Mr. MohammadA smile...
An answer 4 ur request : )
Tuesday, June 17, 2008
Tuesday, June 10, 2008
Recycling Project on e-languages site
A Recycling Project on e-languages site done by our second grade teacher Miss Rawya Shatila
http://www.elanguages.org/view_pagecontent.php?resourceid=20749;id=r20749#r20749
http://www.elanguages.org/view_pagecontent.php?resourceid=20749;id=r20749#r20749
Voice of America Interview
.jpg)
The link below provides you with a Voice of America interview with me about international perspectives on teaching English.This interview took place February 2006 at the TESOL convention in Florida. TESOL is the international association of Teachers of English to Speakers of Other Languages.
It's entitled:
'Shifting Sands' of English Teaching Bring Changes to Schools in Middle East
http://www.voanews.com/specialenglish/archive/2006-07/2007-10-31-voa1.cfm
Capacity Building, Teachers’ Professional Development for ICT in Education
This is a presentation I gave in in ICT in Education Conference in Jordan in February 2007.It tells about the approaches of the private in the public sectors in Lebanon to ICT capacity building.If you are interested to know more about it click the link below and you'll find the ppt.You'll also have the chance to see and download the presentations of all presenters in the conference:
http://www.britishcouncil.org/jordan/jordan-ict.htm
http://www.britishcouncil.org/jordan/jordan-ict.htm
Monday, June 9, 2008
Success with Presentations
- Key principles: credibility,clarity,voice ,and visuals
- Know your audiemce
- Introduce yourself & your topic:name,position,topic overview,objective,duration ,questions....
- Open with abang: humorous anectode,provocative statement, audience involvement,audio/visual gimmik
- Add the human touch
- Use Body language:descriptive,emphatic,counting,attitude
- Emphasize: repeat,rephrase,pause,gesture,question,give example...
- Close with a bang: link to opening,summarize,question to provoke...,
To President Amine Daouk
Thank you all for all that you have done.
Hard times will hopefully turn into times of pride.
All this will be managed with you by our side,
You give with love, not merely out of duty.
Our days are daily colored by that beauty.
Upon your appreciation we will proudly stand.
Success is reached when hand in hand
Success walks slowly, with a cane.
Although inside I'm dancing to the moon,
Nearby many obstacles remain.
Kind help like yours those thorny thickets prune.
You are our willing ear,the peaceful sea
On which we sail our thoughts and plea..
You are a person who makes life easier and better for everyone around you
Your continual acts of thoughtfulness and kindness brighten each day.
Believing in me will glow in my memory,
Reviving pleasant feelings every time I think about it.
I appreciate you,
and I thank you.
Saturday, June 7, 2008
How to Create a Simple Teacher Mark Book
- Open Microsoft Excel; on sheet 1 type your needed data.
How to calculate the total?
- In cell E1 type: Total.
- Select E2 – Go to functions – choose Sum – press OK.
- A new window will open (Function arguments).
- In number 1: select cells: B2:C2:D2 – then press OK.
- Now the total of the first student will appear – select this student's total cell & drag it till the last student's total cell – all totals will appear
How to calculate the percentage?
- In cell F1 type: percentage.
- Select F2 – Right click – choose Format cells – Choose percentage – press OK.
- Now in cell F2 write the function = E2 /50. This means Ali’s total grades divided by the total grades (50)
- Press Enter.
- Now the percentage of the first student total will appear – select the student's percentage cell & drag it till the last student's percentage cell – all percentages will appear
How to know the result directly?
- In cell G1 type: result.
- Select F2 – Go to functions – choose IF function – press OK.
- In the logical test select the cells: F2 till F12.
- Now look at the picture:
- The logical test must be F2:F12>50. Since 50% is the average.
- Value if true (if the percentage >50% then the student’s result is “success”).
- Value if false (if the percentage<50% color="#006600">How to highlight the results by colors?
Select the cells G2 till G12 – Go to format – choose conditional formatting
- Cell value is: - Choose “equal to”- “success”.
- Choose format – patterns – choose the green color & press OK.
Press “Add” & repeat the above steps for choosing the red color to “failed”.
