Professional Documents
Culture Documents
Manual For The Training of New Teachers Final
Manual For The Training of New Teachers Final
Manual For The Training of New Teachers Final
Teachers
A Resource Guide for Schools and Teachers
Contributing Members:
Regional Education Directorate Five
Department of State for Education/SQAD
United States Peace Corps
_________________________________
(Write school or directorate name here)
Table Of Contents
Topic Page Number
1. Introduction-----------------------------------------------------------------------3
2. What Is My Role In The School As A Teacher?----------------------------4-8
2.1. Performing To Expectations (Attendance and Code
Of Conduct)---------------------------------------------------------------4-5
2.2. Dressing Professionally--------------------------------------------------5
2.3. Looking For Help From Colleagues-----------------------------------6
2.4. Acting As Teacher On Duty---------------------------------------------6
2.5. Maintaining A Positive Relationship With Colleagues--------------6
2.6. Understanding The Gambia’s Policy on Sexual Harassment
and Misconduct-----------------------------------------------------------7
2.7 Reviewing Teacher Expectations---------------------------------------8
3. What Is My Role In The Classroom As A Teacher?-----------------------9-23
3.1 Keeping A Daily Register-----------------------------------------------9-11
3.2 Using A Syllabus---------------------------------------------------------12
3.3 Attaining Learning Achievement Targets-----------------------------13
3.4 Preparing Schemes Of Work--------------------------------------------13
3.5 Preparing Lesson Notes--------------------------------------------------14-15
3.6 Using Teaching And Learning Aids------------------------------------15-16
3.7 Gaining Respect From Your Students----------------------------------16
3.8 Managing Your Classroom/Disciplining Students-------------------17-19
3.9 Recognising Students’ Learning Styles--------------------------------19
3.10 Keeping Students Involved And Active-------------------------------19-20
3.11 Evaluating Student Performance---------------------------------------20-21
3.12 Teaching English In The Classroom-----------------------------------21-22
3.13 Working With Female Students-----------------------------------------22
3.14 Monitoring Student Welfare---------------------------------------------23
3.15 Assessing Your Own Work----------------------------------------------23
4. What Is My Role In The Community As A Teacher?---------------------24-25
4.1 Communicating With Parents And Community Members----------24
4.2 Maintaining Respect In The Town/Village (Dress/Behaviour)-----24
4.3 Keeping Professional Relationships With Students------------------25
4.4 Participating In Community Activities And Events------------------25
4.5 Building School/Community Links------------------------------------25
5. What Challenges Might I Face As A New Teacher?------------------------26-27
5.1 Changing Education Techniques In The Gambia---------------------26
5.2 Teaching Students With Special Needs---------------------------------26-27
5.3 Teaching With Limited Resources--------------------------------------27
5.4 Coping With Living In Remote Areas----------------------------------27
6. What Should I Know About the Regional Education Directorate
(RED) and the Department Of State For Education (DoSE)?----------28-29
6.1 Interacting With The Regional Education Directorate---------------28
6.2 Understanding the Appointment and Payment Processes------------29
7. The Way Forward/Becoming A Qualified Teacher------------------------30
8. Vocabulary List-------------------------------------------------------------------31
9. Comprehension Questions for New Teachers-------------------------------32
10. Suggested Activity Ideas for Trainers----------------------------------------33
1. Introduction
This manual was created to facilitate the training of newly appointed Teachers. Ideally,
newly appointed Teachers would have mandatory inservice training before entering the
classroom. It is realised that resources are often not available to hold such training. We
hope that this manual will give new Teachers a short introduction to teaching before they
enter the classroom.
The manual can be used in many different ways by numerous Departments within the
education system. If possible, the information should be shared in a small workshop at
regional level or in a one-on-one meeting with the newly appointed Teacher and a
Regional Education Directorate officer. If this is not possible, Heads of schools or
Regional Training Team members should frequently hold school-based or cluster-based
workshops with Teachers newly appointed to schools. This manual can also be used as
part of the Teacher training courses at the Gambia College and as a reference material for
new and experienced Teachers alike.
All Regional Education Directorate Officers and Heads of schools must be aware of, and
assist in enforcing, all policies captured in this manual.
Regional Training Officers, SQAD Officers and members of Regional Training Teams
hold primary responsibility for the support and implementation of this manual.
Teaching is one of the most difficult professions in the world. It is said that without
Teachers, we would not have doctors, lawyers, or businessmen. We hope that you treat
your new position with seriousness and respect. It is you who will help to form the minds
of The Gambia’s future leaders.
“The main hope of a nation lies in the proper education of its youth.”
- Erasmus
*** Please note that all words marked LIKE THIS are defined on the
Vocabulary List on page 31 ***
2. What Is My Role In The School As A Teacher?
There are many expectations that Head Teachers, students and community members have
of the Teachers at their schools. A Teacher is someone who serves as a role model while
educating students in the required subject areas. It is important that a Teacher has
positive relationships with co-workers and uses them as valuable resources. A Teacher’s
role is to gain the respect of his or her students and assist them in gaining the knowledge
needed to be a successful citizen of the country.
“Setting an example is not the main means of influencing another, it is the only means.”
- Albert Einstein
Another expectation of Teachers is that they will follow The Gambia Government’s Code
of Conduct. Some things in the Code of Conduct include:
“The first duty of a civil servant is to give his undivided attention to rendering the
service for which he is employed at all times when that service has a claim
upon him.” [This means that during working hours, you should put your full
attention on teaching. Personal matters should not be dealt with at the
school.]
