MWONGOZO WA MWANGALIZI (OBSERVER MANUAL) MWONGOZO WA MWANGALIZI (OBSERVER MANUAL) YALIYOMO (TABLE OF CONTENTS) DIBAJI (FOREWORD)........................................................................................... 2 WALIYOSHIRIKI KWENYE TEACH (TEACH TEAM) ........................................... 6 UTANGULIZI (INTRODUCTION) .......................................................................... 9 UTARATIBU WA KUWEKA MAKSI (PROCEDURES FOR CODING) ............. 17 MWONGOZO WA MWANGALIZI (OBSERVER MANUAL) .............................. 33 MUDA KWENYE KAZI (TIME ON TASK) ..................................................... 39 MUDA WA KUJIFUNZA (TIME ON LEARNING) .............................................................. 40 UBORA WA UTEKELEZAJI WA KUFUNDISHA ........................................... 42 (QUALITY OF TEACHING PRACTICES) UTAMADUNI WA DARASANI (CLASSROOM CULTURE) ........................ 43 MAZINGIRA SAIDIZI YA KUJIFUNZA (SUPPORTIVE LEARNING ENVIRONMENT) .... 44 MATARAJIO YA TABIA NZURI (POSITIVE BEHAVIORAL EXPECTATIONS) ............... 46 MAAGIZO (INSTRUCTION) ........................................................................... 49 UWEZESHAJI WA SOMO (LESSON FACILITATION) ................................................... 50 VIPIMO VYA UFAHAMU (CHECKS FOR UNDERSTANDING) ....................................... 52 MAONI (FEEDBACK) ......................................................................................................... 54 UMAKINIFU (CRITICAL THINKING) ................................................................................. 56 UWEZO WA UHUSIANO NA KIHISIA (SOCIOEMOTIONAL SKILLS) ....... 61 UHURU (AUTONOMY) ...................................................................................................... 62 USTAHIMILIVU (PERSEVERANCE) ................................................................................. 64 UWEZO WA UHUSIANO NA USHIRIKIANO (SOCIAL & COLLABORATIVE SKILLS) .. 66 MASWALI YANAYOULIZWA MARA KWA MARA ............................................. 69 FREQUENTLY ASKED QUESTIONS 1 DIBAJI Kwa kiasi kikubwa, uandikishaji shuleni uliongezeka ndani ya miaka 25 iliyopita katika nchi zenye kipato cha chini na kati. Hata hivyo, kwenda shuleni siyo kwamba utakuwa na uhakika kujifunza. Sehemu kubwa ya watoto wanaohitimu shule ya msingi hawana hata uwezo wa msingi wa kusoma, kuandika, na kufanya hisabati1 — hali ya UNESCO2 imetajwa kuwa “uzorotaji wa kujifunza duniani.” Uzorotaji wa kujifunza ni, katika kiini chake, uzorotaji wa ufundishaji. 3 Utafiti unaoendelea unaonyesha ufundishaji shuleni ni kielelezo muhimu zaidi kwa wanafunzi kujifunza. 4 Tofauti kati ya matokeo ya mwalimu dhaifu na mwenye uwezo mzuri juu ya maksi za mwanafunzi ni sawa na mwaka mmoja hadi miwili ya kujifunza. 5 Hata hivyo, ushaidi unaonyesha miaka kadhaa mfululizo ya ufundishaji kwa ufanisi unaweza kukabiliana na mapungufu ya kujifunza kwa wanafunzi wasio jiweza 6 na kuboresha kwa kiasi kikubwa matokeo ya muda mrefu kwa wanafunzi.7 Hata hivyo, kutambua ufundishaji fanisi si rahisi. Utafiti unaonyesha kwamba sifa za mwalimu kama vile elimu rasmi, miaka ya uzoefu (zaidi ya miaka miwili ya kwanza), uwezo wa kufikiri, na matokeo ya mtihani wa kuingilia ufafanua tu sehemu ndogo ya kujifunza kati ya wanafunzi tofauti. 8 Uthibitisho wa hivi karibuni unaonyesha nafasi muhimu za utekelezaji wa kufundisha unavyosaidia katika kuelezea utofauti huu. Kwa mfano, utafiti wa semina huko Ecuador uligundua kwamba kuna mahusiano kati ya utekelezaji bora wa kufundisha na matokeo bora wa kujifunza. 9 Zaidi ya hayo, utafiti wa zaidi ya programu 60 za mafunzo ziligundua kwamba zile ambazo zilikusudiwa kuendeleza utekelezaji wa kufundisha pia zilisababisha ongezeko la wanafunzi kujifunza. 10 Ijapokuwa utekelezaji bora wa kufundisha unahitajika ili kukabiliana na uzorotaji wa kujifunza, mifumo mingi ya elimu kwenye nchi za kipato cha chini na kati hazifuatili mara kwa mara, aidha kwa sababu hawatambui umuhimu wa utekelezaji huo, au hawajui jinsi ya kuzifuatilia kikamilifu. Hali hii imendelea kukuzwa kwa kuenea kwa programu za kitaalamu za maendeleo zilizo dhaifu, ambazo mwelekeo wao hutegemea nadharia na hazifuatilii mara kwa mara au kutoa mwongozo wenye ufanisi kwa walimu kuboresha utendaji wao.11 Bila kifaa cha kuaminika, hata wataalamu wazoefu wa elimu watapambana kutofautisha kati ya ufundishaji fanisi na ulio dhaifu.12 2 FOREWORD School enrollment increased substantially over the last 25 years in low-and middle-income countries. Schooling, however, does not guarantee learning. A large share of children complete primary school lacking even basic reading, writing, and arithmetic skills 1 — a state of affairs UNESCO2 dubbed the “global learning crisis.” The learning crisis is, at its core, a teaching crisis. 3 A growing body of research indicates teaching is the most important school-based determinant of student learning.4 The difference between the impact of a weak and great teacher on student test scores is equivalent to one to two years of schooling. 5 Moreover, evidence suggests several consecutive years of effective teaching can offset the learning shortfalls of marginalized students6 and significantly improve students’ long -term outcomes.7 Identifying effective teaching is not easy, however. Research shows that teacher characteristics such as formal education, years of experience (beyond the first two), cognitive skills, and entry exam performance only explain a small fraction of the variation in student learning. 8 Recent evidence highlights the crucial role teaching practices play in explaining this variation. For example, a seminal study in Ecuador found better teaching practices are associated with improved learning outcomes.9 Moreover, a study of over 60 coaching programs found those designed to advance teaching practices also resulted in increased student learning. 10 Although better teaching practices are needed to tackle the learning crisis, most education systems in low-and middle-income countries do not regularly monitor them, either because they do not recognize the importance of such practices, or do not know how to adequately monitor them. The situation is exacerbated by a prevalence of ineffective professional development programs, which tend to be theory-based and rarely monitor or provide actionable guidance for teachers to improve their practice 11 Without a reliable instrument, even experienced education professionals struggle to distinguish between effective and ineffective teaching. 3 Kutokana na uhalisia huu, ni nini kifanyike? Teach, zana mpya ya uangalizi darasani, ilianzishwa ili kukabiliana na changamoto hizi. Kwanza, Teach ni zana ya kwanza ya kupima kikamilifu kile kinachotokea darasani. Inafanya hivyo kwa kuzingatia si muda uliotumika kujifunza bali, muhimu zaidi, ubora wa utekelezaji wa kufundisha. Pili, Teach hunasa utekelezaji ambao hukuza uwezo wa watoto wa kufikiri na uhusiano wa kihisia. Tatu, Teach ilianzishwa kukiwa na kuzingatiwa kwa nchi za kipato cha chini na cha kati, na hujumuisha matumizi ya video vya ndani ili kuimarisha mafunzo. Mwisho, Teach ni bure na hujumuisha kisanduku cha zana ambacho kinawezesha ukusanyaji wa taarifa, uchambuzi, na uthibitishaji wa maksi za Teach. Kabla ya zana kuzinduliwa, Teach ilipitia maendeleo barabara na mchakato wa uthibitishaji zaidi ya muda wa miaka miwili. Jopo la Ushauri wa Kifundi13 lilitoa maoni ya kina na mapendekezo juu ya ubunifu zana hii. Teach pia ilijaribiwa ndani ya madarasa zaidi ya 1,000 nchini Msumbiji, Pakistani, Ufilipino, na Uruguay, na ilipimwa kwa video vya kimataifa kutoka katika nchi 11 za kipato cha chini na cha kati. Uchunguzi wa awali wa taarifa za majaribio unaonyesha maksi za Teach zina kiwango cha juu cha makubaliano ya kuaminika na thabiti ndani ndani yake. Zaidi ya hayo, walimu ambao wanaonyesha utekelezaji fanisi, kama inavyopimwa na Teach wanahusishwa na wanafunzi ambao wanapata matokeo ya juu ya kujifunza. 14 Teach inakusudiwa kutumika kama mfumo wa uchunguzi na kwa maendeleo ya kitaaluma. Coach, itifaki inayokuja itasaidia wakuu, wakaguzi, na wakufunzi kutumia Teach kutoa maoni juu ya jinsi walimu wanaweza kuboresha utekelezaji wao darasani. Coach inalenga kupunguza pengo kati ya utekelezaji na uthibitisho kwa kutumia mbinu zenye uthibitisho tegemezi ili kuboresha maendeleo ya kitaaluma.15 Tunatumaini rasilimali hizi mpya zitatuweka hatua moja karibu ili kuhakikisha kila mtoto ana mwalimu mwenye ujuzi, kuunga mkono, na mwamasishaji, conditio sine qua non kufanikisha Kujifunza kwa Wote. Omar Arias Practice Manager, Global Knowledge and Innovation Team 4 Given this reality, what can be done? Teach, a new classroom observation tool, was developed to address these challenges. First, Teach holistically measures what happens in the classroom. It does so by considering not just time spent on learning but, more importantly, the quality of teaching practices. Second, Teach captures practices that nurture children’s cognitive and socioemotional skills. Third, Teach was developed with low- and middle-income countries in mind, and includes the use of local video footage to contextualize the training. Finally, Teach is free and includes a toolkit that facilitates data collection, analysis, and validation of Teach scores. Before the tool was launched, Teach underwent a rigorous development and validation process over a two-year timeframe. A Technical Advisory Panel13 provided extensive feedback and inputs on the tool’s design. Teach was also piloted in over 1,000 classrooms across Mozambique, Pakistan, the Philippines, and Uruguay, and tested with global video footage from 11 low- and middle-income countries. Preliminary analyses of pilot data indicate Teach scores have high levels of interrater reliability and are internally consistent. Moreover, teachers who display effective practices, as measured by Teach, are associated with students who achieve higher learning outcomes.14 Teach is intended to be used as a system diagnostic and for professional development. Coach, a forthcoming protocol, will help principals, inspectors, and coaches use Teach to provide feedback on how teachers can improve their classroom practices. Coach aims to reduce the gap between practice and evidence by utilizing evidence-based strategies to improve professional development. 15 We hope these new resources will bring us one step closer to ensuring every child has a skilled, supported, and motivated teacher, conditio sine qua non to achieve Learning for All. Omar Arias Practice Manager, Global Knowledge and Innovation Team 5 WALIYOSHIRIKI KWENYE TEACH Shukrani Teach iliandaliwa na timu iliyoongozwa na Ezequiel Molina. Kiini cha timu kiliundwa na Carolina Melo Hurtado, Adelle Pushparatnam, na Tracy Wilichowski. Jenny Beth Aloys, Alice Madeleine Danon, Syeda Farwa Fatima, Carolina Moreira Vásquez, na Iva Trako walikuwa washiriki wa timu ya nyongeza. Timu ilipata mwongozo kutoka kwenye jopo la ushauri wa kiufundi linaoundwa na Lindsay Brown, Pam Grossman, Heather Hill, Andrew Ho, Sara Rimm-Kaufman, Andrew Ragatz, Erica Woolway, na Nick Yoder. Mwongozo na kifaa cha uchunguzi vilibuniwa na Danielle Willis. Amy Gautam alikuwa mhariri mkuu wa nakala. Restituto Jr. Mijares Cardenas and Cassia Miranda walitoa usaidizi wa usimamizi. Timu inashukuru mchango uliotolewa na Teach Kundi la Uangalizi Darasani, limeundwa na Salman Asim, Tara Beteille, Marguerite Clarke, Michael Crawford, David Evans, Deon Filmer, Francisco Haimovich, Samira Halabi, Amer Hassan, Peter Holland, Dingyong Hou, Nathalie Lahire, Toby Linden, Javier Luque, Juan Manuel Moreno, Shawn Powers, Halsey Rogers, Shwetlena Sabarwal, Shabnam Sinha, Lars Sondergaard, Simon Thacker, Waly Wane, na Noah Yarrow. Timu pia ilifaidika na msaada kutoka kwa Hafsa Alvi, Tamara Arnold, Jennifer Bulley, Yanina Gallo, Julia Hahn, Julia Ladics, Anahita Matin, Abdal Mufti, Octavio Medina Pedreira, Mahjabeen Raza, Hina Saleem, Marie Evane Tamagnan, na Sergio Venegas Marin. Baadhi ya wafanyakazi wenzetu walitoa maoni elekevu, mwitikio na mapendekezo kwenye zana, wakiwemo Gonzalo Dibot, Guadalupe Goyeneche, Michael Handel, Amer Hassan, Ines Kudo, Victoria Levin, Alonso Sanchez, Virginia Tort Gómez, Paula Prendeville, Elina Rostan, Kirill Vasiliev, na Noah Yarrow. Zaidi ya hayo, timu inazishukuru timu ambazo zilitumia toleo la awali la Teach katika muktadha zao mbalimbali. Hii inajumuisha Franco Russo, Binh Thanh Vu, na Javier Luque aliyeko Philippines; Koen Martijn Geven, Tazeen Fasih, na Ali Ansari huko Pakistan; Francisco Haimovich Paz na Helena Rovner huko Uruguay; Marina Bassi aliyeko Msumbiji; na Sara Rimm-Kaufman aliyeko University of Virginia. Mwongozo mzima wa maendeleo na maandalizi ya Teach ulitolewa na Omar Arias, Practice Manager of the Global Knowledge and Innovation Team. Timu inashukuru sana msaada kutoka kwa Global Lead of the Curriculum, Instruction and Assessment Thematic Group, Michael Crawford, na Global Leads of the Teachers Career and Professional Development Thematic Group, Tara Beteille na David Evans, kwa mwongozo na ushauri wao wakati wote wa mchakato huu. Timu hasa inashukuru sana Senior Management Team of the Education Global Practice — Jaime Saavedra, Senior Director, Luis Benveniste, Director, na Keiko Miwa, Director — kwa uongozi, mwongozo, na msaada wao thabiti. Timu inawashukuru sana Systems Approach for Better Education (SABER) Trust Fund kwa msaada wake wa ukarimu, uliotolewa kwa kiasi kikubwa na United Kingdom’s Department for International Development (DFID) na Australia’s Department of Foreign Affairs and Trade (DFAT). Timu inaomba msamaha kwa mtu yeyote ambaye ametolewa bila kukusudia kutoka kwenye orodha hii na inatoa shukrani zake kwa wote ambao wamechangia kenye Teach, ikiwa ni pamoja na wale ambao majina yao hayawezi kuonekana hapa. Mwisho na muhimu zaidi, wanatimu wanapenda kuwashukuru walimu wote ambao walitualika madarasani mwao kama sehemu ya mradi huu. UNA MASWALI? Wasiliana Nasi kwa teach@worldbank.org. 6 TEACH TEAM Acknowledgments Teach was prepared by a team led by Ezequiel Molina. The core team was composed of Carolina Melo Hurtado, Adelle Pushparatnam, and Tracy Wilichowski. Jenny Beth Aloys, Alice Madeleine Danon, Syeda Farwa Fatima, Carolina Moreira Vásquez, and Iva Trako were members of the extended team. The team received guidance from a technical advisory panel composed of Lindsay Brown, Pam Grossman, Heather Hill, Andrew Ho, Sara Rimm-Kaufman, Andrew Ragatz, Erica Woolway, and Nick Yoder. The manual and observation instrument were designed by Danielle Willis. Amy Gautam was the chief copy editor. Restituto Jr. Mijares Cardenas and Cassia Miranda provided administrative support. The team is grateful for the contributions of the Teach Classroom Observation Working Group, composed of Salman Asim, Tara Beteille, Marguerite Clarke, Michael Crawford, David Evans, Deon Filmer, Francisco Haimovich, Samira Halabi, Amer Hassan, Peter Holland, Dingyong Hou, Nathalie Lahire, Toby Linden, Javier Luque, Juan Manuel Moreno, Shawn Powers, Halsey Rogers, Shwetlena Sabarwal, Shabnam Sinha, Lars Sondergaard, Simon Thacker, Waly Wane, and Noah Yarrow. The team also benefited from the support of Hafsa Alvi, Tamara Arnold, Jennifer Bulley, Yanina Gallo, Julia Hahn, Julia Ladics, Anahita Matin, Abdal Mufti, Octavio Medina Pedreira, Mahjabeen Raza, Hina Saleem, Marie Evane Tamagnan, and Sergio Venegas Marin. A number of colleagues provided insightful comments, feedback, and inputs on the tool, including Gonzalo Dibot, Guadalupe Goyeneche, Michael Handel, Amer Hassan, Ines Kudo, Victoria Levin, Alonso Sanchez, Virginia Tort Gómez, Paula Prendeville, Elina Rostan, Kirill Vasiliev, and Noah Yarrow. In addition, the team is grateful to the teams that applied a preliminary version of Teach in their various contexts. This included Franco Russo, Binh Thanh Vu, and Javier Luque in the Philippines; Koen Martijn Geven, Tazeen Fasih, and Ali Ansari in Pakistan; Francisco Haimovich Paz and Helena Rovner in Uruguay; Marina Bassi in Mozambique; and Sara Rimm-Kaufman at the University of Virginia. Overall guidance for the development and preparation of Teach was provided by Omar Arias, Practice Manager for the Global Knowledge and Innovation Team. The team gratefully acknowledges support from the Global Lead of the Curriculum, Instruction and Assessment Thematic Group, Michael Crawford, and the Global Leads of the Teachers Career and Professional Development Thematic Group, Tara Beteille and David Evans, for their guidance and advice throughout the process. The team is especially grateful to the Senior Management Team of the Education Global Practice — Jaime Saavedra, Senior Director, Luis Benveniste, Director, and Keiko Miwa, Director — for their leadership, direction, and relentless support. The team is grateful for generous support provided by the Systems Approach for Better Education (SABER) Trust Fund, funded in large part by the United Kingdom’s Department for International Development (DFID) and Australia’s Department of Foreign Affairs and Trade (DFAT). The team apologizes to anyone inadvertently omitted from this list and expresses its gratitude to all who contributed to Teach, including those whose names may not appear here. Lastly and most importantly, the team members would like to thank all the teachers who welcomed us into their classroom as part of this project. HAVE QUESTIONS? Contact Us at teach@worldbank.org. 7 8 UTANGULIZI (INTRODUCTION) 9 Je, Teach hupima nini? Teach hutofautiana na zana nyingine za uangalizi darasani kwa kuwa, hunasa (i) muda walimu hutumia kwenye kujifunza na kiwango ambacho wanafunzi wanafanya kazi, na (ii) ubora wa utekelezaji wa kufundisha ambao husaidia kuendeleza uwezo wa wanafunzi wa uhusiano/kihisia na ufahamu. Kama sehemu ya kipengele cha Muda kwenye Kazi, 3 “taswira” ya sekunde 1-10 hutumika kurekodi yote mawili vitendo vya mwalimu na baadhi ya wanafunzi walioko kazini wakati wote wa uangalizi. Kipengele cha Ubora wa Utekelezaji wa Kufundisha, kwa upande mwingine, kimeandaliwa katika maeneo matatu ya msingi: Utamaduni wa Darasani, Maagizo, na Uwezo wa Uhusiano na Kihisia16 (angalia picha ukurasa wa 12). Maeneo haya yana vipengele 9 vinavyoendana na tabia 28. Tabia zina sifa kama vile chini, wastani, au juu, zinazotegemea uthibitishaji uliokusanywa wakati wa uangalizi. Hizi alama za tabia zinatafsiliwa kwenye kiwango cha pointi-5 ambacho kinahesabu utekelezaji wa ufundishaji kama ulivyonaswa katika maonyesho mawili ya dakika 15 za uangalizi wa somo. 1 UTAMADUNI WA DARASANI: Mwalimu hujenga utamaduni unaofaa kwa kujifunza. Lengo hapa siyo kwa mwalimu kurekebisha tabia mbaya za wanafunzi, bali kiwango ambacho mwalimu anajenga: (i) mazingira saidizi ya kujifunza kwa kuwaheshimu wanafunzi wote, mara kwa mara anatumia lugha ya kujenga, anajibu mahitaji ya wanafunzi, na anapinga mitizamo ya kijinsia na haonyeshi upendeleo wa kijinsia darasani; na (ii) matarajio ya tabia nzuri kwa kuweka wazi matarajio ya tabia, kutambua tabia nzuri za mwanafunzi, na kukusoa tabia mbaya. 2 MAAGIZO: Mwalimu anafundisha kwa njia ambayo inaimarisha uelewa wa wanafunzi na kuhamasisha umakinifu na uchambuzi. Lengo hapa siyo juu ya njia maalumu ya maagizo, bali kadiri mwalimu anavyo: (i) anawezesha somo kwa kufafanua wazi wazi malengo ya somo yanayoendana na shughuli za kujifunza, kwa wazi anaelezea maudhui, na anahusianisha shughuli za kujifunza na maarifa ya maudhui mengine au maisha ya kila siku ya wanafunzi, na kwa kutoa mifano ya shughuli za kujifunza kwa kuonyesha au kufikiri kwa sauti; (ii) hatoki kwenye mada moja kwenda nyingine, bali anapima ufahamu kwa kutumia maswali, mapendekezo, au mbinu nyingine kutambua kiwango cha ufahamu wa wanafunzi, kwa kuwachunguza wanafunzi wakati wa kazi za pekee na makundi, na kwa kurekebisa ufundishaji kuwa kwenye kiwango cha wanafunzi; (iii) anatoa maoni kwa kutoa maoni maalumu au mapendekezo ambayo husaidia kufafanua hali ya kutoelewa kwa wanafunzi au kutambua mafanikio yao; na (iv) anahimiza umakinifu wa wanafuzi kwa kuwauliza maswali yanayohitaji kujieleza na anawapa wanafunzi kazi za kufikiria zinazowahitaji kuchunguza maudhui kikamilifu. Wanafunzi wanaonyesha uwezo umakinifu kwa kuuliza maswali yanayohitaji kujieleza au wanafanya shughuli za kufikiria. 3 UWEZO WA UHUSIANO NA KIHISIA: Mwalimu anastawisha uwezo wa uhusiano na kihisia ambao unahimiza mafanikio ya wanafunzi yote ya ndani na nje ya darasa. Kukuza uwezo wa wanafunzi wa uhusiano na kihisia, mwalimu: (i) hujenga uhuru kwa kuwapa wanafunzi fursa ya kuchagua na kuchukua majukumu muhimu darasani. Wanafunzi wanaonyesha uhuru wao kwa kujitolea kushiriki katika shughuli darasani; (ii) anakuza ustahimilivu kwa kutambua jitihada za wanafunzi, badala ya kulenga tu kwenye akili au uwezo wao wa asili, kwa kuwa na mtazamo mzuri juu ya changmoto za wanafunzi kwa kuwashauri kuwa kushindwa na kukatishwa tamaa ni moja wapo ya mchakato wa kujifunza, na kwa kuwatia moyo wanafunzi kupangilia malengo ya muda mfupi na mrefu; na (iii) anakuza uwezo wa uhusiano na ushirikiano kwa kuhimiza ushirikiano kwa kuwachangamanisha na wenzao na kwa kuendeleza uwezo mzuri wa mahusiano, kama vile kuchukua maoni, kusisitiza, udhibiti wa hisia, na kutatua matatizo ya umma. Wanafunzi wanaonyesha uwezo wa uhusiano na ushirikiano kwa kushirikiana wao kwa wao kwa njia ya kuchangamana na wenzao. 