Reloading

I have heard from many of you on the data requests, and I thank you.  I know you are busy and there are many things on your mind right now, but please take the next week and think about your articles, as I will be sending you a request next Thursday, inshalah.  We are heading in to the last stages, we have something special here and we want it to continue :)

The 80/80 Challenge

This is a simple, honest challenge for any teacher, anywhere. All you have to do is select a subject/topic you are comfortable with and think you teach well. After teaching it, design a test that you are sure 80% of your students could achieve an 80% score on. Give the test and examine your results.  If the results surprise you (your students don't do as well as you thought), redesign the test and keep giving it until you get the desired result. This is not an activity for a teacher who has nothing left to learn.  And if the results are a bit depressing, consider the alternative - continuing on, unaware of the true situation in your class. Of course, this brings all sorts of discussions into play about ability, testing, the proper way to measure learning, etc.  Try it, let us know what happens...............

Observing Great Teachers

On this last visit to Jordan, I was given the incredible privilege to observe several UNRWA teachers in their classrooms. I knew they would be good, I just wasn't prepared to see them in their natural environments, as I had know them only through their academy experience. I did not observe them as a supervisor would, that was not my role - I observed them as human beings interacting with children in the comfortable settings they had created. The following comments are not about them as teachers, merely as people doing their jobs, caring for the children of others:

Sultan
Sultan was the first of the teachers I got to visit. He had a room full of young boys, and I was immediately struck by the fact that he seemed like an older brother as he taught them. He was in control, but I sensed that the boys were comfortable with him. I couldn't help but notice when he subtly shifted a few of the boys around so that a struggling student could get help from a willing peer. Sultan taught with a lot of energy and the kids responded accordingly. He knew those children and cared about them, and it showed.

Salam
Salam directed her class of girls very skillfully. She moved seamlessly from task to task and the kids followed her eagerly. I recognized that they were very used to each other, and that there was a great deal of mutual respect in the room. The lesson was very scripted up to the point when the girls were to circulate and ask each other questions - one girl looked up to Salam and asked if she could interview me. Salam gave her a slight smile and a gentle nod and the young girl giddily came back to question me. From that point nearly every young lady came back to visit Bassam and I. It was the right kind of fun for a classroom, and Salam directed it perfectly, not losing control of the activity, but deftly managing the flow.

Khadijeh
I got to visit Khadijeh's English Club during a very interactive lesson. As with all these talented teachers, she had her own style - very intellectual with high expectations. The girls were very eager, and as the lesson progressed, their excitement grew. They worked together passionately on the story telling activity, and waved their hands frantically hissing "missssss, misssss." Khadijeh orchestrated the whole thing very well, and most of the girls were fully engaged. It was a quiet exercise with boundless energy. It reminded me of an old adage - there comes a time in one's education when ideas themselves can become entertaining.

Sara
Sara's class was quite different - the girls were very young and the room was very small. I was curious how she would manage this dynamic, and she did so magnificently. The girls were excited, sitting two to a desk with their colorful backpacks behind them on the benches. Sara held their attention, involved them, moved around the room, and had them come to the front. She reminded me of a kind mother, and the girls all responded to her warmly. Sara rewarded the risks they took, and these very young girls followed her lead perfectly It was a beautiful example of gentle, vibrant lesson.

Ahmad
If Sultan was an older brother, then Ahmad was a kind and wise uncle. He too had to teach in a very small room, and did a good job methodically moving through his lesson, interacting with all the young boys in the class. He was quiet and assuring, and the boys settled down and concentrated on the lesson. As I watched him, I marvelled how he and these other teachers managed to show their concern for their students in different ways. Ahmad had a lot of poise, and the boys worked very well in the class. His lesson was different, but was completely his own style, patient and kind.

Fatima
Sticking to my family theme, Fatima had to be the kind but firm mother! It probably helped that she was twice as tall as any of her students, and that she smiled approvingly throughout the lesson. The girls worked hard for her, and she had them engaged in many activities. I laughed as I realized Fatima had recognized the definite personalities of her students, particularly of two young girls who were just like her. Fatima could probably be successful at many things, but she shines in the classroom and that glow is reflected in the bright eyes of her students.

Alaa
Alaa, by contrast, wasn't twice as tall as her students, as a matter of fact, I suspect many were taller than her. Alaa definitely was the slightly older sister in the classroom, and there was a lot of subsequent respect and adoration existing in the room between Alaa and her students, in both directions. She knew her style worked well with these older girls, and their business proceeded very quietly, with a lot of dignity. She wasn't as effusive as some of the other teachers, but her students saw her approval and encouragement, and I could tell there was a great deal of trust in the room. Like her peers, she had found a way to make her style and philosophy work in her class, and I enjoyed watching it unfold. Alaa and her peers had identified their philosophies, and it was evident that they were true to their beliefs.

