152. I have been teaching in my school for only one year and we have many teachers not leading in the right direction. What can a young teacher do to help in this problem?
Back to my reply for question #1!!!!! What do you mean by "right direction"? Every time there is a misunderstanding or miscommunication, the problem usually stems from the WORDS used by the participants. The word "right" as in "right direction" must be defined CLEARLY and SPECIFICALLY. What exactly is the meaning of "right"? It may be better for you to define your words by very concrete indicators or actions that can be visually observed.
Now, the "general" direction towards which teachers should aim is clearly defined by the goals and objectives and standards of a school, of each grade within the school, or of each content area taught within the school. "Leading in the right direction," then, means to me working towards the goals and objectives and standards set by the school or district. Usually each school or district summarizes these goals / objectives / standards in a statement of a VISION for the school or district.
What can you do? You could request that the school's or district's VISION, or goals / objectives / standards be reviewed to ascertain whether the teachers are achieving or aiming towards those goals / objectives / standards and/or VISION. Teachers may decide to establish clear indicators of progress: By a certain date these goals will be achieved and the evidence of achievement will be determined by the following empirical evidence.
At all times, however, you must state your definition of the problem in very concrete terms because talking about the "right" direction is great for politicians but very unhelpful for conducting a dialog with other colleagues.
For more in-depth information, classroom demonstrations, and "coaching" of new and/or experienced teachers, Dr. CARMEN SANCHEZ SADEK offers:
1. Cognitive - Academic Language and Vocabulary Development
2. Cross Cultural Diversity - Multicultural Strategies
3. Effective Instruction for English Learners (L.E.P. students) Parts 1, 2, 3, 4
4. Promoting Academic Success in Language Minority Students
5. Cognitive - Academic Language and Vocabulary Development
6. Oral Language / Literacy Skills / Higher Order Thinking Skills
7. 50/50 Dual Language Programs: design, planning and implementation
8. The Structure of English / The Structure of Spanish
9. Transition: Introduction to English Reading
Web Site Programs for Teachers: Numbers 1, 5, 7, 8, and 9.
Web Site Programs for Paraprofessionals: Number 3.
Web Site Programs for New Teachers:
Enhanced Cultural Sensitivity - The Challenge of Students Diversity
Identifying / Responding to Students' Language Needs
Phonemic Awareness: Teaching English phonics to L.E.P. students
Relationship Between Reading, Writing and Spelling
Improving Reading Performance -- Building Oral Language Skills)
Write and e-mail any additional questions you may have, and Dr. CARMEN SANCHEZ SADEK will establish with you, your school or district a Technical Assistance Service Contract. Dr. CARMEN SANCHEZ SADEK will answer all your questions promptly and to your satisfaction.
For information and credentials please click on the link below or contact directly:
CARMEN SANCHEZ SADEK, Ph.D.
Educational Consultant, Program Evaluator
National Board for Professional Teaching Standards, Certification (12/2006)
3113 Malcolm Avenue, Los Angeles, California 90034-3406
Phone and Fax: (310) 474-5605