10 What does Teach measure? Teach differs from other classroom observation tools in that it captures (i) the time teachers spend on learning and the extent to which students are on task, and (ii) the quality of teaching practices that help develop students’ socioemotional and cognitive skills. As part of the Time on Task component, 3 “snapshots” of 1–10 seconds are used to record both the teacher’s actions and the number of students who are on task throughout the observation. The Quality of Teaching Practices component, on the other hand, is organized into 3 primary areas: Classroom Culture, Instruction, and Socioemotional Skills16 (see graphic on page 13). These areas have 9 corresponding elements that point to 28 behaviors. The behaviors are characterized as low, medium, or high, based on the evidence collected during the observation. These behavior scores are translated into a 5-point scale that quantifies teaching practices as captured in a series of two, 15-minute lesson observations. 1 CLASSROOM CULTURE: The teacher creates a culture that is conducive to learning. The focus here is not on the teacher correcting students’ negative behaviors but rather the extent to which the teacher creates: (i) a supportive learning environment by treating all students respectfully, consistently using positive language, responding to students’ needs, and both challenging gender stereotypes and not exhibiting gender bias in the classroom; and (ii) positive behavioral expectations by setting clear behavioral expectations, acknowledging positive student behavior, and effectively redirecting misbehavior. 2 INSTRUCTION: The teacher instructs in a way that deepens student understanding and encourages critical thinking and analysis. The focus here is not on content-specific methods of instruction, but rather the extent to which the teacher: (i) facilitates the lesson by explicitly articulating lesson objectives that are aligned to the learning activity, clearly explaining content, and connecting the learning activity to other content knowledge or students’ daily lives, and by modeling the learning activity through enacting or thinking aloud; (ii) does not simply move from one topic to the next but checks for understanding by using questions, prompts, or other strategies to determine students’ level of understanding, by monitoring students during group and independent work, and by adjusting his/her teaching to the level of students; (iii) gives feedback by providing specific comments or prompts to help clarify students’ misunderstandings or identify their successes; and (iv) encourages students to think critically by asking open-ended questions and providing students with thinking tasks that require them to actively analyze content. Students exhibit critical thinking ability by asking open-ended questions or performing thinking tasks. 3 SOCIOEMOTIONAL SKILLS: The teacher fosters socioemotional skills that encourage students to succeed both inside and outside the classroom. To develop students’ social and emotional skills, the teacher: (i) instills autonomy by providing students with opportunities to make choices and take on meaningful roles in the classroom. Students exhibit their autonomy by volunteering to participate in classroom activities; (ii) promotes perseverance by acknowledging students’ efforts, rather than focusing solely on their intelligence or natural abilities, b y having a positive attitude toward students’ challenges by framing failure and frustrations as part of the learning process, and by encouraging students to set short-and long-term goals; and (iii) fosters social and collaborative skills by encouraging collaboration through peer interaction and by promoting interpersonal skills, such as perspective taking, empathizing, emotion regulation, and social problem solving. Students exhibit social and collaborative skills by collaborating with one another through peer interaction. 11 12 TEACH FRAMEWORK TEACH FRAMEWORK 13 Teach iliandaliwaje? Ili kukamilisha toleo la zana inayoweza kutumika, timu ya maendeleo ya Teach ilifanya utafiti kwa ufanisi, ilirekebisha, na ilifanya majaribio ya mwendelezo tofauti wa zana kwa zaidi ya muda wa miaka 2: Timu ya maendeleo — ambayo inajumuisha mtaalam 1 wa kiwango cha elimu, mtaalam 1 wa mafunzo, 1 mwanasaikolojia 1, na mwalimu 1 — walitathmini zana 5 za uangalizi darasani ambazo zinatumiwa sana nchini Marekani ili kuunda orodha ya utekelezaji wa kufundisha ambayo uchanganuliwa mara kwa mara.17 Baadaye timu iliongezea kwenye orodha hii ili kujumuisha tabia kutoka kwenye zana za uangalizi darasani za kimataifa zinazotumika katika nchi za kipato cha chini na kati.18 Kulingana na uchambuzi huu wa mwanzo, timu iliunda orodha ya maeneo 3 na vipengele 43.19 2 Timu ya maendeleo iliitisha kikao kilichohudhuriwa na jopo la wataalam na wazoefu 22 wa elimu kusaidia zaidi kupunguza na kupa kipaumbele vipengele vya mfumo wa Teach. Washiriki waliombwa kuonyesha ikiwa vipengele vilikuwa vinakosekana kwenye orodha, kuweka vipengele kwenye safu na maeneo yanayohusika, na kutambua vipengele walivyothibitisha kama visivyo chunguzika. Harakati hii ilisababisha kupungua kwa mfumo wa vipengele hadi kufikia 25. 3 Timu ya maendeleo ilichunguza uthibitisho wa kinadharia na majaribio 20 kutoka nchi za kipato cha chini na kati ili kuondoa zaidi vipengele kutoka kwenye mfumo. Harakati hii ilisababisha kupungua kwa mfumo wa vipengele hadi kufikia 14. 4 Vipengele hivi 14 vilijumlisha toleo la kwanza la zana inayoweza kutumika, ambayo ilikuwa na lengo la kunasa kwa pamoja ubora na marudio ya utekelezaji wa kufundisha kama ilivyopimwa na kila kipengele.21 Zana hii ya mwanzo ilifanyiwa majaribio ya moja kwa moja nchini Pakistan na Uruguay na kwa njia ya video darasani nchini Afghanistan, China, Pakistan, Ufilipino, Tanzania, Uruguay, na Vietnam. Kutokana na majaribio haya, ilikuwa dhahiri kwamba waangalizi walihangaika kuweka maksi kwa uaminifu wakati huo huo walipaswa kunasa marudio na ubora wa utekelezaji wa kufundisha kwa kila kipengele. Hivyo, timu ya maendeleo ilirekebisha muundo wa zana ili kukabiliana na changamoto hii. Harakati hii ilisababisha zana kuwa na vipengele 10. 5 Timu ya maendeleo iliunda jopo la ushauri wa kifundi, ikiwa ni pamoja na Lindsay Brown, Pam Grossman, Heather Hill, Andrew Ragatz, Sara Rimm-Kaufman, Erica Woolway, na Nick Yoda, ili kutoa maoni ya maandishi juu ya zana. Maoni haya yalikusanywa na kushughulikiwa kama sehemu ya warsha ya kifundi iliyofanyika siku 1. Wakati wa warsha, wataalam waliishauri timu juu ya masuala ambayo yapewe kipaumbele na jinsi ya kushirikisha maoni ili kuboresha zana. 6 Toleo hili jipya la zana liliwekwa katika mipangilio 4, ambapo waangalizi walipewa mtihani wa kupata cheti ambao ulihakikisha kuwa wanaweka maksi kwa uhaminifu kwa kutumia Teach. Nchini Msumbiji, 74% ya waangalizi walifaulu mtihani wa kupata cheti; nchini Pakistani na Ufilipino, 98% walifaulu; na nchini Uruguay, 100% walifaulu. Waangalizi pia walitoa maoni juu ya zana na mafunzo ambayo yalizingatiwa wakati wa harakati za masahihisho. 7 Timu ya maendeleo ilishirikiana kwa ukaribu sana pamoja na Andrew Ho 22 ili kuchanganua sifa za mbinu za upimaji wa kisaikolojia wa zana hii.23 Kwa kutumia taarifa toka Punjab, Pakistani, timu iliwapata walimu ambao wanaonyesha utendaji mzuri wa ufundishaji kama ilivyo kwenye Teach, vina uhusiano na kuongezeka kwa maksi za wanafunzi kwa kiasi cha 0.08-0.12 SD. Hii ni baada ya kudhibiti vibadilika vingi ikiwa ni pamoja na ukubwa wa darasa, maarifa ya mwalimu juu ya maudhui, na sifa nyingine za mwanafunzi na mwalimu.Kulingana na uchanganuzi huu na maoni toka kwa wakufunzi na waangalizi, timu ya maendeleo ilirekebisha muundo wa kila kipengele na mifano ya ziada ili kuboresha uzito na uwazi wa zana. Kama sehemu ya harakati hii, kipengele cha Muda wa Kujifunza kilibadilishwa ili kunasa muda wa mwalimu wa maagizo na muda wa wanafunzi wa kazi kwa kupitia mfululizo wa taswira. Harakati hii ilisababisha zana kuwa na vipengele vyenye hitimisho 1 la chini na mahitimisho 9 ya juu. Hatua ya mwisho ilihusisha upimaji wa marekebisho haya kwa kutumia video kutoka kwenye nchi 11 za kipato cha chini na kati zilizihifadhiwa kwenye maktaba ya Teach. 14 How was Teach developed? To finalize a working version of the tool, the Teach development team rigorously researched, revised, and piloted different iterations of the tool over a 2-year timeframe: The development team — which comprised 1 education measurement expert, 1 instructional expert, 1 1 psychologist, and 1 teacher — assessed 5 classroom observation tools widely used in the United States to create an inventory of teaching practices that are commonly evaluated. 17 The team then built upon this list to include behaviors from international classroom observation tools used in low- and middle-income countries.18 Based on this preliminary analysis, the team created an inventory of 3 areas and 43 elements. 19 2 The development team hosted a working group of 22 education experts and practitioners to help further reduce and prioritize elements for the Teach framework. Participants were asked to indicate whether any elements were missing from the inventory, to rank the elements and areas by relevance, and to identify elements they characterized as unobservable. This process resulted in a downsized framework of 25 elements. 3 The development team reviewed the theoretical and empirical evidence20 from low- and middle- income countries to further eliminate elements from the framework. This process resulted in a downsized framework of 14 elements. 4 These 14 elements comprised the first working version of the tool, which aimed to capture both quality and frequency of teaching practices as measured by each element.21 This preliminary tool was piloted in person in Pakistan and Uruguay and through classroom video footage in Afghanistan, China, Pakistan, the Philippines, Tanzania, Uruguay, and Vietnam. From these pilots, it became apparent that observers struggled to code reliably when they had to simultaneously capture the frequency and quality of teaching practices for each element. In response, the development team revised the structure of the tool to address this challenge. This process resulted in a tool comprised of 10 elements. 5 The development team convened a technical advisory panel, including Lindsay Brown, Pam Grossman, Heather Hill, Andrew Ragatz, Sara Rimm-Kaufman, Erica Woolway, and Nick Yoder, to provide written feedback on the tool. These comments were compiled and addressed as part of a 1- day technical workshop. During the workshop, the experts advised the team on which issues to prioritize and how to incorporate the comments to further improve the tool. 6 This updated version of the tool was applied in 4 settings, where observers were given a certification exam that ensured they could reliably code using Teach. In Mozambique, 74% of the observers passed the certification exam; in Pakistan and the Philippines, 96% passed; and in Uruguay, 100% passed. The observers also provided comments on the tool and training that was considered during the revision process. 7 The development team worked closely with Andrew Ho 22 to analyze psychometric properties of the tool.23 Using the data from Punjab, Pakistan the team found those teachers who exhibit better teaching practices, as measured by Teach, are associated with an additional .08-.12 SD increase in student test scores. This is after controlling for a host of variables, including class size, teacher content knowledge, and other student and teacher characteristics. Based on this analysis and feedback from the trainers and observers, the development team revised each element’s structure and complementary examples to improve the tool’s consistency and clarity. As part of this process, the Time on Learning element was modified to capture teachers’ time on instruction and students’ time on task through a series of snapshots. This process resulted in a tool that comprised 1 low inference and 9 high-inference elements. The final stage involved testing these revisions using video footage of 11 low- and middle-income countries from the Teach video library. 15 16 UTARATIBU WA KUWEKA MAKSI (PROCEDURES FOR CODING) 17 Itifaki Kabla, wakati wa, na baada ya uangalizi, waangalizi wanapaswa kuwa watambuzi na waadhilifu kwa mazingira ya shule kwa kufuata itifaki hii: KABLA WAKATI WA BAADA VIFAA: MPANGILIO: HITIMISHO: Hakikisha una kifurushi cha Kaa nyuma darasani ili uone Mshukuru mwalimu kwa kuweza mwongozo, penseli/peni, fomu darasa loto; hakikisha uwepo kufanya uangalizi. za ridhaa 24, na saa/simu. wako hauwazuii wanafunzi Wakati somo linahitimishwa KUWASILI: kuangalia somo. ondoka darasani and malizia Jitambulishe mwenyewe kwa Ikiwa unatembelea darasa kuweka maksi ukiwa mahali mkuu na fika darasa pamoja na mwangalizi mwingine, pengine kuepuka vurugu. lililochaguliwa angalau dakika kaa mahali tofauti na acha UMAKINI: 10 kabla ya darasa kuanza. kuongea naye wakati wowote wa somo. Epuka kujadili maksi zozote na Jitambulishe mwenye kwa mwalimu. Ikiwa mwalimu anauliza mwalimu, elezea madhumuni Hakikisha simu yako jinsi alivyofanya, kwa upole ya ziara, na mkumbushe imenyamazishwa na epuka mkumbushe kuwa hii siyo mwalimu hali ya usiri wa kutuma ujumbe au kupiga tathmini ya utendaji. Kwa mfano: uangalizi: simu, Facebook/Twitter, kupiga picha, au kufanya “Lengo la uangalizi ulikuwa ni HaHabari za asubuhi, Bw/Bi, shughuli zozote za kuvuruga. kujifunza juu ya utekelezaji wa [jina la ukoo la mwalimu], kufundisha; notisi kutoka ninafanya kazi na [shirika UANGALIZI: katika uangalizi huu unalohusiana nalo]. Shule Anza uangalizi wakati darasa zitatumika kama sehemu yako imechaguliwa kwa linapoanza; ikiwa mwalimu moja wapo kubwa ya utafiti nasibu ili ishiriki katika utafiti amechelewa, subiri hadi afike na wa utekelezaji wa kufundisha unaojumuisha uangalizi andika muda aliofika mwalimu katika [jina la wilaya/jiji]. darasani. Dhumuni la utafiti kwenye karatasi ya uangalizi. Nilifurahia sana kutazama huu ni kutaka kujifunza juu somo lako na ninashukuru ya utekelezaji wa kufundisha Katika hali ya madarasa yaliyo kuniruhusu kuwa darasani mchanganyiko chukulia uangalizi katika [jina la wilaya/jiji]. mwako.” Kwa hiyo, niko hapa kama darasa moja na andika kujifunza tu kutoka kwako – kwenye karatasi ya uangalizi. Epuka kujadili maksi za darasa uangalizi huu hautatumika HAKUNA KUCHANGAMANA: na mtu yoyote. Unaweza ukampa kwa madhumuni ya mwalimu namba ya msimamizi Epuka kujihusisha au wako ikiwa anasistiza. utathmini, na utambulisho kuwavuruga wanafunzi au wako utabaki wa siri. mwalimu na husishiriki katika Epuka kujadili kwa njia yoyote ile Tafadhali endelea na somo shughuli za darasani, hata kama ya utani au dharau juu ya kile kama ufanyavyo kila mara.” umeombwa. kilichotokea wakati wa somo. Hii inaweza kuathiri uaminifu KUTOWAFIKI: Usichunguze madaftali, karatasi wako kama mwangalizi. Ikiwa mwalimu hataki za kazi, shajala au kazi nyingine kuangaliwa, kwa ukarimu za wanafunzi. mkumbushe kwamba uangalizi Epuka ishara yoyote ile nzuri au huu siyo tathmini, utambulisho mbaya na onyesha tabia nzuri wake utahifadhiwa kama kuepuka kumvuruga mwalimu siyojulikana, na taarifa juu ya kwa kutokusudia. uangalizi haitashirikishwa na utawala wa shule. Tafadhali Waelekeze mwalimu na kumbuka, mwalimu halazimishwi wanafunzi kwenye some ikiwa kuangaliwa; kama mwalimu wanauliza maswali au wanatilia akiendelea kutotoa ridhaa, toka kwa uangalifu uwepo wako. darasani na andika kilichotokea kwenye karatasi ya uangalizi. 18 Protocol Before, during, and after an observation, observers should be cognizant and respectful of the school environment by following this protocol: BEFORE DURING AFTER SUPPLIES: SETUP: CONCLUSION: Ensure you have the manual, Sit toward the back of the Thank the teacher for being able observation packet, a classroom to view the entire to conduct the observation. pencil/pen, consent forms,24 classroom; ensure your presence When the lesson concludes, and a watch/phone. does not block students’ view of remove yourself from the ARRIVAL: the lesson. classroom and finish coding in a Introduce yourself to the If visiting a classroom with different location to mitigate principal and arrive at the another observer, seat yourself distractions. designated classroom at least separately and refrain from DISCRETION: 10 minutes before class begins. talking with him/ her at any point during the lesson. Avoid discussing any of the Introduce yourself to the scores with the teacher. If a teacher, explain the purpose of Ensure your cellphone is muted teacher asks how s/he the visit, and remind the and abstain from texting, phone performed, politely remind teacher of the confidential calls, Facebook/Twitter, taking him/her this is not a performance nature of the observation: pictures, or any other distracting evaluation. For example: activities. “Good morning, Mr./Ms. OBSERVATION: “The goal of the observation [teacher’s surname], I work was to learn about teaching with [affiliate organization]. Begin the observation when practices; the notes from this Your school has been class is scheduled to begin; if the observation will be used as randomly selected to teacher is delayed, wait until s/he part of a larger study on partake ina survey that arrives and make note of the teaching practices in includes classroom time on the observation sheet. [district/city name]. I very observations. The purpose In the case of multigrade much enjoyed watching your of the survey is to learn classrooms, treat the observation lesson and appreciate you about teaching practices in as one grade and document it on allowing me into your [district/city name]. As such, the observation sheet. classroom.” I’m here to simply learn from you — these observations NO INTERACTION: Refrain from discussing the will not be used for Avoid engaging with or classroom scores with anyone. evaluative purposes, and distracting the students or You can provide your your identity will remain teacher and do not participate in supervisor’s number if the entirely confidential. Please classroom activities, even if teacher insists. proceed with the lesson as explicitly asked. Refrain from discussing what you normally would.” Do not check students’ occurred during the lesson in a textbooks, worksheets, joking or disrespectful way. DISSENT: This may affect your credibility as notebooks, or other classwork. If a teacher does not want to be an observer. observed, kindly remind him/ her Avoid positive or negative that the observation is not an nonverbal expressions and evaluation, his/her identity will be convey a neutral attitude to avoid kept anonymous, and no inadvertently distracting the information about the teacher. observation will be shared with Redirect the teacher and school authorities. Kindly note, a students to the lesson if they ask teacher cannot be forced to be questions or focus their attention observed; if the teacher on your presence. continues to decline consent, exit the classroom and document what happened on the observation sheet. 19 Muda wa uangalizi Uangalizi unapaswa kugawanywa katika sehemu mbili, dakika 15 kila moja.25 Sehemu ya kwanza ya uangalizi inaanza wakati wa darasa uliopangwa; hata hivyo, ikiwa mwalimu au wanafunzi hawapo wakati wa darasa uliopangwa au somo limecheleweshwa, uangalizi unaanza wakati mwalimu anaingia darasani. Baada ya kila dakika 15 za uangalizi, waangalizi wanapaswa kutumia dakika 10-15 kuweka maksi za uangalizi, kulingana na muda wa darasa. Kwa mfano, ndani ya darasa la dakika 45, sehemu ya kwanza ya uangalizi inaanza wakati wa darasa uliopangwa na ni muda wa dakika 15. Kisha mwangalizi ataacha (hata kama darasa bado linaendelea) na anatumia dakika 15 zinazofuata kuweka maksi kwenye sehemu ya 1. Kisha mwangalizi anatumia dakika 15 za darasa zilizobaki kuangalia sehemu ya 2. Baada ya darasa kuhitimishwa, mwangalizi anatumia dakika 15 nyingine kuweka maksi kwenye sehemu ya 2. Waangalizi daima wanapaswa kuandika muda wa kila sehemu ya uangalizi kwenye karatasi ya maksi. Ikiwa somo linaisha kabla ya muda wa uangalizi ulioamliwa hapo awali, waangalizi wanapaswa kuweka alama sehemu hiyo pia. Ni muhimu kuandika kwa usahihi taarifa ya muda, kuchelewa kuanza, na kumaliza mapema, kwa kuwa hii itatumiwa katika uchambuzi wa taarifa. Kuandika maelezo Mara baada ya uangilizi kuanza, mwangalizi hutumia fomu kuandika kile ambacho mwalimu anasema kwa kuzingatia tabia fulani, maswali, maagizo, na vitendo. Ni muhimu kuandika maelezo haya bila upendeleo na kwa uaminifu, kwani hutoa ushaidi kwa alama zilizochaguliwa. Wakati wa kuandika maelezo, ni muhimu kutoa ufafanuzi iwezekanavyo. Waangalizi watatumia maelezo yao na kuyalinganisha na ufafanuzi kutoka kwenye mwongozo ili kubaini ubora wa alama za tabia na kugawa alama za jumla kwa kila kipengele. Mara baada ya waangalizi kumaliza uangalizi, kila maksi zinapaswa kuhakikishwa na uthibitisho kutoka kwenye uangalizi. Wakati wa kuandika maelezo, ni muhimu kuangalia tabia fulani za mwanafunzi na mwalimu ambazo zimeonyeshwa kwenye zana. Waangalizi wote wanapaswa kujenga mfumo wa kuandika maelezo unaowafaa wao; hapa chini kuna baadhi ya mbinu za kusaidia kuandika maelezo. 26 MBINU KILE KINACHOANGALIWA KILE KINACHOANDIKWA MAANDISHI: Baada ya somo juu ya kuunda sentensi za muda Wu: Nani anaweza nukuu za walimu uliopita, mwalimu anauliza wanafunzi kuhusisha somo kuchukua kitenzi tendaji (Wu) au za la sasa na la hapo awali juu ya vitenzi tendaji kwa kutoka jana na kuunda wanafunzi (Wz) kuunda sentensi kwa kutumia mbinu zote pamoja. sentensi ya muda uliopita? Anawauliza, “Nani anaweza kuchukua tenzi tendaji Wz: Amna aliruka juu ya kutoka jana na kuunda sentensi ya muda uliopita?” dimbwi. Mwanafunzi ananyosha mkono wake na kujibu, “Amna aliruka juu ya dimbwi.” HESABU: Wakati wote wa somo, mwalimu anasema, “vizuri “Vizuri sana” njiamkato za sana” mara 8 akimpongeza mwanafunzi kwa kushiriki maneno au misemo na majibu yake. inayotumika mara kwa mara HATIMKATO: Mwalimu anapitia aya ya mwanafunzi na kutoa maoni FB- Wu: aya ya kwanza ishara au herufi kwa kusema, “Kazi nzuri kwenye aya ya kwanza. inavutia kwa sababu ya maalumu Inavutia sana ulivyoanza kwa hadithi binafsi.” hadithi binafsi. zinazowakilisha tabia SIMULIZI: Mwanzo wa kazi, mwalimu anauliza ikiwa kila mmoja 6 Wz hawana daftali, Wu muhtasari wa kile ana daftali. Wanafunzi sita wananyosha mikono yao anaendelea kufundisha kilichoonekana au kuonyesha kuwa hawana. Mwalimu anaendelea ubaoni, 3 Wz wanacheza kusikika kufundisha ubaoni. Wakati huohuo, wanafunzi 3 (vurugu). wanacheza na mpira wa karatasi na wanawavuruga wengine. 