Guidance on the other tasks of teachers: Difference between revisions
No edit summary |
No edit summary |
||
Line 1: | Line 1: | ||
The following parts look into some other responsibilities and duties of ESL teachers, including: | |||
# Deliver additional supporting programs to students | |||
# Develop a Reading culture | |||
# Collaborate with your co-teacher | |||
# Parent relation management | |||
# Professional development | |||
Each responsibility will be explained in detailed below. | |||
<br /> | |||
{| style="margin:0 0 0 0; background:none; width:100%; margin-top:3px; background:transparent;" | {| style="margin:0 0 0 0; background:none; width:100%; margin-top:3px; background:transparent;" | ||
| style="width:50%; border:2px solid #52a084; vertical-align:top; color:#000; padding: 0px 0px 0px 0px; -moz-border-radius: 20px; -webkit-border-radius: 10px; border-radius:5px;" | | | style="width:50%; border:2px solid #52a084; vertical-align:top; color:#000; padding: 0px 0px 0px 0px; -moz-border-radius: 20px; -webkit-border-radius: 10px; border-radius:5px;" | | ||
<div class="wikipedia-ko manual main-box" style="width: 100%; margin-top: 10px; flex: 1;"> | <div class="wikipedia-ko manual main-box" style="width: 100%; margin-top: 10px; flex: 1;"> | ||
<div class="wikipedia-ko participation-header" style="width: 100%; font-size: 1.3em; overflow: auto;"> | <div class="wikipedia-ko participation-header" style="width: 100%; font-size: 1.3em; overflow: auto;"> | ||
<span class="heading" style="display: inline-block; height: 2rem; line-height: 2rem; padding-left: .5rem; padding-right: 1rem; margin: .6rem 0; border-radius: 0 1rem 1rem 0; background-color: #b46292; color:#FFFFFF; font-size: 14px;">'''Deliver additional supporting | <span class="heading" style="display: inline-block; height: 2rem; line-height: 2rem; padding-left: .5rem; padding-right: 1rem; margin: .6rem 0; border-radius: 0 1rem 1rem 0; background-color: #b46292; color:#FFFFFF; font-size: 14px;">'''Deliver additional supporting programs to students'''</span></div> | ||
'''1. ALLP''' | '''1. ALLP''' | ||
Line 155: | Line 165: | ||
For parents: | For parents: | ||
* be provided with adequate information | *be provided with adequate information | ||
* well perform roles and responsibilities | *well perform roles and responsibilities | ||
* accompany the School in improving the quality of education | *accompany the School in improving the quality of education | ||
For the school: | For the school: | ||
* understand families’ characteristics and needs | *understand families’ characteristics and needs | ||
* get the companionships of parents in educational activities | *get the companionships of parents in educational activities | ||
* build a positive parent community | *build a positive parent community | ||
* communicate and spread good values to parents and students | *communicate and spread good values to parents and students | ||
Line 182: | Line 192: | ||
STEP 2: Reinforce parent relation: | STEP 2: Reinforce parent relation: | ||
* frequent exchange of information, programs and activities, important events, etc. | *frequent exchange of information, programs and activities, important events, etc. | ||
* consult & provide solutions for students quality improvement and/or difficulties | *consult & provide solutions for students quality improvement and/or difficulties | ||
* organize associating activities | *organize associating activities | ||
STEP 3: Develop parent relation: | STEP 3: Develop parent relation: | ||
* personalize development needs of students and parents | *personalize development needs of students and parents | ||
* build parents community | *build parents community | ||
* connect and develop healthy parents affairs with influential individuals | *connect and develop healthy parents affairs with influential individuals | ||
Line 202: | Line 212: | ||
Common communication strategies which are currently applied at Vinschool include: | Common communication strategies which are currently applied at Vinschool include: | ||
* parent newsletters (weekly, biweekly, or monthly) | *parent newsletters (weekly, biweekly, or monthly) | ||
* notice on Vinschool One (which can be on a daily basis) | *notice on Vinschool One (which can be on a daily basis) | ||
* notice on school website | *notice on school website | ||
* phone calls or emails | *phone calls or emails | ||
* monthly school calendars | *monthly school calendars | ||
* Weekly or monthly folders of student work sent home for parent review and comment | *Weekly or monthly folders of student work sent home for parent review and comment | ||
* homework hotlines | *homework hotlines | ||
* Website for the school | *Website for the school | ||
* annual grandparents or "special persons" days | *annual grandparents or "special persons" days | ||
* parent conferences | *parent conferences | ||
* workshops for parents or led by parents | *workshops for parents or led by parents | ||
* parent-teacher organizations or school community councils | *parent-teacher organizations or school community councils | ||
{| cellpadding="2" cellspacing="5" style="width:50%; vertical-align:top; background:transparent;" | {| cellpadding="2" cellspacing="5" style="width:50%; vertical-align:top; background:transparent;" | ||
Line 220: | Line 230: | ||
Besides the 2-way communication principles, effective communication should be developed based on the following strategies: | Besides the 2-way communication principles, effective communication should be developed based on the following strategies: | ||
* '''Initiation''': Teachers should initiate contact as soon as they know which students will be in their classroom for the school year | *'''Initiation''': Teachers should initiate contact as soon as they know which students will be in their classroom for the school year | ||
