GR 4009

1. Evaluation of Students’ Personal Development
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2. Video of Classroom with Challenging
behaviour
– How applicable are these UK examples to the
Bahraini context ?
–‫البحريني؟‬ ‫السياق‬ ‫على‬ ‫األمثلة‬ ‫هذه‬ ‫تنطبق‬ ‫كيف‬
– What is the nature of the relationship between
teachers and students?
–‫والطلبة؟‬ ‫المعلمين‬ ‫بين‬ ‫العالقة‬ ‫طبيعة‬ ‫هي‬ ‫ما‬
– Do teachers at your school have these sorts of
relationships with the students?
–‫مع‬ ‫العالقات‬ ‫من‬ ‫النوع‬ ‫هذا‬ ‫يمتلكون‬ ‫مدرستك‬ ‫في‬ ‫المعلمين‬ ‫هل‬
‫طلبتهم؟‬
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3. ‫الفيديو‬ ‫مشاهدة‬
http://www.tes.co.uk/teaching-
resource/Establishing-the-Ground-Rules-Tough-
Love-6044201
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4. Review Framework Assumptions
– Even though the context in schools is very different in
Bahrain and the Gulf States, there is a commonality of
quality standards derived from European/Western notions
of student behaviour and classroom management
–‫ميدار‬ ‫فيي‬ ‫السيياق‬ ‫أن‬ ‫من‬ ‫الرغم‬ ‫على‬‫فيي‬‫ودول‬ ‫البحيرين‬‫ا‬ ‫مختليفإ‬ ‫الخليي‬‫أن‬
‫مشتركا‬ ‫قاسما‬ ‫هناك‬‫لمعايير‬‫الجودة‬‫المستمدة‬‫غربيية‬ ‫مفياهيم‬ ‫من‬/‫أوروبيية‬‫ل‬‫سيلوك‬
‫دارة‬ ‫و‬ ‫الطالب‬‫الصف‬.
– Is this fair ?‫عدل‬ ‫هذا‬ ‫هل‬
– Is this reasonable ?‫معقول‬ ‫هذا‬ ‫هل‬
DISCUSS IN YOUR GROUPS WHAT SCHOOLS NEED TO DO IN
ORDER TO MEET REVIEWERS’ EXPECTATIONS
‫في‬ ‫ناقش‬‫للقيام‬ ‫المدار‬ ‫ليه‬ ‫تحتاج‬ ‫الذي‬ ‫ما‬ ‫مجموعات‬‫تلبية‬ ‫أجل‬ ‫من‬ ‫به‬‫توقعات‬
‫المراجعين‬.
4

5. BREAK
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6. Evidence Forms
– Look at the evidence forms note the similarities between
the SRU and the OFSTED models
–‫ا‬‫بين‬ ‫التشابه‬ ‫أوجه‬ ‫واحظ‬ ‫األدلة‬ ‫نماذج‬ ‫لى‬ ‫نظر‬SRU‫ونماذج‬OFSTED
– The forms are mostly blank white space for reviewers to
write evaluative comments
–‫مالحظاتهم‬ ‫المراجعون‬ ‫بها‬ ‫يكتب‬ ‫أن‬ ‫أجل‬ ‫من‬ ‫فارغةإ‬ ‫تكون‬ ‫ما‬ ً‫ا‬‫غالب‬ ‫النماذج‬
– Note every framework aspect on the form is required to
have a grade on the 1-4 scale
–‫كل‬‫طار‬‫ي‬‫حتوي‬‫من‬ ‫مقيا‬ ‫على‬(1-4)
– The “training EF”, with the framework prompts is a good
resource since it provides in a very succinct form exactly
what reviewers are looking for.
–‫التدريبي‬ ‫الذاتي‬ ‫التقييم‬ ‫ونموذج‬‫هو‬‫جيد‬ ‫مصدر‬‫يوفر‬ ‫ألنه‬‫موج‬ ‫بشكل‬‫يبحث‬ ‫ما‬ ‫ز‬
‫عنه‬‫المراجعين‬.
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7. What are Reviewers Looking
For ?
‫المراجعين؟‬ ‫عنه‬ ‫يبحث‬ ‫الذي‬ ‫ما‬
7