How to calculate the total?
- In cell E1 type: Total.
- Select E2 – Go to functions – choose Sum – press OK.
- A new window will open (Function arguments).
- In number 1: select cells: B2:C2:D2 – then press OK.
- Now the total of the first student will appear – select this student's total cell & drag it till the last student's total cell – all totals will appear
How to calculate the percentage?
- In cell F1 type: percentage.
- Select F2 – Right click – choose Format cells – Choose percentage – press OK.
- Now in cell F2 write the function = E2 /50. This means Ali’s total grades divided by the total grades (50)
- Press Enter.
- Now the percentage of the first student total will appear – select the student's percentage cell & drag it till the last student's percentage cell – all percentages will appear
How to know the result directly?
- In cell G1 type: result.
- Select F2 – Go to functions – choose IF function – press OK.
- In the logical test select the cells: F2 till F12.
- Now look at the picture:
- The logical test must be F2:F12>50. Since 50% is the average.
- Value if true (if the percentage >50% then the student’s result is “success”).
- Value if false (if the percentage<50% color="#006600">How to highlight the results by colors?
Select the cells G2 till G12 – Go to format – choose conditional formatting
- Cell value is: - Choose “equal to”- “success”.
- Choose format – patterns – choose the green color & press OK.
Press “Add” & repeat the above steps for choosing the red color to “failed”.
How to Use the Hotspotting Technique in your PPT
- Open Microsoft Power Point.
Inserting a picture from the internet:
- Go to Internet Explorer – Type: http://www.google.com/ in the Address space.
- Type the title of the picture you want in the empty box.
- Press Images & then press Google search .
- You will get so many images referring to your title.
- Now right click on the preferred picture – choose copy – go to Microsoft power point – paste.
- Now select the picture – Go to view – Toolbar – Picture.
- Choose text wrapping – Behind text.
- Now you can move the picture as you like.
Hot spotting:
- Draw a circle around the part you want to spot on it.
- To draw it: just click on it, & using the mouse
draw it on any part you want.
- Select the circle – Go to Insert – Hyperlink.
- From “link to” choose “place in this document”.
- From “select a place in this document” choose slide one
- Press “Screen Tip” to write your question.
- Don’t forget to press OK.
- To erase the color of the circle: Select the circle - Go to fill & line colors & choose no fill & no line respectively.
and now the part you want to identify is hotspotted.
Inserting a picture from the internet:
- Go to Internet Explorer – Type: http://www.google.com/ in the Address space.
- Type the title of the picture you want in the empty box.
- Press Images & then press Google search .
- You will get so many images referring to your title.
- Now right click on the preferred picture – choose copy – go to Microsoft power point – paste.
- Now select the picture – Go to view – Toolbar – Picture.
- Choose text wrapping – Behind text.
- Now you can move the picture as you like.
Hot spotting:
- Draw a circle around the part you want to spot on it.
- To draw it: just click on it, & using the mouse
draw it on any part you want.
- Select the circle – Go to Insert – Hyperlink.
- From “link to” choose “place in this document”.
- From “select a place in this document” choose slide one
- Press “Screen Tip” to write your question.
- Don’t forget to press OK.
- To erase the color of the circle: Select the circle - Go to fill & line colors & choose no fill & no line respectively.
and now the part you want to identify is hotspotted.
My thesis
My thesis is entitled :
The Effect of Jigsaw II Versus Whole Class Instruction on EFL Students’ Reading Motivation and Achievement.It was published in the journal of Educational Psychology in the United Kingdom .If you are interested to read more about it,click on the link below: http://ghinathesis.blogspot.com/
Acknowlegements:
I owe a debt of gratitude to my professors for their invaluable assistance and profound direction. My very special thanks go to my dear husband, Bilal, whose love and sacrifice made me overcome all the obstacles that I encountered when writing this thesis. Special recognition and appreciation also go to my sweet mother, Adido, who encouraged me, every step of the way and was always there when I needed her. I would also like to extend my deepest appreciation and gratitude to my dearest brother, Habib for his continuous support and for believing in me. I would like to thank all the people who encouraged and supported me. And I would like to say to Mom, Bilal, and Habib, thank you for being the wind beneath my wings!