“A civil servant should not…”
- “…place himself in a position where he is under obligation to give
special consideration or favour to any person” [This means that
everything in the school should be done fairly, and preference should
not be given to anyone.]
- “…engage in any outside work or undertaking that interferes with
the performance of his duties as a civil servant or which misuses the
information acquired in the course of his official duties” [This
means that any campaign or project that interferes with your work
cannot be participated in, i.e. Measles immunisation campaign.]
- “…do anything which places his personal interest above the public
interest” [This means that your personal gain or interest should
never come before that of the students, school or parents.]
The Code of Conduct for Heads of Schools and Teachers includes these important
regulations:
“Except in the case of an emergency, all absence should be written and sought for
a day in advance. In all cases the permission of the Head should first be
obtained before the Teacher absents herself or himself from the school.”
“Staff shall not engage in private and personal conversation during classes when
she/he is expected to teach or supervise children at work or play.” [This
includes mobile phone calls, except in the case of emergency.]
“No staff shall smoke in the school premises during school hours or ask students
to purchase cigarettes for them.”
“No staff member shall indulge in sexual/immoral relations with pupils or
students in any school, including tertiary institutions. Such action will result
in a very tough disciplinary action against him/her.”
[Although it is not directly stated in the Code of Conduct for Heads of Schools
and Teachers, please note that no student shall be sent on errands, especially
outside of the school premises, while sessions are on.]
Teachers and Heads, in order to maintain respect and authority in the school and the
community, must dress appropriately for school. Students are required to wear clean
uniforms to school and be well kept. Teachers, also, should maintain a school “uniform”
and dress appropriately. School is not the place to display new fashions. Teachers should
dress professionally at all times. Schools are encouraged to have a meeting with students,
parents, and Teachers to discuss and create school rules and dress codes for Teachers as
well as students. This is a general guideline for dress at school:
3
2.3 Looking For Help From Colleagues
Teachers and Heads must work together for the betterment of the school and the students.
As new Teachers, it is important that you realise that your colleagues may have more
experience than you and can help you overcome challenges that you might face. If you
know that a Teacher at your school specialises in a specific subject area, do not feel shy
to ask him or her to help you plan a lesson for your students. If you admire another
Teacher’s knowledge or teaching style, ask if you can observe his or her classroom. If
your colleague specialises in Agricultural Science, for example, it might be helpful to
have that Teacher come and teach your students about water use or farming.
One of the responsibilities that you will be asked to carry out is the job of “Teacher on
Duty.” Teacher on Duty has a different meaning at each school. You must be sure that
you have a clear understanding of the Teacher on Duty’s role at your school. Usually, the
Teacher on Duty takes care of discipline and assembly matters. This duty assignment
usually lasts for an entire school week. Other Teachers usually assist the Teacher on duty.
You also are expected assist other Teachers in their duties. Liase with your Headmaster
to understand the duties assigned to you as Teacher on Duty.
In order for a school to run smoothly, there must be a cordial, positive relationship
between all Teachers and staff. Teachers must work together as a team. You should
never compete with your colleagues. You are all there for one reason: to help the
students.
Teachers should always uphold and defend the name of any other Teacher outside of the
school [i.e. in the community]. No Teacher should entertain or participate in rumors or
stories being told about a colleague. Sometimes, this will mean putting your personal
opinions aside in order to make the right decision for the school. All Teachers are part of
the school team and if you insult a colleague, you are insulting the school as a whole.
Encourage community members to approach a Teacher directly and question them rather
than spread false stories about them.
4
2.6 Understanding The Gambia’s Policy on Sexual Harassment and Misconduct
It is becoming more and more important that all Teachers are aware of policies on
student/Teacher relationships in schools. Under no circumstances is a Teacher to have
a romantic or sexual relationship with a student. In September 2004, the “Policy
Guidelines and Regulations on Sexual Misconduct and Harassment in Gambian
Educational Institutions” was published. A few important excerpts from the manual
follow:
5
2.7 Reviewing Teacher Expectations
6
3. What Is My Role In The Classroom As A Teacher?
A Teacher has many duties that must be fulfilled in the classroom. Teachers must be well
prepared, able to maintain discipline in the classroom, be attentive to students needs and
be willing to help struggling students.
“A Teacher affects eternity; he can never tell where his influence stops.”
- Henry Adams
The ATTENDANCE REGISTER must be filled out twice daily, both in the morning and after
break. [For afternoon shift classes, it must also be taken twice.] The attendance register
is a very important document. It helps you to record the number of times each student in
your class is present throughout the entire year and can be helpful in defending yourself
or a student in legal matters.
NOTE: A student who is late should be marked “present” in your weekly totals. Late is
not marked as absent in weekly totals.
7
Here is a sample attendance register:
- Abdou Rahman was present 9 times, absent 1 time and late 3 times
- Mariama was present 7 times, sick 3 times
- Salimatou was present 8 times, absent 2 times
- Adam was present 8 times, sick 2 times
- Adama was present 8 times, sick 2 times
At the end of each term, Teachers must close the register, or prepare the total attendance
for the term. In order to make the closing of the register easier, Teachers should total
weekly attendance every Friday at the end of the day’s sessions.
Closing the daily attendance simply means adding together the total number of students
present for the day.
For example, if you have 48 students in your class and 38 students are present on
Monday morning and 37 are present on Monday afternoon [one child was ill and went
home], you would fill your register like this:
1st Week
M T W Th F
NUMBER (Morning) 38
PRESENT (Afternoon) 37
TOTAL ATTENDANCES 75
NUMBER ON ROLL 48
8
For the week, your register might look like this:
1st Week
M T W Th F
`
NUMBER (Morning) 38 40 37 40 41
PRESENT (Afternoon) 37 40 37 40 41
TOTAL ATTENDANCES 75 80 74 80 82
NUMBER OF ROLL 48 48 48 48 48
At the end of the week, these numbers should be added together and entered into the
“Weekly Totals” column for Week 1.