8. •‫المح‬ ‫المواعيد‬ ‫وفي‬ ‫بإنتظام‬ ‫للمدرسة‬ ‫الطلبة‬ ‫يحضر‬ ‫هل‬‫ددة؟‬
•‫؟‬ ‫المدرسية‬ ‫الحياة‬ ‫في‬ ‫وحما‬ ‫بفاعلية‬ ‫الطلبة‬ ‫يساهم‬ ‫هل‬
•‫ا‬ ‫العمل‬ ‫على‬ ‫وقدراتهم‬ ‫إ‬ ‫بأنفسهم‬ ‫الثقة‬ ‫الطلبة‬ ‫ينمي‬ ‫هل‬‫لذاتي‬
‫المسؤولية؟‬ ‫تحمل‬ ‫وعلى‬
•‫ومشاعر‬ ‫آراء‬ ‫ويحترمون‬ ‫بفاعلية‬ ً‫ا‬‫مع‬ ‫الطلبة‬ ‫يعمل‬ ‫هل‬
‫؟‬ ‫ومعتقداتهم‬ ‫اآلخرين‬
•‫وف‬ ‫الدرو‬ ‫خالل‬ ‫ومسؤولية‬ ‫بوعية‬ ‫الطلبة‬ ‫يتصرف‬ ‫هل‬‫ي‬
‫؟‬ ‫المدرسة‬
8

9. •‫هم‬ ‫وهل‬ ‫؟‬ ‫المدرسة‬ ‫في‬ ‫والسالمة‬ ‫باألمن‬ ‫الطلبة‬ ‫يشعر‬ ‫هل‬
‫؟‬ ‫يهددهم‬ ‫أو‬ ‫يرهبهم‬ ‫الذي‬ ‫السلوك‬ ‫من‬ ‫متحررون‬
•‫ف‬ ‫بما‬ ‫وثقافتها‬ ‫البحرين‬ ‫تراث‬ ‫بفهم‬ ‫الطلبة‬ ‫يحظى‬ ‫هل‬‫ذلك‬ ‫ي‬
‫؟‬ ‫اإلسالمية‬ ‫القيم‬
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10. Teachers’classrooms or
students’classrooms ?
In groups discuss the advantages and drawbacks of the
different systems of classroom management.
‫الصف‬ ‫دارة‬ ‫في‬ ‫المختلفة‬ ‫األنظمة‬ ‫وعيوب‬ ‫مزايا‬ ‫مجموعات‬ ‫في‬ ‫ناقش‬.
Note the different conventions in secondary school
classrooms in Europe and the West; it is the “teacher’s
room” and the teacher controls the students’ entry; in
the Gulf region, for most of the time, the students “own”
the space, and the teacher enters
‫األشكال‬ ‫احظ‬‫الدراسية‬ ‫للصفوف‬ ‫المختلفة‬‫في‬ ‫الثانويية‬ ‫الميدار‬ ‫في‬‫أوروبيا‬ ‫ي‬
‫يا‬‫ي‬‫أم‬ ‫ياإ‬‫ي‬‫ليه‬ ‫ية‬‫ي‬‫الطلب‬ ‫يأتي‬‫ي‬‫وي‬ ‫يم‬‫ي‬‫للمعل‬ ‫ية‬‫ي‬‫غرف‬ ‫ياك‬‫ي‬‫هن‬ ‫يون‬‫ي‬‫تك‬ ‫يربإ‬‫ي‬‫والغ‬‫منطقيي‬ ‫يي‬‫ي‬‫ف‬‫ة‬
‫إ‬ ‫الخلي‬‫الخاصة‬ ‫صفوفهم‬ ‫في‬ ‫الطلبة‬ ‫لى‬ ‫يدخل‬ ‫فالمعلم‬.
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11. Succeed with a Noisy Class
– Some generally accepted strategies in behaviour
management for controlling classes
–‫للس‬ ‫السلوك‬ ‫دارة‬ ‫في‬ ‫عموما‬ ‫المقبولة‬ ‫ااستراتيجيات‬ ‫بعض‬‫يطرة‬
‫على‬‫الصفوف‬.
– If a teacher isn’t in control of the start of the
lesson, it is very difficult to regain the students’
attention and respect
–‫ذا‬‫بداية‬ ‫في‬ ‫المعلم‬ ‫يسيطر‬ ‫لم‬‫ي‬ ‫أن‬ ‫جدا‬ ‫الصعب‬ ‫فمن‬ ‫إ‬ ‫الدر‬‫ستعيد‬
‫انتباه‬‫واحترامهم‬ ‫الطلبة‬.
11