The Effect of Jigsaw II Versus Whole Class Instruction on EFL Students’ Reading Motivation and Achievement.It was published in the journal of Educational Psychology in the United Kingdom .If you are interested to read more about it,click on the link below: http://ghinathesis.blogspot.com/
Acknowlegements:
I owe a debt of gratitude to my professors for their invaluable assistance and profound direction. My very special thanks go to my dear husband, Bilal, whose love and sacrifice made me overcome all the obstacles that I encountered when writing this thesis. Special recognition and appreciation also go to my sweet mother, Adido, who encouraged me, every step of the way and was always there when I needed her. I would also like to extend my deepest appreciation and gratitude to my dearest brother, Habib for his continuous support and for believing in me. I would like to thank all the people who encouraged and supported me. And I would like to say to Mom, Bilal, and Habib, thank you for being the wind beneath my wings!
Tuesday, June 3, 2008
Shaping the Way We Teach
Shaping the Way We Teach English" is a 14-module video series for training English as a Foreign Language . The series incorporates classroom scenes from around the world and is accompanied by a teacher trainer manual along with additional readings.The U.S. Department of State Office of English Language Programs, in cooperation with the University of Oregon's American English Institute, offered this online course for EFL educators during the Fall of 2006 and I joined it. Modules from "Shaping the Way We Teach English" product form the basis for observations, interactions, discussions, and the creation of teaching plan projects.
Examples of projects produced by me and by participants from 5 countries throughout the Middle East, Near East, and Central Asia are available in the format of Adobe Acrobat Reader files or MS Word files on the following URL:
oelp.uoregon.edu/shaping_course.html
you might find them interesting
Monday, June 2, 2008
Leaders and Managers
" The terms leader, manager, and administrator tend to be used interchangeably. However there are differences. Manager and administrator are practically synonymous, except that the former tends to be more contemporary and carries the implicit connotation of possessing some significant degree of decision-making authority. An administrator, on the other hand, may be little more than an organization functionary carrying out routine tasks.
The concept of leader concentrates on two areas: the leader’s strategic vision about the direction the organization should go and the leader’s noncoercive skill at drawing subordinates into the active pursuit of the strategic view. The concept of manager, on the other hand, focuses on the nuts and bolts of making the organization work, such as hiring, evaluation, distributing resources, and enforcing rules. As a footnote to the irony of history, Richard Nixon points out that leaders “do the right thing” while managers “do the things right.”
Edgar Schein argues that a principle function of leadership, as distinguished from management and administration, is shaping and directing the organization’s culture. “What the leader needs most is insight into the ways in which culture can aid or hinder the fulfillment of the organization’s mission and the intervention skills to make desired changes happen.
The terms leader and manager can be conceptualized as two lines with an interesting axis. The polar position of each of the lines are labeled strong and weak. Considering the leader-manager axis, we have the potential of encountering strong leaders who are weak managers. In education we often see this individual generating grand ideas about sweeping reforms or innovative new programs. He or she effectively whips up enthusiastic support on all sides. Unfortunately ideas and enthusiasm are not enough, and not long after execution of the changes is attempted, the vision begins to crumble. By that time the strong leader, more often than not, has a better job somewhere else and is creating vision for another audience. Meanwhile, those who were left behind are in deep water.
The strong manager who is a weak leader also exists in education. This is the person who keeps his or her nose to the grindstone, ear to the ground, foot on the throttle, and finger to the wind. Trying to make all subordinates emulate that posture earns such a manager the title of “the one you love to hate.” This individual usually can get a job done but has trouble sustaining quality performances over the long run.
Reflecting on the two concepts, Mintzberg writes, “It is in the leader role that managerial power most clearly manifests itself. Formal authority vests the manger with great potential power; leadership activity determines how much of it will be realized. What is needed, therefore, is strong leaders who are also strong managers"."