Weekly Totals
1 2 3 4 5
`
NUMBER (Morning) 196
PRESENT (Afternoon) 195
TOTAL ATTENDANCES 391
NUMBER OF ROLL 48
To close the register at the end of the term, you must add together Weeks 1-15 of the
weekly totals columns for the entire term. You will mark these numbers in the box for
term totals:
9
A SYLLABUS is a course outline or list of things that should be taught in a certain time
period. In summary, a syllabus is a list of things that a Teacher must teach. The
Department of State for Education is constantly revising and updating a syllabus for each
grade and subject being taught.
Upon arrival to your posting, ask your Head of School if he/she has the syllabus for the
grade and subject you have been assigned. If he or she has a copy of the syllabus, read it
closely. If no syllabus is available, inform the Head immediately so he or she can obtain
one. [When there is no syllabus, the next best thing is the Teachers’ Guide for the
grade(s) and subject(s) you are covering. If you cannot find these materials, request that
your Head immediately request them from the Regional Education Directorate.]
A syllabus is there to guide you through the school year and to help you choose what
to teach in your classroom. It will be easier to plan your schemes of work and lesson
notes [see chapters 3.4 and 3.5] if you have a syllabus or Teacher’s guide to help you.
After reading this list of things that you must teach, you will have an idea of what should
be taught to Grade 3 students about the parts of a plant. After consulting the Learning
Achievement Targets [see following chapter] for Grade 3 Integrated Studies, you will be
ready to prepare a scheme of work and lesson notes in order to accomplish the goal of
teaching the parts of a plant to Grade 3 students.
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The Department of State for Education is creating LEARNING ACHIEVEMENT TARGETS
(LAT’S) for each grade level in the basic cycle. Learning Achievement Targets are basic
goals or targets that all students should be able to achieve within a given school year.
This resource is very useful for Teachers. The LAT’s tell you exactly what the students
must learn. Therefore, you will know exactly what you should teach. Teachers must
master all of the goals in the LAT’s, as you cannot teach material that you have not
mastered. You must work to see that students achieve these targets during the school
year. Be sure to check with your Headmaster immediately upon posting to see if he or
she has the LAT’s for your grade level. The LAT’s should be used weekly to help plan
lessons and write lesson notes.
In order to ensure that students learn the required information for their grade and subject,
Teachers must be very organised. SCHEMES OF WORK are tools used to help Teachers
organise lessons. Schemes of work help Teachers make long-term plans and goals for
their classes. They cover long periods of time (from one week to two months or more)
and broad subjects. The aims found in the scheme of work should be based on the
Learning Achievement Targets (LAT’s) and objectives set forth by the Department of
State for Education. Many lesson notes [see following chapter] must be made to achieve
all of the goals in a scheme of work. Schemes of work should be prepared according
to the schedule of your school [i.e. weekly, fortnightly, monthly, etc.].
For example, a Grade 3 Teacher would describe the many different things that he/she
wants to cover in Integrated Studies about the parts of a plant over the next week. He/she
would include what the students will learn, but not how they will learn it.
Here is a sample scheme of work used in covering the parts of a plant. It is based
on the Draft Syllabus for Grade 3 Integrated Studies. [See Chapter 3.2]
Period Unit Unit Aim Work Plan Reference Materials Evaluation Remark
/Week Topic
7th Feb. – Growing Students Students Grade 3 3 plant grade plants (To be
11th Feb. plants/ will be will observe syllabus, species, drawn in filled in
parts of a able to plants, draw Grade 3 seeds, exercise after the
plant recognise a diagram in Science text, fruit, books, week has
and name exercise Growing exercise oral ended.)
parts of books and Plants by books, questioning
the plant plant seeds Lawrence pens, school of plant
in garden Brown (from garden bed parts
school library)
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3.5 Preparing Lesson Notes
Another tool used to help Teachers organise themselves is lesson notes. LESSON NOTES
describe in detail exactly what the Teacher will teach during a specific time on a specific
date. One lesson note should be prepared for each subject, everyday. Lower basic school
Teachers should prepare lesson notes for English, Science, SES and Maths everyday.
Upper basic school Teachers should prepare daily lesson notes for each different class
that they are teaching [i.e. one note for Grade 7 General Science and one note for Grade 8
General Science).
Before writing your lesson note, think seriously about the objectives of the lesson. To
make sure the objectives are met, ask these three questions:
1. What do I want the students to be able to know or do at the end of the lesson?
2. How can I show my students how to apply what they learn to their daily lives?
3. How do I encourage my students to want to learn the lesson?
Following is a sample lesson note used in covering the parts of a plant. It is based
on the Draft Syllabus for Grade 3 Integrated Studies.
12
Lesson note for Grade 3 Science lesson
TEACHING AND LEARNING AIDS are materials that are used while teaching a lesson. They
can be home-made, school-made, natural or manufactured. Teachers use aids in order to
make the learning and teaching process easy, effective and understandable. Despite
limited resources, classroom materials can be found everywhere. The most familiar and
accessible teaching and learning aids include visual and concrete objects. Teachers are
encouraged to prepare teaching and learning aids by using locally available resources
found in their immediate environments.
