guide to coaching and professional learning communities

USAIDlogo–Nigerialogo

MuKaranta!Let’sRead!

GuidetoCoachingandProfessionalLearningCommunities

NorthernEducationInitiativePlus

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MuKaranta!Let’sRead! Guidetocoachingand

professionallearningcommunities


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Mu Karanta! Let’s Read!

Guidetocoachingandprofessionallearningcommunities

ThisearlygradereadingmaterialforMasterTrainers,TrainersofTeachers(TOTs),SchoolSupportOfficers(SSOs),HeadTeachersandTeachersinNorthernNigeriaismadepossiblebythesupportoftheAmericanpeoplethroughtheUnitedStatesAgencyforInternationalDevelopment(USAID)undertheNorthernEducationInitiativePlusprogram(ContractNumberAID-260-C-15-00002)

FirstEdition2016


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Preface

FundedbytheUnitedStatesAgencyforInternationalDevelopment(USAID),thefive-

yearNorthernEducationInitiativePlusproject(theInitiative)aimstostrengthentheabilityofthestatesofBauchi,Sokotoandathirdstatetobeincludedin2018,toprovideaccesstoqualityeducation—especiallyforgirls,orphansandchildrenenrolledinnon-traditionalschools—andimprovechildren’sreadingskillsformorethan2millionschool-agedchildrenandyouth.

InpartnershipwiththeFederalMinistryofEducation(FMoE),NigerianEducation

ResearchandDevelopmentCouncil–NERDC;NationalCommissionofCollegesofEducation(NCCE)andUniversalBasicEducationCommission(UBEC)alongwith(StateUniversalBasicEducationBoard)theInitiative’sgoalsaretostrengthenexistingstrategies,policiesandprogramsthatwilladdressbarrierstoschoolparticipationandimproveEarlyGradeReadinginHausaandEnglishinordertoimprovereadingoutcomesintheearlygrades.WorkingcollaborativelywithNERDCandwithsupportfromFMoE,UBECandtheSUBEBsinBauchiandSokototheInitiativeprovidedtechnicalassistancetoteamsofeducatorstodevelopanewprograminearlygradereadinginHausaandthetransitiontoEnglish.TheprogramiscalledMuKaranta!Let’sRead!Pupils’booksandteachers’guidesforPrimary1-3HausaandPrimary2-3Englishweredevelopedin2016.TrainingManualshavealsobeendevelopedtobuildtheskillsofthoseinvolvedinteacherprofessionaldevelopmentforlearningtoreadintheprimarygrades.In2017NCCEandtheInitiativewillpilotaprogramtointroduceMuKaranta!Let’sRead!tocollegesofeducationinSokotoandBauchi.

TheInitiativerecognizesthatmanyteachersintheprimarygradeshavehadlittle

opportunityforprofessionaldevelopment.Manyteachersdonothaveadequatequalificationsandthosethatdodidnotreceiveexplicitinstructioninteachingchildrentolearntoreadintheirmothertonguewhileatcollege.Additionally,manyteachersinPrimary1-3donothavetheEnglishlanguageskillsorskillsinteachingoralEnglishandthetransitiontoreadinginEnglishtopreparepupilstolearninEnglishinPrimary4.

AspartofitsTeacherProfessionaldevelopmentstrategy,theInitiativerecognisesthe

needforcontinuingprofessionaldevelopmentofallteachersandschoolmanagersthroughouttheircareers,andspecificallytosupporttheirabilitytoteachpupilstolearntoread.ManyteachersandHeadTeachersinBauchiandSokotohavenothadanyprofessionaldevelopmentinEarlyGradeReading.Someoftheseteachershavenotattendedapre-serviceteachereducationprogramandmanylackbasicskillsinteachinggenerallyandinEarlyGradeReadinginparticular.

TheInitiativesupportsSUBEBSandLGEAstoimprovein-serviceprofessional

developmentforteachersinearlygradereadingthroughknowledgeandskillbuildingofheadteachers,SchoolSupportOfficers(SSOs),QualityAssurance(QA)officers,andtrainersofteachers(TOTs).Globally,ithasbeenclearforsometimethatanyinitialtrainingofteacherswithoutprovidingfollowupsupportsuchascoachingandparticipationin


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professionallearningcommunitiestheschoollevelisdoomedtofailure.ThatiswhytheInitiativeissupportingtheSUBEBtobuildcapacityattheStateandLGEAleveltoprovideteachersthefollowupsupporttheyneedthroughclassroomvisits,coachingandsupportthatisconstructive,andtheformationandimplementationofprofessionallearningcommunitiesatschoolandclusterlevels.

TheMuKaranta!Let’sRead!GuidetoCoachingandProfessionalLearning

CommunitiessupportstheSSOsandToTstoprovidequalityandtargetedsupporttotheheadteachersandteachersmeanttobeaguidetohelpindividualsorgroupsofteachersandHeadTeacherstocontinuetheirprofessionalgrowthandlearningwhileonthejob.TheGuidehasfourchapters.Thefirstchapterfocusesoncarryingoutclassroomobservationsandcoachingofteachersintheprimary1-3Hausaandprimary2-3Englishclasseswiththepurposeofimproveteacherskillsandknowledge.ChaptertwointroducestheconceptofprofessionallearningcommunitiesandguidesHeadTeachers,SSOsandotherstoform,andholdmeaningfulTeacherLearningCircles(TLCs)attheschoollevelandClusterLearningCircles(CLCs)attheclusterlevel.ChapterthreeprovidestheSSOs,HeadTeachers,Trainersandotherswithsomegeneraltipsandadviceforteacherstoimprovetheirteaching.Asteacherslearnfromcoachesandmentors,fromeachother,shareideasandlearnthroughreadingandinteractionwithothers,theirskillsandabilitieswillimprove.Thiswillultimatelybenefitlearners.

MuKaranta!Let’sRead!


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Acknowledgements

ManypeopleprovidedinputtotheMuKaranta!Let’sRead!GuidetoCoachingand

ProfessionalLearningCommunities.MasterTrainersandTOTsprovidedvaluableinsightsonteachers’experiencesduringthefirsttermofimplementationofMuKaranta!Let’sRead!duringSeptember–December2016.Theytirelesslyandenthusiasticallyvisitedschools,observedlessons,heldconversationswithteachers,headteachers,QualityAssuranceofficersandSchoolSupportOfficers(SSOs).Inonlythefirstterm,theprogramhasgainedalotofmomentumduetotheirdrive.Allacknowledge,however,thatthereismoreworktobedone.

SpecialthanksgototheInitiativeReadingTeamforvaluableinputontheguide.The

teammembersare:

BilyaminuBelloInuwa HausaReadingandStandardsSpecialistLydiaEziheOnuoha EnglishReadingandStandardsSpecialistDanielFwanshishak TeacherEducationSpecialistJoyduPlessis SeniorReadingSpecialistZahraMaishanu TeacherEducationOfficer,SokotoShuaibMuhammadDabo TeacherEducationOfficer,BauchiMuhammedYusufBello ReadingOfficer,SokotoAhmadAlh.Umar ReadingOfficer,Bauchi

Primary1-3teachersintheInitiativetargetedLGEAsaretherealcontributorstothis

guide.Theireagernesstoparticipateinthetraining,tryoutnewapproachestoteachingandlearning,commitmenttotheirownimprovementforthesakeofprovidingpupil’swiththeopportunitytolearntoreadishighlycommendable.

Pupilsareeagerparticipantsandhaveshowngreatenthusiasmfortheprogram.Their

excitement,wehope,willonlycontinuetogrowastheyincreasetheirskillsandgaintheloveofreadingintheirmothertongue,HausaandbecomebetterEnglishlanguageusersinpreparationforthehighergrades.Thedoorsareopeningtothem!

Thisworkhasjustbegun,butwiththelevelofexcitement,commitmentand

engagementMuKaranta!Let’sRead!theprogramwillgofromstrengthtostrength.OnwardandUpward!December2016


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Table of Contents

MU KARANTA! LET’S READ! 4

GUIDETOCOACHINGANDPROFESSIONALLEARNINGCOMMUNITIES 4

PREFACE 6

ACKNOWLEDGEMENTS 8

CHAPTER1 COACHINGANDCLASSROOMOBSERVATIONS 10

CHAPTER2PROFESSIONALLEARNINGCOMMUNITIES 23

CHAPTER3 GUIDANCEANDTIPSFORTEACHERS 29


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CHAPTER1 COACHINGANDCLASSROOMOBSERVATIONS

“Teachers,Ibelieve,arethemostresponsibleandimportantmembersofsocietybecausetheir

professionaleffortsaffectthefateoftheearth.”―HelenCaldicott

IntroductionAnewprogramtohelpprimary1-3teachersteachpupilstolearntoreadinHausaand

learnEnglish–themediumofinstructionbeginningingradefour,hasbeenintroducedinSokotoandBauchiin2016.TheprogramiscalledMuKaranta!Let’sRead!1Thisguidewillhelpeducators(SSOs,HeadTeachers,Trainers,QualityAssuranceOfficersandothers)whoaresupportingteacherslearnhowtobecomeinstructionalcoaches.TheGuidefocusesoncoachingandclassroomobservations,professionallearningcommunitiesattheschoolandclusterlevelandteachertipsandotherideastoimproveinstruction.