20 Length of the observation Observations should be divided into two, 15-minute segments.25 The first observation segment begins at the scheduled class time; however, if the teacher or students are not present during the scheduled class time or the lesson is delayed, the observation begins when the teacher enters the classroom. After each 15-minute observation, observers should spend 10–15 minutes scoring the observation, depending on the length of the class. For example, in a 45-minute class, the first observation segment begins at the scheduled class time and is 15 minutes in length. The observer then stops (even though class is still going) and spends the next 15 minutes scoring segment 1. The observer then spends the remaining 15 minutes of class observing segment 2. After the class has concluded, the observer spends another 15 minutes scoring segment 2. Observers should always record the length of each observation segment on the scoring sheet. If the lesson ends before the predetermined length of the observation, observers should still code the segment. It is important to accurately record the information on segment length, delayed starts, and early finishes, as this will be used in data analysis. Note-taking Once the observation begins, the observer uses the note-taking form to document what the teacher says by noting specific behaviors, questions, instructions, and actions. These notes are essential to code objectively and reliably, since they provide evidence for the chosen scores. When note-taking, it is important to be as descriptive as possible. Observers will use their notes and compare them with the descriptions in the manual to determine the behavior quality ranges and assign an overall combined score for each element. As soon as observers finish an observation, every score should be justified with evidence from the observation. When note-taking, it is important to look for specific student and teacher behaviors that are clearly included in the tool. All observers should create a note-taking system that works for them; below are some helpful note-taking techniques.26 TECHNIQUE WHAT IS OBSERVED WHAT IS WRITTEN SCRIPTING: After a lesson on forming past tense sentences, the T: Who can take an action quotes by teachers teacher asks students to relate the current lesson to a verb from yesterday and (T) or students (S) previous one on action verbs by forming a sentence create a past tense using both strategies. She asks, “Who can take an sentence? S: Amna action verb from yesterday and create a past tense jumped over the puddle. sentence?” A student raises her hand and responds, “Amna jumped over the puddle.” TALLIES: Throughout the lesson, the teacher says “very good” 8 “Very good” shortcuts for times in response to student participation and answers. frequently used words or phrases SHORTHAND: The teacher reviews a student’s paragraph and FB- T: opening paragraph specific symbols or provides feedback by saying, “Great job on the first is compelling b/c of letters to represent paragraph. The way you open with a personal story is personal story behaviors very compelling.” ANECDOTES: At the start of an activity, the teacher asks if everyone 6 Ss no book, T cont. summaries of what has a textbook. Six students raise their hands to teaching at board, 3 Ss was seen or heard indicate they do not. The teacher continues teaching at playing (disruptive). the board. Meanwhile, 3 students are playing with a ball of paper and distracting others. 21 Zana haipo bila mwongozo; zana inaundwa na mwongozo na karatasi ya uangalizi; waangalizi wanapaswa kutumia kikamilifu na kusoma mwongozo ili kubaini maksi. Kupima Muda kwenye Kazi Kwenye kipengele cha Muda wa Kujifunza, waangalizi watachukua “taswira” 3 au sekunde 1 – 10 za uchunguzi wa darasa, na kutumia taarifa pekee iliyokusanywa wakati wa taswira kuandika alama za tabia. Kwa tabia ya kwanza, waangalizi wataandika ikiwa mwalimu anatoa shughuli ya kujifunza kwa wanafunzi walio wengi kwa kuonyesha “hapana” ikiwa mwalimu hatoi shughuli ya kujifunza na “ndiyo” kama mwalimu anafanya hivyo. Ikiwa mwalimu anatoa shughuli ya kujifunza, chunguza darasani kutoka kushoto hadi kulia kutambua kama wanafunzi wako kwenye kazi. Ikiwa mwanafunzi 0 au 1 hayuko kazini, weka alama juu (J) kwenye tabia ya pili. Ikiwa wanafunzi 2 hadi 5 hawako kazini, weka alama wastani (W). Ikiwa wanafunzi 6 au zaidi hawako kazini, weka alama ya chini (C). Ikiwa mwalimu hatoi shughuli ya kujifunza kwa wanafunzi walio wengi, andika “haihusiki” (N/A) kwa tabia ya pili na endelea kuw eka alama kwenye vipengele vingine vya zana. Angalia Kurasa ya 40 kwa maelezo zaidi juu ya mbinu ya taswira na jinsi gani kuweka alama kwenye kipengele hiki. Kupima Ubora wa Utekelezaji wa Kufundisha (i) Ugawaji wa alama za ubora kwa kila tabia Ili kutoa alama kwa uadilifu kabisa, mwongozo unaelezea aina 3 za ubora wa alama kwa kila tabia: chini, wastani, na juu. Maelezo haya ni ya kina na yana mifano ambayo inasaidia waangalizi kuamua ni alama gani iliyo bora inayofaa kwa kila kipengele. Baada ya sehemu ya kwanza ya uangalizi kumalizika, mwangalizi anaweka alama ya “chini, wastani, au juu” kwa kila tabia. Kwa ajili hii, ni muhimu kusoma maelezo na kuyalinganisha na ufafanuzi uliotolewa ndani ya mwongozo. Ni muhimu sana kwa waangalizi kuzingatia mwongozo kwa ukaribu sana, ikiwa wanakubaliana nao au la. Ishara hii inaashiria kuwa tabia iliyotolewa inaendana na FAQ; waangalizi wanapaswa kwa ukamilifu kujizoeza na FAQ kabla ya kufanya uangalizi na wanapaswa kurejea kwenye FAQs wakati wa kuweka alama ili kusaidia kufafanua utata wowote ule. Ni muhimu sana kwamba waangalizi wanatoa alama 1 kwa kila tabia. Ikiwa waangalizi wanataka kubadili jibu, wanatakiwa kwa uwazi kabisa kuondoa alama isiyo sahihi kwa kufuta kikamilifu au kupitisha msitari katikati yake. Baadhi ya tabia zinaweza kutoonekana. Kwa tabia hizo, mwongozo unatoa fursa ya kuandika “N/A.” Waangalizi wanaweza kuweka alama “N/A” ikiwa wamepewa chaguo hilo kwenye karatasi ya maksi (0.2, 1.3, 1.4, 4.2). Kama mwangalizi anaweka “N/A,” tabia hii isiathiri matokeo ya jumla kwenye kipengele hicho. Mfano ufuatao unaonyesha ni nini kingelionekana katika utekelezaji huo: 22 The tool does not exist without the manual; the tool is constituted by the observer manual and observation sheet; observers should actively use and read the manual to determine scores. Measuring Time on Task For the Time on Learning element, observers will take 3 “snapshots,” or 1–10 second scans of the classroom, and use only information gathered during the snapshot to code the behaviors. For the first behavior, observers will record whether the teacher is providing a learning activity for most students by indicating “no” if s/he is not providing a learning activity and “yes” if s/he is. If the teacher is providing a learning activity, scan the classroom from left to right to determine whether students are on task. If 0 or 1 student is off task, score the second behavior high(H). If 2 to 5 students are off task, score it medium(M). If 6 or more students are off task, score it a low(L). If the teacher does not provide a learning activity for most students, record a “not applicable” (N/A) for the second behavior and continue coding the other elements of the tool. See Page 39 for more details on the snapshot method and how to code this element. Measuring Quality of Teaching Practices (i) Assigning quality ranges to each behavior To assign the most objective score, the manual describes each behavior in 3 quality ranges: low, medium, and high. These are detailed descriptions and include examples that help observers decide which quality score best applies to each element. After the first observation segment concludes, the observer assigns a “low, medium, or high” rating to each behavior. For this, it is necessary to read the notes and compare them with the descriptions provided in the manual. It is very important for observers to adhere to the manual as closely as possible, whether or not they agree with it. This symbol signifies that the given behavior has a corresponding FAQ; observers should thoroughly familiarize themselves with the FAQs prior to carrying out observations and should refer to the FAQs while coding to help clarify any confusion. It is very important that observers give 1 score for every behavior. If observers want to change an answer, they must clearly remove the invalid score by fully erasing or striking through it. Some behaviors may not be observed. For those behaviors, the manual provides the option to write “N/A.” Observers can only score “N/A” if presented the option on the scoring sheet (0.2, 1.3, 1.4, 4.2). If a behavior is scored “N/A,” this behavior should not influence the overall score for the corresponding element. The following example shows what this would look like in practice: 23 (ii) Ugawaji alama kwa kila kipengele Baada ya kuweka alama za ubora kwenye tabia, alama za vipengele zinapaswa kuamuliwa kulingana na ubora wa jumla wa kila kipengele. Alama zinaanzia kutoka 1 hadi 5, 1 ikiwa alama ya chini na 5 ya juu zaidi. Ni muhimu kusoma kwa uangalifu maelezo ya viwango tofauti vya tabia na kuweka alama kwenye kipengele ambacho kinaelezea vizuri hali iliyoangaliwa darasani. Wakati alama za mwisho zinapaswa kufuata alama zilizokokotolewa kutoka kwenye tabia, waangalizi wanapaswa daima kurudi na kusoma tena maelezo na tabia zinazoendana ili kutambua kama alama zinaafiki na maelezo ya jumla ya kipengele. Kwa mfano, waangalizi wanaweza kuweka maksi 4 kwenye kipengele hata kama alama za tabia ni za chini, wastani, na juu ikiwa kile kilichoonekana kwa ujumla kinazidi maelezo ya wastani, lakini hakina maelezo ya alama za juu. Maksi ya mwisho haipaswi kuwa ukokotoaji wa hesabu na maksi inapaswa kuwakilisha uthibitisho ulioonyeshwa katika sehemu nzima. 4 J C W Changamoto za kawaida katika uangalizi darasani Kabla ya kuweka maksi kwa kutumia zana ya uangalizi darasani, ni muhimu kuelewa umuhimu wa ushirikiano wa kuaminika ambao unaelezea kiwango ambacho waangalizi wanakubaliana juu ya alama zinazohusishwa na uangalizi fulani. Kwa mfano, uangalizi ni wa kuaminika ikiwa waangalizi 2 wanatumia zana kumwangalia mwalimu yuleyule na kupata alama sawa (au zinazokaribiana). Wakati wa kufanya uangalizi darasani, waangalizi wanapaswa kutambua changamoto kadhaa ambazo zinaweza kuathiri vibaya uadilifu na uaminifu wakati wa kutumia zana: Uzoefu Binafsi Nyakati nyingine, uzoefu wa nyuma na maoni binafsi huathiri jinsi waangalizi wanavyoandika mfumo wa maksi. Hili ni tatizo hasa kwa watu walio na fikira zao za hapo mwazo juu ya kile kinachoonyesha kuwa ni “ufundishaji mzuri.” Zaidi ya hayo, kuna uwezekano wa kuathiri uaminifu wao kwa sababu ya uzoefu wao wa mitindo mbalimbali ya ufundishaji. Kwa mfano, baadhi ya waangalizi wanaweza kufikiria, “Nilipokuwa mwanafunzi, hivi ndivyo tulijifunza” au “Mwalimu wa binti yangu hufanya hivi.” Licha ya haya maarifa ya awali, ni muhimu kukumbuka utoaji wa alama ni lazima utegemee mwongozo, bila kujali maoni au maarifa. Taarifa za Ziada Pengine, waangalizi wanarekebisha alama zao kwa kuzingatia taarifa walizonazo za ziada au za hapo awali juu ya mwalimu, shule, au wanafunzi. Wakati mwingine, wao wanadhania pia tabia fulani za mwalimu pasipokujua malengo yake. Kwa mfano, “Nitampa mwalimu 5 kwenye mazingira mazuri, kwa sababu hata kama hakuwa na subira kwa wanafunzi, najua ni kwa sababu alifanya kazi mara mbili leo.” Taarifa hizi za ziada hazipaswi kuathiri uwekaji wa alama kwani alama zinapaswa kuonyesha kile kinachotokea darasani wakati uliopangwa wa uangalizi. Ulinganishi Mara nyingi, waangalizi hufanya uangalizi mbalimbali ndani ya muda mfupi na kulinganisha mitindo na uwezo wa ufundishaji na uangalizi mwingine – hatimaye, hii huzuia uaminifu wa zana. Kwa mfano, mwangalizi anaweza kumpa mwalimu alama za chini juu ya tabia kwa sababu kwenye uangalizi wa hapo awali alimwona mwalimu huyo, au mwalimu tofauti, anatumia mbinu bora kuwasilisha taarifa. Ni muhimu kuangalia kila kipande kwa upekee na kuepuka ulinganishaji na hali nyingine au walimu ili kudumisha uaminifu. 24 (ii) Assigning scores to each element After assigning quality ranges to the behaviors, the element scores should be decided according to the overall quality of each element. Scores range from 1 to 5, with 1 being the lowest score and 5 the highest. It is necessary to carefully read the descriptions for the different behavior levels and assign an element score that best describes the observed scenario in the classroom. While the final score should follow the calculated scores from the behaviors, observers should always go back and reread the element description and its corresponding behaviors to determine if the score fits the overall description of the element. For example, observers may score an element a 4 even if it contains high, medium, and low behavior scores if what was observed exceeds the overall medium description, but does not constitute a high description. The final score need not be a mathematical calculation and the score should reflect the evidence presented in the entire segment. 4 H L M Common challenges in classroom observations Before coding with a classroom observation tool, it is crucial to understand the importance of inter-rater reliability, which describes the degree to which observers agree on the scores associated with a specific observation. For example, an observation is reliable if 2 observers use the tool to observe the same teacher and arrive at the same (or nearly the same) scores. Observers should be aware of several challenges when conducting classroom observations that have the potential to adversely affect objectivity and reliability when using the tool: Personal Experiences In some cases, past experiences and personal opinions influence how observers score the rubric. This is particularly problematic for people who have preexisting notions of what constitutes “good teaching.” Moreover, their exposure to different teaching styles has the potential to influence their reliability. For example, some observers may think, “When I went to school, this is how we learned” or “My daughter’s teacher does this.” Despite this prior knowledge, it is important to remember codes must be based solely on the manual, regardless of opinion or experience. Additional Information In some cases, observers adjust their scores based on additional or preexisting information they have on the teacher, school, or students. Sometimes, they also assume certain behaviors by incorrectly inferring the teacher’s intentions. For example, “I am going to give the teacher a 5 for positive environment, because even though she was impatient with the student, I know it is because she worked a double-shift today.” This additional information should not influence the scoring of the observation as codes should solely reflect what happens in the classroom during the allocated observation time. Comparison Often, observers conduct several observations during a short timeframe and compare teaching styles and ability across observations — this ultimately hinders the reliability of the tool. For example, an observer may rate a teacher lower on a behavior because in an earlier observation, s/he saw the same teacher, or a different teacher, use a better strategy to communicate the same information. It is necessary to observe each segment independently and avoid comparison to other situations or teachers to maintain reliability. 25 Utenganishaji wa Vipengele Katika hali nyingine, kutenganisha maudhui ya vipengele kunaweza kuwa kama kulazimishwa kwani kila kitu kinachotokea darasani kinahusiana; yaani, waangalizi wanaweza kuhisi kwa undani zaidi kuwa kitendo fulani kiko kwenye zaidi ya kipengele 1. Kitendo kimoja cha uangalizi kinaweza kutumika kama uthibitisho wa zaidi ya tabia 1 au kipengele cha Teach, lakini uwekaji wa alama wa kila kimoja wapo lazima ufanyike kwa kujitegemea. Kwa mfano, mwalimu anaweza kutoa maoni wakati wa somo ili wanafunzi waweze kutafakari juu ya makosa yao. Maoni haya yanaweza kuwahimiza wanafunzi kufikiri kwa umakini; hata hivyo, hii haimaanishi moja kwa moja kuwa mwalimu anapata maksi za juu kwenye kipengele cha umakinifu, kwani tabia nyingine kwenye kipengele cha umakinifu zinaweza kuwa hazipo. Katika hali hii, waangalizi wanapaswa kuweka vipengele vyote viwili tofauti na kuvitolea alama kwa kujitegemea. Uchanganuzi wa Matukio Fulani au Fikra za Mwanzo Katika hali nyingine, waangalizi wanaweza kuona hali ambayo inawashangaza au kusababisha fikra nzuri au mbaya. Tukio hili linaweza kuathiri jinsi wanavyotathmini uangalizi mzima. Kudumisha uaminifu, ni muhimu kuzingatia tukio hilo kwa upana zaidi katika hali ya uangalizi na kutoruhusu fikra za mwazo au matukio ya kuvutia kuathiri maksi za jumla. Kwa hiyo, waangalizi wanapaswa kuandika maelezo ya kina ya uangalizi ili kubaini jinsi ya kuchanganua tukio fulani. Zaidi ya hayo, kila kipande kinapaswa kuzingatiwa kwa upekee, na waangalizi wanapaswa kuzingatia kile kinachotokea katika kipande hicho. Kwa mfano, hata kama mwalimu anakusudia kufanya shughuli darasani baadaye, ni muhimu kwa waangalizi kuweka maksi kwenye kile tu kinachotokea katika kipande hicho, badala ya kuboresha alama 1 ya tabia kwa kutegemea kile ambayo haijatokea. Hii inatumika hasa kwa kutofautisha kile kinachotokea katika kipande cha 1 dhidi ya kipande cha 2 (yaani, kile kinachoonekana kipande cha 1 hakiwezi kuzingatiwa kwa maksi katika kipande cha 2, na kinyume chake). Mwelekeo wa Tabia ya kuwa Wastani Katika baadhi ya matukio, waangalizi mara nyingi hutoa maksi za kiwango cha kati zaidi ya wanavyotakiwa. Kusita huku kutoa maksi za juu au za chini hutokea (i) wakati waangalizi hawana uhakika katika uwezo wao wa kutambua kiwango maalumu, au wanaamini kuwa maksi za juu au za chini ni chache sana na hazipatikani; au (ii) kwa sababu ya hofu (wao wenyewe au mwalimu) ya kuweka alama zaidi. Ni muhimu kwa waangalizi kuweka alama kwenye tabia kama ilivyoelezewa katika mwongozo bila ya kushawishika kwa jinsi maksi zinazoweza kutumiwa au jinsi mwangalizi au mwalimu atakavyoonekana. 26 Separation of Elements In some cases, separating the content of the elements can feel forced since everything that happens in the classroom is interconnected; that is, observers may strongly feel an action falls under more than 1 element. One observed action can serve as evidence for more than 1 Teach behavior or element, but the scoring of each must be done independently. For example, a teacher may provide feedback during the lesson so students reflect on their mistakes. This feedback may encourage students to think critically; however, this does not mean the teacher automatically scores high on the critical thinking element, since other behaviors in the critical thinking element may be absent. In this case, observers should keep both elements separate and score them independently. Weighing of Specific Events or First Impressions In some cases, observers may witness a situation that surprises them or triggers a negative or positive impression. This incident may influence how they assess the entire observation. To maintain reliability, it is important to consider the event in the broader context of the observation and not let first impressions or salient events disproportionately influence the overall score. Therefore, observers should write detailed notes of the observation to determine how much weight to give a specific event. Additionally, each segment should be considered in-and-of itself, and observers should focus on what occurs in the current segment. For instance, even if the teacher intends to do an activity later in the class, it is important for observers to only score what actually happens in that segment, rather than boosting the score of 1 of the behaviors based on an intention that never occurred. This is particularly applicable for distinguishing what occurs in segment 1 versus segment 2 (i.e., what is observed in segment 1 may not be considered for scoring in segment 2, and vice versa). Central Tendency In some cases, observers assign medium-level scores more often than they should. This reluctance to assign high or low scores occurs (i) when observers are not confident in their ability to identify the appropriate level, or believe that high or low scores are very rare and are largely unattainable; or (ii) due to the fear (for themselves or the teacher) of assigning more extreme scores. It is important observers score the behaviors exactly as defined in the manual without being influenced by how the scores may be used or how they reflect on the observer or the teacher. 