ENGLISH LANGUAGE TEACHING CURRICULUM
PROVIDING FOR EFFECTIVE TEACHING
CHAPTER I
PROVIDING FOR EFFECTIVE TEACHING
Introduction
Curriculum development processes as they have been describe so far in
this book are essential resources in helping schools achieve their goals.
Quality teaching is achieved not only as a consequence of how well teachers
teach but through creating context and work environments that can facilitate
good teaching. The following issues will be considered:
The Institution
The Organizational
Culture
The organizational culture of a school refers to
the ethos and environment that exist within a school, the kinds of
communications and decision and making that take place, and the management and
staffing structure they support. Davidson and Tesh suggest that most language
programs have features of both of the organic and the mechanistic models,
depending on the size of the program and the type of staff working in it. With
a large program staffed by experienced and mature professionals, a more organic
approach is likely. With smaller programs or programs dependent on less
experienced staff, a more mechanistic approach may be needed.
Quality indicators in an institution
Language teaching institutions vary greatly in
terms of how they view their educational mission. Some school take seriously
the development of a sound curriculum and set of programs, hire the best
available teachers. The following characteristics are indicators of the quality
of a schoolm or educational instituation (Morris 1994):
1. There are clearly stated
educational goals.
2. There is a well-planned,
balanced, and organized program that meets the needs of its students.
3. Systematic and
identifiable processes exist for determining educational needs in the school
and placing them in order of priority.
4. There is a commitment to
learning, and an expectation that students will do well.
5. There is a high degree of
staff involvement in developing goals and making decision.
6. There is a motivated and
cohesive teaching force with good team spirit.
7. Administrators are
concerned with the teachers’ professional developmentand are able to make the
best use of their skills and experience.
8. The school’s programs are
regulary reviewed and progress toward their goals is evaluated.