CoachingAn instructional coach is someone who helps teachers improve their teaching skills

through a collaborative, constructive process. The coach will carry our structuredclassroom observations, develop a respectful and collaborative relationship with theteachers, provide constructive feedback to teachers, carrying out spot checks of pupilperformance,modelgoodteachingpractice,helpteacherssetgoalsforwhattheywanttoimprove, support teachers to meet regularly in professional learning communities andprovideguidanceonhowtosolveproblemsandshareideas.

WhyfocusoninstructionalcoachingforMuKaranta!Let’sRead!?CoachingisakeycomponentofMuKaranta!andLet’sRead!instructionalsupport.The

tablelistssomeofthereasonswhycoachingisemphasizedinthisprogram.Canyounamesomeotherreasons?

1MuKaranta!isthenameoftheHausaprogramforprimary1-3.Mukarantameans‘let’sread’in

English.ThenameoftheEnglishprogramisLet’sRead!


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Whatarethecoaches’roles?The diagram below shows some of the roles of the coach. A good coach is a critical

friendsupportingacolleaguetoimprove. Thecoachvisitsschoolsandobservesteachersin their classrooms.Theyoffer constructive feedback to teachers andhelp themplan forimprovement. Theywill do spot checks of pupils to check that they are understandingwhatisbeingtaught.Coachesmodelapartofalessonorawholelessontoshowteacherstheway. Theymayalsoco-teacha lessonwitha teacher. Partof thecoachesroles is tohelp teachers understand where they need improvement and make a plan for how theteacherwillimprove.CoacheswillalsosupportTeacherLearningCircles(TLCs)byvisitingthe school and attending someof themeetings. Theywill also organize and leadClusterLearningCircles(CLCs)wheretheHeadTeacheranda‘leadteacher’fromeachschoolwillrepresenttheircolleaguesonceamonthwithteachersfromotherschoolstodiscussissuesandchallengesandsharebestpractices. Ingeneral,acoachissomeonewhowillprovideguidance and help teachers solve problems on the journey of becoming a high qualityprofessional teacher! The diagram below lists the roles of the coach. The roles aredescribedfurtherintherestoftheguide.

The Aims of Coaching

• Support teachers to teach Hausa and English lessons in the Mu Karanta! and Let’s Read! teachers’

guides • Encourage collaboration, reflection, modelling and co-teaching • Strengthen the professional skills and status of the primary teachers • Strengthen the professional skills and status of SSOs, TOTs and Head Teachers • Help teachers improve pupil learning • Support teachers to create a print–rich classroom


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Figure1CoachingRoles

ClassroomObservationsGlobally, teachers, schoolmanagers and others involved in professional development

haverealized that it is important for teachers tohaveothersobserve their teaching.Theobserver or coach acts as a critical friend, someonewhoprovides constructive feedbackthatleadstoimprovedteacherpracticesintheclassroom.

SSOs inNorthernNigeriahavebeencarryingout classroomobservationsasaway to

provide follow up support for teachers. SSOs have been trained to carry out non-threateningteacherobservationsasawaytoimproveteachers’skills. Insomeinstances,teachershavebeenobservedatleastthreetimesayearbytheirSSOs.Unfortunately,thesemonitoring and evaluation activities havenot resulted in improved teachers’ skills. OnereasonforthismaybethequalityandconsistencyofteacherobservationsandfeedbackbySSOs.

Classroom observations inMu Karanta! Let’s Read! are formative in nature and are

opportunities for teachers to show the exciting things they aredoing in their classroom.This isalsoanexcellent time for teachers to findoutwhat theycando tobecomebetterteachers. In fact, the observations can pave the way for teachers to improve theirprofessional capabilities. Evaluative or summative classroom observations serve adifferentpurpose.Theyareoftenusedtojudgeateacher’sperformanceforthepurposeof

ClassroomObservations

ConstructiveFeedback SpotChecks

ModelLessonsandCo-teach

HelpTeachersset

Goals

SupportTeacherand

ClusterLearningcCrcles


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apromotion,payraiseorpartofanoverallperformanceevaluationforteachers.Thetablebelowshowthedifferencesbetweenformativeandsummativeclassroomobservations.

Characteristics of Formative and Summative Classroom Observations

Formative Observations Summative Observations • Goal is teacher improvement • Goal is judgment of teacher performance • Teacher and observer working on common goal • Observer and teacher have little interaction • Emphasis on teacher reflection on strengths and

weaknesses • Emphasis on summarizing teacher competency for

employment decisions • Teacher has a role in planning his/her own improvement • Teacher not necessarily involved in planning his/her

improvement • Formative observations held regularly and build on

previous observations • Summative evaluations usually held at end of year and

have little connection to previous observations. TheMuKanranta!Let’sRead!classroomobservationsaredirectlylinkedtotheteaching

of reading inHausaandEnglish in theprimarygrades. Theobservationsarenot for thepurposeof evaluation,disciplining, shaming,policing,humiliatingorpromotionor firing.Theclassroomobservationsarecarriedoutaspartoftheprocessofcoachingteacherstoimprovetheirpractice.Intheteacherobservations,teachersshouldfeelthattheSSOs(theobserver)areprovidingasupportiverolewithpositivefeedback,helpfulsuggestions,andobjectiveobservations.Thegoalofformativeobserversistohelpteachersrecognizetheirown weaknesses and take steps to improve their teaching. This program employsformativeobservationsandnotsummativeobservations.


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MuKaranta!Let’sRead!classroomobservationtoolsTheMuKanranta!Let’sRead!classroomobservationtoolsarefoundinAppendixAat

thebackofthisguide.YouwillfindaHausaandanEnglishobservationtool.Takealookatthetoolsbeforereadingthroughthissection.Youwillnoticethattheyaredirectlylinkedto the teaching of reading in Hausa and English in the

primarygrades.To use the classroom

observation tools the observer(SSO, Head Teacher, Traineretc.) must know andunderstand theapproachesused in theHausa and Englishclasses. This is onereasonwhyallSSOs,

Trainers, Head Teachersetc. are trained on how to teach Mu

Karanta! Let’s Read!. If they do not know the teachingmethodtheywillprobablynotknowwhetherateacherisontherighttrackor

not.Eachteacher’sguidehastheclassroomobservationtoolsattheback.Thisissothatthe

teachers knowwhat the observerswill be looking for. It tells the teacherwhat they areexpectedtomasterinalesson.

Whocarriesoutclassroom0bservations?InMuKaranta!Let’sRead!SSOs,HeadTeachers,TOTs,MasterTrainersandanyothers

who have been trained on using the observation tools and providing coaching supportshouldcarryoutclassroomobservations.Alloftheseobserversarecalledcoachesbecauseof the way in which the classroom observation tool is used. Teachers can also use the

classroomobservationsonpeers(fellowteachers)whenobserving each other’s classes as a way to help eachother improve. Inotherwordsteacherscanactaspeercoaches.Allcoachesshouldknowtheteachingapproach

inHausaandEnglishinordertocoach.Thediagrambelowshowswhocanactascoachesforteachers.ThemaincoachesareTOTsandSSOs.Theteacherandthecoachneedtobuild

To provide good coaching you must have mastered the teaching

methods that the teachers are using.


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uparespectfulprofessionalrelationshipsoitisimportantthatSSOsandTOTsareassignedtospecificteachersthatareaccessbiltotheSSO.

Figure2Therecanbemanycoaches.Butateachercanonlyhaveonecoachatatime.Itisimportantfora

teacherandcoachtobuildaprofessional,trustingrelationship.

Whataretheproceduresforclassroomobservations?Observationof teachers’ practice in the classroom is part andparcel of any teacher’s

professionalgrowth.Insomeplacesclassroomobservationsandfeedbackaresovaluedbyteachersthattheywillcontacttheirobserver/coachtofindoutwhyheorshehasnotbeentotheirclassroomanddemandtoknowwhenthenextvisitwillbe!!

Whencarryingoutteacherobservationsduringaschoolvisit, itisimportanttofollow

procedures for good formative observations. Generally, there are pre-observationactivities, observation activities, and post observation activities. A summary of thecoachingactivitiesisinthediagrambelow.

Teachers Teachers

HeadTeachers

SSOs

TOTs

MasterTrainers


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Figure3.ThreeStagesofCoaching

Adescriptionofeachstageisoutlinedbelow.Pre-observationsactivities. Givetheteacheratleastone-daynoticethattheirclass

will be observed. Prepare your observation forms in advance. When there is noopportunity torecordtheobservationdigitally,printoutcopiesof theobservation formsandtakethemtoschoolwithyou.

Greet the teacher in a friendlyway and cordialway. Show respect for the hard and

importantwork the teacherdoes. Remind the teacher that the classroomobservation isdesigned to “help youthe teacher becomebetter at teaching reading. The tool is not anassessment of you as a teacher. It is a toolwewill use together to improve your skills.”Havetheteachersreviewtheobservationtoolatthebackoftheteachersguide.

Makesureyoufindoutthesubject(HausaorEnglish)theweakandlessonthatisbeing

taughtandrecorditontheobservationtool.Asktheteacherifthereisanyparticularskillortechniquethattheywouldliketofocus

the observation on so that the teacher can get practical advice – e.g. classroomarrangement, how they give instruction, how they use resources, whether their lessons

Pre-Observation

• Arriveearlyandprepareyourobservtionform• Remindteacherthatyouareheretohelp• Askteacherwhichlessonshe/heisteaching• Askifthereisanythingtheteacherishavingtroublewithsothatyoucanpayattentiontoit

Observation

• Beunobtrusive• Followthenlowofthelesson• Recordobservations• Spotcheckpupils

Post-Observation

• Asktheteacherforherself-assessment• Praisetheteacherwithaconcreteexamplefromherlesson• Provideconcreteandconstructivefeedback• Makeaplanwiththeteacherforimprovement


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encouragepupilparticipationetc. Youmaywant toask them if there “isanypartof thelessonyouarehavingdifficultywith?” Give the teachera chance toexplainandaskanyquestions.