27 Uthibitisho wa mwangalizi na Mtihani wa Uaminifu Lazima mshiriki wa mafunzo afaulu Mtihani wa Uaminifu wa Teach kabla ya kuwa mwangalizi mwaminifu aliyethibitishwa. Uthibitisho wa mwangalizi unahakikisha udhibiti wa ubora na kuongeza uhalali wa zana ya Teach kwa waangalizi wote. Inahakikisha waangalizi wote wanaweza kutumia zana hii vizuri na kuweka maksi kwa usahihi zaidi kama inavyotakiwa kwenye kiwango cha Teach. Mtihani wa Uaminifu wa Teach unajumuisha kutizama na kuweka alama kwenye sehemu 3 za video dakika 15 kila moja wapo, na alama ziendane na mfumo wa alama wa Teach. Wanashiriki wana dk 15 kuweka maksi kwa kila video na hawawezi kusimamisha video, kurudi nyuma, au angalia video tena wakati wa mtihani. Ili kufaulu mtihani, lazima washiriki wafaulu vipengele 8 kati ya 10 kwa kila video. Kwa mfano, kama mwangalizi anapata 100% kwenye video ya kwanza, 100% kwenye video ya pili, na 70% kwenye video ya tatu, asingelifaulu mtihani. Kwenye kipengele cha muda wa kujifunza, washiriki watakuwa waaminifu wakiweka maksi sawa sawa na jibu kwa taswira 2 kati ya yote 3. Kwa vipengele vingine vyote, washiriki watakuwa waaminifu wakiweka maksi kati ya pointi moja ya jibu. Washiriki ambao hawafaulu kwenye mtihani wa kwanza watapewa majibu halafu wataweza kufanya mtihani tena mara 1 tu. Mtihani wa pili utakuwa na video 3 tofauti. Washiriki ambao hawafaulu mara ya pili hawatapata cheti cha mwangalizi wa Teach. Cheti cha mwangalizi wa Teach ni halali kwa muda wa mwaka 1. Timu ya Maarifa na Uvumbuzi Ulimwenguni ina furaha kutoa cheti hiki cha uaminifu kwa Nyamwiza Kokubanza Rutabingwa kwa mafanikio makubwa ya kufaulu MTIHANI WA UAMINIFU WA TEACH BUKOBA, TANZANIA - 23 FEBRUARI 2019 Cheti hiki ni halali hadi tarehe 22 Februari 2020 Omar Arias Practice Manager, Global Knowledge and Innovation Teach 28 Observer certification and Reliability Exam A training participant must pass the Teach Reliability Exam before becoming a certified reliable Teach observer. Observer certification provides quality control and increases reliability of the Teach tool across observers. It ensures all certified observers can use the tool to accurately and consistently score classroom observations in accordance with the Teach scale. The Teach Reliability Exam consists of watching and scoring three, 15-minute video segments and scoring them according to the Teach rubric. Participants have 15 minutes to code each segment and cannot stop, rewind, or rewatch the videos during the exam. To pass the exam, participants must be reliable on 8 of the 10 elements for each segment. For example, if an observer scores 100% on the first segment, 100% on the second segment, and 70% on the third segment, s/he would not pass the exam. For the Time on Learning element, participants are considered reliable if they are in exact agreement with the master score for 2 out of the 3 snapshots. For all the other elements, participants are considered reliable if they score within 1 point of the master score. Participants who do not pass on the first attempt will be given feedback and allowed 1 additional opportunity to pass the exam. The second exam will consist of 3 different videos. Participants who do not pass the second attempt will not be certified as Teach observers. Teach certification is valid for 1 year. The Global Knowledge and Innovation Team proudly presents this certificate of reliability to Nyamwiza Kokubanza Rutabingwa for successfully passing the TEACH RELIABILITY EXAM BUKOBA, TANZANIA - FEBRUARY 23, 2019 This certification is valid until February 22, 2020 Omar Arias Practice Manager, Global Knowledge and Innovation Teach 29 1 World Bank (2018). 2 UNESCO (2013). 3 Bold et al. (2017). 4 Hanushek na(and) Rivkin (2010); Snilstveit et al. (2016) 5 Araujo et al. (2016); Bau na Das (2017); Hanushek na Rivkin (2010); Evans na Yuan (2018). Araujo et al. (2016); Bau and Das (2017); Hanushek and Rivkin (2010); Evans and Yuan (2018). 6 Hanushek na Rivkin (2006); Hanushek na Rivkin (2010); Nye, Konstantopoulos, na Hedges (2004). Hanushek and Rivkin (2006); Hanushek and Rivkin (2010); Nye, Konstantopoulos, and Hedges (2004). 7 Chetty, Friedman, na(and) Rockoff (2014). 8 Staiger na Rockoff (2010); Araujo et al. (2016); Bau na Das (2017); Cruz-Aguayo et al. (2017). Staiger and Rockoff (2010); Araujo et al. (2016); Bau and Das (2017); Cruz-Aguayo et al. (2017). 9 Araujo et al. (2016). 10 Kraft, Blazar, na(and) Hogan (2018). 11 Popova et al. (2018). 12 Strong, Gargani, na Hacifazlioğlu (2011). 13 Timu ilipata mwongozo kutoka jopo la ushauri wa ufundi linaloundwa na Lindsay Brown, Pam Grossman, Heather Hill, Andrew Ho, Sara Rimm-Kaufman, Andrew Ragatz, Erica Woolway, na Nick Yoder. 14Molina et al. (2018). 15 Popova et al. (2018). 16Ni muhimu kwamba huwezi kuweka mstari kati ya utendaji wa ufundishaji yanayohusika na mafunzo ya kitaaluma dhidi ya uhusiano na kihisia. Ni kweli kwamba aina nyingi za ufundishaji zinazotumiwa mara kwa mara kati ya mifumo ya walimu zinagusa ukuwaji wa uhusian o na kihisia wa wanafunzi, lakini mara kwa mara aina hiyo ya ufundishaji unafikiriwa kama mafunzo ya kitaaluma siyo uhusiano na kihisia. Kuonyesha mstari kati ya uf undishaji na matokeo ya uhusiano na kihisia kwenye makadirio itasaidia walimu waelewe umuhimu wa uhusiano na kihisia wa wanafunzi na pia kwa viongozi. hivyo kusaidia kuhakikisha mwelekeo kwenye mfaunzo ya kitaaluma na uhusiano na kihisia. It should be noted that it is impossible to draw a clear line between teaching practices linked to academic versus socioemotional learning. Many teaching practices included in common professional teaching frameworks do impact students’ socioemotional development, but are usually thought of in terms of academic rather than socioemotional learning. Explicitly linking teaching practices with socioemotional outcomes in measures used for assessment will serve to increase the salience of students’ socioemotional skills to teachers, as well as to other stakeholders and policy makers, thu s ensuring a focus on both academic and socioemotional learning in the classroom. 17Mfumo wa Teach umejengwa juu ya orodha iliyoundwa na Gill na wengine (2016), waliyofanya uchambuzi tofauti wa utumiaji wa vifaa 5 vinavyotumiwa mara kwa mara vya uangalizi darasani kulinganisha tabia wanazopima na wanavyoweza kutabiri kujifunza kwa wanafunzi. Vifaa hivi vilikuwa CLASS, FFT, PLATO, Mathematical Quality of Instruction, and UTeach Observational Protocol. Kilichosema kifaa, uwezo kutabiri, na uwezekano wa up endeleo wa vifaa hivyo pia viliangaliwa kati ya mfumo hili. (Gill, Brian, Megan Shoji, Thomas Coen, and Kate Place. 2016. “The Content, Predictive Power, and Poten tial Bias in Five Widely Used Teacher Observation Instruments.” National Center for Education Evaluation and Regional Assistance, W ashington, DC.) The Teach framework built upon the inventory created by Gill and others (2016), who conducted a content analysis of the differences in dimensions of instructional practice of 5 commonly used classroom observation tools comparing the behaviors they measure with the extent to which they predict student learning. The tools included CLASS, FFT, PLATO, Mathematical Quality of Instruction, and UTeach Observational Protocol. The content, predictive power, and potential bias of these instruments were also analyzed as part of this preliminary framework (Gill, Brian, Megan Shoji, Thomas Coen, and Kate Place. 2016. “The Content, Predictive Power, and Potential Bias in Five Widely Used Teacher Observation Instruments.” National Center for Education Evaluation and Regional Assistance, Washington, DC.) 18 Pamoja na OPERA, SCOPE, SDI, Stallings, na TIPPS. These included OPERA, SCOPE, SDI, Stallings, and TIPPS. 19 Vipingele ni vikundi vya tabia zinazofanana na zinayojaribu kunasa aina ya ufundishaji inayolinanga na matokeo mazuri ya ufundishaji. Elements refer to groups of multiple, similar behaviors that aim to capture teaching practices related to positive learning outcomes. 20 http://documents.worldbank.org/curated/en/552391543437324357/pdf/WPS8656.pdf 21 Kwa mfano, kifaa kikajaribu kunasa ubora wa mwalimu kupima ufahamu (kurekebisha ufundishaji, kuuliza wanafunzi maswali kuelewa kiwango cha uelewa wao, nk), lakini pia mwalimu anapima ufahamu wa wanafunzi ndani ya kila darasa mara kwa mara. For example, the tool aimed to capture not just the quality with which a teacher checked for understanding (adjusting the lesson, prompting students to determine their level of understanding, etc.), but the frequency with which the teacher checked for understanding in each lesson. 22Andrew Ho is Professor of Education at the Harvard Graduate School of Education. Yeye ni psychometrician na utafiti wake unajaribu kuboresha ubunifu, utumiaji, na uelewa wa matokeo ya mitihani kwenye seria na utendaji wa elimu. Andrew Ho is Professor of Education at the Harvard Graduate School of Education. He is a psychometrician whose research aims to improve the design, use, and interpretation of test scores in education policy and practice. 23 http://documents.worldbank.org/curated/en/464361543244734516/pdf/WPS8653.pdf 24 Itifaki za kuingia darani zinaweza kuwa tofauti kutoka sehemu moja hadi nyingine; hata hivyo, ni muhimu kuwa na ruhusa inayohitajika kabla ya kufika shuleni. Protocol to enter the classroom may vary from context to context; however, it is important to have the necessary approvals in place before arriving at the school. 25 Muda unaweza kuwa tofauti kidogo kutoka sehemu moja hadi nyingine. These times may differ slightly from context to context. 26Adapted from Archer, Jeff, et al. 2016. “Better Feedback for Better Teaching: A Practical Guide to Improving Classroom Obser vations.” San Francisco, CA: Jossey-Bass. 30 © 2019 The International Bank for Reconstruction and Development / International Development Association (the World Bank) 1818 H Street NW, Washington, DC 20433 Telephone: 202-473-1000; Website: www.worldbank.org Hii ni mali ya wafanyakazi wa Benki ya Dunia, na inaweza kufanyiwa marekebisho. Mwongozo wa Teach umekusudiwa kutumika kwa ajili ya uangalizi darasani na haiuzwi. Matokeo ya utafiti, tafsiri na mahitimisho yaliyoelezwa katika kazi hii hayaonyeshi kwa lazima maoni ya Wakurugenzi Watendaji wa Benki ya Dunia au serikali wanazowakilisha. Benki ya Dunia haidhamini usahihi wa taarifa yoyote ndani ya kazi hii. Mipaka, rangi, namba, na maelezo mengine yanayoonyeshwa kwenye ramani ndani ya kazi hii haimaanishi maamuzi yoyote kwa upande wa Benki ya Dunia kuhusu hali ya kisheria ya eneo lolote au kuunga mkono au kukubali mipaka hiyo. Benki ya Dunia haina jukumu au dhima juu ya ukosekano au hitilafu yoyote (ikiwa ni pamoja na bila kikomo, dosari za uchapaji na kiufundi) katika maudhui yoyote na matumizi ya mwongozo au kwa kutegemea. © 2019 The International Bank for Reconstruction and Development / International Development Association (the World Bank) 1818 H Street NW, Washington, DC 20433 Telephone: 202-473-1000; Website: www.worldbank.org This work is a product of the staff of the World Bank, and is subject to revision. The Teach Manual is intended for use in classroom observations and is not for sale. The findings, interpretations, and conclusions expressed in this work do not necessarily reflect the views of the Executive Directors of The World Bank or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part of The World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries. The World Bank accepts no responsi bility or liability for any omissions or errors (including, without limitation, typographical errors and technical errors) in any content and the use of the manual or for reliance thereon. 31 32 MWONGOZO WA MWANGALIZI (OBSERVER MANUAL) 33 34 35 36 37 38 O MWONGOZO WA MWANGALIZI MUDA KWENYE KAZI (OBSERVER MANUAL TIME ON TASK) 39 0 Mwalimu anatumia vyema muda wa kujifunza. Mwalimu anatumia vyema muda wa kujifunza kwa kuhakikisha wanafunzi wengi wanafanya MUDA WA kazi na wamepewa shughuli za kujifunza kwa muda mwingi. Hii inaweza kuchunguzwa KUJIFUNZA darasani kupitia tabia zifuatazo: NDIYO HAPANA 0.1 SHUGHULI ZA KUJIFUNZA: SHUGHULI ZISIZO ZA KUJIFUNZA: Hii inajumuisha shughuli yoyote inayohusiana na maudhui ya Hii inajumuisha shughuli yoyote ambayo haihusiani na Mwalimu anafundisha darasa, ubora wake wa kujitegemea. maudhui ya darasa, ikiwa ni pamoja na shughuli au hutoa shughuli za zinazohusiana na usimamizi darasani kama vile kuchukua Kwa mfano, shughuli za kujifunza zinaweza kujumuisha ufundishaji mahudhurio au kufundisha nidhamu kwa wanafunzi au kujifunza kwa wa mwalimu, kazi kwenye kundi dogo/timu, au wanafunzi shughuli yoyote ambayo inafanya wanafunzi kusubiri. wanafunzi wengi sana wanaoshughulika kwenye karatasi ya mazoezi au wanajisomea wenyewe. Kumbuka kwamba ikiwa mwalimu anaondoka darasani, Kwa mfano, wakati mwalimu anapoandika kimya kimya ubaoni bila lakini amewachia wanafunzi shughuli ya kujifunza, hii bado kuwambia wanafunzi wanakili. Mifano mingine ya shughuli zisizo itahesabiwa kama shughuli ya kujifunza. za kujifunza ni pamoja na: wakati mwalimu anachua orodha ya wanafunzi, anaweza kutaja majina ya kila mwanafunzi; kukiwa na tabia mbaya darasani, anaweza kusimamisha somo ili kurekebisha tabia mbaya za mwanafunzi; wakati kuna vurugu nje, anaweza kuacha kufundisha ili kuonana nini kinachoendelea; wakati anangalia zoezi la nyumbani, anaweza kuangalia zoezi la kila mwanafunzi peke yake, wakati wanafunzi wengine wanasubiria bila kazi yoyote ya kufanya. Zaidi ya hayo, michakato ya msingi darasani inaweza kuendelea, kama vile kuelekea kufanya shughuli mpya, kuweka vifaa tayari kwa somo, au kumalizia shughuli za uendeshaji. CHINI WASTANI JUU 0.2 Wanafunzi 6 au zaidi hawashughuliki Wanafunzi 2-5 hawashughuliki Wanafunzi wote wanashughulika (mwanafunzi mmoja anaweza kuwa Wanafunzi hashughuliki) wanashughulika 1 Wanafunzi wasioshughulika: Hii inajumuisha wanafunzi ambao hawashiriki katika shughuli za kujifunza zinazotolewa na mwalimu ama kwa sababu wao wako kimya lakini hawazingatii, au kwa sababu wao wanavuruga darasa. Kwa mfano, katika kikundi cha kwanza, wanafunzi wanaweza kuwa wanatazama dirishani, wameweka vichwa vyao dawatini, wakiangalia sakafuni au wakimtizama mwangalizi, au wamelala. Kwenye kikundi cha pili, wanaweza kuwa wanapeana walivyoandika, wananong’onezana, mwanafunzi anaongea na mwanafuzi mwingine wakati wa shughuli ambayo hahit aji mazungumzo, kutembea tembea darasani, kupiga kelele au kwa njia yoyote ile inayovuruga darasa. 1 Tabia hii inapata alama HAIUSIKI (N/A) iwapo mwalimu hafundishi au kutoa shughuli za kujifunza (yaani, 0.1 ipewa alama HAIUSIKI/N/A) 40 0 The teacher maximizes time on learning. The teacher maximizes time on learning by ensuring most students are on task and provided TIME ON with a learning activity most of the time. This can be observed in the classroom through the LEARNING following behaviors: YES NO 0.1 LEARNING ACTIVITIES: NONLEARNING ACTIVITIES: This includes any activity that is related to class content, This includes any activity that is not related to class content, The teacher is teaching independent of its quality. including activities related to classroom management such as or provides a learning For example, learning activities can include a teacher lecturing, taking attendance or disciplining students or any other activity that leaves students waiting. activity for most small group/team work, or students working on a worksheet or reading independently. Note that if the teacher leaves the For example, when the teacher is silently writing on the board students classroom, but has provided students with a learning activity, this without asking students to copy. Other examples of nonlearning would still count as a learning activity. activities include: when a teacher takes attendance, s/he may read the children’s names individually; when there are misbehaviors, s/he may stop the lesson to redirect student misbehavior; when there are outside disruptions, s/he may stop teaching to see what is going on; when checking homework, s/he may check each student’s homework individually, while the other students wait with nothing to do. In addition, basic classroom processes may be prolonged, such as transitioning to a new activity, getting materials ready for a lesson, or completing administrative tasks. LOW MEDIUM HIGH 0.2 6 or more students are off task 2–5 students are off task All students are on task (one student may be off task) Students are on task2 Students off task: This includes students who are not participating in the learning activity provided by the teacher either because they are quiet but distracted, or because they are disrupting the class. For example, in the first category, students may be staring out the window, resting their head on the desk, looking down to the floor or at the observer, or sleeping. In the second category, they may be passing notes, whispering, talking to another student during an activity that does not require talking, moving around the class, shouting, or in any other way disrupting the class. 2 This behavior is scored as N/A if the teacher is not teaching or providing a learning activity (i.e., 0.1 is scored N/A). 41 MWONGOZO WA MWANGALIZI UBORA WA UTEKELEZAJI WA KUFUNDISHA (OBSERVER MANUAL QUALITY OF TEACHING PRACTICES) 42 UTAMADUNI WA DARASANI (CLASSROOM CULTURE) MAZINGIRA SAIDIZI YA KUJIFUNZA (SUPPORTIVE LEARNING ENVIRONMENT) MATARAJIO YA MWENDENDO MZURI (POSITIVE BEHAVIORAL EXPECTATIONS) 43 A.1 UTAMADUNI WA DARASANI Mwalimu hujenga mazingira saidizi ya kujifunza. Mwalimu huandaa mazingira darasani ambapo wanafunzi wanaweza kujihisi salama na kuungwa MAZINGIRA SAIDIZI mkono. Juu ya hayo, wanafunzi wote wahisi kukaribishwa, kama mwalimu anawatendea wanafunzi wote kwa heshima. Hii inaweza kuchunguzwa darasani kupitia tabia zifuatazo: YA KUJIFUNZA Maksi 1 2 3 4 5 Alama za CHINI WASTANI JUU Ubora wa Katika darasa hili, mwalimu Katika darasa hili, mwalimu ni Katika darasa hili, mwalimu ni Tabia ni dhaifu katika kujenga mfanisi kwa kiasi fulani katika mfanisi katika kujenga mazingira saidizi ya kujifunza. kujenga mazingira saidizi ya mazingira saidizi ya kujifunza. kujifunza. 1.1 Mwalimu hawatendei wanafunzi wote Mwalimu kwa kiasi fulani anawatendea Mwalimu anawatendea wanafunzi wote kwa heshima wanafunzi kwa heshima. kwa heshima. Mwalimu anawaheshimu Kwa mfano: Mwalimu anaweza kuwafokea Kwa mfano, mwalimu hawaheshimu Kwa mfano: Mwalimu anatumia majina ya wanafunzi wote baadhi ya wanafunzi, akawakaripia, wanafunzi (mfano, anawafokea, wadharau wanafunzi, anasema “tafadhali” na “asante,” kuwadhalilisha/kuwadharau au kutoa wanafunzi), lakini pia mwalimu haoneshi au kuonesha ishara nyingine za heshima nidhamu kwa kuwadhibisha kimwili. ishara za heshima kwa wanafunzi (mfano, zinazokubalika. ita wanafunzi kwa majina yao, anasema “tafadhali” au “asante,” au baadhi ya ishara za heshima zinazokubalika). 1.2 Mwalimu hatumii lugha inayojenga Mwalimu hutumia kwa kiasi fulani Mwalimu anatumia mara kwa mara katika mawasiliano yake na wanafunzi. lugha ya kujenga katika mawasiliano lugha ya kujenga katika mawasiliano Mwalimu anatumia yake na wanafunzi yake na wanafunzi. lugha inayojenga na Kwa mfano. Mwalimu anaweza kusema, Kwa mfano: Mwalimu mara kwa mara wanafunzi 3 “umefanya vema”, “vizuri”, ingawa hii hutumia maneno ya kuhimiza kama vile, haitokei mara kwa mara. “Kazi nzuri!” wanafunzi wanapomwonesha kazi zao, au “Unaweza fanya hii”, au “Nyingi ni kundi la watoto wenye vipaji.” 1.3 Mwalimu hajui mahitaji ya wanafunzi Mwalimu hujibu mahitaji ya wanafunzi Mwalimu anajibu hapopapo mahitaji ya AU hatatui tatizo lililopo. lakini anaweza kutotatua tatizo mwanafunzi kwa njia ambayo Mwalimu anajibu Kwa mfano: Mwanafunzi anaweza kuwa lililopo. hushughulikia tatizo lililopo. mahitaji ya wanafunzi 4 hana vifaa vinavyohitajika kwa somo, Kwa mfano. Mwanafunzi anaweza Kwa mfano: Kama mwanafunzi hana mwalimu hatambui au anajua na hutolijali. kufadhaishwa kwa sababu yeye hana penseli, mwalimu anamruhusu mtoto Badala yake, mwanafunzi anaweza penseli, na mwalimu anamwomba mtoto kuazima penseli yake ya akiba. kufadhaishwa kwa sababu ya maksi mwingine kutumia penseli yake, lakini mtoto mbaya au matatizo binafsi, na mwalimu huyo anakatalia. Mwalimu anaendelea na hutomjali mwanafunzi au hutupilia mbali somo bila ya kutatua tatizo. swala hilo (mfano., mwalimu humwambia mwanafunzi “sahau” au “jikaze tu”). 1.4 Mwalimu anaonyesha upendeleo wa Mwalimu haonyeshi upendeleo wa Mwalimu haonyeshi upendeleo wa kijinsia au anaimalisha mitizamo kijinsia, lakini pia hapingi mitizamo kijinsia NA hupinga mitizamo potofu Mwalimu haonyeshi potofu ya kijinsia darasani. Mwalimu potofu ya kijinsia. Mwalimu hutoa ya kijinsia darasani upendeleo wa kijinsia na anaweza kuonyesha hii kwa kutowapa nafasi sawa kwa watoto wa jinsia zote Kwa mfano: Mwalimu anawapangia watoto wanafunzi fursa sawa kushiriki katika kushiriki darasani na ana matarajio sawa hupinga mitizamo shughuli darasani, au kwa kuonyesha kwa wanafunzi wote. wa jinsia zote kazi za kusafisha, na anachagua jinsia zote kujibu maswali potofu ya kijinsia matarajio yasiyo sawa kwa tabia au Kwa mfano: Mwalimu anawapangia watoto magumu. Licha ya hayo, mwalimu anatumia darasani5 uwezo wa wanafunzi wa jinsia zote kazi za kusafisha, na mifano na fafanuzi ambazo zinaonyesha anachagua jinsia zote kujibu maswali wanasayansi, madaktari, na wanaanga Kwa mfano: Mwalimu anapanga magumu. wanawake badala ya wanaume. wasichana wakae peke yao nyuma ya darasa au anachagua wavulana kujibu maswali magumu. Badala yake, mwalimu anachagua wanafunzi wa jinsia zote kujibu maswali magumu, lakini anawapangia wasichana tu kusafisha darasa. 3 Mawasiliano ya maneno pekee ndiyo yatazingatiwa kama lugha ya kujenga; Maonyesho kwa lugha ya kujenga kwa kutumia mawasiliano yasiyo ya maneno hayatazingatiwa katika tabia hii. 4 Tabia hii inapata alama HAIUSIKI (N/A) kama hakuna uangalizi wa kihisia, vifaa, au mahitaji ya kimwili. 5 Nafasi za kushiriki zinapaswa kuzingatia kwa kiasi kikubwa na uwiano wa jinsia tofauti darasani; tabia hii inatumika tu kwenye madarasa mchanganyiko. 