13
Designing, producing and using teaching aids in your classroom will have many benefits
including:
Enabling learners to have the opportunity to get into contact with real materials
Allowing students to become independent learners
Allowing Teachers to be supervisors rather than lecturers
Helping to develop creativity, innovation and self-reliance in students
Increasing the quality of education you are giving students
Some examples of teaching and learning aids to be used in the classroom include:
bottle tops, sticks, and matchsticks to be used as counters
plants, hammers, tin cans, fruits and vegetables can be used as models
sugar, salt, batteries, solutions, seeds, etc. can be used in science experiments
rice bags can be used as vanguards to draw maps and charts
cartons can be cut up and used as vanguards to write letters, words, numbers or
maths facts
bamboo can be used to pin vanguards to your classroom wall
The Teacher/student relationship is one of the most important things in your classroom.
A child who does not respect his or her Teacher often will not listen to him or her. If a
student is not listening, he or she is not learning. Therefore, a Teacher must work hard to
gain – and keep – the respect of his or her students.
Many people think that if someone fears you, they respect you. This is not true. Fear is
“an unpleasant emotion or thought you have when you are frightened or worried by
something dangerous, painful, unpleasant or bad that is happening or might happen.” If
someone fears you, they will do as you say because they don’t want to make you angry
or be punished. If someone respects you, they want do as you say because they honour
you. Fear creates a negative learning environment; respect creates a positive learning
environment. We want students to learn because they want to, not because they are
scared.
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3.8 Managing Your Classroom/Disciplining Students
Classroom management is one of the most important and most difficult jobs of a Teacher.
A Teacher can keep a stimulating teaching and learning environment by maintaining
discipline in the classroom. Many Teachers believe that discipline can only be
maintained through corporal punishment. This is because many Teachers do not know
any other ways to discipline students. If a school abolishes beating students and does
not apply any new discipline methods, it will be very hard to keep order in the
school because there is no discipline. For this reason, it is important to have
ALTERNATIVE DISCIPLINE METHODS, or ways of disciplining students without physically
harming them.
[It is important to note that Gambian law does not allow corporal punishment except two
strokes on the hands given only by the Head or deputy of the school. Any physical
punishment must be recorded in the school’s punishment book. For these reasons, we
must all look for alternatives to corporal punishment.]
CONSEQUENCES
1. Verbal warning
2. Move to another seat or place
3. Serve a detention
4. Sent to Headmaster’s office
5. Notify parents
Inform parents, the PTA and the administration about classroom rules and
expectations. Keeping close contact with the homes of learners helps
Teachers keep discipline. If a student breaks a major rule, parents can be
informed about the problem.
Example: “Lamin and Ibrahim. Are you allowed to fight at school? You
know that you have broken a school rule. We will discuss this
with both of your parents after school.”
15
Praise students for good behaviour.
Example: “Modou, thank you for following rules and raising your hand.”
Establish an environment where students respect self, others and the school.
Example: “Sarjo, we are working in our exercise books and you are
talking. Are you respecting your classmates?”
Teach students problem solving techniques. They must know that all actions
have consequences. If they know how to solve a problem, it can avoid
serious issues like fighting.
Example: “Sainey, it looks like you are having a problem with Fatou.
Think about all of the different solutions to your problem.
Which one will have the best consequence for both of you?”
Even though preventive measures may be in place, there will still be times when a student
breaks a rule or misbehaves. That student must have a consequence for his/her behaviour.
There are many ALTERNATIVE DISCIPLINE METHODS that are being used throughout The
Gambia to replace beating. Alternative discipline methods are ways of disciplining
without using corporal punishment. Some examples include:
To correct minor disruptions like talking out of turn or having unkempt hair,
Teachers can:
Make an example of a student who is doing the wanted behaviour. Other
students will then correct their behaviour to get your positive attention.
(Example: “Buba, you always come to school with your shirt tucked in. I
wish that all students would dress properly like you do.”)
Use “wait time.” If students are not listening, stop speaking, stand still and
look at them until they are quiet. Some Teachers use a watch to time how
long it takes the students to quiet down. After class is dismissed, the students
then have to pay back that lost time in a detention to the Teacher.
Stand near a student who is misbehaving. If a student is talking out of turn
and you stand right next to him or her, he/she will probably feel nervous and
stop talking.
Throw a question to a student. If students aren’t paying attention, involve
them in the lesson by asking them questions. This will prompt them to pay
attention.
Give verbal warnings. (Example: “If you speak out of turn again, you will
have a detention after school.”)
Make eye contact. If a student is misbehaving, look that student directly in
the eyes. In most cases, the student will realize that he/she is doing
something wrong.
Ask a student to move seats. If a student is causing a disruption where he/she
is seated, ask him or her to move to a different seat.
Give time-outs or detentions. Make it known to students that if they waste
your class time, they will have to pay that time back after school or during
break time.
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Withdraw a privilege or position of responsibility. (Example: If a student is
always causing arguments and/or fights during break time, take break time
away from that student and have the student spend break time in the
Headmaster’s office or another supervised area.)
Make a behaviour agreement with the student. Make a written agreement
with the student stating exactly what behaviour he/she will avoid. Include the
consequence if he/she does that behaviour. The student, classroom Teacher,
Headmaster and parent (optional) should sign the agreement.
Suspend the student. Only in severe situations should a child be suspended
from the school.
Teachers must realise that not everyone learns in the same way. If you only teach in one
way (i.e. lecture), only some students will understand. It is important to do many
different activities in class that will help all students learn. It is also important to
remember learning styles when assessing students. Some students are poor writers and
will always fail a written exam. Those same students may be able to show you that they
know the information if given a different type of exam such as a drama presentation or a
practical exercise. The eight different types of learners are listed below:
Many different approaches are used in teaching and learning processes. New approaches
say that students’ learning will be increased if they are involved in their own learning. To
get students involved and active, Teachers should organise ACTIVITY-BASED LEARNING.