During the Observation. It is important not to let your presence as the observerdisrupt the lesson. Theobserver shoulduse theTeacherObservationFormas shown inAppendixB,andalsoincludedinthebackoftheteachersguides.Usepaperformsifthereisnotabletavailable.Feelfreetomakeothernotesifnecessary.Theteachermayaskforparticularadviceoncertainaspectsoftheirpracticeattheendoflesson.

• Sit ina location that isnotdisruptive to the lesson (beunobtrusive).Putyourphoneonsilent

• Follow the flow of the lesson and record what you see and hear on theobservationtool. Thetoolasksyouifyouobservetheelementof thedifferentlessoncomponentsornot.Youtick“yes”or“no”.Writecommentsinthespacetotherightofthatelement.

• Spotcheckpupilperformance(Seemoreonthisonthesectionbelow.)

• Record examples of pupil behaviours and oral or written work that seemsignificant,teachingtechniques,strategies,andclassgroupings.

SpotChecks

Whilecarryingouttheclassroomobservation,thecoachshouldspotcheckpupil

progress.Aspotcheckisaquicklookatpupilperformancemadewhenitisleastlikelytodisturbthelesson.

ThepurposeofareadingspotcheckistoprovidetheCoachwitha“snapshot”of

learningperformanceofthepupilsandprovidefeedbacktotheteacheronthoseareasthatneedmoreattentionduringpostobservationconference.ThespotcheckisNOTintendedtoserveasawayofprovidingevaluationtotheclassperformance,buttogiveanideatotheteacher(inadditiontothereviewandcatchupresults)onwherechildrenmaybeexcellingandwheretheymaybefallingbehind.ThisprovidestheCoachwithdiscussionpointsonwheretheteachermayneedtostrengthenherteaching.

HowtodoReadingSpotCheckingNoticetwoboysandtwogirlsthatyouwillspotcheckinthelesson.Walkovertothem

duringanappropriatetimeandcarryoutthespotcheck.Examplesofpointsinthelessonwhenaspotcheckcouldbemadeare:


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• Beforethelessonstarts• Duringphonemicawarenessactivities• Duringthelessonwhenpupilsarereadingfromthetext• Duringthelessonwhenpupilsarewriting• Afterthelessonisfinished

1. TheSSOwillgoroundtheclassandstopatindividualpupils’deskstoaskthemtoread

fromtheirpupils’book.2. TheSSOcanaskpupilstoreadfrommostdifficulttolessdifficulttaskoftheirbooks.e.g

pupilscanreadthepassage,ifnottheycandosentencereading,ifnottheycandowordreading,ifnot,theycandothesyllablesreadingandifnottheycandoletterreadinginMuKaranta!

3. InLet’sRead!focusonoralEnglishfirst.Greetchildrenandcheckiftheyunderstand

andcanrespond.Askthemafewsimplequestionse.g.,whatisyourname?Howoldare?Doyoulikeschool?Whyorwhynot?Youcanpointtopicturesinthepupil’sbookandaskthemthenamesoftheobjectsinthepictures.YoumayaskthemtosingasongtheyknowinEnglish.ForP3pupils,youcanaskthemtoreadthewordsinthewordfamilylists.Andchecktoseeiftheyknowthemeaningofthewords.

4. TheSSOshouldnottakelongertimeonthepupilsthatcannotmakeanyattempt;they

should justmove to thenextpupilbutnote theweakpupilandspecifically share theperformancewiththeteacher.DiscusswhatthespotcheckresultsmaymeanwiththeteacherafterthelessonPostObservationDiscussionThe classroom observation is designed to develop teachers’ abilities to solve actual

teaching problems, enhance their teaching skills, andimprovetheirteachingbehaviours.Aftertheobservationthe discussion that follows is very important. Providingadvice and concrete, explicit instructions on how toimprove skills and enhance learning is the key to a successful classroom observation.Feedback to teachers should begin with positive elements of the classroom and theirteachingskills. Thendiscussareas thatneed improvementandgiveexamples fromyourobservationnotes.Finishthediscussionwithsomepositiveandencouragingremarks.

Coaches use classroom observations to show teachers what

to do to improve.


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• Findaplace(e.gHeadTeacher’soffice,underatree)whereyouandtheteacherwillbeabletotaklktothenot

• Remindtheteacherofthepurposeoftheobservation:theteacher’simprovedabilitytodeliver.Itisnotforthepurposeevaluation,promotion,firingetc.Avoidrankism.

• Asktheteacherforaself-assessmentofthelesson.Whatdotheythinkwentwell?Whatdidnotgowell?

• Provide concrete praise on something youobserved in the lesson.Avoid criticism.Bespecificaboutwhattheteachershoulddonexttoimprove.Useevidencefromthespotcheckifappropriate.

• Provide concrete, specific, constructive advise on 3-4 things the teachers couldimproveon fromthe lesson.Don’taddtoomanythings. Itmightbeoverwhelming fortheteacher.Useevidencefromthespotcheckifappropriate.(SeethesectionbelowonConstructiveandDestructiveFeedback)

• Makeaplanwiththeteacheronhowtoimprove2-3aspectsofthelesson.Theteachershould record this in their teacher’s guide – where it says (My Coaching Record).Remind the teacher that shemay bring this up in the TLC and get advice from otherteachers.

• Thanktheteacherandsaysomethinglike:Ilookforwardtothenextvisitwhenyouwillbeabletoshowmeyourprogress.

ConstructiveandDestructiveFeedback

Coachingisabouthelpingteachesimproveinveryspecificways.Becauseteachersareadults it is good to remember the following tenets of andragogy (adult teaching andlearning):

• Adultsareself-directedlearners.Theylearnwheninternallymotivatedratherthanbeingdirectedbysomeoneelse.

• Theyarepracticallyorientedandwantsolutionstorealworldproblems.• Adultshaverichbackgroundexperiencesandknowledge.Respectthatandbuildon

it.• Adult's readiness to learn is driven by their need to know. They learn by doing

throughactiveparticipation.• Adult motivation to learn is internal using constructive probing and clarifying

questions they can respond objectively and plan solution together. They wantinformationthatwillhelpthemimprovetheirsituation.

Anessentialelementofcoachingisprovidingconstructivefeedback.Feedbacktoteacherstoimprovetheirpracticeshouldberespectful,positiveandconstructive.Inthismodelofsupportingteachersthroughinstructionalcoacheswedonotusethescreaming,shouting,admonishing,shamingcoachapproachonesometimesseesinfootballmatchesor


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othersports.Thattypeoffeedbacktoplayersisdestructive.Wedonotusedestructivefeedbackbecauseitcanbedamagingandunderminesateacher’sself-confidence.

Theuseofconstructivefeedbackincoachingratherislikehavingacriticalfriendwhohelpsshowtheway.Acoachshouldprovideexplicitguidanceonhowtoimprove,usepositive,affirmativeandoptimisticlanguage.Again,whenthinkingofasportscoach,thinkofonewhotellstheplayerexactlyhowtoplacehisfootontheballtomakeashotongoal.Thatisconstructivefeedback.Thetablebelowshowssomeexamplesofconstructiveanddestructivefeedbacktoteachersbasedonlessonobservations.

Afterreadingthroughtheexamplesabove.Tryrole-playingthemwithacolleague.How

do the constructive comments feel?Were theyhelpful?Doyou thinkyoumight take theadvice?Howdothedestructivecommentsfeel?Haveyoueverhadsomeonegiveyouthat

TwoTypesofFeedbacktoTeachersbyCoaches

Constructive Destructive

1 Overall this was a good lesson. What do you think you didwell?

I can’t believe how bad thislesson was! Pull up yoursocks!

2 Iamhappytoseethatyouhadteachingaids.Let’stalkabouthowtheymightbeimproved:1.Makesurethewritingisclearand matches the writing used in the pupils book. (Coachshows the teacher exactly what she means.) 2. Flash cardsshouldbeuponthewallorchalkboardthewholeperiod.Let’sdiscuss how you can do that. (Coach provides explicitguidanceonhowtohangtheteachingaids.)

Whatwereyouthinkingwiththeseteachingaids?Theyareamess!

3 Areyouawarethatyoufocusedmostofyourattentionontheboysinthemiddleoftheclass? WatchmeasImovearoundtheclassandmodelreachingouttoallpupils.(Coachmodelsinimaginaryorrealclassroom.)

All you did was teach to theboys in the middle of theroom.What’sthematterwithyou? Do you have blinderson?

4 AsIdidaspotcheckofthepupils’writing,Inoticedthatsomeof themwerenotholding thebook correctly. Canyou showme how they should hold the book? (If the teacher does itcorrectly) Yes, well done. It is important to go around theroom and correct pupils who are not holding the bookproperly.

Mygoodness,thepupilswerejust holding the books in somany different ways duringwriting! These pupils willneverlearntowrite.


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kind of feedback before?Whatwas your response? Make up a fewmore examples anddiscussthemwithcolleaguesintheTLCortheCLC(SeeChapter2).