As I mentioned, I did not do a formal observation of these classes, these teachers have great leaders and mentors who do that very well. I had the luxurious opportunity to watch talented and caring teachers working in the very different classroom cultures they had created. My only regret is that my time with each of them was short, and that I could not get to see all of our academy teachers at work - another trip, inshalah!

The Zone of Proximal Development

Zone of proximal development (ZPD)

Zone of proximal Development (ZPD) refers to Lev Semionovich Vygotsky's concept. It is the difference between the developmental level a child has reached and the level she is potentially capable of reaching with the guidance or collaboration of a more skilled adult or peer. In theory, then, so long as a person has access to a more capable peer, any problem can be solved.
Vygotsky's concept of the zone of proximal development(ZPD) posits that human potential is theoretically limitless; but the practical limits of human potential depend upon quality social interactions and residential environment. This zone of proximal developmentis "the distance between the actual developmental level as determined by independent problem solving and the level of potential developmentas determined through problem solving under adult guidance or in collaboration with more capable peers
I have applied this technique to improve my 2nd grade sts. reading aloud fluency.4th & 5th grade sts. help them to read, decode letters, syllables & words. It's a very fruitful technique that we can us ein teaching all the language skills if we organize it well. As  a teacher you have only to organize & monitor. Then just watch & see the wonderful results!

Fatima Ramadan

Gut Check Time

Sorry for the American sports metaphor, but I seems to fit here. We like to say that late in a game or a contest, it is time to check your gut (your reserve, your fortitude) to see if you will prevail during the most crucial time of the event. It is the time when it might be easy to give in, let things go, just give up. It is the time to decide to be a participant in a losing battle, or to be a hero/heroine in heroic effort. It isn't easy or everyone would be heroes. We call it a gut check because you have to reach way down to your soul and pull that last bit up that will make all the difference. I believe we are at that point in the academy.
It is easy in the beginning - emotions and camaraderie are high, newness brings its own energy. We met, we worked together, laughed and considered things other think are ridiculous - we shared things few people can appreciate. Not all of came away from the initial experience with the same things, and I am sad to say a few might have missed them completely - but most of us felt that bond strongly, and I think we all want to continue to build upon it. The best proof of that is the number of people who have become involved from the outside of the group! This academy is so special, I hope most of you realize it.
So, these next few months will tell the story - whether we came together to continue the legacy of our efforts, or if we just let it go. The academy might have been "mine" a long time ago, but it quickly became "ours." I want this to succeed desperately, even if I cannot continue for some reason - the academy would then be "yours" all its pride, respect, and responsibilities - it should be independent like that to reach the goals we all considered a few months ago.
For now, I pledge this - I will do a better job responding to your input, will not sleep each day until I have responded to my academy duties. We have started some smaller teams and I hope everyone gets involved with committees. We are at the point when we can be selfish (by keeping this short experience for ourselves), or we can give this gift to the rest of the world. To do so will take a lot of commitment - are you ready for this gut check? I am!

Capitalization Games



There are many games you can play with your students to teach them about capitalization rules. Your aim should to be to make learning about capitalization entertaining and interactive, allowing students to feel comfortable making mistakes and learning together. You can try to make up your own games, or you can find ones that have been tested by teachers throughout the country. Here are is a popular game idea to get you started:

My Bonnie Lies Over the Ocean: a Capitalization Game.

Before playing, prepare at least 15 sentences that are chock full of proper adjectives, nouns, and other capitalized parts of speech. When you are ready to play, have your students sit at their desks. Read a sentence to the class. Then, repeat the sentence aloud to your students slowly, and have the students stand up or sit down each time they hear a word that should be capitalized, like is done when playing “My Bonnie Lies Over the Ocean.” If your class has a discrepancy about the right rules and whether they should be sitting or standing up by the end of the sentence, have a class discussion and tease out the problem areas. Repeat for each sentence. Have a challenge round in which you read the sentence very quickly the second time – see if your students can keep up!

The Power of Grammar:

We have attended a work shop at Queen Rania Academy yesterday with the title:
Teaching Grammar to Young Writer by Mrs Mary Ehrenworth

Please read& discuss  the following questions :
1- What do you think about when you think of grammar?
2- What do your sts. think about grammar?
3- In your school do you think grammar is about mistakes or about beauty