Educational Imperatives

What are the root causes of the burning issues faced by Educational System, and what are the sure-fire solutions?

When it comes to educational challenges most people are opinionated. However, the following are the major issues identified by our independent researchers after interacting with over 17,000 industry leaders, working professionals, parents, teachers and students.

Education is a culture. As we know every culture has its own systems and processes - expressed or implied. These systems and processes are the sum of beliefs, perceptions, relationships, attitudes, and written and unwritten rules that shape and influence every aspect of how a school functions, but the term also encompasses more concrete issues such as the physical and emotional safety of students, the orderliness of classrooms and public spaces, or the degree to which an institution embraces and celebrates racial, ethnic, linguistic, or cultural diversity.

1. Educational Culture, Systems & Processes.

'The curriculum is to be thought of in terms activity and experience rather than knowledge to be acquired and facts to be stored.' - Haddow Report UK 1931

2. Creation of Curricula that Inspires & Immerse.

“One learns how to teach and get better at it by actually teaching, analysing results, and using feedback to improve. Teacher education programs do not teach people how to teach; at best, they prepare the would-be teachers to learn the needed professional skills once they begin teaching.”

3. Teacher Communication - Developing Interactive Influence

Like the larger social culture, an educational institution’s culture results from both conscious and unconscious perspectives, values, interactions, and practices, and it is heavily shaped by its particular institutional history. Students, parents, teachers, administrators, and other staff members all contribute to their school’s culture, as do other influences such as the community in which the institution is located, the policies that govern how it operates, or the principles upon which the school was founded.

KeyNote

“The best teacher is the one who suggests rather than dogmatizes, and inspires his listener with the wish to teach himself.”

— Edward G. Bulwer-Lytton (1803-1873) British politician, poet and critic.

How does EdXcellence help develop Culture, Systems and Processes? It involves two parts: 1. People 2. Creation of Systems and Procedures?

a. Role Models: Visionary leaders who walks the talk. And the walk will be seen more than the talk. Leaders need to be role models by explicitly demonstrating their behaviour and actions that they are enthusiastic learners/developers themselves.

b. Facilitators: These leaders need to be conscious and generous providers of learning/development opportunities for other people and active supporters/encouragers whenever those opportunities are taken up.

c. Champions: These leaders should champion the importance of learning in other parts of the organisation and the organisation as a whole.

Professor Dylan Wiliam* has found that pupils taught by the best teachers learn four times as much as those taught by the worst. One might say, we are stating the blindingly obvious. However, we all know that too little attention is paid to what actually happens in the classroom and the quality of teaching.

After all the quality of an education system cannot exceed the quality of its teachers.

In short, teacher quality is the most important determinant of how much pupils learn in school or in college and the effect is much greater than is commonly supposed.

Recent Research too, by Professor Simon Burgess from the University of Bristol, seems to confirm the effects of bad teaching on academic achievement. He found that children taught by the worst teachers get at least a grade lower pass mark at GCSE than those taught by the best.

In addition, Peter Tymms, professor of education at Durham University, led a study, published in the journal Educational Assessment, Evaluation and Accountability that found that having a bad teacher in the first year at primary school can blight a child’s entire education.

The research discovered that the effect of having an exceptionally poor – or an unusually good – teacher in the reception year was still detectable six years later.

The Interests of young people and the possible damage being done to them and their futures by poor teachers is simply  it seems just not an issue  that concerns our  education establishment.

Professor Wiliam has found, perhaps counter-intuitively, in his research that it isn’t knowledge of the subject, nor for that matter the quality of initial teacher training, that really makes a good teacher. Instead, it is professional development throughout a teacher’s career particularly the early years, the first five to ten,that is most important and has the most significant effect on outcomes. Professor Wiliams research found that subject Knowledge accounts for just 15% of the difference in teacher quality.

Where teachers receive their initial teacher training, Professor Wiliam has found, is almost irrelevant. Instead, the most important variable is teaching skill and what matters most in this respect is that teachers acquire a commitment to sound professional development throughout their careers.