44 A.1 CLASSROOM CULTURE The teacher creates a supportive learning environment. SUPPORTIVE The teacher creates a classroom environment where students can feel emotionally safe and supported. Moreover, all students feel welcome, as the teacher treats all students respectfully. LEARNING This can be observed in the classroom through the following behaviors: ENVIRONMENT Score 1 2 3 4 5 Behavior LOW MEDIUM HIGH Quality In this classroom, the teacher In this classroom, the teacher In this classroom, the teacher is Range is ineffective at creating a is somewhat effective at effective at creating a supportive supportive learning creating a supportive learning learning environment. environment. environment. 1.1 The teacher does not treat all The teacher treats all students The teacher treats all students students respectfully. somewhat respectfully. respectfully. The teacher treats all For example: The teacher may yell at For example, the teacher does not treat For example: The teacher uses students’ students respectfully some students, scold them, students disrespectfully (e.g., s/he does not names, says “please” and “thank you,” or shame/ridicule them, or use physical yell at or ridicule students), but the teacher shows some other culturally relevant sign of punishment to discipline them. does not show outward signs of respect respect. toward students either (e.g., call students by their names, say “please” or “thank you,” or other culturally relevant signs of respect). 1.2 The teacher does not use positive The teacher uses some positive The teacher consistently uses positive language in his/her communication language in his/her communication with language in his/her communication with The teacher uses with students. students. students. positive language with For example: The teacher may say “well For example: The teacher consistently uses done” or “good”, although this happens encouraging phrases such as “Great job!” students6 infrequently. when students show their work to him/her, or “You can do this!”, or “You are such a talented group of children.” 1.3 The teacher is not aware The teacher responds to students’ The teacher promptly responds to of students’ needs OR does not needs but may not address the students’ needs in a way that The teacher responds to address the problem at hand. problem at hand. specifically addresses the problem at students’ needs7 For example: A student may not have the For example: A student may be upset hand. required supplies for the lesson, and the because s/he does not have a pencil, and For example: If a student does not have a teacher does not notice or sees it and the teacher asks another child to share pencil, the teacher allows the child to borrow ignores it. Alternatively, a student may be his/her pencil, but s/he refuses. The teacher one from his/her spare pencil box. upset because of a bad grade or a carries on with the lesson without solving personal problem, and the teacher ignores the problem. the student or is dismissive of the issue (e.g., the teacher tells the student to “get over it” or “pull yourself together”). 1.4 The teacher exhibits gender bias or The teacher does not exhibit gender The teacher does not exhibit gender reinforces gender stereotypes in the bias, but does not challenge gender bias AND challenges gender The teacher does not classroom. The teacher could show stereotypes either. The teacher stereotypes in the classroom. exhibit gender bias and this by providing students with unequal provides children of all genders with For example: The teacher assigns cleaning opportunities to participate in equal opportunities to participate in the challenges gender classroom activities, or by expressing classroom and has similar expectations tasks to children of all genders, and calls equally on all genders to answer difficult stereotypes in the unequal expectations for students’ for all students. questions. In addition, the teacher uses classroom8 behaviors or capabilities. examples and explanations that portray For example: The teacher assigns cleaning female rather than male scientists, doctors, For example: A teacher seats girls tasks to children of all genders, and calls and astronauts. exclusively at the back of the classroom or equally on all genders to answer difficult only calls on boys to answer difficult questions. questions. Alternatively, the teacher calls equally on students of all genders to answer difficult questions, but only assigns girls to classroom cleaning tasks. 6 Only verbal communication is counted as positive language; nonverbal displays of positive language would not count toward this behavior 7 This behavior is scored as N/A if there are no observable emotional, material, or physical needs. 8 The chances to participate should be considered proportionally to the ratio of different genders in the classroom; this behavior is only applicable in mixed-gender classrooms. 45 A.2 UTAMADUNI WA DARASANI Mwalimu anakuza tabia nzuri darasani. Mwalimu anakuza tabia nzuri kwa kutambua tabia za wanafunzi ambazo zinafaa au kupita kipimo. MATARAJIO YA Aidha, mwalimu huweka wazi matarajio ya tabia kwenye baadhi ya sehemu tofauti za somo. Hii inaweza kuchunguzwa darasani kupitia tabia zifuatazo: TABIA NZURI Maksi 1 2 3 4 5 Alama za CHINI WASTANI JUU Ubora wa Katika darasa hili, mwalimu Katika darasa hili, mwalimu ni Katika darasa hili, mwalumu ni Tabia ni dhaifu katika kukuza tabia mfanisi kwa kiasi fulani katika mfanisi katika kukuza tabia nzuri. kukuza tabia nzuri. nzuri. 2.1 Mwalimu haweki wazi matarajio ya Mwalimu anaweka matarajio ya tabia Mwalimu anaweka wazi matarajio ya tabia tabia ya kazi/shughuli za darasani. yasiyo eleweka au ya juujuu kwa juu ya kazi/shughuli za darasani. Mwalimu huweka wazi Kwa mfano: Mwalimu anasema, “Jitahidi kazi/shughuli za darasani. Kwa mfano: Baada ya kutoa kazi ya kikundi matarajio ya tabia ya ujuzi wako kwenye uwezo wa ufahamu wa Kwa mfano: Wakati anatoa kazi, mwalimu darasani, mwalimu anaeleza bayana tabia kusoma,” bila kutoa maelezo juu ya kile anasema, “Tafadhali kaa kwenye vikundi inayotarajiwa katika kikundi. Hii ni pamoja na, kazi za darasani kinachotarajiwa. mlivyopangiwa awali na tenda,” bila “Tumia sauti ya utulivu” au “Pokezaneni kufafanua kile kinachohusu tabia hiyo. kuongea.” Ikiwa wanafunzi wanafanya kazi kwa kujitegemea, mwalimu anatoa maelekezo juu ya nini cha kufanya watakapo maliza kazi. Mwalimu anasema, “Tafadhali, inukeni kimya kimya, nileteeni karatasi zenu Vinginevyo, mwalimu haonekani anaweka matarajio ya tabia, lakini wanafuzi wanatenda vema.9 2.2 Mwalimu hatambui tabia ya Mwalimu anatambua baadhi ya tabia Mwalimu anatambua tabia nzuri za mwanafunzi inayokubaliana au kupita za wanafunzi, lakini habainishi juu wanafunzi zinazokubaliana au zinazopita Mwalimu anatambua matarajio. ya tabia zinazotarajiwa. matarajio. tabia nzuri za Kwa mfano: Kama kikundi kinafanya Kwa mfano: Mwalimu analiambia darasa, mwanafunzi vema, mwalimu anasema, “Kikundi hiki “Nimeona kwamba wanakikundi A kinafanya kazi vema pamoja” au “Kikundi wanapokezana kuongea na kwa makini hiki kinafanya kazi njema,” bila ya wanafanya zoezi linalofuata.” kufafanua kwa nini au kivipi. 2.3 Uelekezaji wa tabia mbaya ni dhaifu Uelekezaji wa tabia mbaya una Wakati tatizo likitokea, uelekezaji mzuri na uzingatia tabia yasiyofaa, badaya ufanisi, lakini anazingatia tabia wa tabia mbaya unatatua tatizo lililopo na Mwalimu anakosoa tabia ya tabia inayotarajiwa. mbaya badala ya tabia inayotarajiwa. kukazia tabia inayotarajiwa. mbaya na anazingatia Vinginevyo, uelekezaji wa tabia Kwa mfano: Akimwona mwanafunzi asiye Kwa mfano: Ikiwa wanafunzi wanaongea kwa mtulivu, mwalimu ataacha kufundisha na mbaya unafaa kwa kiasi fulani na sauti kubwa na wanasumbua wakati wa somo, tabia inayotarajiwa, kumwita mwanafunzi na kumuliza, “Kwa anazingatia tabia inayotarajiwa. mwalimu anasema, “Kumbuka kuongea kwa badala ya tabia nini utulii darasani?” Vinginevyo, mwalimu Baada ya kuwaona wanafunzi 3 sauti za chini,” na wanafunzi wanatulia. anampuuzia mwanafunzi asiye mtulivu, isiyofaa10 lakini mwanafunzi huyo anaanza kutania na hawafanyi kazi walizopangiwa, mwalimu Kwa njia nyingine, mwalimu haonekani anasema, “Nyinyi 3 nyamazeni sasa, kubishana na mwanafunzi jirani yake. Hii akikemea tabia ya wanafunzi, lakini mnapiga kelele nyingi.” Kauli hii inalenga inabadilisha mwelekeo mzima wa darasa tabia mbaya ya watoto wasio watulivu wanafunzi ni watiifu wakati wote wa somo. na kuelekeza kwa wanafunzi hao 2. badala ya kile kinachotarajiwa kutoka kwao. Hivyo, wanafunzi wasio watulivu watatulia. Katika hali nyingine, mwalimu anawaelekeza wanafunzi kwa kuwaomba “Kuzingatia kazi walizonazo.” Ingawa mwalimu anaelekeza tabia nzuri inayotarajiwa kutoka kwa wanafunzi, kwa sehemu kubwa, wao wanaendelea kuzungumza. 9 Tabia mbaya inatokea wakati mwanafunzi anasababisa vurugu darasani ambayo inaathiri mtiririko wa somo, inavuruga wanafunzi wengine, au kumkakasirisha mwalimu. 46 A.2 CLASSROOM CULTURE The teacher promotes positive behavior in the classroom. POSITIVE The teacher promotes positive behavior by acknowledging students’ behavior that meets or exceeds expectations. Moreover, the teacher sets clear behavioral expectations for different parts BEHAVIORAL of the lesson. This can be observed in the classroom through following behaviors: EXPECTATIONS Score 1 2 3 4 5 Behavior LOW MEDIUM HIGH Quality In this classroom, the teacher In this classroom, the teacher In this classroom, the teacher is Range is ineffective at promoting is somewhat effective at effective at promoting positive positive behavior. promoting positive behavior. behavior. 2.1 The teacher does not set behavioral The teacher sets unclear or The teacher sets clear behavioral expectations for classroom tasks superficial behavioral expectations expectations throughout the lesson for The teacher sets clear and/or activities. for classroom tasks and/or activities. classroom tasks and/or activities. behavioral expectations For example: The teacher says, “Work on For example: When introducing a group For example: Upon introducing a group activity your reading comprehension skills,” activity, the teacher says, “Please sit in to the class, the teacher explicitly states the for classroom activities without providing instruction on what the your preassigned groups and behave,” expected behavior for students in the group. expected behavior is for the activity. without clarifying what such behavior This may include, “Use a quiet indoor voice” or would entail. “Take turns speaking.” If students are working independently, the teacher gives directions on what to do when they complete the activity. The teacher says, “Please quietly get up, bring your worksheet to me, and read while you wait for your classmates to finish.” Alternatively, the teacher is not observed setting clear behavioral expectations, but students are well-behaved11 throughout the lesson. 2.2 The teacher does not acknowledge The teacher acknowledges some The teacher acknowledges students’ student behavior that meets or students’ behavior, but is not positive behavior that meets or exceeds The teacher exceeds expectations. specific about their expected expectations. acknowledges positive behavior. For example: A teacher says to the class, “I j ust student behavior For example: If a group is following noticed that members of Group A are taking behavioral expectations, the teacher says, turns to speak and are proactively working on “This group is working well together” or the next assignment.” “This group is doing a good job,” without clarifying why or how. 2.3 Redirection of misbehavior is Redirection of misbehavior is When a problem arises, redirection of ineffective and focuses on effective but focuses on misbehavior effectively addresses the The teacher redirects misbehaviors, rather than the misbehaviors rather than the problem at hand and focuses on the misbehavior and expected behavior. expected behavior. Alternatively, expected behavior. redirection of misbehavior is focuses on the expected For example: If s/he notices a distracted For example: If students are talking loudly and student, the teacher stops lecturing and somewhat effective and focuses on being disruptive during a lesson, the teacher behavior, rather than the calls out the name of the student, asking the expected behavior. says, “Remember to use quiet voices,” and the undesired behavior 11 her, “Why are you not paying attention in For example: Upon noticing that 3 students quiet down. class?” Alternatively, the teacher students are not working on the assigned continues to ignore the student who is Alternatively, the teacher is not observed problems, the teacher says, “You 3 need distracted, but the distracted student redirecting students’ behavior, but the to stop talking now, you are making too begins to tease and argue with the peer much noise.” This statement focuses on students are well-behaved throughout sitting next to her. This shifts the focus of the disruptive students’ negative behavior, the lesson. the entire class away from the lesson and rather than on what is expected of them. onto those 2 students. Consequently, the disruptive students quiet down. In another scenario, the teacher redirects the students by asking them to “Focus on the task at hand.” Even though the teacher focuses on the positive behavior expected from the students, for the most part, they continue to talk. 11 A misbehavior occurs when a student causes a disruption in the classroom that either interferes with the flow of the lesson, distracts other students, or upsets the teacher. 47 48 MAAGIZO (INSTRUCTION) UWEZESHAJI WA SOMO (LESSON FACILITATION) VIPIMO VYA UFAHAMU (CHECKS FOR UNDERSTANDING) MAONI (FEEDBACK) UMAKINIFU (CRITICAL THINKING) 49 B.3 MAAGIZO Mwalimu anawezesha somo ili kusaidia uwezo wa ufahamu. Mwalimu anawezesha somo ili kusaidia uwezo wa ufahamu kwa kueleza wazi malengo, anatoa UWEZESHAJI maelezo wazi ya dhana, na kuunganisha somo na baadhi ya ujuzi maudhui au uzoefu wa wanafunzi. WA SOMO Hii inaweza kuonekana darasani kwa njia ya tabia zifuatazo: Maksi 1 2 3 4 5 Alama za CHINI WASTANI JUU Ubora wa Katika darasa hili, mwalimu ni Katika darasa hili, mwalimu ni Katika darasa hili, mwalumu ni Tabia dhaifu katika uwezeshaji wa somo ili kusaidia uwezo wa mfanisi kwa kiasi fulani katika kuendeleza somo ili kusaidia mfanisi katika kuendeleza somo ili kusaidia uwezo wa ufahamu. ufahamu. uwezo wa ufahamu. Mwalimu haelezei malengo ya somo, Mwalimu anaeleza wazi wazi lengo pana Mwalimu anaeleza kwa wazi lengo mahsusi 3.1 wala hakuna linaloweza kufahamika la somo AU lengo haliko wazi, lakini la somo (yaani, lengo la kujifunza) na Mwalimu anafafanua kutokana na shughuli za somo. linaweza kufamika kutokana na shughuli za somo zinaendana na malengo shughuli za somo. yaliyotajwa. wazi malengo ya Kwa mfano: Mwalimu anawaomba wanafunzi kupokezana kusoma juu ya Kwa mfano: Mwalimu anasema, “Leo Kwa mfano: Mwanzoni mwa darasa, mwalimu somo na anahusisha kupanda na kuvuna mazao. Kisha tutajifunza kuhusu kuzidisha,” bila maelezo anasema,” Leo tutajifunza kuzidisha sehemu.” shughuli za darasani anatumia muda wote wa darasa akijadili maalumu. Vinginevyo, shughuli za somo Kila kazi ya somo inaendana na lengo la ukulima na taratibu maalumu zinazohusika. zinaweza kufafanua wazi jinsi ya kugawa kuzidisha sehemu. na malengo hayo Mwalimu haelezei lengo la somo na ni namba nzima, lakini hili mwalimu vigumu kufahamu lengo la somo kutokana hajalifafanua wazi. na shughuli hizo kama lengo lingelikuwa ni kendeleza kusoma kwa urahisi kukuza msamiati, au kujifuza kuhusu kilimo. Maelezo ya mwalimu juu ya maudhui Maelezo ya mwalimu juu ya maudhui, Maelezo ya mwalimu juu ya maudhui yako 3.2 yanachanganya au maudhui kwa kiasi yanaweza kuwa wazi. Ingawa wazi na raisi kuelewa. Maelezo ya mwalimu Maelezo ya mwalimu hayajafafanuliwa. sehemu ya ufafanuzi unaweza kuwa yana mantiki, na yanaweza kufuatiana na wazi, mengine yanachanganya au ovyo. uwakilishi wa picha au mifano. juu ya maudhui Kwa mfano: Mwalimu anatumia istilahi nyingi sana bila kueleza ana maanisha nini Kwa mfano: Wakati wa kusoma hadithi, Kwa mfano: Katika somo la sehemu, mwalimu yako wazi na/au anaeleza fikira isiyo na mantiki au mwalimu atapata maneno magumu na anatoa ufafanuzi wazi na wa kina juu ya hesabu za uhusiano. Zaidi ya hayo, mwalimu kuyaelezea, lakini hawezi kuyausanisha na sehemu ikifuatiwa na ufafanuzi wa “kiasi” na “asili.” anaweza kusema, “Hesabu za sehemu ni kile kinachotokea hadithini. Ametoa mifano kadhaa ya hesabu za sehemu mchanganyiko wa namba za kiasi na asili,” ubaoni kama mifano. bila ya kueleza nini maana ya maneno hayo. Vinginevyo, mwalimu hawezi kutoa ufafanuzi wa maudhui. Mwalimu hausianishi yale Mwalimu anaweza kujaribu Kwa uzuri zaidi, mwalimu anahusianisha 3.3 yanayofundishwa na maarifa mengine kuhusianisha somo na maarifa somo na maarifa mengine maudhui au maudhui au maisha ya kila siku ya mengine maudhui au maisha ya kila maisha ya kila siku ya wanafunzi. Mwalimu anafanya wanafunzi. Mwalimu anaweza kutumia siku ya wanafunzi, lakini mausiano Kwa mfano: Wakati wa kufundisha sehemu, mwalimu mahusiano ndani ya mifano ambayo inaweza kuwa na yako ovyo, uchanganya, au anahusianisha maudhui na uzoefu wa maisha ya uhusiano na maudhui mengine au hayaeleweki. wanafunzi kwa kuwauliza, “Nani alishawahi somo yanayohusiana maisha ya wanafunzi, lakini hajaribu Kwa mfano: Wakati mwalimu anaelezea kugawanya keki ya siku ya kuzaliwa? Ulihakikishaje na maarifa ya kuhusianisha na shughuli za kujifunza. somo juu ya sehemu, anasema, kuna vipande vya kutosha kwa kila mmoja? Kujifunza maudhui au maisha Kwa mfano: Wakati wa somo la hesabu za “Tunapokata keki, tunatumia sehemu” na juu ya sehemu inaweza kutusaidia kuigawa keki kati sehumu, mwalimu anatumia picha ya keki anaendelea kufafanua sehemu. Uhusiano ya watu.” Mwalimu pia anahusianisha somo hilo na ya kila siku ya na anaigawanya katika vipande vinne, wa maisha ya wanafunzi yako juu juu au lililopita juu ya nusu kwa nusu kwa kusema, wanafunzi lakini hausianishi uzoefu wa maisha ya siyo mahsusi. Vinginevyo, mwalimu “Kumbuka, jana tulipojifunza nusu kwa nusu? wanafunzi na ukataji keki. Vinginevyo, anasema, “Kumbuka jana tulijifunza Tulijifunza kwamba tukatapo keki nusu kwa nusu, mwalimu anasema, “Kumbuka, jana utaratibu wa kujumlisha namba nzima? Sasa tunaweza kushirikishana sawa kati ya watu 2. Leo tulijifunza namba nzima? Leo, tutajifunza tutatumia utaratibu huo na kutumia tutajifunza jinsi ya kuigawa keki katika robo nne, hivyo jinsi ya kujumlisha sehemu.” kujumlisha sehemu.” Hata hivyo, wakati watu 4 washirikishane. Wakati tulipokuwa tukikata anatoa maelekezo ya kujumlisha sehemu, nusu kwa nusu tulihakikisha tuna nusu 2 mwalimu hausianishi tena utaratibu huo wa zinazolingana. Ni kweli pia, wakati tuna kata robo nne: kujumlisha namba nzima. tunapaswa kuhakikisha tuna vipande vilivyo ukubwa sawa.” Uhusiano kati ya somo la sasa na maarifa mengine maudhui na/au maisha ya kila siku ya wanafunzi uko wazi. Mwalimu, hatoi mifano. Mwalimu kwa kiasi fulani anatoa Mwalimu kwa ukamilifu anatoa mifano ya 3.4 mifano ya shughuli za kujifunza. shughuli za kujifunza kwa kuonyesha Mwalimu anatoa sehemu zote za utaratibu AU anaelezea Kwa mfano: Kwenye darasa la Kingereza ambapo lengo la kazi ni kuandika aya, utaratibu NA kutoa mawazo yako. mifano kwa mwalimu anaonyesha tu jinsi ya kuandika Kwa mfano: Mwalimu anaonyesha njia tofauti za kuonyesa au kufikiri sentensi ya mada. Darasani mwa hesabu, kutatua matatizo ya hesabu (anaonyesha utaratibu) na mwalimu anaonyesha jinsi ya kuchora bar kwa sauti12 grafu, lakini habainishi ni jinsi gani alipata data wakati anafanya hivyo, anasema ni nini anachofikiria katika kila hatua ya mlingano (toa mawazo yako). Au kutoka kwenye kitabu na kuunda bar grafu. ikiwa wanafunzi wanakokotoa eneo la dawati lao, mwalimu anaonyesha kila hatua katika mchakato huo (uonyeshaji kamilifu wa utaratibu). 12Mifano inaweza kutokea wakati wowote kwenye somo (ikiwa pamoja na mwishoni). Ikiwa shughuli za kujifunza zina asili ya mchakato, utaoaji wa mifano itajumuisha uonyeshaji wa utaratibu kwa watotoi kuona; hata hivyo, ikiwa kazi inalenga kuendeleza ustadi wa kufikiri, mfano kamili utajumuisha kutoa mawazo yako. Kitendo kitachukuliwa kuwa mfano iwapo mwalimu anaonyesha/fafanua utaratibu or harakati za kufikiri zinazohusiana na shuguli za kujifunza. 