Reference:
Hanson(2003) Educational Administration and Organizational Behavior
The concept of leader concentrates on two areas: the leader’s strategic vision about the direction the organization should go and the leader’s noncoercive skill at drawing subordinates into the active pursuit of the strategic view. The concept of manager, on the other hand, focuses on the nuts and bolts of making the organization work, such as hiring, evaluation, distributing resources, and enforcing rules. As a footnote to the irony of history, Richard Nixon points out that leaders “do the right thing” while managers “do the things right.”
Edgar Schein argues that a principle function of leadership, as distinguished from management and administration, is shaping and directing the organization’s culture. “What the leader needs most is insight into the ways in which culture can aid or hinder the fulfillment of the organization’s mission and the intervention skills to make desired changes happen.
The terms leader and manager can be conceptualized as two lines with an interesting axis. The polar position of each of the lines are labeled strong and weak. Considering the leader-manager axis, we have the potential of encountering strong leaders who are weak managers. In education we often see this individual generating grand ideas about sweeping reforms or innovative new programs. He or she effectively whips up enthusiastic support on all sides. Unfortunately ideas and enthusiasm are not enough, and not long after execution of the changes is attempted, the vision begins to crumble. By that time the strong leader, more often than not, has a better job somewhere else and is creating vision for another audience. Meanwhile, those who were left behind are in deep water.
The strong manager who is a weak leader also exists in education. This is the person who keeps his or her nose to the grindstone, ear to the ground, foot on the throttle, and finger to the wind. Trying to make all subordinates emulate that posture earns such a manager the title of “the one you love to hate.” This individual usually can get a job done but has trouble sustaining quality performances over the long run.
Reflecting on the two concepts, Mintzberg writes, “It is in the leader role that managerial power most clearly manifests itself. Formal authority vests the manger with great potential power; leadership activity determines how much of it will be realized. What is needed, therefore, is strong leaders who are also strong managers"."
Reference:
Hanson(2003) Educational Administration and Organizational Behavior
The International Visitor Leadership Program
This program was two weeks long and was divided into two parts. The first one was the International Visitor Leadership Program which took place in Washington D.C. and Pennsylvania and the second one was the TESOL Conference which took place in Tampa, Florida.
The International Visitor Leadership Program:
This program gave our group a wonderful opportunity to actively participate in discussions with American ESL specialists and explore the US system of teaching English to nonnative speakers. It also gave us the opportunity to be personally acquainted with the USA society. It helped us to better understand the American culture and to establish relationships with Americans and fellow participants in the program. I have now acquaintances from Saudi Arabia , Sudan , Morocco , Tunisia , Thailand , Mexico , Romania , South Africa , Colombia , and of course America, and we kept in touch through e–mails and phones messages and calls . The advantages of such programs are obvious and numerous.
In Washington D.C
In Washington D.C., we visited the following places:
Thomas Jefferson high School for Science and Technology: There we discussed its curriculum & the special teaching methods they use to improve education in science, math, and technology.
The American University where we discussed the ESL support programs for international students at university level.
The Academy for Education Development, where we were introduced to the U.S. Culture.
The United States Department of States where we joined a reception and had the opportunity to meet our RELOS, exchange contacts with them and with other TESOL professionals around the world as well as with senior staff of the State Department Public Diplomacy and Educational and Cultural Affairs Bureaus.
The American Federation of Teachers where we discussed issues related to teacher’s rights and obligation such as collective bargaining, teacher certification and evaluation, and educational reform.
The Library of Congress where we saw the rarest and most interesting items related to America’s past such as the world’s oldest map. This visit also gave as the chance to learn how to access the library’s online exhibitions so as to benefit from them when returning back home.
In addition to that, we had home hospitality with the Alexander’s family with whom we spent a wonderful time at dinner. We also joined in a federalism tour around the major landmarks of Washington D.C. such as the White House, the Capitol and the memorials of U.S. presidents, in addition to various Smithsonians such as the National History , the Air and Space , and the American Indian Smithsonians .