Activity-based learning gets students to take ownership of their learning. We want our
students to understand ideas, not just memorise them. There are many ways to get
students involved in learning. Here are some examples of activity-based learning:
Collection and use of objects showing shape, color and/or number
Games that encourage mental calculation and fast thinking
Arranging students in small groups where they can share ideas and questions with
classmates
Quiz competitions between two groups in the class
Problem-solving activities
Making and using models
Practical activities and experiments using apparatus, solutions and/or machines
Sorting and grouping activities
17
Visits, field trips and excursions
Let the students do different activities: draw, talk, play, read, listen, act, observe,
perform, demonstrate, watch, experiment, discover, test, examine, investigate,
sing, etc.
*It is important to note that the Teacher should be busy outside the class in preparing
activities for the students to experience. While in class, the Teacher should be seen as a
supervisor of the assigned task, not a lecturer.*
One requirement from DoSE is that 3 evaluations (exams or tests) be given each term at
the upper basic level. At the lower basic level, 2 evaluations are required per term.
However, every Teacher needs to take it upon him or herself to constantly monitor
students’ learning. Daily assessment helps the Teacher aim lessons at the exact level at
which students are learning.
The length and type of evaluation depends on the topic and grade level of the students.
Evaluation can be integrated into the lesson or done separately at the end of the lesson.
Examples of different types of evaluation include: written exams, essays, oral speeches,
questioning, drama presentation, drawings, or practical experiences. Evaluation must be
standardised in such a way that it truly reflects what the students have learned.
Memorisation of facts and figures does not show true knowledge. Create exams that will
show true knowledge.
1. Teacher decides on the method of evaluation. The way you evaluate the students
has to apply to what you tried to teach them. What type of exam will best show if
the students have achieved the objective: written, oral, practical?
2. Evaluation is conducted. Be sure that all students have a fair chance. [i.e. If a
student is suffering from malaria he/she may not perform well.]
3. Exams are graded by the Teacher. Class prefects or any other person should not
grade exams.
4. Results are recorded in the Teacher’s “Exam Book.” Teachers must keep a record
of all exam results in order to give proper grades at the end of the term.
18
[Unfortunately, many Teachers are not currently keeping an exam book. Do not
follow their example. All Teachers should keep an exam book.]
5. Teacher gives written feedback of performance to the students. Students need to
know how they did on the exam so that they can improve and/or ask for help on
the areas where they failed.
6. Review the exam and discuss correct answers. After students have seen their
results, have a class discussion about the exam. If certain questions were missed
by most students, explain what answer or result you were looking for and how
they could have shown that to you. [You may need to review the subject if all
students have poor exam results.]
Teaching students in a non-native language is very difficult. As most of our students are
not fluent in English, we must use certain strategies to help them learn. Remember that it
takes many years to master a new language. Some students will learn English quicker
than others. There are many “English as a Second Language” (ESL) techniques that can
be used in the classroom to help students learn English.
Song and Rhyme: For young students, songs and poetry are a good way to start.
Although they will not understand the meaning of the words at the start, they will
learn the sounds of English. [Example: Sing, “Mother is pounding, mother is
pounding, father is farming, father is farming, brother is playing, brother is
playing, sister is dancing, sister is dancing” while both Teacher and students show
the actions with their bodies.]
Teacher Actions: Non-verbal communication sometimes speaks louder than
verbal communication. Use actions while teaching. [Example: If you are
speaking about lifting, lift something. If you are speaking about parallel lines,
demonstrate parallel lines with your arms.]
Concrete Objects: Bring in real, concrete objects when teaching a new word or
idea. [Example: When talking about levers, bring a lever into the classroom.]
Emphasise New Words: When using a new vocabulary word, emphasise that
word for the first 3 or 4 days that you use the word. [Example: When we are
measuring per-i-me-ter, there are a few steps we must take.]
Repeat: Repeat new words often. Have the students repeat the word after you.
[Example: This shape is a rectangle. Can you all say rec-tan-gle? Ebrima, can
you say rectangle? Great. Salimatou, can you say rectangle? Very good.”]
Reword: Use similar words to explain what you mean. [Example: “When you
are exhilarated, you are happy or excited or overjoyed.”]
Rephrase: Rephrase in a different way what you are trying to say. [Example:
Desertification is affecting West Africa daily. Desertification is when the desert
keeps growing and growing and takes over areas that used to have a lot of green
vegetation. Wet areas become dry deserts.]
Vocabulary Charts: Use a vanguard or rice bag and felt pen to record important
words for each subject. Make a small drawing that relates to the word. Refer to
the chart every time you use the new word. [Example: “Next, the food enters the
intestines. Remember that intestines was one of our vocabulary words. Who
remembers where the intestines are? What do the intestines do in our bodies?”
19
Wait: Students often need time to translate in their minds what you said into their
first language. When you ask a question or use a new word, wait in silence for a
few seconds so that children can translate and make sense of what you are saying.
The students who always answer first usually have the best understanding of
English. Allow the other students time to think and translate in their minds before
calling on a student to answer a question.
Vocabulary Cards: Cut cartons into 15 cm. squares and write new words on
them in ink or with a felt pen. Everyday, show the cards one-by-one to the
students and review their meanings. [Example: Flash the card with the word
“dissolve” on it. Ask the students, “Who can say this science word?” Then ask,
“Who can tell us what this word means?”]