50 B.3 INSTRUCTION The teacher facilitates the lesson to promote comprehension. The teacher facilitates the lesson to promote comprehension by explicitly articulating the objectives, LESSON providing clear explanations of concepts, and connecting the lesson with other content knowledge or FACILITATION students’ experiences. This can be observed in the classroom through the following behaviors: Score 1 2 3 4 5 Behavior LOW MEDIUM HIGH Quality In this classroom, the teacher is In this classroom, the teacher is In this classroom, the teacher is Range ineffective in facilitating the lesson to promote somewhat effective in facilitating the lesson to promote effective in facilitating the lesson to promote comprehension. comprehension. comprehension. The teacher does not state the lesson The teacher either explicitly states a The teacher explicitly states a specific lesson 3.1 objective(s), nor can one be inferred broad lesson objective OR the objective objective (i.e. a learning goal) and the lesson The teacher explicitly from the lesson activities. is not explicitly stated, but can be activities align to the stated objective. inferred from the lesson activities. For example: Near the beginning of class the teacher articulates the For example: The teacher asks students to take turns reading a text about planting and For example: The teacher says, “Today states, “Today we’re going to learn to multiply objectives of the harvesting crops. S/he then spends the we’re going to learn about multiplication,” fractions.” Each lesson activity is clearly related to the rest of the lesson discussing farming and without further specification. Alternatively, objective of multiplying fractions. lesson and relates the specific processes involved. The the lesson activities may clearly work toward classroom activities teacher does not state a lesson objective, how to divide whole numbers, but this is not and it is difficult to infer a lesson objective explicitly articulated by the teacher. to the objectives from the activities as the objective could be developing oral reading fluency, developing vocabulary, or learning about agriculture. The teacher’s explanations of the The teacher’s explanations of the The teacher’s explanations of the content are 3.2 content are confusing or content is content, when they occur, are clear and easy to understand. The teacher’s The teacher’s simply not explained. somewhat clear. Although parts of these explanations are logical, and may be explanations may be clear, others are accompanied by graphic representations or explanation of For example: The teacher uses too many technical terms without explaining what confusing or superficial. examples. content is clear s/he means and/or may explain ideas For example: While reading a story, the For example: In a lesson on fractions, the teacher without a logical order or connection. teacher identifies difficult words and defines provides a clear and thorough definition of a fraction, Moreover, the teacher may say, “A fraction them, but does not relate them to what is including defining “numerator” and “denominator.” is a combination of a numerator and happening in the story. S/he has drawn several fractions on the board as denominator,” without saying what either of examples. those words mean. Alternatively, the teacher may not provide any explanation of content. The teacher does not connect what is The teacher may attempt to connect The teacher meaningfully connects the 3.3 being taught to other content the lesson to other content knowledge lesson to other content knowledge or knowledge or students’ daily lives. or students’ daily lives, but the students’ daily lives. The teacher makes The teacher may use examples that may connections are superficial, For example: When teaching a class on fractions, the connections in the be related to other content or students’ confusing, or unclear. teacher relates the content to students’ experiences by lives, but the teacher does not attempt to asking, “Who has had to slice a birthday cake? How did lesson that relate to connect it to the learning activity. For example: When introducing a lesson on fractions, the teacher says, “When we cut a you make sure there were enough slices for everyone? other content For example: During a lesson on fractions cake, we use fractions” and go on to explain Learning about fractions can help us divide a cake knowledge or the teacher uses a picture of a cake and fractions. The connection to students’ lives is between people.” The teacher also connects the lesson superficial and nonspecific. Alternatively, the to a prior lesson on halves by saying, “Remember students’ daily lives divides it into fourths, but does not make a connection to students’ experience with teacher says, “Remember yesterday we yesterday when we learned about halves? We learned slicing cake. Alternatively, the teacher learned the rules for adding whole numbers? that when we cut a cake in half, we can share it equally says, “Remember, yesterday we learned Now we are going to use those rules and between 2 people. Today we will learn how to divide the about whole numbers? Today, we are apply them to adding fractions.” However, cake into fourths, so 4 people can share the cake. When going to learn how to add fractions.” when explaining how to add fractions, the we were forming halves we made sure we had 2 halves teacher does not link the rules back to the of identical size. The same thing is true when we are rules for adding whole numbers. forming fourths: we have to make sure to keep slices of the same size.” The connection between the current lesson and other content knowledge and/or students’ daily lives is clear. The teacher does not model. The teacher partially models the The teacher completely models the learning 3.4 learning activity. activity by enacting all parts of the procedure The teacher models OR by enacting the procedure AND thinking For example: In an English class where the objective of the activity is to write a aloud. by enacting or paragraph, the teacher only demonstrates For example: The teacher demonstrates different thinking aloud13 how to write a topic sentence. In a math ways to solve a math problem (enactment of a class, the teacher shows (enacts) how to procedure) and while doing so, s/he says what s/he draw a bar graph, but does not clarify how is thinking at each step of the equation (think aloud). s/he extracted the data from the text to Or if students are calculating the area of their desk, create the bar graph. the teacher demonstrates each step in the process (full enactment of a procedure). 13Modeling can take place at any time in the lesson (including at the end). If the learning activity is procedural in nature, modeling will include an enactment of the procedure for childr en to observe; however, if the activity focuses on developing a thinking skill, a complete model will include a think aloud. An action is considered modeling so long as the teacher demonstrates/enacts procedures or thinking processes related to the learning activity. 51 B.4 MAAGIZO Mwalimu anapima ufahamu wa wanafunzi wengi. Mwalimu anapima ufahamu kuhakikisha wanafunzi wengi wanaelewa maudhui ya somo. Aidha VIPIMO VYA mwalimu anapunguza mwendo wake wa somo ili kuwapa wanafunzi fursa za ziada za kujifunza. UFAHAMU Hii inaweza kuonekana darasani kwa njia zifuatazo: Maksi 1 2 3 4 5 Alama za CHINI WASTANI JUU Ubora wa Katika darasa hili, mwalimu Katika darasa hili, mwalimu ni Katika darasa hili, mwalimu ni Tabia hapimi ufahamu wowote wa mfanisi juu ya kupima ufahamu mfanisi juu ya kupima ufahamu wanafunzi. wa wanafunzi wachache tu. wa wanafunzi wengi. 4.1 Mwalimu aidha hawaulizi wanafunzi Mwalimu anatumia maswali, pendekezo, Mwalimu anatumia maswali, maswali/kupendekeza hata kidogo au mbinu nyingine ambazo ni fanisi pendekezo, au mbinu nyingine Mwalimu anatumia AU wakati akifanya hivyo, darasa katika kutambua kiwango cha ufahamu ambazo ni fanisi katika kutambua maswali, pendekezo au linajibu kwa kukubali, ambayo wa wanafunzi wachache tu. kiwango cha ufahamu wa wanafunzi inakubaliwa bila maelezo zaidi ya wote. mbinu nyingine Kwa mfano: Mwalimu anauliza, “7+8 ni ngapi?” ufahamu. Wanafunzi wachache wanajibu kwa kunyosha Kwa mfano: Mwalimu anasema, kutambua kiwango cha Kwa mfano: Wakati mwalimu akifafanua mikono yao, mwalimu ataita mwanafunzi 1 au “Tafadhali weka dole gumba juu kama ufahamu wa wanafunzi dhana, anauliza, “Je, nyote mmeelewa?” wanafunzi 2 kujibu swali. Vinginevyo, mwalimu unakubalina au chini kama hukubalini na Wanatunzi wote darasani hujibu kwa anauliza swali lakini hawaombi wanafunzi kauli hii: “Pembetatu sawa zina pembe pamoja, “Ndiyo, tumeelewa.” Mfano kunyosha mikono yao kujibu na anawaruhusu sawa.” Mwalimu anawauliza wanafunzi mwingine mwalimu anauliza, “Hii ni wanafunzi kujitolea kujibu. kuonyesha ujuzi wao kwa kuwaomba sawa?” baada ya kukamilisha seti ya wanafunzi wote washirikishane majibu tatizo. Darasa au mwanafunzi mmoja yao, kwa mfano kuwaomba wanafunzi anajibu, “Ndiyo, hii ni sahihi.” kusoma kwa sauti sentensi walizoandika kwa kutumia vitenzi vya wakati uliopita. 4.2 Mwalimu hachunguzi wanafunzi Mwalimu anachunguza baadhi ya Kwa utaratibu ulio mzuri, mwalimu wakati wanafanya kazi peke yao au wanafunzi wakati wanafanya kazi peke yao anachunguza wanafunzi wengi kwa Mwalimu anachunguza kwenye vikundi. au kwenye vikundi ili kupima ufahamu wao. kuzunguka darasani na kukaribia wanafunzi wengi mwanafunzi au vikundi kuangalia Kwa mfano: Mwalimu anakaa kwenye Kwa mfano: Mwalimu anaangalia usahii wa dawati lake au anasimama mbele ya kazi ya mwanafunzi, hufafanua dhana, au ufahamu wao. wakati wa kazi za darasa wakati wanafunzi wanafanya kazi. anauliza maswali. Kwa mfano: Wakati wanafunzi wanafanya pekee/kikundi14 kazi, mwalimu anazunguka darasani kuakikisha kuwa anawakaribia wanafunzi au vikundi kwa kwa njia ya utaratibu mzuri. Mwalimu anaangalia kazi za wanafunzi wengi, anafafanua dhana, na anawauliza maswali. 4.3 Mwalimu harekebishi ufundishaji Mwalimu anarekebisha kidogo Mwalimu anarekebisha vema kwa wanafunzi.15 ufundishaji lakini marekebisho haya ni ufundishaji kwa wanafunzi. Wakati Mwalimu anarekebisha mafupi nay a juu juu. wanafunzi wana maoni yasiyo sahihi, ufundishaji kuwa mwalimu anaweza kuanza Kwa mfano: Wanafunzi wanapomaliza zoezi la alfabeti, mwalimu anatambua kwamba kubadilishana nao mawazo kuwasaidia kiwango cha wanafunzi hawajatia doti kwenye “I” zao. Kwa sababu kuelewa pointi zote za kutokuelewana, hiyo, kwa ufupi mwalimu analikumbusha ambapo inawapa wanafunzi fursa zaidi darasa kutia doti kwenye “I” zao. za kujifunza. Mwalimu anaweza pia kutoa kazi za changamoto kwa wale ambao tayari wana ufahamu wa juu. Kwa mfano: Wanafunzi wanapomaliza zoezi la alfabeti, mwalimu anatambua kwamba hawajatia alama kwenye “I” zao. Kwa sababu hiyo, mwalimu anasimamisha kazi na kutazama tofauti kati ya herufi kubwa na ndogo “I” kabla ya kuendelea na zoezi la alfabeti. Vinginevyo, kama mwalimu anatambua kwamba mwanafunzi amemaliza zoezi, anaweza akampa mwanafunzi huyo kazi nyingine akamilishe wakati anasubiria wanafunzi wenzake. 14 Tabia hii inapata alama HAIUSIKI (N/A) kama hakuna uchunguzi wa kazi pekee au ya kikundi. 15 Hata kama hakuna haja ya marekebisho, ikiwa mwalimu harekebishi ufundishaji, tabia hii inapata alama ya chini. 52 B.4 INSTRUCTION The teacher checks for understanding for most students. The teacher checks for understanding to ensure most students comprehend the lesson content. CHECKS FOR Moreover, the teacher adjusts the pace of the lesson to provide students with additional learning UNDERSTANDING opportunities. This can be observed in the classroom through the following behaviors: Score 1 2 3 4 5 Behavior LOW MEDIUM HIGH Quality In this classroom, the teacher In this classroom, the teacher is In this classroom, the teacher Range does not check for any effective at checking only a few is effective at checking for student’s understanding. students’ understanding. most students’ understanding. 4.1 The teacher either does not ask The teacher uses questions, prompts, or The teacher uses questions, questions/prompt students at all OR other strategies that are effective at prompts, or other strategies that are The teacher uses when s/he does, the class responds determining only a few students’ level effective at determining most questions, prompts, or in synchrony, which is accepted of understanding. students’ level of understanding. without further clarifying for other strategies to For example: The teacher asks, “What is For example: The teacher says, “Please put understanding. 7+8?” Only a few students respond by raising your thumb up if you agree or down if you determine students’ For example: When explaining a concept, their hand, a group from which the teacher disagree with this statement: Equilateral level of understanding the teacher asks, “Have you all calls upon 1 or 2 students to provide an triangles have equal angles.” The teacher understood?” The students in the class answer. Alternatively, the teacher asks the also asks students to demonstrate their respond in unison, “Yes, we have.” Another question but does not ask students to raise knowledge by having all students share example is that the teacher inquires, “This is their hands in response and simply allows their answers, e.g., by asking each student correct, right?” after completing a problem students to willingly volunteer their answers. to read out the sentence s/he wrote using set. The class or an individual student past tense verbs. replies, “Yes, this is correct.” 4.2 The teacher does not monitor The teacher monitors some students The teacher systematically monitors students when they are working when they are working independently or in most students by circulating the The teacher monitors independently or in groups. groups to check their understanding. classroom and approaching individual most students during students or groups to check their For example: The teacher sits at his/her For example: The teacher observes some desk or remains standing in front of the student work for accuracy, clarifies concepts, understanding. independent/group class when students are working. or asks questions. For example: When students are working, work16 the teacher walks around the classroom, making sure to approach students or groups in a systematic way. The teacher observes most students’ work, clarifies concepts, and asks questions. 4.3 The teacher does not adjust teaching The teacher slightly adjusts teaching, The teacher substantially adjusts for students. 17 but this adjustment is brief and teaching for students. When students The teacher adjusts superficial. have misconceptions, the teacher may teaching to the level initiate back and forth exchanges to For example: As students complete an alphabet worksheet, the teacher notices they help them understand all points of of students are not dotting their ‘i’s. In response, s/he misunderstanding, which provides briefly reminds the class to dot their ‘i’s. students with more opportunities to learn. The teacher may also provide more challenging tasks for those who already have an advanced understanding. For example: As students complete an alphabet worksheet, the teacher notices they are not dotting their ‘i’s. In response, s/he briefly stops the activity and reviews the differences between capital and lower case ‘i’s before continuing with the alphabet activity. Alternatively, if the teacher notices that a student has already completed the worksheet, s/he may give that student another activity to complete while waiting for the rest of the class. 16 This behavior is scored as N/A if there is no observable group or independent work. 17 Even if there is no perceived need for adjusting, if the teacher does not adjust teaching, this behavior is scored as low. 53 B.5 MAAGIZO Mwalimu anatoa maoni ili kuimarisha ufahamu wa mwanafunzi. Mwalimu anatoa maoni maalumu au mapendekezo 18 ili kusaidia kutambua hali ya kutoelewana, MAONI kuelewa mafanikio, na kuongoza michakato ya mawazo ili kuendeleza mafunzo. Hii inaweza kuchunguzwa darasani kwa njia ya tabia zifuatazo. Maksi 1 2 3 4 5 Alama za CHINI WASTANI JUU Ubora wa Katika darasa hili, mwalimu ni Katika darasa hili, mwalimu ni Katika darasa hili, mwalimu ni Tabia dhaifu katika kutoa maoni ili mfanisi kwa kiasi fulani kwa mfanisi zaidi katika kutoa kuimarisha ufahamu wa kutoa maoni ili kusaidia maoni ili kusaidia kuimarisha wanafunzi. kuimarisha ufahamu wa ufahamu wa wanafunzi. wanafunzi. 5.1 Mwalimu aidha hatoi kwa wanafunzi Mwalimu anatoa kwa wanafunzi Mwalimu hutoa kwa wanafunzi maoni/ maoni/mapendekezo juu ya maoni/mapendekezo ya jumla au ya mapendekezo maalum ambayo yana Mwalimu anatoa kutoelewa kwao AU maoni ovyo juu ya kutoelewa kwao. taarifa za kina ambayo husaidia maoni maalum au yaliyotolewa ni rahisi, taarifa kufafanua kutokuelewa kwao. Kwa mfano: Kwenye darasa la hisabati, tathmini (mfano, “Hiyo si sahihi”). mwalimu anasema, “Umesahau kuweka mapendekezo ambayo Kwa mfano, mwalimu anasema, Kwa mfano: Wakati mwanafunzi anatoa alama ya hasi,” hata bila ya kuwapatia “Mnakumbuka tunapozidisha hasi na husaidia kufafanua hali jibu lisilo sahihi, mwalimu anajibu na maelezo zaidi au mapendekezo. chanya? Ebu tuangalie notisi zenu. Sasa, ya kutoelewa kwa kusema, “Hilo siyo jibu sahihi,” na tuangalie jibu. Unahitaji nini ili kubadili anaendelea. kupata jibu sahihi?” wanafunzi 5.2 Mwalimu aidha hatoi kwa wanafunzi Mwalimu anawapa wanafunzi Mwalimu hutoa kwa wanafunzi maoni/mapendekezo juu ya maoni/mapendekezo ya jumla au ya maoni/mapendekezo maalum Mwalimu hutoa maoni mafanikio yao AU maoni ovyo juu ya mafanikio yao. ambayo yana taarifa za kina ambayo au mapendekezo yaliyotolewa ni rahisi, taarifa husaidia kutambua mafanikio yao. Kwa mfano: Ikiwa wanafunzi wanaandika tathmini. hadithi kama moja wapo ya zoezi, mwalimu maalum yanayosaidia Kwa mfano: Ikiwa wanafunzi wanaandika Kwa mfano: Wakati mwanafunzi anatoa anasema, “Vizuri sana kwenye aya ya tatu,” hadithi, mwalimu anasema, “Unafanya kutambua mafanikio ya jibu sahihi, mwalimu anajibu kwa kusema, hata bila ya kuelezea kile mwanafunzi huyo vizuri kumvutia msomaji katika ayah ii mwanafunzi “Hiyo ni sahihi” na anaendelea. alifanya kuwa kizuri. wakati unaandika ‘hakuna ajuaye kitakachotokea.’ Sentensi hii ananifanya nitake kusoma zaidi.” Vinginevyo, mwalimu anaonyesha kazi ya mwanafunzi mmoja na kuliambia darasa, “Tazameni kazi ya mwanafunzi wenzenu, angalia jinsi alivyotumia mhimili kutatua hesabu ya kutoa?” Na kisha anaendelea kuelezea ni jinsi gani mwanafunzi alivyotatua. 18 Mapendekezo ni taarifa kama vile mwongozo wa vidokezo au maswali, ambayo hutolewa na mwalimu na kuhimiza wanafunzi kufikiria kwa kina yale yasiyoeleweka au kutambua mafanikio. 54 B.5 INSTRUCTION The teacher provides feedback to deepen student understanding. The teacher provides specific comments or prompts 19 to help identify misunderstandings, FEEDBACK understand successes, and guide thought processes to promote learning. This can be observed in the classroom through the following behaviors: Score 1 2 3 4 5 Behavior LOW MEDIUM HIGH Quality In this classroom, the teacher In this classroom, the teacher is In this classroom, the teacher Range is ineffective at providing somewhat effective at providing is highly effective at providing feedback to deepen students’ feedback to deepen students’ feedback to deepen students’ understanding. understanding. understanding. 5.1 The teacher either does not provide The teacher provides students The teacher provides students with students with comments/prompts with general or superficial specific comments/prompts that The teacher provides about their misunderstandings OR comments/prompts about their contain substantive information specific comments the comments provided are simple, misunderstandings. that helps clarify students’ evaluative statements (e.g., For example: In a math class, the teacher misunderstandings. or prompts that help “That is incorrect”). says, “You forgot to include the negative For example, the teacher says, “Do you clarify students’ For example: When a student answers a sign,” without providing further information remember what happens when we misunderstandings teacher’s question incorrectly, the teacher or prompts. multiply a positive and a negative responds by saying, “That is not the number? Let’s look at your notes. Now, correct answer,” and moves on. let’s look at your answer. What do you need to change to find the correct answer?” 5.2 The teacher either does not provide The teacher provides students The teacher provides students with students with comments/prompts with general or superficial specific comments/prompts that The teacher provides about their successes OR the comments/prompts about their contain substantive information that specific comments or comments provided are simple, successes. helps identify students’ successes. evaluative statements (e.g., “That prompts that help For example: If students are writing stories For example: If students are writing is correct”). as part of an assignment, the teacher says, stories, the teacher says, “You do a good identify students’ For example: When a student answers a “Good job on the third paragraph,” without job getting the reader interested in this successes teacher’s question correctly, the teacher specifying what that particular student did paragraph when you write ‘no one knew responds by saying, “That is correct,” and that made it good. what would happen.’ This sentence makes moves on. me want to read more.” Alternatively, the teacher highlights one student’s work and say to the class, “Look at the work of this classmate, see how s/he used the number line to solve this subtraction problem?,” and then proceed to explain how the student solved it. 19 Prompts are pieces of information, such as guiding hints or questions, which are given by the teacher and encourage students to think through misunderstandings or identify successes. 55 B.6 MAAGIZO Mwalimu anajengea wanafunzi uwezo wa umakinifu. Mwalimu hujengea wanafunzi uwezo wa umakinifu kwa kuwahimiza wachunguze maudhui kwa UMAKINIFU ukamilifu. Hii naweza kuchunguzwa darasani kwa njia ya tabia zifuatazo: Maksi 1 2 3 4 5 Alama za CHINI WASTANI JUU Ubora wa Katika darasa hili, mwalimu ni Katika darasa hili, mwalimu Katika darasa hili, mwalimu ni Tabia dhaifu kuendeleza uwezo wa ni mfanisi kiasi fulani kwa mfanisi katika kuendeleza umakinifu. kuendeleza uwezo wa umakinifu. uwezo wa umakinifu. 