In Philadelphia, Pennsylvania:
We spent two days in Pennsylvania. There we stayed in Philadelphia, the safest city in U.S.A., and saw the famous Liberty Bell, the Independence Hall, and learned a lot of information about the Constitution, its history and contemporary relevance. Then we visited Penn University and discussed the current trends of TEFL, in addition to discussing online courses, distance learning, and American studies courses for foreign students. We also discussed the education system in USA, and the linkage between education institution and the society and how society support the educational system through giving funds and through taxation. In our free time, we visited the Human Body Museum and saw how plastination is done. We also went sightseeing and I was glad to see the Lebanese flag in Benjamin Franklin Boulevard. We also visited Kirkebride Elementary School and were greeted by a Japanese Folkdance done by seven year old students. There we discussed the No-Child-Left–Behind Act and how it affects the level of teaching. We also discussed how the American school raises funds and how teachers are evaluated. We also attended some foreign language classes for short periods of time .Our last visit in Philadelphia was to Drexel University English Language Center where we discussed American studies , the use of cross cultural training , and the new technologies of teaching English as a Foreign Language.
THE TESOL CONFERENCE
The sessions in TESOL I was especially interested in are the following:
1– Are they Good Speakers? Evaluating Conversation Skills.
2 - Games Students Play.
3 – Shifting Sands of English in the Middle East.
4 – Increasing ESOL Parent Involvement.
5 – Using Wordless Books in ESOL Classrooms.
6 – Practice from Research, How to Teach Conversation.
7 – Community Partners Creating an After School Program.
8 – Welcome to the Drama Club.
9 – Developing a Strong Teaching Portfolio.
10 – Reflective Journal Writing in Teacher Education.
11 – Using Films to Teach and Motivate.
12 – Using Literature Learning Centers for Teaching EFL.
I was also especially interested in getting future visions of computer assisted language learning CALL, and how to adapt CALL to support teachers and learners in the EFL classroom , especially that we have started in our school a program that integrates language instruction and technology. I spent lots of time at the Electronic Village, learned about new materials, and attended sessions on the following topics:
1 – CALL in Elementary ESOL Classroom.
2 – Intercultural Communication / Video and Digital Media.
3 - Using Technology to improve language learning Outcomes.
4 – Connect the Verbal and the Visual with PowerPoint.
On the other hand, this conference enabled me to develop my skills as a principal and a leader. I got the chance to attend sessions that discuss educational management issues such as:
1 – Issues in Student Teacher Supervision.
2 – Fundraising 101.
3 – Opening Communication between Administration and Teachers.
4 – Dealing with Difficult Principals/Teachers of ESL
The TESOL convention also gave me the chance of networking, exchanging messages with other TESOLers, and building relationships with them. These relationships continue till this day as I mentioned earlier in this report. Furthermore, this convention let me gain insight in research on language teaching and learning and gave me ideas of studies that could be conducted in Lebanon. I also had the chance to attend the book exhibition and buy supplementary materials. The Voice of America Radio Channel even conducted an interview with me at the book exhibition.
Thus, I can say that my participation in the program enabled me to:
Explore different methodologies, materials, and technologies.
Engage in meaningful interactions with American and international colleagues.
Develop intercultural understanding.
The International Visitor Leadership Program:
This program gave our group a wonderful opportunity to actively participate in discussions with American ESL specialists and explore the US system of teaching English to nonnative speakers. It also gave us the opportunity to be personally acquainted with the USA society. It helped us to better understand the American culture and to establish relationships with Americans and fellow participants in the program. I have now acquaintances from Saudi Arabia , Sudan , Morocco , Tunisia , Thailand , Mexico , Romania , South Africa , Colombia , and of course America, and we kept in touch through e–mails and phones messages and calls . The advantages of such programs are obvious and numerous.
In Washington D.C
In Washington D.C., we visited the following places:
Thomas Jefferson high School for Science and Technology: There we discussed its curriculum & the special teaching methods they use to improve education in science, math, and technology.
The American University where we discussed the ESL support programs for international students at university level.
The Academy for Education Development, where we were introduced to the U.S. Culture.
The United States Department of States where we joined a reception and had the opportunity to meet our RELOS, exchange contacts with them and with other TESOL professionals around the world as well as with senior staff of the State Department Public Diplomacy and Educational and Cultural Affairs Bureaus.