Working with female students requires special attention. Keys to working with female
students include patience, flexibility, and encouragement. Teachers must work together
to encourage female students to stay in school and avoid pregnancy and early marriage.
These ideas and strategies must be remembered when working with female students:
Female students are often shyer than boys and may need extra encouragement.
Encourage girls to answer questions and speak up in class. Do not allow the girls
in your classroom to sit silently day after day. Encourage them to speak out. [i.e.
“I am only hearing from the boys today. Can I hear from two girls, please?”]
Ask boys to allow their female classmates time to answer questions.
Give girls advance notice that you will call on them. This lowers their fear of
being called on. [i.e. “Mohammed will answer this question. Bintou, you will
answer the next question.”]
If a student gives an incorrect answer, encourage them to try again or to check in
their exercise book. Saying something negative to them [i.e. “You are stupid.”]
will discourage them from answering again.
Create a positive classroom environment where students encourage one another.
Do not allow comments such as “You don’t know anything.” Encourage students
to help one another rather than laugh at those who don’t understand.
Occasionally separate boys from girls when working in small groups. This allows
girls time to speak openly without the pressure of performing in front of boys.
Find ways to make good examples of female students and community members.
If they feel successful, they will enjoy school and be less likely to dropout.
Encourage girls to be serious about learning. Help them to understand that they
have an opportunity to learn that many of their mothers never had.
Male Teachers must be reminded that female students should never be flirted
with, touched or harassed in any way.
Some schools, especially Girl-Friendly Schools, are now identifying a female Teacher to
serve as a female Counselor. The counselor talks with girls, advises them, and helps
them solve problems. Female Teachers are encouraged to ask Heads of schools to be
counselors if they feel they have good listening skills and can help female students solve
problems.
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3.14 Monitoring Student Welfare
Every Teacher should monitor the welfare of his or her students both in and out of school.
As a Teacher, you know your students and their personal lives better than most other
community members. Because of this, you should help to make sure that all of your
students are healthy and safe. Monitoring student welfare includes observing, examining,
investigating and assessing students both at school and on HOME VISITS. Any serious
problems discovered should be reported to the relevant authorities for action.
If a student is having a serious problem, a Teacher should help in solving the problem.
Some ways to assist students in need is by way of guiding and counselling them, listening
to their concerns, sympathizing, empathising, helping them to manage their time, and
supporting them to make the right decision.
Some schools elect one Teacher to serve as the guidance counsellor for all student
welfare issues. The counsellor must be a good listener, a good problem solver, and have
ideas similar to the norms of the local community. The monitoring of schoolgirls should
be assigned to a female Teacher while boys are to be monitored by a male Teacher. Note
that not all Teachers are good counsellors. [i.e. Simply because someone is a female does
not mean that she is a good female role mode.]
Take note that monitoring student welfare can come with some implications. Sometimes,
communities do not agree with the counselling and/or support that a child receives at
school. Try to involve parents and help them see the value of a counselling. Help them
to understand that you are there to help their child.
As professionals, Teachers need to take time to ASSESS themselves. At the end of the
school day, take time to look back on the lessons taught and think about how the lessons
went. Assessing your work will help you avoid making the same mistakes twice and will
help you improve your teaching. You should ask yourself these questions daily:
The answers to some of these questions can be recorded in the “remarks” column of your
lesson notes and schemes of work. [Although it is not required.]
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4. What Is My Role In The Community As A Teacher?
As a Teacher, your role is to educate community members about the school and the
activities going on at the school. Generally, Teachers are respected at the community
level and must work to maintain that respect.
“Others will follow your footsteps easier than they will follow your advice.”
- A.H. Glasgor
*Students who know that their Teacher is in contact with their parents tend to be better
behaved than students who know that parents will not know how they behave at school.*
It is important to remember that – as a Teacher – people are always watching you and
your behaviour. You are a role model, and should try to act as a good role model
whenever you are in public, even after school hours. When you arrive at your school, pay
attention to how the community members dress. If you notice that their style of dress and
is very different than yours, you will need to change the way you dress.
Dress is especially important for female Teachers. Realise that some upcountry villages
are not used to seeing women in trousers or tight clothing. Some villagers will find this
type of clothing inappropriate and will lose respect for you. Some parents do not want to
send their girlchild to school for fear that they, too, will begin to dress in Western-style
clothes. Be considerate to community members and try to dress as is traditionally
accepted in your area.
A Teacher’s behaviour (even after school hours) is always being observed. Your
behaviour outside of the school affects you professionally. Community members see you
as a role model for their children and notice when you are smoking, drinking alcohol or
fighting. Avoid setting a bad example in your community.
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4.3 Keeping Professional Relationships With Students
Parents like to know the person who is teaching and disciplining their children everyday.
One way to keep home/school communication open is to attend community events.
Parents will see that you are integrating into the community and will show you more
respect. When attending these events, remember to behave and dress as a role model.
Many schools in The Gambia are under-resourced. One way to close the gaps is to get
parents involved in the school. If parents feel ownership over a school, they will be more
willing to assist in building a school fence or helping with a school project. There are
many ways to get parents involved in schools. Here are a few examples:
P.T.A.: All schools should have a PTA. The PTA is a school governing group that
helps in making rules and decisions for the school. The PTA helps to spread the
workload and responsibility of the Headmaster throughout the community.
Parents and Teachers should be involved in the PTA.
Open House: Schools can hold an “Open House” where parents are invited to the
school to see what goes on at the school and to meet their children’s Teachers. An
open house is informal and is different from a community meeting. Teachers
should have a short talk with parents to show them what is being taught in the
class. Students can lead their parents on a tour of the school. An Open House
allows parents to feel welcomed at the school.