Howoftenshouldteachersbeobserved?Everyteachershouldhaveatleasttwoclassroomobservationsinatermbythe

SSO/TOT.Inaddition,HeadTeachersshouldobserveeachteacherintheschoolatleastonceeveryterm.SSOshavetoworktogetherwithTOTswhoarenotSSOstodevelopschedulestoensurethateachteacherhastwovisitsperterm.

Each Teacher Should have Two Observations/Coaching Visits Per Term

WhatistheroleofMasterTrainers?

MasterTrainersprovidesupporttoTOTsandSSOs.Theyactascoachestothecoaches!TheycandiscusschallengesthatTOTsandSSOshaveinclassroomobservations,coachingandlearningcommunitiesofpractice.TheycanalsoworkcollaborativelywithTOTsandSSOstomodelgoodpracticesintheclassroom.MasterTrainersareassignedtoeachLGEAandtheirroleistoprovidecontinuedprofessionalsupporttoTOTsandSSOs.SSOsarenottheonlyoneswhocancarryoutaclassroomobservation.ToTs,HeadTeachersorotherteacherscanconductclassroomobservationsandprovidehelpfulfeedbacktotheteacher.KeyactivitiesofMasterTrainersaredescribedthebox.

Master Trainers are coaches to the coaches!

Key roles of the MTs • Observe TOTs and SSOs conducting classroom observations and coaching • Provide constructive feedback to TOTs and SSOs • Model good lesson components for the TOTs and SSOs when appropriate • Model good constructive feedback to teachers for TOTS and SSOs to observe • Support SSOs and TOTs in improving their practice • • Support SSOs and TOTs to develop and manage their school coaching visits


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ModelingandCo-teachingTheclassroomobservationisdesignedtodevelopteachers’abilitiestosolveactual

teachingproblems,enhancetheirteachingskills,andimprovetheirteachingbehaviours.Aftertheobservationhasoccurredyoumaywanttomodelsomeoftheskillsfortheteacherasawayofshowingconcretelyhowtheteachercanimprove.Asyougetcomfortableasacoach,andtheteachersgetcomfortablewithyou,youmaytryco-teachingalessontogether.Planittogether,assignrolesandworktogetherastwoteachersinthesameclass.Co-teachingisgreatwaytoimproveskillsinshortperiodoftime.

GoalSetting

Theclassroomobservationisdesignedtodevelopteachers’abilitiestosolveactualteachingproblems,enhancetheirteachingskills,andimprovetheirteachingbehaviours.Aftertheobservation,andattheendofthepostobservationdiscussiongothroughthepointsontheobservationinstrument.Togetherwiththeteacherfindtheweakareasandselecttwo–threeaspectsofthelessontoworkonbeforethenextTLCandthenextclassroomobservation.Developspecificactionstheteachercandotoimprove.Somemayincludeobservinganotherteacher’slesson,co-planningalessonwithanotherteacher,seekinghelpfromtheheadteacherandreadingthroughtheteacherguidesmorecarefullyandprepareingforeachlessonwellinadvance.

SummaryThischapterdemonstrateswhySSOsandTOTs(andothers)willcarryoutclassroom

observationsandcoaching.Itlaysouttherolesofvariousactorsintheprocess,theproceduresandthefundamentalapproachwhichisbasedonadultlearning,collegialityandconstructivefeedback.


to do to improve.


to do to improve.


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CHAPTER2PROFESSIONALLEARNINGCOMMUNITIES

“Ateacherwholoveslearningearnstherightandtheabilitytohelpotherslearn.”―RuthBeechick.IntroductionFormanyyearsinmanycountriesteachershaveworkedinisolation.Theyhaveprepared

lessons,deliveredthemandassessedlearnersontheirown.Insomeplacesteachersstillworkalone.Oneofthenewtrendsineducationaroundtheworldisthatteachersworktogetherinteams.Togetherteacherscanshareideas,buildskills,solveproblemsandencourageeachother.

ProfessionalLearningCommunities(PLCs)havebecomeanimportantapproachusedglobally

asawaytosupportingteachersattheschoolleveltocontinuallylearnandimprove.Essentially,aPLCisagroupofteachers,administratorsandothereducatorswithacommoninterestinlearningtobebetterteachers,lecturers,supervisors,administratorsetc.ThePLCisaplatformforteacherstocontinuetolearnbysharingideasandexperienceswithotherteachers.Whenoneteacherishavingaproblem,fellowteachersmayoftenhavethesolution.Groupdiscussionshelptodrawoutthesolutionswhenteachersdidnoteventhinktheyhadtheanswer.Teacherscansolveproblemstogetherandhelpeachotherimprovetheirskillstheirknowledge.

InMuKaranta!Let’sRead!therearetwolevelsofPLCs.ThefirstistheTeacherLearning

Circle(TLC)andtheotheristheClusterLearningCircle(TLC).Theybothhavetheaimofparticipantslearningfromeachother,sharingexperiences,andsolvingproblemstogether.Becausetheyarecommunitiestheyhaveacommongoalofbecomingbetterteachers,educators,SSOsinordertoimprovetheopportunitiesforpupilstolearn.

TeacherLearningCircles AspartoftheSUBEBsupporttoteacherprofessionaldevelopmentattheclusterandschool

level,TOTsandSSOsineachLGEAprovidesupporttoform,manageandimplementTLCsandCLCs.

CLCTLC

TLC

TLC TLCTLC

TLC


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OneoftherolesoftheToTsandSSOsistohelpteachersestablishTeacherLearningCirclesatschoolswithintheLGEA.Oncetheyareestablished,TLCsshouldmeettwotimeseverymonth.HeadTeachersensurethatTLCsareformed,thatteachersknowtheirpurposeandhowtostructureeachTLCmeeting.HeadTeachersattendandsupportthemeetings.TOTsmayattendthemeetingsbutitisnotnecessarythateveryTLCsbeattendedbyaTOT.

TLCsaresmallgroupsofteachers(2-20teachersincludingtheHeadTeacher)meetingtogether

toreflectonandsharetheirideas,experiencesandskills.Generally,theysupporteachotherinlearninghowtobemoreeffectiveteachers.Inthisway,teacherscanhelpeachotherandbuildcapacityofthoseteacherswhoneedhelpinspecificareasofteaching.TheTLCscanbeorganizedbygradelevel(especiallyatthelowergrades)orbysubject.ATLCshouldbesmallenoughinsizesothatthereisopportunityforeveryonetoengageindialogue.InsmallschoolstheremayonlybeoneTLCbutinlargeschoolstheremaybeseveralTLCs.

TeacherasLearnerTLCs are designed around the principle of teacher as learner. Good teachers love learning,

not just for the pupils, but for themselves as well. Good teachers reflect on their teaching, share ideas with others, try new techniques and continually learn and grow. Teachers also collaborate with colleagues and learn independent of external direction. Teachers also are aware that there is a need for local solutions to the problems facing teachers. TLCs emphasizethe

importanceoflocalteachersworkingwithinacommunitywheretheycanuselocalassetsandresourcesavailabletothem.Teachersknowtheirownproblemsbestandbypoolingtogethertheirexpertiseandproblem-solvingabilitiestheycanaddresstheirownissues.

However,thesecharacteristicsdonotdeterminethesuccessoftheTLC.Successis

foundwhengroupsofteachersarewillingtocommittomeetingonaregularbasis,studyatopicofcommonconcern,thinkdeeplyaboutthattopic,andattemptdifferentstrategiestoimproveteachingandlearning.TheroleoftheTeacherTrainerandtheSchoolSupervisory/HeadTeacherisalsoveryimportantinprovidingleadershipand.

ATLCshouldsettasksthatareuseful,realistic,andmanageableforenhancingteaching

andlearning.ParticipationinaTLCmakesteachingeasierandmoreenjoyablebecauseaproblemsharedisaproblemsolved.ManyteachersalsofindteachingmoreenjoyablewhenparticipatingregularlyinTLCs.Teachersfinditstimulatingtofindanoutletforprofessionalgrowthandsharinginthecreativityofothers.Teachersenjoydevelopingtheirskillsandknowledgewithhelpfromotherteachers.

Characteristics of TLCs

• Focus on improving teaching and learning • Engage teachers in professional dialogue • Share ideas and solutions; • Supportive environment where all feel safe to contribute • Supportive environment for trying new ideas for classroom instruction • Engage with parents and community to support learning


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Youngteachershaveideastobringtothediscussion,experiencedteachersandHead

Teachershaveexpertisetoadd.Themixofvariouslevelsofexperienceenrichesthedialogueinthegroups.

EstablishingandmanagingTLCsThissectionprovidessomeguidelinesforteacherstoestablishandmanageTLCsattheir

schoolsandintheirClusters.WhileschoolscanbeflexibleinhowtheyorganizeandmanageTLCs,itisrecommendedbytheSUBEBthateveryschoolestablishTLCsandthateveryP1-3HausaandEnglishteacherparticipateinTLCs.

AllPrimary1-3HausaandEnglishteachersshouldjoinaTLC.Arecommendedsizeis

anywherebetween2and20.However,ifthegroupistoolarge,itbecomesmoredifficulttoincludeeveryoneindiscussions.Teacherswhoteachthesamegradelevelorthesamesubjecttendtohavesimilarchallenges.Teachersatthelowergradeswilllikelyfindsolutionstoproblemsamongteachersfromthelowergrades.InsomeplacesTLCsmayneedtobemadeupofteachersfrommorethanoneschool.ThatisoptionalforallannexclassesandcommunitybasedschoolstochoosethemostappropriategeographiclocationforconductingTLCs.

