During and at the end of each phase of training, teachers’ strengths were identified and their ongoing needs and skills were diagnosed to determine their suitability as MTBBE teachers at the specified Grade levels.
MTBBE programme coordinators included school principals and district and provincial education officers in selected parts of the training so that they understood the approach and how to support MTBBE classroom teachers. Bringing these groups together during selected parts of the training also helped create team spirit.
During each phase of training, programme coordinators watched for especially talented and committed participants who could serve as authors, researchers or resource people for other bilingual teachers in their areas.
The MTBBE programme cooperated with Lao Cai and Tra Vinh Teacher Training Colleges to develop and institutionalize the MTBBE teacher training modules for pre-primary and primary teachers in Mong and Khmer MTBBE classrooms.
Grade 3 Khmer students learn about the many uses of bamboo. © UNICEF, Viet Nam
How did you supervise classrooms?
RCEME staff visited MTBBE schools and provided technical support as needed. MOET officials from the Ethnic Minority Education Pre-school and Primary Education Departments and selected MTBBE curriculum and materials developers also participated in the school visits and provided technical input to MTBBE teachers and school principals.
During each trip, teams observed Vietnamese, Mother Tongue and Mathematics lessons and provided feedback to teachers on how best to take advantage of their strengths and overcome any weaknesses.
Booklet for Case Studies
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