Parent/Child Projects: Schools can arrange games/competitions for parents and
children to work on together. This brings parents closer to the school and shows
the child that their parent cares about their schooling. Some examples include:
- Father/Son Car Competition: Encourage fathers and their sons to see who
can build the best toy vehicle out of local materials. One evening, call all
who wish to participate to the school. There, they will have a showing and
judging of the cars. They can be judged on speed, beauty or creativity.
- Mother/Daughter Appearance Show: Mothers and daughters could have a
“show” with different hairstyles, cultural dress, or Western dress. One
evening, call all who wish to participate to the school. There, they will have
a showing and judging of their appearance or style.
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5. What Challenges Might I Face As A New
Teacher?
Teaching is not an easy profession. Although most days will be problem-free, there will
be some days when you come across a problem or challenge.
There are always new ideas and techniques being tried out in the education sector. The
Gambia is experiencing a lot of changes in the educational system. The system today is
geared towards more practical education than it was in the past. There are a few main
areas where education in The Gambia is changing:
Teaching Strategy.
Then, Teachers did what we call “chalk and talk.” Learning focused on
memorisation and drilling.
Now, Teachers organise activity-based lessons. Teaching and learning
aids are used to help students learn.
Classroom Arrangement.
Then, students were seated in rows with the Teacher always at the front to
ensure order and discipline.
Now, Teachers walk throughout the classroom to monitor students.
Students are seated according to the task at hand, sometimes in rows, other
times in groups or clusters.
Issues Taught.
Then, topics such as gender issues and sexual behaviour were not
discussed.
Now, POP/FLE covers issues related to gender, family planning and
contraceptives. Presence of HIV/AIDS in The Gambia requires us to
discuss ways of transmission and prevention with our students.
Community/Parent Involvement.
Then, the school and the community were seen as separate entities.
Now, we see the school as part of the larger community. Schools are
starting PTA’s and parents are taking ownership over schools. This is
helping enrolment and interest at the community level.
The Gambia is currently working to include all SPECIAL NEEDS STUDENTS in public
schools throughout the nation. Special needs students include students who have
difficulty hearing (deaf), speaking (mute), seeing (blind), and/or learning (retarded or
slow) as well as any other child that needs special attention due to physical or emotional
challenges. The inclusion of these students in public schools is called MAINSTREAMING.
Previously, educational opportunities for these students were limited to the Greater
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Banjul Area. The Department of State for Education has created a unit committed
specifically to children with special needs.
Students with special needs will need extra help in your class. If you have a student with
special needs, notify the Regional Education Directorate so that added support or training
can be requested from DoSE.
Some useful teaching strategies to use with special needs students include:
Pair special needs students with more capable students to complete activities and
assignments together.
Give special attention and time to special needs students.
Alter assignments to make them appropriate for special needs students. [i.e. If the
class has an assignment of 10 math facts, allow the him/her to work on only 4.]
Always have teaching and learning aids available for the special needs students.
[i.e. Allow him/her to use bottle top counters for simple addition while other
students are working on memorisation of facts.]
Create a seating arrangement that will place special needs students near the
Teacher and/or near a helpful classmate.
Encourage and reward special needs students often.
Give additional time for special needs students to complete tasks.
Create an atmosphere where students respect each others pace and level of
learning. [i.e. Do not allow students to ridicule one another.]
Teaching with limited resources is not easy but it is important that we try our hardest to
work with what we have. DoSE, RED officials and Headmasters realise that you may not
have all of the materials that you need but that is no reason to give up. You must work to
create useful teaching and learning aids in the classroom with what is available. You
must use whatever textbooks or Teachers’ guides that are available. If they are not
available, you must improvise and find another way to help students learn. Do not make
your students suffer because resources are not on hand. Every Teacher has the ability to
improvise; it is up to you to take initiative and be creative with the resources available.
As civil servants, you can be posted to any school throughout the nation. You are hired
to serve the nation, not a certain town or village. Some of you will be posted to very
small villages, far away from the highway. Although it is difficult to adjust to village life,
try to cope with the conditions. The government is working hard to provide hardship
allowances for Teachers working in upcountry regions and in remote villages. Remember
that working in the village now will show Headmasters and Directors your willingness to
serve the nation and may help you to gain consideration for possible transfer in the future.
As a Teacher in a small village, you have an important job. Children from remote areas
often need the most help in the classroom. Many students in these areas are coming from
illiterate families and need extra time and help learning to read and write. Some students
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have not had the experiences that you grew up with. Enlighten these students about their
own communities as well as other communities throughout The Gambia.
The Regional Education Directorate (RED) serves as a mediating institution between the
schools at the ground level and the Department of State for Education. The RED is
responsible for all educational programmes, projects and policies in the region. Posting
and transfer of Teachers, recruitment of unqualified Teachers, opening and upgrading of
schools, needs assessment programs, and resolving conflicts are the main tasks assigned
to the RED.
Regional Educational Directorates allow problems and issues to be dealt with promptly
and according to regional concerns. Any matter that is beyond regional concern will be
directed to the appropriate DoSE Directorate. All concerns should first be brought to a
Senior Teacher or Headmaster before reaching regional level, except in the following
case, as stated in The Code of Conduct of The Gambia Civil Service:
“Any person employed in the civil service is the servant of the State and not of an
individual superior. He however, owes a duty to the latter in the proper carrying out of all
legal orders. If for any reason, a civil servant feels it necessary, because of his [or her]
conscience, to question orders from a superior, he should, if possible, first express his
concern to him before seeking guidance from higher authorities through established
channels.”