12. Take Control at the door ...
Make general, non-confrontational
statements as to the behaviour you want
to see rather than confrontational rants
about things you don‟t want to see.
‫اإلداء‬‫يول‬‫ي‬‫ح‬ ‫ية‬‫ي‬‫عام‬ ‫يارات‬‫ي‬‫بعب‬‫يلوكات‬‫ي‬‫الس‬‫ب‬ ‫يب‬‫ي‬‫ترغ‬ ‫يي‬‫ي‬‫الت‬‫يا‬‫ي‬‫ه‬
‫عن‬ ‫التحدث‬ ‫من‬ ً‫ا‬‫بد‬‫سلوكات‬‫تريدها‬ ‫ا‬ ‫بعينها‬
Chat with individuals and small groups of
students.
‫الطالب‬ ‫من‬ ‫صغيرة‬ ‫ومجموعات‬ ‫أفراد‬ ‫مع‬ ‫الدردشة‬. 12

13. Get them into the room ............
i) Give the instruction to line up. ........................
-‫عطاء‬‫لالصطفاف‬ ‫تعليمات‬....................... .
ii) Direct your next instructions only at those students
who have done as you asked.
-‫ألولئك‬ ‫فقط‬ ‫التعليمات‬ ‫توجيه‬‫الذين‬ ‫الطالب‬‫طلب‬ ‫كما‬ ‫عملوا‬‫ت‬.
iii) Let them in the room in single file
‫في‬ ‫غرفة‬ ‫في‬ ‫دعهم‬‫واحدة‬ ‫مجموعة‬.
13

14. Have a good lesson start........
Fun starter
‫مرحة‬ ‫بداية‬
Settled starter
‫مستقرة‬ ‫بداية‬
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15. Maintain Lesson Flow.......
i) What you allow, you encourage ‫وتشجعه‬ ‫به‬ ‫تسمح‬ ‫الذي‬ ‫ما‬
ii) Keep a record of repeat offenders
‫الجانحين‬ ‫للطلبة‬ ‫بسجل‬ ‫ااحتفاظ‬
i) Assess the reasons behind the behaviour
‫السلوك‬ ‫وراء‬ ‫الكامنة‬ ‫األسباب‬ ‫تقييم‬
ii) Give them a responsibility
‫المسئولية‬ ‫عطائهم‬
iii) Offer support
‫الدعم‬ ‫توفير‬
iv) Be quick to find something to praise
‫األمور‬ ‫بعض‬ ‫في‬ ‫سريع‬ ‫بشكل‬ ‫اإلشادة‬
v) Consistently follow school behaviour plan and stepped consequences
‫المدرسة‬ ‫في‬ ‫السلوك‬ ‫لخطة‬ ‫المستمرة‬ ‫المتابعة‬
vi) Try addressing individuals rather than the whole class
‫الجماعية‬ ‫من‬ ً‫ا‬‫بد‬ ‫فردي‬ ‫بشكل‬ ‫األمور‬ ‫مع‬ ‫التعامل‬
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16. In preparation for a review
Shared staff professional development
‫المهني‬ ‫التطوير‬ ‫فريق‬ ‫مشاركة‬
Discussing collectively these issues
relating to classroom management
‫بشك‬ ‫الصفوف‬ ‫بإدارة‬ ‫المتعلقة‬ ‫القضايا‬ ‫مناقشة‬‫جماعي‬ ‫ل‬
No-blame culture – colleagues need to be
confident to be able to share their
experiences
‫الثقافة‬ ‫لوم‬ ‫عدم‬‫أن‬ ‫يجب‬ ‫إ‬‫يكون‬‫واثقين‬ ‫الزمالء‬‫م‬‫ن‬
‫خبراتهم‬ ‫مشاركة‬ ‫على‬ ‫قدرتهم‬. 16