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They learn how to assess their students’ progress through informal assessments and through testing.
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They learn and practice classroom management skills.
Teachers who will be assigned to schools with very large classes will need special help in preparing effective strategies for those situations and plenty of ongoing support and encouragement from supervisors.
Essential components of in-service teacher training
Regular in-service training, based on supervisors’ classroom assessments, is essential for quality education in MTB MLE( and mainstream) schools.
In their regular classroom visits, supervisors identify strengths and weaknesses in teachers’ pedagogy and classroom management. Each in-service training workshop gives time to both— building on the teachers’ strengths and helping them to overcome their weaknesses.
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Supervisors ask strong teachers to demonstrate pedagogical or classroom management activities and encourage other teachers to discuss and then practice what they have learned.
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Teachers share positives( good things) and negatives( problems) relating to their classroom situations and then think creatively together and share ideas for building on the positives and reducing the negatives.
MTB MLE teacher assignment and support
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MTB MLE teachers are assigned to schools in their MT language area. If their language has dialects that are distinctly different, teachers are assigned to their home dialect.
MTB MLE RESOURCE KIT Including the Excluded: Promoting Multilingual Education
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Although schools are included in the MTB MLE programme only if the community commits to supporting their school and teachers, supervisors still check regularly with teachers to ensure they are receiving that support. If necessary, they meet with local support committees to remind them of their obligations to the teachers.
• • MTB MLE teachers’ who have completed formal teacher training receive the same salary and other support as teachers in mainstream schools.
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