CONSTRUCTIVE LESSONS fROM A uK CLASSROOM
Nov 03, 2009
TEACHERS’ DESK<br><br>My trip to the UK as part of the Dreams and Teams Project had many learning points.
TEACHERS’ DESK
BY MIRIAM KABAGOROBYA
My trip to the UK as part of the Dreams and Teams Project had many learning points.
I travelled with five students from Ndejje Senior Secondary School on a trip sponsored by the British Council. For the six days we were in a Church of England school environment, in Surrey Dorking. On average, each class had 20 pupils as compared to 50 pupils in Ugandan classes.
The lesson activities involved both teachers and pupils. With the teacher’s guidance, the pupils made their own notes from their own understanding of the concepts. Teaching was learner-centred as opposed to the Ugandan teacher-centred approach where teachers provide notes.
Teaching was mainly ICT aided. Each class had a projector and a computer. Instead of a blackboard and pieces of chalk we used a whiteboard and markers.
Lessons began at 9:00am and ended at 3:00pm as compared to the 8:00am to 5:00pm schedule in Uganda.
Each class had a teacher and a teaching assistant who would monitor and assist the slow learners. Team teaching was the order of the day.
To reduce student boredom, each lesson was taught in a different room coupled with Physical Education lessons. Such strategies are rare in most Ugandan schools.
They use a computerised system for roll calling student attendance. Staff briefings were held every morning for 10 minutes.
There were also departmental meetings after class twice every week and teachers are remunerated for additional tasks.
We taught and attended science lessons particularly Physics. Teaching is practical and they cover a particular concept in one lesson whereas here we have to cover many concepts in a lesson in order exhaust the syllabus. The students preferred art subjects to science subjects. We attended a Year 13, an equivalent to Senior Five, and there were only two male students.
They do not like subjects that require internalising concepts. They would rather become professional footballers than become academicians.
There is no respect for teachers and students do not concentrate for a long time during a lesson. A teacher might be teaching when some students are making noise. Also students in Uganda dress better.
We participated in some games like basketball and swimming.
If we borrow a leaf from them, we shall improve our teaching/learning because the teaching which involves the learner is the best. If we can change from the examination–oriented type of education, learners will be probed to think, understand rather than to cram, and pass.
Teachers have to be flexible because every government comes with its own education policies.
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Do you have any classroom experience outside Uganda? Write to education@newvision.co.ug
BY MIRIAM KABAGOROBYA
My trip to the UK as part of the Dreams and Teams Project had many learning points.
I travelled with five students from Ndejje Senior Secondary School on a trip sponsored by the British Council. For the six days we were in a Church of England school environment, in Surrey Dorking. On average, each class had 20 pupils as compared to 50 pupils in Ugandan classes.
The lesson activities involved both teachers and pupils. With the teacher’s guidance, the pupils made their own notes from their own understanding of the concepts. Teaching was learner-centred as opposed to the Ugandan teacher-centred approach where teachers provide notes.
Teaching was mainly ICT aided. Each class had a projector and a computer. Instead of a blackboard and pieces of chalk we used a whiteboard and markers.
Lessons began at 9:00am and ended at 3:00pm as compared to the 8:00am to 5:00pm schedule in Uganda.
Each class had a teacher and a teaching assistant who would monitor and assist the slow learners. Team teaching was the order of the day.
To reduce student boredom, each lesson was taught in a different room coupled with Physical Education lessons. Such strategies are rare in most Ugandan schools.
They use a computerised system for roll calling student attendance. Staff briefings were held every morning for 10 minutes.
There were also departmental meetings after class twice every week and teachers are remunerated for additional tasks.
We taught and attended science lessons particularly Physics. Teaching is practical and they cover a particular concept in one lesson whereas here we have to cover many concepts in a lesson in order exhaust the syllabus. The students preferred art subjects to science subjects. We attended a Year 13, an equivalent to Senior Five, and there were only two male students.
They do not like subjects that require internalising concepts. They would rather become professional footballers than become academicians.
There is no respect for teachers and students do not concentrate for a long time during a lesson. A teacher might be teaching when some students are making noise. Also students in Uganda dress better.
We participated in some games like basketball and swimming.
If we borrow a leaf from them, we shall improve our teaching/learning because the teaching which involves the learner is the best. If we can change from the examination–oriented type of education, learners will be probed to think, understand rather than to cram, and pass.
Teachers have to be flexible because every government comes with its own education policies.
-----------------------------
Do you have any classroom experience outside Uganda? Write to education@newvision.co.ug