Atthebeginningofeveryterm,theTLCshoulddeterminethetopicstobediscussedforthat

monthanddeveloptheTLCmeetingschedulefortheterm.TLCsareexpectedtomeetatleasttwiceeverymonth.AsthetermgoesoneachTLCshouldrecommendthenexttopicsbasedontheirdiscussions.Everyteachershouldknowthetimeandplaceforthemeetingandwhattheyneedtobringtothemeetinge.g.lessonplans,teachingmaterials,pupils’homework,etc.AnagendashouldbepostedsoallcanTLCmembersareawareofthetopicsbeforethemeetings.

Meetingsduringvacationsareoptional.Teachersarefreetoorganiseaplaceandtimeforthe

meetingsduringvacationsiftheywouldliketocontinuemeeting.

TLCsshouldbeheldatschoolinaclassroomorotherroomatschoolwherethemembersoftheTLCswillbefreetoshareideasandofferopinions.ATLCshouldnottakeplaceinthestaffroomwhileotherstaffarebusyworking.Aseparateplaceshouldbemadeforthemeeting.Whenpossible,TLCsshouldbeheldafterorbeforeschoolhours.HoldingaTLCduringteabreakisdiscouragedasteabreakismeanttoproviderefreshmentandashortrestorbreakfromteaching.

ATLCshouldlastatleast40minutesandcanlastaslongas1.5hours.Thetimewill

dependonthetopicsbeingdiscussedandhowmanyteachersarepresent.Beconsistentwiththestarttimeandmakesurethatallparticipantsknowthestartingandendingtime.Startontime,stayontrackandfinishontime.Talkingwithacolleaguefor15minutesinthestaffroomaboutteachingisgoodpracticebutitisnotaTLC.TLCsareplannedmeetingsonspecifictopicsthatthemembersofagroupagreeupon.

TeachersshoulddeterminetheirowntopicsfortheTLCs.Thetopicsshouldfocuson

improvingteachingandlearninginMuKaranta!Let’sRead!.Topicsfromtheteacherguidesthatarenotclearmaybediscussed.Sometimesteachersneedhelptoteachphonemicawareness,phonics,vocabulary,fluencyorcomprehension.TLCsmayalsoconsiderhowtostrengthentheteachingofconceptofprint,awritingandschoolpreparednesslessonsfornewpupils,howtomaketeachingandlearningmaterialsforteachingaparticulartopic,howtoassesslearnersandprovide


26

constructivefeedback,howtoknowiflearnersfallbehind,howtoengagealllearnersintheclass,ensuringallteachersknowthesongs,howtogetparentsinvolvedetc.Itisnotappropriatetodiscussconditionsofserviceorotheradministrativeissues.Thosetopicsarebetteraddressedinastaffmeeting.

OnepersonshouldbeappointedtoleadoftheTLC.TheleadershipcanrotatesothateveryonegetsachancetoleadtheTLC.ItisimportanttorememberthattheaimofTeacherLearningCirclesistocreateanatmospherewhereeveryonefeelsrelaxedenoughandconfidentenoughtotalkaboutasubjectorsharehisorherproblemsandexperienceswithotherteachers.Theleaderhastoallowpeopletosharetheiropinionsandsuggestions.Theleadersshouldfosterdialogueamongthegroup.Theleadershouldbeagoodlistenerandbeabletokeepthediscussionontrack.TheleadershouldleteveryoneknowwhereandwhentheTLCwillmeet,whattheagendawillbeandtosuggestmaterialstobringandshareintheTLC.

Teachersarefreetosetuptheroomsinacomfortablearrangement.However,agood

arrangementallowseveryonetoseeeachotherwhentalking.YourmeetingplaceneedstobeconvenientandcomfortableforallTLCparticipants.Arrangechairsinacircleoraroundatable.Youcansitonmatsifthatiscomfortablesothateveryonecanseeeachother.

EachTLC in a school shouldkeep records of theirmeetings. A notebook for this purpose

shouldbeassignedtoeachTLC.TheTLCrecordbookshouldbekeptwiththeTLCleaderorwiththeHeadTeacher.Itshouldcontainthefollowingsections:

1. ScheduleofTLCsshowingmeetingdatesfortheterm.Topicsforthemonth.2. Attendancerecordofparticipants3. Minutes or notes of TLCs which include proposed actions for members to take in their

classroomsafterthemeeting.FormatforattendanceofteachersatTLCs

S/No Name Class Subject School MeetingDates 12/1/17

1 Saida P1 Hausa Maina Maji

ToTsandSSOsdonotneedtojoineveryTLC–teachersshouldmeetontheirown

andToTsandSSOscanjointhemasoftenaspossible.TheToTsandSSOsrolesaretosupportandmentor teachers inTLCs.They should sit inonTLCsandoffer suggestionsand support.TheschoolToThastoensurethatTLCstakeplacetwotimesamonth,thatrecordkeepingiscarriedoutand that teachers are trying out new things in their classes based on the TLC. The teachers’


27

responsibility is to try out what they have discussed during the TLC in their own classroom.Remember that thepurposeofaTLC is to improveyourpractice, so ifyoudiscuss ideaswithouttryingthemout,youhavenotrealizedthegoalofaTLC!

HereisthesuggestedformatforrecordingtheminutesoftheTLC

Date_____________________Topic_______________________________TLCleader____________________________________________________1. ReviewofactivitiestriedoutinclassbasedonlastTLC.Discussion.2. Introductionofnewtopic.3. Whataretheissuesandchallenges?

• • •

4. Discussiononthewayforward,howtoresolvethechallenges.Mainpointsbroughtup.

• •

5. Noteanydemonstrations,roleplays,materialsorothermeansforclarifyingpoints

broughtup.

6. Resolution.Whathasbeendecided?Whatisthewayforward?

• •

7. Whataretheactionstobetakeninclassroomsandelsewhereduringthenexttwo

weeks?• •

ClusterLearningCirclesAs with TLCs, Cluster Learning Circles (CLCs) are a professional learning community.

Professionallearningcommunitiesdesignedtoprovideopportunitieswithinaprofessiontoshareideas,learnfromeachotherandgeneratesolutionstochallengesamongthegroup.ThepurposeoftheCLCistobringtogetherissues,challenges,innovationsandideasfromtheTLCsfromeach of the schools within a cluster. Discussions at the CLC provide a wider forum for theschools. When meeting at CLC shared challenges across schools maybe tackled. The CLC also


28

provides opportunities for schools to learn what other schools are learning and doing in MuKaranta! Let’s Read! In addition, CLCs may be attended by MTs, Quality Assurance Officers,Initiativestaff,readingexpertsetc.Thisallowsnewinformationandideastobesharedwidelyattheclusterlevelandwhentheschoolrepresentativesreturntotheschool

ACLCmeetingshouldbeheldattheclusterschoolonceamonth.Themembersshouldinclude:

1. HeadteachersandoneMuKaranta!Let’sRead!leadteacherfromeachschool.2. TOTsandSSOs3. MTsandothersfromLGEAasavailable

AtypicalCLCwouldinvolvealltheHeadTeachersandoneleadteacherfromeachoftheschools

inthecluster.Ifthereare6schoolsinaclusterthenthereshouldbe12participantsandatleast2TOTS/SSOstomanagethemeeting.IfpossiblethehostclustercenterschoolheadteachermanagestheCLC.AllmembersandToTsshouldbeabletoreachaCLCmeetingwithoutmajorhardship.ToTsheadmasters,seniorteachers,andotherschoolmanagersareallexpectedtoparticipate.SchoolmonitorsandotherSUBEBrepresentativesandpartnerscanbeinvited.MasterTrainersshouldattendthemeetingsasoftenaspossibletolistentothediscussionstounderstandthechallenges,andprovideguidanceandadvice.

CLCsshouldlast1–1.5hours.Oncethegroupdecidesonhowmuchtimetheyneedforthe

agenda,trytorespectthetimeallottedandstayfocusedonthetopic.Startontimeandfinishontime.Theagendaofthemeetingshouldfocusontheissues,challenges,innovationsetc.thateachschoolbringstothemeeting.Theremaybesomelimitedinformationsharingaboutupcomingeventsandadministrativeaffairs.ThefocusofthemeetingisonimprovingteacherpracticesinMuKaranta!Let’sRead!soscheduleadifferenttimewithheadteachertodiscusslogisticandadministrativetopics.

Achairpersonmaybeselectedtoleadthemeetingandappointarecordkeeper.Thechairperson

shouldalsoensurethatthemeetingstakeplaceatthescheduledtime,sharetheagendawiththemembers,recommendmaterialstobring,andbesurethatthevenueisreadyandavailable.Recordsofthemeetingsshouldbekeptwiththeclusterschoolheadteacher.AswiththeTLCs,theroleofchairpersonshouldberotated.

AswithTLCsthechairpersonshouldcreateanatmospherewhereeveryonefeelsrelaxedenough

andconfidentenoughtotalkaboutasubjectorsharehisorherproblemsandexperienceswithotherheadteachersandleadteachers.Becauseofthis,theleadershouldencouragediscussionandcreateawelcomingatmospherewithoutjudgmentorcriticism.