The American Federation of Teachers where we discussed issues related to teacher’s rights and obligation such as collective bargaining, teacher certification and evaluation, and educational reform.
The Library of Congress where we saw the rarest and most interesting items related to America’s past such as the world’s oldest map. This visit also gave as the chance to learn how to access the library’s online exhibitions so as to benefit from them when returning back home.
In addition to that, we had home hospitality with the Alexander’s family with whom we spent a wonderful time at dinner. We also joined in a federalism tour around the major landmarks of Washington D.C. such as the White House, the Capitol and the memorials of U.S. presidents, in addition to various Smithsonians such as the National History , the Air and Space , and the American Indian Smithsonians .
In Philadelphia, Pennsylvania:
We spent two days in Pennsylvania. There we stayed in Philadelphia, the safest city in U.S.A., and saw the famous Liberty Bell, the Independence Hall, and learned a lot of information about the Constitution, its history and contemporary relevance. Then we visited Penn University and discussed the current trends of TEFL, in addition to discussing online courses, distance learning, and American studies courses for foreign students. We also discussed the education system in USA, and the linkage between education institution and the society and how society support the educational system through giving funds and through taxation. In our free time, we visited the Human Body Museum and saw how plastination is done. We also went sightseeing and I was glad to see the Lebanese flag in Benjamin Franklin Boulevard. We also visited Kirkebride Elementary School and were greeted by a Japanese Folkdance done by seven year old students. There we discussed the No-Child-Left–Behind Act and how it affects the level of teaching. We also discussed how the American school raises funds and how teachers are evaluated. We also attended some foreign language classes for short periods of time .Our last visit in Philadelphia was to Drexel University English Language Center where we discussed American studies , the use of cross cultural training , and the new technologies of teaching English as a Foreign Language.
THE TESOL CONFERENCE
The sessions in TESOL I was especially interested in are the following:
1– Are they Good Speakers? Evaluating Conversation Skills.
2 - Games Students Play.
3 – Shifting Sands of English in the Middle East.
4 – Increasing ESOL Parent Involvement.
5 – Using Wordless Books in ESOL Classrooms.
6 – Practice from Research, How to Teach Conversation.
7 – Community Partners Creating an After School Program.
8 – Welcome to the Drama Club.
9 – Developing a Strong Teaching Portfolio.
10 – Reflective Journal Writing in Teacher Education.
11 – Using Films to Teach and Motivate.
12 – Using Literature Learning Centers for Teaching EFL.
I was also especially interested in getting future visions of computer assisted language learning CALL, and how to adapt CALL to support teachers and learners in the EFL classroom , especially that we have started in our school a program that integrates language instruction and technology. I spent lots of time at the Electronic Village, learned about new materials, and attended sessions on the following topics:
1 – CALL in Elementary ESOL Classroom.
2 – Intercultural Communication / Video and Digital Media.
3 - Using Technology to improve language learning Outcomes.
4 – Connect the Verbal and the Visual with PowerPoint.
On the other hand, this conference enabled me to develop my skills as a principal and a leader. I got the chance to attend sessions that discuss educational management issues such as:
1 – Issues in Student Teacher Supervision.
2 – Fundraising 101.
3 – Opening Communication between Administration and Teachers.
4 – Dealing with Difficult Principals/Teachers of ESL
The TESOL convention also gave me the chance of networking, exchanging messages with other TESOLers, and building relationships with them. These relationships continue till this day as I mentioned earlier in this report. Furthermore, this convention let me gain insight in research on language teaching and learning and gave me ideas of studies that could be conducted in Lebanon. I also had the chance to attend the book exhibition and buy supplementary materials. The Voice of America Radio Channel even conducted an interview with me at the book exhibition.
Thus, I can say that my participation in the program enabled me to:
Explore different methodologies, materials, and technologies.
Engage in meaningful interactions with American and international colleagues.
Develop intercultural understanding.
Visit to Scotland
First, I would like to thank everyone who made my participation in the program possible: the British Council for funding the visit, Ms Fatima Al Masri, the British Council project coordinator who invited me to join the program, Mr. Baldev Singh and Mr. Fadi Abilmona who facilitated the link, and President Amine al Daouk who gave me a leave from work. Thanks a million. You are really great people who made a difference in my life.