* '''Timeliness''': Adults should make contact soon after a problem has been identified, so a timely solution can be found. Waiting too long can create new problems, possibly through the frustration of those involved. | *'''Timeliness''': Adults should make contact soon after a problem has been identified, so a timely solution can be found. Waiting too long can create new problems, possibly through the frustration of those involved. | ||
* '''Frequency''': Parents want frequent, ongoing feedback about how their children are performing with homework. | *'''Frequency''': Parents want frequent, ongoing feedback about how their children are performing with homework. | ||
* '''Follow-through''': Parents and teachers each want to see that the other will actually do what they say they will do. | *'''Follow-through''': Parents and teachers each want to see that the other will actually do what they say they will do. | ||
* '''Clarity and usefulness of communication''': Parents and teachers should have the information they need to help students, in a form and language that makes sense to them. | *'''Clarity and usefulness of communication''': Parents and teachers should have the information they need to help students, in a form and language that makes sense to them. | ||
Line 231: | Line 241: | ||
Consistency means what is learnt and practised at school will be reinforced at home. This involves opportunities and experiences parents provide at home to support students’ learning. | Consistency means what is learnt and practised at school will be reinforced at home. This involves opportunities and experiences parents provide at home to support students’ learning. | ||
* Communication enables consistency. Via communication channels, parents are informed of ways to work with their child at home to encourage their learning for a successful school year. Creating routines for homework, such as establishing a time and quiet place, is important. Providing learning materials, reading with their child, and encouraging healthy habits for eating and physical activity all contribute to learner success in school. | *Communication enables consistency. Via communication channels, parents are informed of ways to work with their child at home to encourage their learning for a successful school year. Creating routines for homework, such as establishing a time and quiet place, is important. Providing learning materials, reading with their child, and encouraging healthy habits for eating and physical activity all contribute to learner success in school. | ||
* Make sure parents and teachers are “on the same page” when it comes to plans and expectations. This kind of partnership sends a consistent message to students and lets them know that both teachers and parents support their learning. | *Make sure parents and teachers are “on the same page” when it comes to plans and expectations. This kind of partnership sends a consistent message to students and lets them know that both teachers and parents support their learning. | ||
Line 239: | Line 249: | ||
The third component of partnering is collaboration. Collaboration will be easier if communication is frequent and consistency exists. A collaborative, cooperative partnership focuses on specific, positive strategies to help students achieve to the best of their potential. Planning and problem-solving are forms of collaboration, and will be especially important when a student needs extra support to reach a goal. | The third component of partnering is collaboration. Collaboration will be easier if communication is frequent and consistency exists. A collaborative, cooperative partnership focuses on specific, positive strategies to help students achieve to the best of their potential. Planning and problem-solving are forms of collaboration, and will be especially important when a student needs extra support to reach a goal. | ||
* Teachers and parents need to discuss and share their goals for students’ improvement, and agree on ways of collaboration. | *Teachers and parents need to discuss and share their goals for students’ improvement, and agree on ways of collaboration. | ||
* Timely communicate and collaborate to address problems and stay focused on finding a solution (not placing blame), making plans that involve support and responsibility at both home and school, following through on plans and checking back to make sure progress is being made. | *Timely communicate and collaborate to address problems and stay focused on finding a solution (not placing blame), making plans that involve support and responsibility at both home and school, following through on plans and checking back to make sure progress is being made. | ||
'''''c) 9 principles in handling difficult situations''''' | '''''c) 9 principles in handling difficult situations''''' | ||
# Express gratitude | #Express gratitude | ||
# Have constructive listening | #Have constructive listening | ||
# Apologize for inconvenience | #Apologize for inconvenience | ||
# Identify the problems | #Identify the problems | ||
# Strive for mutual understanding & sympathy | #Strive for mutual understanding & sympathy | ||
# Provide direct solutions | #Provide direct solutions | ||
# Provide solutions if parents are still concerned | #Provide solutions if parents are still concerned | ||
# Make conclusion | #Make conclusion | ||
# Follow up | #Follow up | ||
'''Resource''': https://earlylearningnetwork.unl.edu/2018/08/29/parent-teacher-relationships/ | '''Resource''': https://earlylearningnetwork.unl.edu/2018/08/29/parent-teacher-relationships/ | ||
<!-- GÓC TRÊN BÊN PHẢI --> | <!-- GÓC TRÊN BÊN PHẢI --> | ||
|} | |} |
Revision as of 18:07, 14 September 2022
The following parts look into some other responsibilities and duties of ESL teachers, including:
- Deliver additional supporting programs to students
- Develop a Reading culture
- Collaborate with your co-teacher
- Parent relation management
- Professional development
Each responsibility will be explained in detailed below.