ThechairpersonofthemeetingrecordsdetailsofthemeetingintheCLCRecordBook.Inthe

nextmeetingtheparticipantscanusequestionsfromtheminutestoremindparticipantsofthekeypointsdiscussedandanyactionthatwastaken.


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CHAPTER3 GUIDANCEANDTIPSFORTEACHERS

Hewholearns,teaches.~Ethiopianproverb

Chapterthreeprovidesimportantguidanceforteachersonhowtoimprovetheteachingofreading.Italsohassomegeneraltipsthatwillimproveteachers’abilitytomakeanduseteachingaids.Teachingaidsarepartofthetoolboxofeverygoodteacher.Goingtotheclassroomwithoutanyteachingaidsislikegoingtodriveacarwithoutthekey!Lastlythechaptercontainssomegeneralclassroommanagementtipsandideasthatteachersmayadapttotheirclassrooms.

Key Tips for Improving reading teaching

1. TeachersneedtoPreparefortheLessonbyreadingtheTeacher’sGuideandknowinghowthelessonwillflow.Teachersshouldnotbespendingtimeinfrontofthepupilstakingtimeto figure out what to do. The Teacher’s Guide is a reminder and the teacher should behavingonlybriefglancesatitandofcoursereadfromit.Beingpreparedgivestheteachermoreconfidenceandmakesiteasierfortheclasstofollowwithoutgettingconfused

2. Eyes on Print. Teachers should be made aware that when they are teaching letters,

syllables, word, sentences etc. the pupils need to be looking at the text either on thechalkboard, the teaching aids, or underlining each letter, syllable, word in theirbooks. Teachersshouldconstantlycheck tosee if thepupilsare lookingat the textwhensayingitoraretheyjustlookingaroundandrepeatingwhateveryoneelseissaying.Ifthelatter,theyhavetorefocuspupilstolookatthetext.

3. Pointers. All teachers should be using sticks or rolled up paper, or some other non-

threatening object for pointers. They should not point towords in such away that theyblockouttheletters,wordsorpicturestheyarepointingat.Teachersshouldalsonotblockthe items on the chalkboard that they are asking children to read, with theirbodies. Remember thatweare teaching reading and childrenneed to see the letters andwords!EyesonPrint!

4. TeachtheWholeClass. Teachersneedtomovearoundmore,checkonpupilsalloverthe

room,callonpupils(whenappropriate)fromallpartsoftheroom.Donotfocusononlythefrontrowsorthosenotpayingattentionorthosepayingattention.

5. Pupilsshouldbeupclosetothefrontoftheroom.Incrowdedclassroomsthismaynot

be possible. Butwhere classes are small then there is noneed to have some children faratthebackwhenthereisemptyspacenearthefront.Teacherstendtotakeupalotofspaceatthefrontoftheclass.Itisimportantthatallchildrenhaveeyesonprint–bringthemupclosesotheycanseetheboardandtheteachingaids.Alsohelpsthemtohearwhatisbeingsaid.

6. PhonemicAwareness–Beat/ClaptheWord. Teachersneedtosaythewordsnaturally–

notexaggerateaword’ssyllables. Forsomelearners(P1)atleastatthebeginningitmaybehelpfultoleaveoutthecounting.Justletthemclapforeverysyllable.Latercountingtheclaps/syllablescanbeadded.


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7. PhonemicAwareness–ThumbsupThumbsDown.Itismoreeffectiveifyouhavepupils

close their eyesand do this.The teacher can then easily go around, repeat a wordwhensomeone has it wrong and gently move their hand/thumb into the right position;correctingthemwhileeveryonehastheireyesclosed!Thiscanbeveryeffectiveandmorefuntoo!

8. Singingshouldbefunandlively.Knowthesongs.Engagethepupils.Makeitfun.9. Making and Use of Teaching Aids. Teachers need to improve on making and using

TeachingAids.Thesizeoflettersandobjectsonthecardboardsheetshavetobelargeandlegible, they should be consistent in using all caps, lowercase or the appropriatemixture/combinationtoreinforcepupils’writingskills.Theyalsohavetoensurethattheirown handwriting is legible and if necessary,write on lines or use large printmaterial toillustrateandreinforcethequalityofthewriting,thequalityofthedrawings,etc.Asmuchaspossiblekeeptothesamewayofwritingthatisfoundinthepupils’books.Theteachersarealsoteachingwritingsotheirwritinghastobegoodanditshouldbesimilartothatinthepupils’book.Teachersshouldalsofindwaysofputtingtheteachingaidsuponthewallorchalkboardinsteadofholdingthemupintheirhands.Thatway,thepupilscankeeptheireyesonprint/pictures.TeachershavetoModelGoodWritingforthepupils.

Posters,ChartsandFlashCards

Goodpostersandchartsfortheclassroomcanbemadebykeepingthefollowingpoints

inmind.

• Makeletters,pictures,andsymbolsbigenoughsopupilscanreadtheposterfromthebackoftheclassroom.Writeneatly.

• Useboldletteringbyusingathickmarkingpen,crayon,orpaintbrush.Donotusepencilorbiro.

• Usethewholespaceoftheposterbutdonotcrowditwithtoomuchwritingorwithtoomanypictures.

• Planouttheposterbyusingapenciltodetermineandtraceoutwherethewritingandpictureswillbe.Trytoavoidcuttingwordsupwhentheydonotfitonaline.

• Useavarietyofcoloursiftheyareavailable.• Usecartonboxestomakepostersthatwilllastlonger.Glueplainpaperontopofthe

cartonboxifyouwantawhiteand/orclearsurface.• Laminatethepostersorcoverwithclearplastictomakethemlastlonger.• Displaypostersby:

•hangingthemfromstringsonapegonthewall•peggingthemonastringacrosstheroom•stickingthemonthewallwithpaperglueorpins•leaningthemagainstthechalkboardonthechalktray.

Someideasforcreatingaprintrichenvironmentintheclassroom


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o Chartsthatsupportliteracy,suchasalphabeticchart(letters,syllablesandwordsof6to10cminheight),chartswithlabeledpictures,colourchartswithnamesofdifferentthings,chartstitle(ontheslates,blackboards,newspapers,books,cardboardpaper,disposedcartonofbiscuits,milketc).

o Word wall, such aswall display of sightwords, words that rhyme, letters of thesubsequentlessons

o Display of original pupil work suchaskeeping the stories theyhavewrittenorillustrated,labelleddrawing,writingtheirownnamesetc.

o Functional print for class communication including pupils’ attendance sheet,morninggreetingsandmessages,writtenrulesanddirections,timetableetc.

Making and Using Teaching Aids Puposes of Teaching Aids Good Teaching Aids

Are: Using Flashcards

ü Provide opportunities for eyes on print ü Reinforce what you are saying and

summarizes key concepts. ü Ensures that your point is understood ü Signal what is important/essential ü Enable pupils to visualize or experience

something that is impractical to see or do in real life

ü Engage or stimulate pupils’ other senses in the learning process

ü Facilitate different learning styles

ü Well prepared ü Well presented ü Readable ü Legible ü Visible to all ü Appropriate format ü Bright and colourful ü Sturdy and durable ü Easily displayed

ü Arrange the cards in the order you would like to present them

ü Stick or hang all flash cards to be used on the wall/board during the lesson

ü Stand facing your pupils not covering the cards

ü Use a pointer so all pupils in the room can see clearly

ü Keep the flashcard session fun and game -like

ü Incorporate the flash cards into activities

ü Create some suspense


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SomeTipsonUtilisingTeachingandLearningMaterialsAbeautifultextbookorsetofflashcardsareabsolutelyworthlessiftheyareneverused.Inschoolswhereresourcesarescarceitisimportanttotakegoodcareofteachingandlearningmaterialssothattheylastalongtimeandmanylearnersgettousethem.Iftheteachingandlearningmaterialslastalongtimebutnoonehasusedthem,ithasservednolearningpurpose.Remember-ifitisnotbeingused,nooneislearningfromit!Herearesometipsaboutstorage,sharing,anddisplayingmaterialsforyoutoconsider.

Storing Sharing DisplayingUseplasticbagstohangmaterialssuchasflashcards,bottlecapsandsticks.

Setuproutineswithlearnerssotheyknowhowtoborrowandusematerials.

Hangpostersonastringalongthewallwithclothespegs.Coverposterswithclearplastictoprotectthem.

Useboxestomakekitsofmaterialsforgroupsoflearners.

Teachlearnershowtoprotectandproperlyusethelearningmaterials.Makesurelearnersknowsafehandlingofallmaterials.

Usecartonboxescollectedfromshopstomakepostersandflashcardsinsteadofexpensiveposterpaper.

Writedownthenumberofmaterialsbeforetheyarehandedouttolearners.Asklearnerstocollectandcountthematerialsattheendofthelesson.

Checkthenumberofmaterialsbeforeclasstoseehowmanygroupsoflearnersyouhave.Ifyouhave10markersand40pupils,thenyoucanhave4pupilspergroupfor10pupils’groupseachusing1marker.

Gluepre-madeposterstocartonboxessotheylastlongandcanbestoodupalongthewalloronthechalkboard.Ifthematerialsarefew,askthepupilstositonthefloororinsemi-circlearoundthematerialfordemonstrationpurpose.

Getpupilsinvolvedinthestoringandcareofmaterials.Makeupaschedulesothatallpupilsareresponsibleforcollectingthematerialsfromtheirstorageplaceandreturningthemwhenyouarefinished.