My visit could be summed up with three main things:
1. Visit to Cauldeen Primary School
2. Visit to Inshes Primary School
3. Meeting Quality Assurance Officers
The visit to Scotland benefited me a lot in my work and strengthened the link between our school and Cauldeen Primary School. I spent one whole day with the students with whom we have a direct link (Primary 5-6).I gave them the souvenirs and the letters that our students wrote. We watched together a video about Lebanon and answered their questions. They wrote letters to our students, and we worked on an ICT project related to the water project on a program called Photostory. I also spent two days at the school attending classes and especially at the nursery level to see how curricula are delivered there. In addition to that attended a French classroom and saw how second languages are taught in the Highlands. In fact this visit provided me with an excellent opportunity to share expertise especially that the head teacher, George Glass, organized a program to meet prominent leaders in the field of education. I had the chance to meet two Quality Assurance Officers (QCAs)-John Murr & ---------.With the two QCAs, I discussed the French curricula since French is newly introduced to my school and through a club. We also discussed the audit system on schools, school development plans, and they gave me a handbook on the criteria that are used to assess how good a school is. We also discussed extra curricular activities and our activities for the International School Award (ISA); especially that John Murr was an international coordinator and that Cauldeen Primary School is also running for ISA. I also had the chance to visit Inshes Primary School, which is a new high tech. school. I spent half a day there also attending classes and discussing with the headteacher issues related to integrating technology and teaching. My visit to this school gave me first hand knowledge on how to adopt ICT to support teachers and learners in the classroom. Finally, I was interviewed by the local newspaper, Inverness Courier, regarding my visit and they were interested to know more about the water project and the international link.
It’s definite that participating in this program was an exceptional experience for me. I hope this international link would help improve my school. I would also like say that I greatly appreciate the support I got. I hope I was up to your expectation and reflected a good image of the Makassed Association and Lebanon.
My visit could be summed up with three main things:
1. Visit to Cauldeen Primary School
2. Visit to Inshes Primary School
3. Meeting Quality Assurance Officers
The visit to Scotland benefited me a lot in my work and strengthened the link between our school and Cauldeen Primary School. I spent one whole day with the students with whom we have a direct link (Primary 5-6).I gave them the souvenirs and the letters that our students wrote. We watched together a video about Lebanon and answered their questions. They wrote letters to our students, and we worked on an ICT project related to the water project on a program called Photostory. I also spent two days at the school attending classes and especially at the nursery level to see how curricula are delivered there. In addition to that attended a French classroom and saw how second languages are taught in the Highlands. In fact this visit provided me with an excellent opportunity to share expertise especially that the head teacher, George Glass, organized a program to meet prominent leaders in the field of education. I had the chance to meet two Quality Assurance Officers (QCAs)-John Murr & ---------.With the two QCAs, I discussed the French curricula since French is newly introduced to my school and through a club. We also discussed the audit system on schools, school development plans, and they gave me a handbook on the criteria that are used to assess how good a school is. We also discussed extra curricular activities and our activities for the International School Award (ISA); especially that John Murr was an international coordinator and that Cauldeen Primary School is also running for ISA. I also had the chance to visit Inshes Primary School, which is a new high tech. school. I spent half a day there also attending classes and discussing with the headteacher issues related to integrating technology and teaching. My visit to this school gave me first hand knowledge on how to adopt ICT to support teachers and learners in the classroom. Finally, I was interviewed by the local newspaper, Inverness Courier, regarding my visit and they were interested to know more about the water project and the international link.
It’s definite that participating in this program was an exceptional experience for me. I hope this international link would help improve my school. I would also like say that I greatly appreciate the support I got. I hope I was up to your expectation and reflected a good image of the Makassed Association and Lebanon.
Sunday, June 1, 2008
Khalil Shehab Elementary School
If interested to know more about our school, please visit our blog:
http://clover-khalil.blogspot.com/
http://clover-khalil.blogspot.com/
Subscribe to:
Posts (Atom)