Deliver additional supporting programs to students
1. ALLP
Vinschool's Additional Language Learning Program (ALLP) is designed for new students of Vinschool, who are not able to fully satisfy the standards of the ESL stage they are placed in (based on the Placement Test results). Students with placement test results below the expected range as referred to Vinschool’s ESL Stage Framework for School year 2022 - 2023 are encouraged to participate in the ALLP. Further information about ESL placement for new students and Vinschool’s ESL Stage Framework can be read here. b) Aims of ALLP The aims of ALLP are:
c) ALLP implementation guidelines ALLP classes are organized after school hours. The number of learning hours required for ALLP varies depending on the competence gap. Within one academic year, the ALLP learning hours are specified as below:
Responsibilities of heads of departments and teachers in ALLP delivery are clarified in the guidelines which can be read here.
a) Scope of application Tutoring classes are organized to provide support to Vinschool students who are struggling in keeping pace with learning in class. Right at the beginning of the school year, based on the result of the Diagnostic Test, in-class observations and other formative assessment data, teachers classify students into 3 different groups: Need support, Meet the stage requirements, and Exceed the stage requirements. Those belonging to the less able group will be encouraged to participate in the tutoring classes which are free of charge. b) Aims of the tutoring program The aim of the tutoring program is to overcome academic challenges they face in normal ESL classes. The knowledge they haven't acquired and the skills they haven’t been competent at will be consolidated and strengthened in tutoring hours. Tutoring gives students more individualized attention, which is difficult to achieve in a crowded classroom. Being supported to keep up, students will become more confident and comfortable in their learning. c) Tutoring implementation Different campuses may have different schemes of tutoring and different methods of organizing tutoring classes, but the following features should be shared:
|
Develop a Reading culture
Developing a good reading habit among students has been the focus of the entire Vinschool system since its inception. The goal is to instill a love for reading among Vinsers and encourage them to take the ownership on their journey of knowledge discovery. A reading policy was formulated and is reviewed annually in an endeavor to stipulate reading as a regular, required learning activity and to turn reading time into productive and fruitful learning period.
|
Collaborate with their co-teacher
1. Building and effective relationship with your co-teacher Communication is key when sharing a class. Effective learning can only take place when co-teachers work together to deliver the course curriculum in a coherent way.
Stage syllabi indicate how Unit lessons are allocated between co-teachers, and both teachers are responsible for ensuring:
Also, consider aligning practice in the areas listed below to help establish classroom routines and management systems and support effective learner training.
|
Parent relation management
Parents have always played a critical role in the development of their children. We should not forget that not all families conform to the nuclear stereotype. Many children have significant relationships with other relatives or non-biological families, and supporting that child means recognising these relationships too. Here, we use the term 'parents' or 'parental' for any biological, caregiver, or guardian relationship that is important to the child. Parents influence the implementation of the curriculum by playing a vital role in monitoring the lessons taught at schools, filling the gap between their children and the school administration by providing various resources which are not available in school. Teachers often need the help of parents for monitoring the social and behavioral development of a child. Therefore, developing and maintaining good relationships with parents are critical.
Effective school-family relation brings benefits to all stakeholders: students, parents, and the school.
3 main steps for a healthy relationship with parents include:
Communication The great diversity among families means that it is NOT possible to rely on a single method of communication that will reach all homes with a given message. It is essential that a variety of strategies, adapted to the needs of particular families and their schedules, be incorporated into an overall plan. And the key to success in parent communication is that it must be 2-way communication. Common communication strategies which are currently applied at Vinschool include:
Besides the 2-way communication principles, effective communication should be developed based on the following strategies:
Consistency means what is learnt and practised at school will be reinforced at home. This involves opportunities and experiences parents provide at home to support students’ learning.
The third component of partnering is collaboration. Collaboration will be easier if communication is frequent and consistency exists. A collaborative, cooperative partnership focuses on specific, positive strategies to help students achieve to the best of their potential. Planning and problem-solving are forms of collaboration, and will be especially important when a student needs extra support to reach a goal.
|
Professional development
Developing a good reading habit among students has been the focus of the entire Vinschool system since its inception. The goal is to instill a love for reading among Vinsers and encourage them to take the ownership on their journey of knowledge discovery. A reading policy was formulated and is reviewed annually in an endeavor to stipulate reading as a regular, required learning activity and to turn reading time into productive and fruitful learning period.
|