Whenorganisinggroups,putonepupilinchargeofcollectingmaterials,anotherformakingsureallpupilsgetachancetousethematerialsandanothertoputthemaway.

Makesureallpupilscanseethematerials.Ifyouaredisplayingaposter,makesureitisvisibletoallpupils.Checkvisibilityyourselfbywalkingtheclassroomtoviewthematerialfromdifferentplacesintheroom.

GeneralClassroomTipsforTeachers

1. Cheerandapplaudpupilsforgoodperformancewillmotivateandencouragethemtodomore

2. Teachersshouldtakesometimetofindoutaboutthewellbeingoftheirclass/pupils.Askthemhowtheyaredoing,findoutabouttheircommunitiesetc

3. Organisetheclassroomtomakespace,timeandresourcesavailableandaccessibleforlearningtotakeplace.Placepupilsclosertothechalkboard.Eveninclassroomswithlittle


33

ornofurniture,itisimportanttoletpupilsknowtheirpartnersandthegroupstheybelongto.

4. Teachingaidsandotherlearningpropsshouldbehungonthewallsandpointedatwithpointers(sticks)andnotheldbytheteacherwhileteaching

5. Teachershouldvarybetweencallingpupilsrandomlyandsystematicallytoensurethatnopupilisleftoutofclassparticipationandpupilsarealsokeptalert

6. Givepupilstimetothinkoveraquestion,allowthemtodiscussinpairsbeforecallingonthemtoprovideanswers.

7. Whenyouwanttocallonaparticularpupil,donotnamethepupilbeforeyouaskthequestion.Ifyounamethepupil,onlythatpupilwillpayattention.

8. Askallthepupilstobeginthinkingofananswerbeforeyounamethepupil.9. Hangthechalkboardsoallpupilscanseeclearly10. Makesurethatchalkboardsaretherightheightforthepupilsandforteacherstowriteon.11. Ifpossible,positionthechalkboardsotheglareofthesundoesnotpreventthepupilsfrom

seeing.12. Beawareoftheconditionoftheblackboardsothatwritingontheblackboardislegible13. Checktheavailabilityofchalkanddustersbeforeeverylesson14. Makesurethatnomistakesareleftontheboardwithoutbeingeithercrossedoutorerased;

sopupilsdonotretainincorrectinformation15. Dividethechalkboardintosectionssopupilscanfollowwhatisbeingwritteneasily16. WritebigandclearenoughsoallpupilscanseeMoreTipsandPointersSomePupilRoutinesforKeepingtheClassroomTidyandOrganized

1. organizingchairsanddesks2. sweepingtheclassroomfloor3. openingandclosingwindows4. cleaningthechalkboard5. updatingthecalendar6. collectinganddistributingtextbooks

ManagingDisruptiveClasses-SilentSignalsEffectiveteachersdealwithdisruptivebehaviourbydevelopingcertainpracticestocheckmisbehaviourwithoutinterruptingclassroominstruction.Someteachersusesilentsignalswithpupilstocommunicatenonverballywhentheyfeelthepupilsareinterferingwiththelesson.Whenthepupilisnotpayingattentionlookatthepupilandmakesureyoumakeeyecontact.Teachpupilsthesignalsandusethemsilently.

1. Touchyourwatch.(Whenapupiliswastingtime)2. Touchyourear.(Whenapupilisnotlistening.)3. Touchyourmouth.(Whenapupilistalkingoutofturn.)4. Holdupyourpencil.(Whenapupilshouldbewriting.)5. Holdupabook.(Whenapupilshouldbereading.)6. Speaktothepupilafterclass.7. Holdaparent-pupil-teacherconference.


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Whatotheractionscanyouthinkof?WhyChildrenMayNotBeLearning1.Learnershavenotlearnedtheskillsrequiredtodothetask.Forexample,pupilswillnotbeabletowriteparagraphsorstoriesiftheyhavenotmasteredwritingcompletesentences.2.Theinstructioninthisparticularskillwasnotcleartothatpupil.3.Theinstructionalmethodmaynotbetherightoneforthelearner.4.Learnersmayneedmoretimetopracticeandunderstand.5.Thepupilmaynotbemotivated.6.Thepupilmaynotbereadydevelopmentally.7.Thepupilmayhaveemotional,physical,ormentalproblems.


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AppendixA.Observation,CoachingandotherForms

MuKaranta!ClassroomObservation

HausaLesson

STATE_________________LGEA_______________________SCHOOL___________________________Primary1☐2☐ 3☐Date:_____________Term1☐ 2☐ 3☐.Weeknumber_________Lessonnumber________________LessonStartTime:_____:______(HH:MM)LessonEndTime:_____:________(HH:MM)NameofObserver______________________________________________PositionofObserver:TOT☐/SSO☐

/Headteacher☐/MasterTrainer☐/Other_______________________NameofTeacher___________________________________________

TeacherIDType_____________________TeacherIDNumber____________________________________________________DidtheteachercompletetheMuKaranta!lessonyouobserved?☐Yes☐No.Ifno,whatwasthe

lastactivitycompletedinthelessonyouobserved?(e.g.ReadAloud)__________________________________________________

LessonContent:Whatistheteacherteaching? Comments

Eachitemdescribesateacherbehaviororclassroomactivity.CheckYESifthebehaviororactivityisobservedatleastonce.CheckNOifitisnotobserved,orleavetheYESboxblank.

Writeconstructivecommentsonwhatyouobserve.

1. Doestheteacherhavetherequiredmaterialsnecessarytoteachtoday’slesson?• TheteacherhasMuKaranta!Teachers’GuidePupils’Bookand

teachingaids(e.g.,chart,flashcards,drawings)

☐Yes☐No

2. DothepupilshavetheirMuKaranta!pupils’book? ☐Yes☐No

3. Istheteacher’swritingeasytoreadandsimilartothewritinginthepupils’book?

☐Yes☐ No

4. Doestheteacherprovideopportunityforpupilstoplaywiththesoundsofthelanguage?Thiscouldinclude:• Songs,beattheword,andsyllablesounddiscrimination

activities.

☐Yes☐No

5. Dothepupilspracticeletternames:Thiscouldincludethefollowingteacheractions:• Havingpupilsreadthelettersfromtheirbooks• Pointstolettersonthechalkboardorflashcardsaspupils

practicereadingthem

☐Yes☐No

6. Dothepupilspracticedecodingactivities?Thiscouldincludethefollowingteacheractions:• Havingpupilsreadthesyllablesfromtheirbooks• Havingpupilsreadthewordsfromtheirbooks• Havingpupilsreadfromtheboard,fromflashcardsorposters

☐Yes☐No

7. Dothepupilspracticefluencyactivities?Thiscouldincludethefollowingteacheractions:• Havingpupilsreadasentencefromtheirbooks,flashcardsor

board• Havingpupilsreadapassagefromtheirbooks,flashcardsor

board

☐Yes☐No


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8. Doestheteacherreadastorytothepupils?Thisincludes:• ReadingthestoriesfromtheTeachers’Guide• Readingwithexpression,clarity,andaccuracy

☐Yes☐No

9. Doestheteacheraskcomprehensionquestionsaboutthestorytothepupils?Thiscouldinclude:• Askingthemtolookatthepictureinthepupilsbookandsay

whattheysee• Askingthemtopredictwhatmighthappeninthestory• Askingaquestionwheretheanswercanbefoundinthetext• Askinganinferentialquestionor“betweenthelines”question

☐Yes☐No

10. Doestheteacherincreasepupils’understandingofthemeaningofnewwords?Thiscouldinclude:• Providepupilstheopportunitytoexplainthenewwords• Providingdefinitionsofnewwordsusingrealobjects,

flashcards,photos,gestures?• Providingpupilstheopportunitytousethenewwordsin

writing,orallanguage,andreading

☐Yes☐No


11. Doestheteachersupportpupilsinwritingletters?Thiscouldinclude:• Guidingpupilsonthepositioningandwheretostartinwriting

theletters• Askingpupilstocopy,trace,andwritelettersorwordsintheir

Books

☐Yes☐No

12. Doestheteacherinstructpupilstodohomeworkandaskthemtoreadtheirbooksathomeoroutsideclass?

☐Yes☐No

13. Doestheteacherengagepupilsfromallpartsoftheclassroom?

☐Yes☐No

14. Doestheteachercheckforpupils’understanding? ☐Yes☐No

15. Ifpupilrespondedincorrectly,didtheteacher:• Supplythecorrectanswer?• Avoidnegativefeedbacksuchasscolding,belittlingor

punishingthepupil?• Askthepupiltotryagain/repeatthequestion?• Givethepupilssupporttohelphim/heranswerthequestion?

☐Yes☐Yes☐Yes☐Yes

16. Arethemajorityofpupils’eyesontheprintastheyreadletters,syllables,words,sentencesandpassage?• Thiscanbeonthechalkboard,inthepupils’book,onflash

cardsorpostersetc.

☐Yes☐No

17. Doestheteachermakeeffortstoaccommodateindividualpupils’differentlearningneedsbydoingatleastoneofthefollowing?• Varyingteachingmethodsorseatingpupilsinoptimalspots

(e.g.,frontofclass)• Providingindividualassistanceorassigningotherpupilsto

help

☐Yes☐No

18. Overall,wastheclassontask(teachercarryingoutlessonactivitiesaccordingtothetimegivenandpupilsdoingwhattheteacheraskedthemtodo)?