What is clear is that the quality of good and bad teaching has a very significant effect on outcomes, and the life opportunities of our children. Of course deserves paramount attention from educationalists and policy makers. What also remains clear is that poor teachers, should either be re-trained, if they have the potential to improve that is, or removed from the profession because of the damage they can do to young people.

a. Quality of Teachers

Ask any student why he/she hates their teacher. You will get hundreds of responses. Like,

1. Teachers who yell. He is not able to encourage or excite his students, because the only thing that worries him during a lesson is discipline.

2. Ineffective jokers. So, he always tries to tell some funny jokes and be a great fellow. The problem is, students do not consider these jokes funny. They do not care about those jokes actually.

3. Boring teachers. This teacher is interested in the scientific part of his subject only. He wants his students knew all terms, formulas, graphics, etc. He wants them to write and tell everything the way it was written in books.

4. Self loving, selfies. This type of teachers worries about nothing but himself. He spends time during a lesson telling his students some stories from his personal life, and he does not care whether his students need listening to them.

5. Teacher robots. Such teachers often make their students fall asleep, talking to them with an incredibly monotonous voice. And it does not matter whether they talk about English grammar or a school on fire.

6. Too nice teachers. They always looking for an opportunity to please students. Such a teacher allows to call him by name, he never raises his voice when students forget their homework, fail tests, etc., and he always tries to treat them the best he can. The problem is, students soon understand they are free to ignore such a teacher.

7. Teachers with poor body-language and facial expressions. Especially those who do not know how to carry themselves around the class or in the institution.

b. How Does Teachers’ Communication Style Affects Students?

“Our estimates imply that replacing a teacher whose value added is in the bottom 5 percent with an average teacher would increase students’ cumulative lifetime income by a total of $1.4 million per classroom taught. This gain is equivalent to $267,000 in present value at age 12, discounting at a 5 percent interest rate.”

- Great Teaching: Measuring its effects on students' future earnings.

8. Teachers with no passion for teaching. They consider teaching as a hard work and do not show any drive to carry on with the teaching. They wait for the bell.

9. Teachers can’t demonstrate any practical experience in the given field. They do not have any good stories, examples, or case studies to tell about the subject.

- Raj Chetty, John N. Freidman and Jonah E. Rockoff

Teachers are judged and remembered for their interaction influence. EdXcellence Teacher Communication Development System is designed to build splendid Interaction Influence.

12. Teachers who harass emotionally. Especially those who is judgemental about students based on their academic scores.

11. Teachers who preach rather than teach. They are highly opinionated about everything and not ready to change.

10. Teachers’ talk sounds arrogant. They think students are morons and don’t respect their intelligence.

1. People

Many institutions fail, when the visionary founding fathers move out. The institution becomes something else by deviating from the established culture. That is the reason, one must establish systems and procedures that are aligned with the culture of the institution.

2. Systems & Procedures that are in alignment with the culture

Therefore, it is important to organize around learning functions, not people. Build systems within each learning function. Let systems run the institution and people run the systems. People come and go but the systems remain constant.

The Global team from EdXcellence will be happy to help your institution to reach new heights by inculcating the right culture, systems and processes.

— Dr. Robert Kizlik (Prof. of Education - Florida Atlantic University)

Many educational administrators and bureaucrats think that any teacher is a curriculum expert and a competent instructional designer. After all teachers use curriculum and work with students to deliver it. But it takes a lot more than using a curriculum to create one.

Anyone who has worked with students will know that it takes more than knowing how to read to be able to teach a child to read. It takes more than knowing how to add or multiply fractions or decimals yourself to be able to teach someone else how to do that. There are skills and concepts that are part of a child’s learning trajectory that must be understood and then introduced  and developed in a coherent and comprehensive sequence. It’s easy to believe that all teachers by virtue of being teachers know who to teach anyone anything. But that is not the case.

The Global team from EdXcellence will be happy to help your institution to create appropriate curricula keeping the requirements of all stakeholders in mind.

EdXcellence work on improving the quality of teachers. Developing the Interactive Influence (Teachers’ speaking skills) is one of the most important part of this approach. It works on a. Improving the professional quality of teachers and b. Enhancing the teacher communication skills.

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