Due to the large number of concerns at the regional level, it is necessary that proper
protocol be followed when visiting the Regional Education Directorate. Any concern or
mail must first be brought to the Records Clerk. The Records Clerk will direct you or
your mail to the appropriate acting officer for your particular case. It is not uncommon
for officers to be out of the office on trek or other official duties. If this is the case, you
will be asked to return to the office at a later date. Please note that it is not proper
protocol to go directly to the director with a concern. See the Records Clerk to be
directed to the appropriate officer. Regional Education Directorate staff cannot be held
responsible for concerns or mail that was not put through the proper channels.
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6.2 Understanding the Appointment and Payment Processes
New applicants for the position of unqualified Teacher must apply in writing to the
Regional Education Directorate. Photocopies of all certificates and/or testimonials
should be attached to the written application.
Salaries are paid on a monthly basis for the length of the academic year [i.e. September –
July, depending on the school calendar]. At the end of each month, the paymaster will
visit schools to disburse salaries, when possible. In the event that the paymaster does not
disburse your salary, you should report directly to the Regional Education Directorate.
Salary inquiries should only be directed to the Department of State for Education when
advised by the Regional Education Directorate.
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7. The Way Forward/Becoming A Qualified Teacher
As an unqualified Teacher, you are not eligible for certain government benefits such as
provincial allowances, house rent, confinement leave, pensioned salary, promotion and
higher training. Often, it is difficult for the voice of the unqualified Teacher to be heard.
The Department of State for Education encourages all unqualified Teachers to sit the
College Entrance Exam to become qualified Teachers and to enable you to better serve
the nation.
As a qualified Teacher, you will benefit from a more attractive salary and the option for
bank salary and savings accounts. Your voice will be heard through The Gambia
Teacher’s Union and you will have opportunity to gain promotion on a regular basis.
The College Entrance Exam must be passed in order to gain entrance to Gambia College
for qualified Teacher training. The exam is given yearly and can be sat as many times as
needed. You may obtain registration forms at Gambia College, the WAEC office in
Banjul or the WAEC sub-office in Mansakonko. Upon completing the form and
attaching the necessary documents, the registration form and all fees must be returned to
the WAEC office in Banjul. The exam areas include English, Mathematics, and General
Paper (history, science, geography, current affairs, etc.).
Please Note: Many unqualified Teachers avoid sitting the exam due to the cost
burden. You must realise that this immediate burden can result in permanent financial
and professional benefit and stability. The College Entrance Exam must be treated as
a priority for all unqualified Teachers.
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8. VOCABULARY LIST
ATTENDANCE REGISTER: A tool used to record the number of times each student is
present throughout the entire year. Can be used to defend or incriminate a Teacher or
student in a legal matter. Registers must be filled twice daily.
SYLLABUS: A course outline or list of things stating what should be taught in a certain
time period. A guide listing everything that a Teacher must teach.
LEARNING ACHIEVEMENT TARGETS (LAT’S): A list of goals stating what children should
learn at each grade level. Should be used along with the syllabus to plan lessons.
SCHEMES OF WORK: Tools used to help organise lessons and make long-term plans and
goals. Cover long periods of time and broad subjects. Schemes of work should be done
by every Teacher for every subject, according to the work plan of the school.
LESSON NOTES: A tool used to help Teachers organise lesson activities. Describes in
detail exactly what the Teacher will teach. Should be prepared daily for each subject.
OBJECTIVE: The goal or aim of a lesson, captured in the lesson note. State exactly what
the students should be able to do, say, draw or write at the end of the lesson.
TEACHING AND LEARNING AIDS: Materials used while teaching a lesson. Usually made
by the Teacher and used in order to make the learning and teaching processes easier.
EVALUATION: To look closely at something to see what is working properly and what
needs improvement. Students’ learning should be evaluated in every lesson.
ASSESS: Synonym to evaluate; to look at something closely for successes and failures.
As professionals, Teachers must assess their teaching style and daily achievements.
HOME VISIT: A Teacher visit to a student’s home. Usually made to check on an ill
student, discuss discipline problems or compliment parents for their child’s performance.
SPECIAL NEEDS STUDENTS: Children that need special attention due to physical or
emotional challenges. [i.e. deaf, retarded, blind and learning disabled children.]
MAINSTREAMING: The inclusion of students with special needs into the regular,
conventional classroom setting.
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9. Comprehension Questions for New Teachers
The following questions are suggested ways to review the content of this manual. The
completion of the questions is not mandatory. The questions can be discussed in a group
or used as a written review. Participants can refer to the relevant chapters for reference.
1. Briefly review the different books, manuals and guides that have been created to
help you in lesson planning. State what they are used for and where they can be
found.
2. List or discuss ways that you plan to gain respect from your students.
3. Prepare a sample lesson note for the grade you are teaching. You may choose any
subject or topic.
4. Review the eight different learning styles. Describe what type of learner you
think you are. Explain why you think this.
5. What chapter in the manual do you think is the most important? Why?
6. Think of one more way (that is not found in the manual) that Teachers can involve
parents at the school.
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10. Suggested Activity Ideas for Trainers
This chapter is designed to give trainers and Headmasters ideas of different activities
that can be done to enhance understanding of the contents of this manual. Heads can
do these activities at school-based workshops or meetings to create dialogue between
Teachers. Trainers can use these activities to review what has been learned in a
workshop. These are only suggested activities: they can be altered to best suit the
needs of the target group.
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