6.1 Mwalimu haulizi maswali ya kujieleza Mwalimu anauliza angalau maswali 2 ya Mwalimu anauliza wanafunzi maswali AU anaulizi swali 1 tu. Mwalimu kujieleza lakini haongezei kwenye 3 au zaidi ya kujieleza NA angalau 1 Mwalimu anauliza anaweza kuuliza maswali yasiyohitaji majibu ya wanafunzi, AU mwalimu wapo linajengea jibu la mwanafunzi maswali yatakayohitaji kujieleza ambayo tayari yana majibu. anauliza maswali 2 ya kujieleza na 1 kwa kuwauliza wanafunzi kuhalisisha Kwa mfano: Mwalimu anauliza, “Nani wapo ni linalofuatia jibu la mwanafunzi. kufikiria kwao, maelezo zaidi, au kujieleza ufafanuzi wa mawazo yao. mhusika mkuu katika hadithi hii?” au “Ipi ni Kwa mfano: Mwalimu anauliza, “Kwa nini ambayo yanahitaji kufikiri, kubwa, -2 au -6?” mhusika mkuu alikuwa na huzuni? Nini Kwa mfano: Mwalimu anauliza, Mnafiriaje ufafanuzi, au ujumla au yana kinakufanya ufikirie hivyo?” AU “Kwa nini -2 ni mhusika mkuu wa hadithi atajiandaaje kubwa kuliko -6?” Na kisha anauliza, kwa mashindano?” Baada ya mwanafunzi zaidi ya jibu 1 sahihi “Unatumiaje mhimili kutambua kuwa -8 au -4 kujibu, kisha mwalimu uliza swali la ni kubwa?” kufuatilia, “Una uhakika au fikir a gani zilizokupelekea kufikiri hivyo?” Kisha anamuliza mwanafunzi mwingine, “Unafikiri nini kitatokea baadaye?” Katika darasa la hisabati, mwalimu anauliza, “Unajuaje -2 ni kubwa kuliko - 6?” Baada ya mwanafunzi kujibu, mwalimu anaongezea swali kufuatilia, “Nini kitatokea namba zingelikuwa chanya?” Baadaye kwenye somo, mwalimu anauliza, “Unatumiaje mhimili kutambua iwapo -8 au -4 ni kubwa?” 6.2 Mwalimu hatoi shughuli za kufikiria. Mwalimu anagawa shughuli za juu juu Mwalimu hutoa shughuli maalum za Madarasa ambayo hayana jambo la za kufikiria. Shughuli za juu juu ni kama kufikiria. Shughuli maalum za kufikiria Mwalimu anatoa kazi kufikiria yanajumuisha yale ambayo vile uwishanisho wa vitu sale, kutambua ni kama vile utabiri, kutambua mifumo, za kufikiria wanafunzi wanakaa tu na kumsikiliza dhana au vipengele muhimu vya taarifa, ufafanuzi wa jambo, kuhusianisha, na mwalimu au kufanya marudio. na kulinganisha na kutofautishanisha sifa. kutafsiri taarifa. Pia zinaweza zinazowahitaji wanafunzi Kwa mfano, rejea kwenye orodha ya Pia hujumuisha kutumia mbinu na maelezo kujumuisha kutumia maelezo na mbinu kuchunguza maudhui shughuli za kufikiria kurasa ifuatayo. waliyojifunza tayari kwa kujifunza yale walizojifunza tayari kwa shughuli mpya kikamilifu, kinyume na kupokea ambayo mwalimu ameshaonyesha tayari. ambazo mwalimu hajaonyesha. tu taarifa au kujenga ufasaha Kwa mfano, rejea kwenye orodha ya shughuli Kwa mfano, rejea kwenye orodha ya (yaani, ufundishaji za kufikiria kurasa ifuatayo. shughuli za kufikiria kurasa ifuatayo. marudiorudio) 6.3 Wanafunzi hawaulizi maswali ya Wanafunzi hawaulizi maswali Wanafunzi wanauliza kujieleza wala hawafanya shughuli ya kujieleza. maswali ya kujieleza. Wanafunzi wanauliza za kufikiria Kwa mfano, rejea kwenye orodha ya shughuli Kwa mfano, baada ya kutatua hesabu za maswali ya kujieleza Kwa mfano, rejea kwenye orodha ya za kufikiria kurasa ifuatayo. kutoa, mwanafunzi anauliza, “Kwa nini 6-9 shughuli za kufikiria kurasa ifuatayo. jumla yake ni namba hasi?” au wanafanya shughuli za kufikiria Vinginevyo, wanafanya shughuli muhimu za kufikiria. Kwa mfano, rejea kwenye orodha ya shughuli za kufikiria kurasa ifuatayo. 56 B.6 INSTRUCTION The teacher builds students’ critical thinking skills. CRITICAL The teacher builds students’ critical thinking skills by encouraging them to actively analyze content. This can be observed in the classroom through the following behaviors: THINKING Score 1 2 3 4 5 Behavior LOW MEDIUM HIGH Quality In this classroom, the teacher In this classroom, the teacher is In this classroom, the teacher Range is ineffective at developing somewhat effective at is effective at developing critical thinking skills. developing critical thinking skills. critical thinking skills. 6.1 The teacher does not ask open- The teacher asks students at least The teacher asks students 3 or more ended questions OR asks only 1 2 open-ended questions but does not open-ended questions AND at least The teacher asks open-ended question. The teacher build on student responses, OR the 1 of them builds upon student open-ended questions may ask closed-ended questions that teacher asks 2 open-ended questions responses by asking students to justify have a predetermined answer. and 1 of them is a follow-up to a their reasoning, further explain, or that require reasoning, For example: The teacher asks, “Who is student response. clarify their ideas. explanation, or generalization the main character in this story?” or For example: The teacher asks, “Why was the For example: The teacher asks, “How do or have more than 1 correct “Which is greater, -2 or -6?” character unhappy? What makes you think you think the main characters in the story answer that?” OR “Why is -2 greater than -6?” And would prepare for the competition?” After then asks, “How do you use the number line a student responds, the teacher then to determine if -8 or -4 is greater?” follows up by asking, “What facts or ideas make you think that?” Then s/he asks another student, “What do you think happens next?” In a math class, the teacher asks, “How do you know -2 is greater than - 6?” After the student responds, the teacher follows up by asking, “What would happen if the numbers were positive?” Later in the lesson, the teacher asks, “How do you use the number line to determine if –8 or –4 is greater?” 6.2 The teacher does not provide The teacher provides superficial The teacher provides substantial thinking tasks. Classrooms with no thinking tasks. Superficial thinking tasks thinking tasks. Substantial thinking The teacher provides thinking tasks include those where are tasks such as matching sets of items, tasks are tasks such as making thinking tasks students simply listen to the teacher or identifying concepts or key pieces of predictions, identifying patterns, perform rote tasks. information, and comparing and explaining thinking, making that require students to actively For examples, refer to the thinking task contrasting characteristics. They also connections, and interpreting analyze content, as opposed to table on the next page. include applying learned information or information. They also include applying simply receiving information or techniques to tasks similar to those the learned information or techniques to building fluency (i.e., rote teacher has already demonstrated. new tasks the teacher has not demonstrated. learning) For examples, refer to the thinking task table on the next page. For examples, refer to the thinking task table on the next page. 6.3 Students do not ask open-ended Students do not ask open-ended Students ask open-ended questions. questions nor do they perform questions; however, they do perform For example, after working on subtraction The students ask open- thinking tasks. superficial thinking tasks. problems, a student asks, “Why does 6 – ended questions or For examples, refer to the thinking task For examples, refer to the thinking task table 9 equal a negative number?” perform thinking tasks table on the next page. on the next page. Alternatively, they perform substantial thinking tasks. For examples, refer to the thinking task table on the next page. 57 Jedwali la Shughuli za Kufikiria Mifano hii ina nia ya kuwasaidia waangalizi kufafanua nini inajumuisha shughuli ya kufikiri na kutofautisha kati ya viwango vya ubora. Ni muhimu kutambua kwamba mifano hii si ya kina. Kwa kuongeza, mazingira na viwango vya wanafunzi kujifunza vinapaswa kupimwa kwa ungalifu wakati wa kuweka alama 6.2 na 6.3. Madarasa ya Lugha CHINI WASTANI JUU 1. Wanafunzi wanasoma Wanafunzi wanawianisha picha na herufi. Kwa Mwalimu ana baadhi ya maneno mafupi ubaoni. alfabeti mara kwa mara. mfano, herufi tofauti zimeandikwa ubaoni. Mwalimu Anasoma, “paka” wakati akionyesha herufi na Kujifunza anawaita wanafunzi mmoja baada ya mwingine na anawauliza wanafunzi nini kingelitokea ikiwa kusoma anawapa picha yenye kipande cha tunda. Anasema, wangelibadilisha herufi ya kwanza kwenda “n” au “k.” “Una kipande gani cha tunda? Fikiri, herufi ya Kisha anawaomba kuchagua neon na kuona nini kwanza ya jina la tunda lako ni ipi na weka picha kitatokea ikiwa watabadili herufi ya kwanza. yako ubaoni chini ya herufi inayofaa. 2. Wanafunzi wanapokezana Baada ya kusoma hadithi, mwalimu anaandika Baada ya kusoma hadithi, mwalimu anasema, “Sasa kusoma hadithi au mfululiza wa maswali ubaoni ambayo kila nawataka mtabiri nini kinachoweza kutokea baadaye Ufahamu wa wanamsikiliza tu mwalimu. mwanafunzi anapaswa kujibu peke yake. Maswali katika hadithi na kisha utakapomaliza shirikishana na kusoma haya yanawataka wanafunzi kutambua mambo jirani yako. muhimu ya hadithi, kama vile mhusika mkuu, mazingira, na mlolongo wa matukio. 3. Wanafunzi wanarudiarudia Mwalimu anawaomba wanafunzi kuandika sentensi Wanafunzi wanatakiwa kuchambua sentensi 3 tofauti kuandika mfano wa ambayo lengo ni umuhimu wa muundo wa sentensi kwa kuorodhesha ulinganifu na utofauti kati ya miundo Kujifunza sentensi. kwa kutumia orodha ya vitenzi au majina. ya sentensi na kuelezea kwa nini kutumia muundo kuandika mmoja wa sentensi ni bora zaidi kuliko mwingine. Madarasa ya Hisabati CHINI WASTANI JUU 1. Mwalimu anawaomba Wanafunzi wanalinganisha namba kulingana na Mwalimu anaweka mfululizo wa namba ubaoni na wanafunzi kukaliri namba ukubwa na kuziandaa kwa utaratibu wa kushuka au anawambia wanafunzi kutafuta mtindo mzuri. Kwa Kujifunza juu ya 1–100. kupanda. Kwa mfano mwalimu anaandika ubaoni 8, mfano, mwalimu anaandika mfululizo 3 wa namba namba 29, 72, 63, na 7. Anawambia wanafunzi kuandika ubaoni: 3, 13, 17, 23; 6, 15, 24, 30, 36; na 4, 12, 28, namba kwa utaratibu wa kupanda juu. Vinginevyo, 32, 40. Anawambia wanafunzi kutafuta ni nini mwalimu anawambia wanafunzi, “Angalieni kinachofanana katika kila kikundi. mkusanyo wa namba: 2, 5, 10, 19, 24. Andika chini safu 2 za namba shufwa na witiri.” 2. Wanafunzi wanamsikiliza Mwalimu anaelezea mchakato wa kutoa. Kisha Mwalimu anaelezea mchakato wa kutoa. Kisha mwalimu anafafanua dhana anawauliza wanafunzi wafanya baadhi ya maswali ya mwalimu anaandika menyu ubaoni ikiwa pamoja na Kujifunza juu ya na kisha wananakili mifano kutoa (mfano, “10-5=?”) na waandike majibu kwenye bei. Mwalimu anawambia wanafunzi kufikiria kuwa kutoa toka ubaoni. madaftali yao. wana Tsh40,000 na watafute watapata chenji ya shilingi ngapi wakinunua vitu tofauti. 3. Wanafunzi wanamsikiliza Katika somo la bar grafu, mwalimu anatumia chati ya Katika somo la bar grafu, mwalimu anachora bar mwalimu anafafanua dhana namba na kuchora bar grafu akionyesha vyakula grafu kuonyesha akionyesha vyakula vipendwavyo Kujifunza juu ya na kisha wananakili mifano vinavyopendelewa na darasa. Kisha anauliza na darasa. Kisha anawaomba wanafunzi kufanya bar grafu toka ubaoni. wanafunzi, “bar ipi ni ndefu kuliko zote? Bar ipi ni fupi kazi wawili wawili kutafsiri taarifa ili kutambua na kuliko zote?” kupanga chakula toka kinachopendelewa zaidi na kinachopendelewa kidogo. Kisha anawambia kuhesabu wanafunzi wangapi wanataka vyakula vinavyopendelewa zaidi wakilinganishwa na vinavyopendelewa kidogo. 4. Wanafunzi wanaambiwa Katika somo la sehemu, wanafunzi wanapewa Mwalimu anawambia wanafunzi kukunja kipande cha kurudia fasili ya hesabu za vipande vya karatasi vilivyokatwa kwa maumbo karatasi kuwa sudusu. Kisha anasema, “tia kivuli Kujifunza juu ya sehemu kwa wanafunzi mbalimbali na wanaagizwa kukunja karatasi katika ndani ya 3/6 ya karatasi zenu. Andika chini sehemu kutoka jirani zao. maumbo mbalimbali ambayo yanawakilisha sehemu. iliyotiwa kivuli na angalia ni sehemu ngapi unaweza Mwalimu anawaonyesha jinsi ya kukunja katika kuandika zinazowakilisha eneo hili. sehemu mbalimbali na kisha, wafanye kazi wawili wawili, na mwalima anasema, “Mmoja wenu atakunja karatasi yake kuwa 1/5, mwingine 1/3. Kisha, aliye na sehemu kubwa anapaswa kusimama.” 5. Mwalimu yuko ubaoni Baada ya kuelezea jinsi gani ya kupata eneo la Baada ya kujifunza jinsi ya kupata eneo la mstatili, anafanya hesabu za eneo za mstatili, mwalimu anachora mstatili ubaoni, anatoa wanafunzi wanaombwa kutatufa eneo la darasa lao Kutafuta eneo la mistatili 3 tofauti na vipimo, na anawambia wanafunzi kutumia kanunu ambalo lina umbile la mstatili. mstatili wanafunzi wananakili wanazojua ili kupata eneo. kwenye madaftali yao. 6. Mwalimu anaandika ubaoni Mwalimu anaandika ubaoni maswali ya mafumbo na Mwalimu anaandika ubaoni maswali ya mafumbo na Kufumbua maswali ya mfumbo na anawaonyesha wanafunzi jinsi ya kutatua. Kisha anawaonyesha wanafunzi jinsi ya kutatua. Kisha anawaonyesha wanafunzi mwalimu anawapa wanafunzi maswali kuyatatua. mwalimu anawapa wanafunzi maswali kutatua. mafumbo jinsi ya kutatua. Mwalimu anawaita wanafunzi kufafanua ni jinsi gani walivyofumbua maswali tofauti. 58 Thinking Task Table These examples are intended to help observers decipher what constitutes a thinking task and to differentiate between the quality levels. It is important to note that these examples are not comprehensive. In addition, context and students’ learning levels should be weighed considerably when scoring 6.2 and 6.3. Language Classes LOW MEDIUM HIGH 1. Students repetitively read Students match photos to a letter. For example, The teacher has several short words written on the the alphabet. different letters are written on the board. The teacher board. S/he reads “cat” while pointing at the letters and Learning calls students up one at a time and gives them an asks students what would happen if they changed the to read image of a piece of fruit. S/he says, "What piece of first letter to “p” or “s.” Then s/he asks them to choose fruit do you have? Think, what is the first letter of the a word and see what happens if they change the first name of your fruit and put your picture on the board letter. under the appropriate letter." 2. Students take turns After reading a story, the teacher writes a series of After reading a story, the teacher says, "Now I want reading a story or simply questions on the board that students need to answer you to predict what might happen next in the story. Reading listen to the teacher read independently. These questions ask students to Write down what you think would happen next and comprehension a story. identify key aspects of the story, such as the then share with your neighbor when you're done." protagonist, the setting, and the sequence of events. 3. Students repetitively write The teacher asks students to write sentences where Students are asked to analyze 3 different sentences example sentences. the focus is on a specific sentence structure using a by listing the similarities and differences between the Learning writing list of specific verbs or nouns. sentence structures and to explain why using one sentence structure is better than another. Math Classes LOW MEDIUM HIGH 1. The teacher has students Students compare numbers based on size and The teacher puts sequences of numbers on the memorize numbers 1–100. organize them by descending or ascending order. board and has students find the patterns. For Learning about For example, the teacher writes 8, 29, 72, 63, and 7 example, the teacher writes the following 3 number numbers on the board. S/he tells students to write the sequences on the board: 3, 13, 17, 23; 6, 15, 24, 30, numbers in ascending order. Alternatively, the 36; and 4, 12, 28, 32, 40. S/he then tells students to teacher tells students, "Look at this set of numbers: identify what each group has in common. 2, 5, 10, 19, 24. Write down in 2 columns which are even numbers and which are odd numbers." 2. Students listen to the The teacher explains the process of subtraction. She The teacher explains the process of subtraction. The teacher explain the concept then asks students to complete several subtraction teacher then writes a “menu” on the board including Learning about and then copy the examples problems (e.g., “What's 10 -5?") and to write their prices. The teacher has students imagine they have subtraction from the board. answers in their notebooks. $20 and asks them to figure out how much change they would receive from buying different items. 3. Students listen to the In a lesson on bar graphs, the teacher uses a chart In a lesson on bar graphs, the teacher draws a bar teacher explain the concept of numbers and draws a bar graph showing the graph showing the class's favorite foods. S/he then Learning about and then copy the examples class's favorite foods. S/he then asks students, asks students to work in pairs to interpret the bar graphs from the board. "Which bar is tallest? Which bar is the shortest?" information to identify and rank foods from the most preferred to the least preferred. S/he then tells them to calculate how many more students prefer the most preferred compared to the least preferred food. 4. Students are told to repeat In a lesson on fractions, students are given pieces of The teacher tells students to fold a piece of paper Learning about the definition of a fraction to paper cut into various shapes and are instructed to into sixths. Then s/he says, "Color in 3/6ths of your their neighbor. fold the paper into various shapes that represent paper. Write down the fraction of the colored part of fractions fractions. The teacher shows them how to fold into the paper and see how many other fractions you can various fractions and then, having them work in pairs, write that represent this area. What patterns do you says, "One of you will fold your paper into 1/5, the identify among the fractions?” other will fold your paper into 1/3. Then, whoever has the larger fraction should stand up." 5. The teacher calculates the After explaining how to find the area of a rectangle, After learning how to find the area of a rectangle, area of 3 different rectangles the teacher draws a rectangle on the board, gives students are asked to compute the area of the Finding the area on the board and has measurements, and has students use formulas they classroom, which is in the shape of a rectangle. of a rectangle students copy the information know to determine the area. in their notebooks. 6. The teacher writes a The teacher writes a word problem on the board and The teacher writes a word problem on the board and word problem on the board shows students how to solve it. The teacher then shows students how to solve it. The teacher then Solving word and shows students how to gives students a set of word problems to solve. gives students a set of word problems to solve. The problems solve it. teacher calls on students to explain how they solved the different problems. 59 60 UWEZO WA UHUSIANO NA KIHISIA (SOCIOEMOTIONAL SKILLS) UHURU (AUTONOMY) USTAHIMILIVU (PERSEVERANCE) UWEZO WA UHUSIANO NA USHIRIKIANO (SOCIAL & COLLABORATIVE SKILLS) 61 C.7 UWEZO WA UHUSIANO Mwalimu anaruhusu wanafunzi kuchagua na anawahimiza NA KIHISIA wanafunzi kushiriki darasani. Mwalimu huwapa wanafunzi fursa ya kuchagua na kuwahimiza kushiriki katika nafasi muhimu UHURU darasani. Wanafunzi wanatumia vema fursa hizo kwa kujitolea kuchukua majukumu na kutoa mawazo na maoni yao wakati wote wa darasa. Hii inaweza kuchunguzwa darasani kwa njia ya tabia zifuatazo: Maksi 1 2 3 4 5 Alama za CHINI WASTANI JUU Ubora wa Katika darasa hili, mwalimu ni Katika darasa hili, mwalimu ni Katika darasa hili, mwalimu ni Tabia dhaifu katika kuendeleza mfanisi kiasi fulani wa mfanisi wa kuendeleza uhuru uhuru wa wanafunzi. kuendeleza uhuru wa wanafunzi. wa wanafunzi. 7.1 Mwalimu hawapi wanafunzi Mwalimu waziwazi anawapa wanafunzi Mwalimu waziwazi anawapa machaguo waziwazi. Mwalimu angalau chaguo 1 la rasharasha ambalo wanafunzi angalua chaguo 1 Mwalimu anawapa anaamua jinsi gani shughuli za halihusiani na lengo la kujifunza. maalum ambalo linahusiana na lengo wanafunzi machaguo kujifunza zikamilishwe bila ya kuwapa la kujifunza. Kwa mfano: Mwalimu anawaruhusu fursa tofauti za jinsi wanafunzi wanafunzi kuchagua kati ya penseli tofauti za Kwa mfano: Mwalimu anaruhusu wanaweza kuanza kazi hiyo. rangi kukamilisha zoezi, kuamua kukaa wapi wanafunzi kuchagua kati ya kuandika Kwa mfano: Wanafunzi wanatakiwa darasani wakati wakikamilisha zoezi, insha au kutoa hotuba juu mchazo kukamilisha seti za matatizo ya hisabati kuchagua utaratibu gani kukamilisha shughuli, wanaopenda. Katika darasa la sayansi, kufuatia seti ya hatua zilizowekwa. au kumpigia kura kwenye onyesho lipi la mwalimu anawaruhusu wanafunzi Vinginevyo, mwalimu anawambia mwanafunzi lilikuwa bora. kuchagua mnyama wa kuchunguza. wanafunzi kuandika sentensi bila ya kuwapa dhamira ya machaguo. 7.2 Mwalimu hawapi wanafunzi fursa za Mwalimu anawapa wanafunzi fursa finyu Mwalimu anawapa wanafunzi fursa kuchukua majukumu darasani. za majukumu darasani. za majukumu muhimu darasani. Mwalimu anawapa Kwa mfano: Somo ni la kimhadhara hasa Kwa mfano: Wanafunzi wanachukua orodha Kwa mfano: Mwalimu anampa wanafunzi fursa za na la mpangilio wa juu; hatimaye ushiriki ya wanafunzi wenzao, wanapangia shughuli, mwanafunzi fursa ya kutatua mlinganyo kuchukua majukumu wa wanafunzi ni kuandika tu maelezo. wanapitisha vifaa, au wanaandika ubaoni. ubaoni na kufafanua kwa darasa jinsi Majukumu finyu yanajumuisha pia kazi alivyokabiliana na changamoto kubwa ya darasani nyinginezo za darasani kama vile kuchota tatizo hilo. maji, kufuta ubao, au kusafisha darasa. 7.3 Wanafunzi hawajitolei kushiriki Wanafunzi wachache wanajitolea Wanafunzi zaidi wanajitolea darasani. kushiriki darasani kwa kuonyesha fikira kushiriki kwa kuonyesha fikira zao Wanafunzi wanajitolea zao na kuchukua majukumu. na kuchukua majukumu. kushiriki darasani Kwa mfano: Wakati mwalimu anauliza swali, Kwa mfano: Wakati mwalimu anauliza wanafunzi wachache tu wananyoosha mikono swali, wanafunzi wengi wananyoosha yao juu kujibu; baadaye wakati mwalimu mikono yao juu kushirikisha majibu yao. anauliza swali jingine, wanafunzi wale wale Wanafunzi wanaweza pia kujitolea bila ya wachache wananyoosha mikono yao juu. mwalimu kuuliza (mfano, mwanafunzi anajitolea kushirikisha matukio yanaohusiana na dhana wakati mwalimu anaifafanua). 