice as likely as other teachers to agree strongly with that view. Members of that group, which accounts for 40 percent of K-12 teachers in the United States, tend to have been teaching longer and be older than the Idealists.
  • Only 14 percent rated their principals as “excellent” at supporting them as teachers, and 61 percent cited lack of support from administrators as a major drawback to teaching. Nearly three-quarters cited “discipline and behavior issues” in the classroom, and seven in 10 cited testing as major drawbacks as well.
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  • By contrast, the vast majority of teachers in the Contented group (37 percent of teachers overall) viewed teaching as a lifelong career. Most said their schools are “orderly, safe, and respectful,” and are satisfied with their administrators. Sixty-three percent strongly agreed that “teaching is exactly what I wanted to do,” and roughly three-fourths feel that they have sufficient time to craft good lesson plans. Those teachers tend to be veterans—94 percent have been in the classroom for more than 10 years, a majority have graduate degrees, and about two-thirds are teaching in middle-income or affluent schools.
  • However, it is the Idealists—23 percent of teachers overall—who voiced the strongest sense of mission about teaching. Nearly nine in 10 Idealists believe that “good teachers can lead all students to learn, even those from poor families or who have uninvolved parents.” Idealists overwhelmingly said that helping underprivileged children improve their prospects motivated them to enter the profession
  • and 36 percent said that even though they intend to stay in education, they plan to leave classroom teaching for other jobs in the field.
  • half the Idealists believe their students’ test scores have increased significantly as a result of their teaching, a higher percentage than the other teachers in the survey.
  • A 22-percentage-point difference separated the Idealists and the Disheartened (88 percent to 66 percent) in their faith that good teachers can make a difference in student learning. Idealists strongly believe that teachers shape student effort (75 percent), whereas just 50 percent of the Disheartened believe that. Only one-third of the more disillusioned teachers were very confident in their students’ learning abilities, compared with nearly half among the other groups (48 percent of the Contented and 45 percent of the Idealists).
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