☐Yes☐No


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19. Overthecourseofthelesson,didtheteacher:• Praiseorcomplimentpupils?• Checkpupils’progressduringindividualandgroupactivities?

☐Yes☐Yes

20. Intheclassroom,pupilsandteachershavethefollowingmaterials:• Chalkboard• MuKaranta!Teacher'sGuide• MuKaranta!Pupilbooks(allormostpupils)• Pencils(allormostpupils)


TOTALNUMBEROF“YESCHECKS” IstheteacherAHEADofscheduleorBEHINDschedule(circleone)?Asktheteacherforthe

reasons.____________________________________________________________________________________________________________________________AdditionalcommentsbyObserver__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________NameofObserver____________________________________SignatureofObserver____________________________NameofTeacher_____________________________________SignatureofTeacher______________________________


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LET’SREAD!ClassroomObservation

EnglishLessonSTATE_________________LGEA_______________________SCHOOL______________________________Primary2☐3☐Date:_____________Term1☐ 2☐ 3☐.Weeknumber_________Lessonnumber________________LessonStartTime:_____:______(HH:MM)LessonEndTime:_____:________(HH:MM)NameofObserver__________________________________________________Position:TOT☐/SSO☐

/Headteacher☐/MasterTrainer☐/Other_______________________NameofTeacher___________________________________________

TeacherIDType_____________________________TeacherIDNumber___________________________________________DidtheteachercompletetheLet’sRead!lessonyouobserved?☐Yes☐No.Ifno,whatwasthe

lastactivitycompletedintheLet’sReadlessonyouobserved?(e.g.ReadAloud)___________________________________________________________

Additionalcommentsaboutthelesson:e.g.,multi-gradeclassroom,unusualeventsdisruptedclass:________________________________________________________________________________________________________

LessonContent:Whatistheteacherteaching? CommentsEachitemdescribesateacherbehaviororclassroomactivity.CheckYES

ifthebehaviororactivityisobservedatleastonce.CheckNOifitisnotobserved.

Writeconstructivecommentsonwhatyouobserve.

1. Doestheteacherhavetherequiredmaterialsnecessarytoteachtoday’slesson?• TheteacherhasLet’sRead!TeacherGuideandPupil’sBook

andteachingaids(e.g.,chart,flashcards,drawings)

☐Yes☐No

2. Istheteacher’swritingeasytoreadandsimilartothewritinginthepupils’books?

☐Yes☐No

3. Doestheteacherprovideopportunityforpupilstoplaywiththesoundsofthelanguage?Thiscouldinclude:• Songs,poems,rhymes,listeningfortheinitialsoundofa

word

☐Yes☐No

4. DothepupilshavetheirLet’sRead!pupil’sbook? ☐Yes☐No

5. Dothepupilspracticeletternamesandlettersounds:Thiscouldincludethefollowingteacheractions:• Usingsongs,actions,flashcardsoralphabetcharts• Havingpupilsreadthelettersfromtheirpupilbook• Identifyinganddrawingobjectsbeginningwithaspecific

sound• TeachermodelsEnglishsoundscorrectly• Pointstolettersaschildrenpracticereadingthem

☐Yes☐No

6. Doestheteacherreadastorytothepupils?Thisincludes:• ReadingthestoriesfromtheTeacherGuide• Readingwithexpression,clarity,andaccuracy

☐Yes☐No


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7. Doestheteacheraskcomprehensionquestionsaboutthestorytothepupils?Thiscouldinclude:• Askingthemtolookatthepictureinthepupilsbookand

makepredictions• Askingaquestionwheretheanswercanbefoundinthe

text• Askinganinferentialquestionor“betweenthelines”

question

☐Yes☐No

8. Doestheteacherincreasepupils’understandingofnewwordmeanings?Thiscouldinclude:• Providingdefinitionsofnewwordsusingrealobjects,

flashcards,photos,gestures?• Providingpupilstheopportunitytousethenewwordsin

writing,orallanguage,andreading

☐Yes☐No


9. DoestheteacherprovideinstructionandpracticeinoralEnglish?• ModelingEnglishsentencesandoralexchanges• ProvidingpupilswiththelanguagetouseEnglishin

exchanges

☐Yes☐No

10. Doestheteachersupportpupilsinwritingletters?Thiscouldinclude:• Askingpupilstocopy,trace,andwritelettersorwordsin

theirPupilBooksorontheblackboard

☐Yes☐No

11. DoestheteacherhelppupilstransitionfromHausatoEnglish?Thiscouldinclude:• LinkbackgroundknowledgeintheHausalanguage(L1)to

English(l2)• CompareandcontrastHausaandEnglish• Usingcharts,gestures,objectstolinkEnglishtoconceptsin

Hausa

☐Yes☐No

12. Doestheteacheraskpupilstoreadtheirbooksathomeoroutsideclass

☐Yes☐No

13. Doestheteacherengagepupilsfromallpartsoftheclassroom?

☐Yes☐No

14. Doestheteachercheckforunderstandingonpupils? ☐Yes☐No

15. Ifpupilrespondedincorrectly,didtheteacher:• Supplythecorrectanswer?• Avoidnegativefeedbacksuchasscolding,belittlingor

punishingthepupil?• Askthepupiltotryagain/repeatthequestion?• Givethepupilssupporttohelphim/heranswerthe

question?


16. Arethemajorityofpupils’eyesontheprintastheyreadletters?

☐Yes☐No


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17. Doestheteachermakeeffortstoaccommodateindividualpupils’differentlearningneedsbydoingatleastoneofthefollowing:• varyingteachingmethodsorseatingpupilsinoptimalspots

(e.g.,frontofclass)18. providingindividualassistanceorassigningotherpupilstohelp

☐Yes☐No

19. 17.Overall,wastheclassontask(pupilsdoingwhattheteacheraskedthemtodo)?

☐Yes☐No

20. Overthecourseofthelesson,didtheteacher:• Praiseorcomplimentpupils?• Checkpupils’progressduringindividualandgroup

activities?

☐Yes☐Yes

TOTALNUMBEROF“YESCHECKS” IstheteacherAHEADofscheduleorBEHINDschedule(circleone)?Asktheteacherforthe

reasons.____________________________________________________________________________________________________________________________AdditionalcommentsbyObserver______________________________________________________________________________________________________________________________________________________________________________NameofObserver____________________________________SignatureofObserver____________________________NameofTeacher_____________________________________SignatureofTeacher______________________________


41

MyCoachingRecordTeachers,keeptrackofyourprofessionalgrowthbywritingdowninMyCoachingRecordhow

youperformedandhowyouplantoimproveaftereachobservation.Youshouldhaveatleasttwoclassroomobservationsperterm.TwoshouldbefromtheTOTs/SSOs/MTsorInitiativestaff.Atleastoneothercanbefromafellowteacherortheheadteachers.

ClassroomObservationandCoachingSession1

[thereare4oftheseatthebackofeachTeacherGuide]DateofObservation/Coaching________________WeekNumber________LessonNumber______NameofObserver_____________________________________________Position___________________________Whatwasyourtotalnumberof“YesChecks”_________________Listthreestrongpointsinyourlessonaspointedoutbytheobserver.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Listtwopointsthatyouaregoingtoimproveonandtellhowyouwillimprove

1. WhatIamgoingtoimprove:______________________________________________________

2. HowIamgoingtoimprove_______________________________________________________


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TeacherReflectionSummary

Pleasechecktheboxthatindicatestheterminwhichyoucollectedthereflectiondata:Term1Term2 Term3 ThefollowingtoolistosummarizethemesfoundintheClassroomObservationInstrument.The

informationcollectedfromthereflectionswillhelpyoutocreatemeaningfulconversationswiththeteacher.Thedatawillalsobehelpfulinsettingclustermeetingagendas.

SummarizethreemajorthemesorissuesfoundintheClassroomObservationInstrumenteachweek.Thesecanbeareasthatteachersfeeltheyneedimprovementorideasforself-improvement.The goal is to record themes that are common across teachers and thatmay be good topics forclustermeetings.

Theme1 Theme2 Theme3

Week1

Week2

Week3

Week4

Week5

Week6

Week7

Week8


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MYSCHOOLCOACHINGRECORD(FORToTs/SSOs)LGEA:……………………………………………………………..……………………………………………Cluster/SchoolName:…………………………………………………………………………………Term:…………………………………………………………………………………………………………..TOT/SSO’SName:……………….………..........................................................................................

Date ActivitiesCarriedOut Challenges ProposedTask

Comments


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CLUSTERMEETINGREPORT

DATE:SSO………………

VENUE:LGEA………………

PARTICIPANTS:F………M………Term………………

KeyTargetsforHeadTeachers

1.………………………………………………………………………………………………………………………………………

2.………………………………………………………………………………………………………………………………………

3.………………………………………………………………………………………………………………………………………

KeyTargetsforTeachers

1.………………………………………………………………………………………………………………………………………

2.………………………………………………………………………………………………………………………………………

3.………………………………………………………………………………………………………………………………………

Challenges

1.………………………………………………………………………………………………………………………………………

2.………………………………………………………………………………………………………………………………………

3.………………………………………………………………………………………………………………………………………

Recommendations

1.………………………………………………………………………………………………………………………………………

2.………………………………………………………………………………………………………………………………………

3.………………………………………………………………………………………………………………………………………

SIGNED


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guide to coaching and professional learning communities

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