62 C.7 SOCIOEMOTIONAL The teacher allows students to make choices and encourages SKILLS students to participate in the classroom. The teacher provides students with opportunities to make choices and take on meaningful roles in AUTONOMY the classroom. Students make use of these opportunities by volunteering to take on roles and expressing their ideas and opinions throughout the lesson. This can be observed in the classroom through the following behaviors: Score 1 2 3 4 5 Behavior LOW MEDIUM HIGH Quality In this classroom, the teacher In this classroom, the teacher is In this classroom, the teacher Range is ineffective at developing somewhat effective at is effective at developing students’ autonomy. developing students’ autonomy. students’ autonomy. 7.1 The teacher does not explicitly The teacher explicitly provides students The teacher explicitly provides provide students with choices. The with at least 1 superficial choice that is students with at least 1 substantive The teacher provides teacher decides how learning activities not related to the learning objective. choice that is related to the learning students with choices should be completed, without providing objective. For example: The teacher allows students to different options for how students can choose between different colored pencils to For example: The teacher allows students approach the task. complete an assignment, decide where to sit to choose between writing an essay or For example: Students are asked to in the classroom when completing a task, doing a presentation about their favorite complete a set of math problems following choose the order in which to complete the sport. In a science class, the teacher lets a prescribed set of steps. Alternatively, the activities, or vote on which student students choose an animal to investigate. teacher tells students to write sentences presentation was the best. without providing intentional choices. 7.2 The teacher does not provide The teacher provides students with The teacher provides students with students with opportunities to take opportunities to take on limited roles in opportunities to take on meaningful The teacher on roles in the classroom. the classroom. roles in the classroom, in which they provides students For example: The lesson is primarily For example: Students take attendance, are responsible for parts of a learning activity. with opportunities lecture-based and highly structured; assign tasks, pass out materials, or write on subsequently, students’ participation the board. Limited roles also include For example: The teacher gives a student to take on roles in is limited to copying down information. housekeeping tasks such as fetching water, the opportunity to solve an equation on the classroom In this lesson, students never get wiping the board, or cleaning the classroom. the board and explain to the class how the chance to come to the board or read a s/he tackled the main challenges of the text. problem. 7.3 Students do not volunteer to Only a few students volunteer to Most students volunteer to participate in the classroom. participate by expressing their ideas participate by expressing their ideas The students volunteer and taking on roles. and taking on roles. to participate in the For example: When the teacher asks a For example: When the teacher asks a question, only a few students put their hand question, many students put their hand up classroom up to answer; later when the teacher asks to share their answers. The students could another question, the same few students put also volunteer without the teacher asking their hand up. (e.g., a student offers to share a related experience when the teacher is explaining a concept). 63 C.8 UWEZO WA UHUSIANO Mwalimu anakuza jitihada za wanafunzi, ana mitazamo mizuri juu ya NA KIHISIA changamoto, na anawatia moyo juu ya mpangilio wa lengo. Mwalimu anakuza jitihada za wanafunzi juu ya lengo la kumudu uzoefu mpya au dhana, badala ya USTAHIMILIVU kukazia tu kwenye matokeo, akili, au uwezo wa asili. Kwa kuongeza, mwalimu ana mtazamo mzuri juu ya changamoto, kushauri kushindwa na kukatishwa tamaa ni moja wapo ya mchakato wa kujifunza. Mwalimu pia anawatia moyo wanafunzi kupangilia malengo ya muda mfupi au mrefu. Hii inaweza kuchunguzwa darasani kwa njia ya tabia zifuatazo: Maksi 1 2 3 4 5 Alama za CHINI WASTANI JUU Ubora wa Katika darasa hili, mwalimu ni Katika darasa hili, mwalimu ni Katika darasa hili, mwalimu ni Tabia dhaifu katika kuendeleza mfanisi kiasi fulani katika mfanisi katika kuendeleza ustahimilivu wa wanafunzi. kuendeleza ustahimilivu wa ustahimilivu wa wanafunzi. wanafunzi. 8.1 Mwalimu hatambui jitihada za Katika darasa hili, mwalimu wakati Katika darasa hili, mwalimu, mara kwa mwanafunzi. Ingawa mwalimu mwingine hutambua jitihada za mara anatambua jitihada za Mwalimu anatambua anaweza kuwasifu wanafunzi kwa mwanafunzi, lakini masifu mengi wanafunzi juu ya kumudu uzoefu jitihada za wanafunzi “kuwa wenye werevu” au “wenye akili,” hulenga kwenye matokeo au akili za mpya au dhana na anazitaja mwalimu halengi kwenye juhudi au kazi mwanafunzi. waziwazi jitihada hizi. badala ya kulenga tu za wanafunzi. Kwa mfano: Mwanafunzi anapofanya vema Kwa mfano: Wakati wanafunzi wakitatua kwenye matokeo, akili, Kwa mfano: Mwalimu anasema, “Vizuri kwenye jaribio, mwalimu anasema, “Najua swali gumu ambalo wamekuwa au uwezo wa asili sana!” Wewe ni mwanafunzi mwerevu umejitahidi sana!” lakini wakati mwingi, wakipambana nalo, mwalimu anawasifu sana darasani” au “Umefanya vema!” mwalimu usifia wanafunzi kwa kusema wao ni na kukazia jitihada walizochukua kutatua Wewe ni mwerevu sana!” “werevu” au “wenye akili.” tatizo hilo. Mwalimu anasema, “Mmeendelea vema kwenye seti za kuzidisha! Nina furahi mliomba msaada. Ikiwa mkiendelea kufanya mazoezi na kutumia mbinu tulizojifunza darasani, mtayamudu yote hivi karibuni!” Mtazamo wa mwalimu juu ya changamoto 8.2 Mwalimu ana mtazamo mbaya juu ya za wanafunzi uko pande zote. Ingawa Mwalimu ana mtazamo mzuri juu ya changamoto za wanafunzi. changamoto za wanafunzi, na Mwalimu ana mtazamo mwalimu hamwadhibishi mwanafunzi kwa anawasaidia wanafunzi kuelewa kuwa Kwa mfano: Mwalimu waziwazi anakaripia kufanya makossa au akihangaika na dhana mzuri juu ya wanafunzi kwa kufanya makossa au si kushindwa na kukatishwa tamaa ni mpya, mwalimu hawezi kuweka sawa mvumilivu pale wanafunzi wanapochukua kwamba kushindwa na kukatishwa tamaa ni sehemu za kawaida za mchakato wa changamoto za muda kuelewa dhana mpya. sehemu za kawaida za mchakato wa kujifunza. wanafunzi 20 kujifunza. Kwa mfano: Wakati mwanafunzi Kwa mfano: Wakati mwanafunzi anahangaika anahangaika na seti ya matatizo, mwalimu kutatua tatizo la hesabu ubaoni, mwalimu anasema, “Kumbuka, ni sawa kuhisia hapo papo anampa mwanafunzi jibu katika kukatishwa tamaa wakati tunajaribu hali ya kawaida (yaani, siyo katika hasira au kufanya kitu kipya! Tufikirie ni jinsi gani asiye mvumilivu). tunavyoweza kufanya hili.” Mwalimu pia anawatia moyo wanafunzi kufikiri kupitia nyenzo nyingine zinazoweza kusaidia (mfano, mwombo rafiki yako ushauri, kuangalia majibu ndani ya kitabu). 8.3 Mwalimu hawatilii moyo wanafunzi Mwalimu anawatia moyo wanafunzi Mwalimu anawatia moyo wanafuzi kupanga malengo ya muda mfupi au wanafunzi kupanga malengo aidha ya kupanga malengo ya muda mrupi Mwalimu anatia moyo mrefu.21 muda mfupi AU ya muda mrefu.12 NA muda mrefu.12 mpangilio wa lengo Kwa mfano: Kwa mpangilio wa lengo wa Mwalimu anaweza kurejea kwenye muda mfupi, mwalimu anasema, “Utasoma malengo yote mawili muda mrefu na kurasa ngapi za kitabu kila siku juma hili?” mfupi kwa wakati mmoja, hasa Kwa mpangilio wa lengo la muda mrefu, mwalimu anasema, “Ninataka uandike anapokuwa anawahiza wanafunzi mafanikio uliyofikia kwenye malengo kupanga lengo la muda mfupi ambalo tuliyopanga tulipoanza shule mwaka huu.” lingeliwasaidia kufikia lengo la uda mrefu. Vinginevyo, mwalimu anaweza kuongelea umuhimu wa kupangilia malengo kwa hali Kwa mfano: Mwalimu anasema, “Ebu ya ujumla. tufikirie juu ya malengo tuliyojipangia toka mwanzo wa mwaka. Ni nini utafanya juma Kwa mfano: Mwalimu anasema, “Ni muhimu hili kitakachokusaidia kufikia lengo hilo?” kufikiria juu ya unataka kuwa nani Vinginevyo, mwalimu anaongelea kwa utakapokuwa mkubwa.” Kwa kuongeza, utengano juu ya malengo ya muda mfupi mwalimu anafafanua jinsi wahusika wakuu na mrefu (kama ilivyo kwenye mfano wa kwenye hadithi wanavyojipangia lengo lao la “Wastani”). muda mfupi au mrefu na walivyo lifanyia kazi. 20 Changamoto hizi zinaweza kujumuisha, kufanya makosa, kupata alama ndogo kwenye jaribio, au kuhisia kukatishwa tamaa wakati wa kujaribu kuelewa dhana. 21Malengo ya muda mfupi ni malengo ambayo wanafunzi wanatarajia kufikia ndani ya mwezi mmoja au chini, na malengo ya muda mrefu ni malengo ambayo yanachukua muda mrefu (mfano, mwaka mzima wa masomo, wakati wakiwa wakubwa). 64 C.8 SOCIOEMOTIONAL The teacher promotes students’ efforts, has a positive SKILLS attitude toward challenges, and encourages goal setting. The teacher promotes students’ efforts toward the goal of mastering new skills or concepts, PERSEVERANCE instead of focusing solely on results, intelligence, or natural abilities. In addition, the teacher has a positive attitude toward challenges, framing failure and frustrations as useful parts of the learning process. The teacher also encourages students to set short- and/or long-term goals. This can be observed in the classroom through the following behaviors: Score 1 2 3 4 5 Behavior LOW MEDIUM HIGH Quality In this classroom, the teacher In this classroom, the teacher In this classroom, the teacher Range is ineffective at developing is somewhat effective at is effective at developing students’ perseverance. developing students’ students’ perseverance. perseverance. 8.1 The teacher does not acknowledge In this classroom, the teacher sometimes In this classroom, the teacher student efforts. Although the teacher acknowledges student efforts, but most frequently acknowledges students’ The teacher may praise students for “being smart” praise is focused on outcomes or efforts toward mastering new skills acknowledges or “intelligent,” the teacher does not student intelligence. or concepts and identifies these focus on students’ efforts or work. efforts explicitly. students’ efforts rather For example: When a student does well on a test, the teacher says, “I know you put so For example: The teacher says, For example: When students solve a than focusing only “Very good! You’re the smartest student in much hard work into this!,” but most times, the difficult problem they had been struggling on results, intelligence, the class” or “Well done! You’re so smart!” teacher praises students by saying they are with, the teacher praises and highlights “smart” or “intelligent.” the efforts they made to solve the or natural abilities problem. The teacher says, “You have progressed so much on our multiplication problem sets! I’m glad you asked me for help. If you keep practicing and using the strategies we learned in class, you’ll master them all very soon!” 8.2 The teacher has a negative attitude The teacher has a neutral attitude The teacher has a positive attitude toward students’ challenges. toward students’ challenges. Although toward students’ challenges, and The teacher has a For example: The teacher explicitly scolds the teacher does not penalize a student for helps students understand that failure positive attitude students for making mistakes or becomes making mistakes or struggling with a new and frustration are normal parts of the impatient with a student for taking time to concept, the teacher does not make it learning process. towards students’ understand a new concept. clear that failure and frustration are normal For example: When a student is struggling challenges22 parts of the learning process either. with a problem set, the teacher says, For example: When a student is struggling to “Remember, it’s okay to feel frustrated solve a math problem on the board, the when we’re trying to do something new! teacher simply gives the student the answer in Let’s think about how we can go about a neutral manner (i.e., not in an angry or this.” The teacher also encourages impatient manner). students to think through different resources they could turn to for help (e.g., asking a friend for advice, looking for answers in the textbook). 8.3 The teacher does not encourage The teacher encourages students to set The teacher encourages students to students to set short- or long-term either short- OR long-term goals.11 set short- AND long-term goals.11 The teacher encourages goals.23 The teacher may reference both long- For example: For short-term goal setting, the goal setting teacher says, “How many pages of the book and short-term goals at the same time, will you read each day this week?” For long- particularly when encouraging students term goal setting, the teacher says, “I want to set a short-term goal that would help you to write down how much progress you’ve them achieve a long-term goal. made on the goals we set at the beginning of For example: The teacher says, “Let’s the school year.” think about the goals we set for ourselves Alternatively, the teacher may talk at the beginning of the school year. What about the importance of setting goals in is one thing you will do this week that will a general way. get you closer to that goal?” Alternatively, the teacher talks about the short- and For example: The teacher says, “It’s important long-term goals separately (as in the to think about what you want to be when you examples for “Medium”). grow up.” In addition, the teacher highlights how characters in a story set a short- or long- term goal for themselves and how they worked toward it. 22 These challenges may include making mistakes, scoring low on a test, or feeling frustrated when trying to understand a concept. 23 Short-term goals are goals that students aim to achieve within a month or less, and long-term goals are goals that span a longer timeframe (e.g., over the school year, when they grow up). 65 C.9 UWEZO WA UHUSIANO NA KIHISIA Mwalimu anakuza mazingira ya ushirikiano darasani. Mwalimu anahimiza ushirikiano kati ya wanafunzi na anaendeleza uwezo wa mahusiano. UWEZO WA Wanafunzi wanaitikia jitihada za mwalimu kwa kushirikiana wao kwa wao darasani, wanajenga mazingira yasiyo na ukatili kimwili au kihisia. Hii inaweza kuchunguzwa darasani kwa njia ya tabia UHUSIANO NA zifuatazo: USHIRIKIANO Maksi 1 2 3 4 5 Alama za CHINI WASTANI JUU Ubora wa Katika darasa hili, mwalimu ni Katika darasa hili, mwalimu ni Katika darasa hili, mwalimu ni Tabia dhaifu kwa kuendeleza uwezo mfanisi kwa kiasi fulani katika mfanisi katika kuendeleza wa wanafunzi kushirikiana. kuendeleza uwezo wa wanafunzi uwezo wa wanafunzi kushirikiana. kushirikiana. 9.1 Mwalimu haendelezi ushirikiano kati Mwalimu anaendeleza ushirikiano wa Mwalimu anaendeleza ushirikiano ya wanafunzi. juu juu kati ya wanafuzi kwa muhimu wa wanafunzi kwa Mwalimu anaendeleza kushirikishana maoni, vifaa, au kuwaomba wafanye kazi pamoja Kwa mfano: Mwalimu hatui fursa za ushirikiano wa kufanya kazi katika vikundi au wawili mawazo. kuzalisha kitu, kutatua tatizo, wawili. kukamilisha karatasi ya zoezi au kutoa wanafunzi kwa Kwa mfano: Mwalimu anawaomba wazo jipya. mwanafunzi kusoma kazi za wanafunzi kuwachangamanisha wenzao au kushirikishiana penseli za rangi. Kwa mfano: Mwalimu anawaomba na wenzao wanafunzi kuwa wawili au kuunda vikundi kukamilisha zoezi linalohitaji ushirikiano kama vile, kuchora mchoro wa mzunguko wa maji au kuja na vigiizo vinavyoonyesha mkusanyiko wa msamiati wa maneno. 9.2 Mwalimu haendelezi uwezo mzuri wa Mwalimu anaendeleza uwezo mzuri wa Mwalimu anaendeleza uwezo mzuri mahusiano ya wanafunzi. mahusiano ya wanafunzi kwa juu juu au wa mahusiano ya wanafunzi kwa Mwalimu anaendeleza kidogo tu. kuwahimiza vile kuchukua maoni, uwezo mzuri wa kusisitiza, udhibiti wa hisia, na kutatua Kwa mfano: Mwalimu anawambia wanafunzi, “kusaidiana” wakati wa zoezi la kikundi, matatizo ya umma mahusiano ya anamwambia mtoto “kusema pole” kwa Kwa mfano: Mwalimu anamuliza wanafunzi mwanadarasa mwenzake, au anawahimiza mwanafunzi, “Unafikiriaje ilimfanya watoto kupokezana wakati wa shughuli. Hata (mwanadarasa au mhusika mkuu ndani ya kama vile kuchukua maoni, hivyo, mwalimu hafafanui kwa nini tabia hizi ni kitabu) ajisikie? kusisitiza, udhibiti wa hisia, na muhimu. kutatua matatizo ya umma24 Angalia Maswali&Majibu 9.2 kwa mifano zaidi. 9.3 Wanafunzi hawashirikiani AU wakati Wanafunzi wanashirikiana kwa juu juu; Wanafunzi wanashirikiana wao kwa wakichangamana wao kwa wao, kunaweza kukawa na hali ndogo wao kwa kufanya kazi pamoja Wanafunzi huonyesha tabia mbaya. ambapo wanaonyesha tabia mbaya kuzalisha kitu, kutatua tatizo, wanashirikiana wao kwa Kwa mfano: Wakati wakiombwa (mfano; kuchokoza, kusukuma, kukamilisha zoezi kwenye karatasi, kuonea). au kutoa wazo jipya. wao kwa njia ya kuchagua wenziwe kufanya nao shughuli, wanafunzi kwa makusudi Kwa mfano: Wanafunzi wanashirikishana Kwa mfano: Wanafunzi wanafanya kazi kuchangamanda vitendea kazi kati yao kwenye kikundi, lakini kwenye makundi kukamilisha zoezi wanamtenga mmoja au wenzi wengi. wanakamilisha shughuli kwa kujitegemea au ambalo linahitaji kushirikiana, kama vile hawashirikiani wao kwa wao kwenye kuchora mchoro wa mzunguko wa maji au mkusanyiko wa tatizo. kuja na vigiizo vinavyoonyesha mkusanyiko wa msamiati wa maneno. 24Kuchukua maoni: Uwezo wa kuzingatia hali kutoka mtazamo tofauti. Kusisitiza: Uwezo wa kutambua na kushirikishana hisia za mwingine. Kudhibiti hisia: Uwezo wa kifanisi kumudu na kuitikia majaribio ya hisia. Kutatua matatizo ya umma: Mchakato ambao mtu anachukua kutatua tatizo la mahusiano kati ya watu. Hii inaweza kuhusisha kutumia maswala ya kuzingatia mtazamo, kusisitiza, au kudhibiti hisia hadi kwenye hali ya kijamii. 66 C.9 SOCIOEMOTIONAL SKILLS The teacher fosters a collaborative classroom environment. The teacher encourages students’ collaboration with one another and promotes students’ SOCIAL & interpersonal skills. Students respond to the teacher’s efforts by collaborating with one another in the classroom, creating an environment free from physical or emotional hostility. This can be COLLABORATIVE observed in the classroom through the following behaviors: SKILLS Score 1 2 3 4 5 Behavior LOW MEDIUM HIGH Quality In this classroom, the teacher In this classroom, the In this classroom, the teacher Range is ineffective at developing teacher is somewhat effective is effective at developing students’ collaborative skills. at developing students’ students’ collaborative skills. collaborative skills. 9.1 The teacher does not promote The teacher promotes superficial The teacher promotes substantial collaboration among students. student collaboration through sharing student collaboration by asking them The teacher promotes opinions, materials, or ideas. to work together to produce a product, For example: The teacher does not students’ collaboration provide any opportunities to work in For example: The teacher asks students to solve a problem, complete a groups or pairs. read their neighbor’s work or share crayons worksheet, or present a new idea. through peer interaction with each other. For example: The teacher asks students to form pairs or groups to complete a task that requires collaboration, such as creating a diagram of the water cycle or coming up with skits to illustrate a set of vocabulary words. 9.2 The teacher does not promote The teacher promotes students’ The teacher promotes students’ students’ interpersonal skills. interpersonal skills in a brief or interpersonal skills by encouraging The teacher promotes superficial manner. perspective taking, empathizing, students’ interpersonal For example: The teacher tells students to emotion regulation, or social problem “Help each other” during a group exercise, solving. skills, asks a child to “Say you’re sorry” to a For example: The teacher asks a student, such as perspective taking, classmate, or encourages children to take “How do you think that made him/her turns during an activity. However, the teacher (classmate or character in a book) feel?” empathizing, emotion does not explain why these behaviors are regulation, and social problem important. See FAQ 9.2 for more examples. solving 25 9.3 Students do not collaborate OR when Students collaborate superficially; Students collaborate with one students interact with one another, there may also be minimal instances another by working together to Students collaborate they display negative behaviors. where students display negative produce a product, solve a problem, with one another For example: When asked to pick partners behaviors (e.g., teasing, pushing, complete a worksheet, or present a bullying); however, these behaviors are new idea. There are no displays of through peer interaction for an activity, students purposefully isolated and minor or playful (i.e., no negative behavior. exclude one or more of their peers. student is upset) and are not a core For example: Students work in groups to characteristic of the classroom. complete a task that requires For example: Students share materials among collaboration, such as creating a diagram themselves in a group, but they complete the of the water cycle or coming up with skits activity independently and do not collaborate to illustrate a set of vocabulary words. with one another on problem sets. 25Perspective taking: The ability to consider a situation from a different point of view. Empathizing: The ability to recognize and share another’s emotions. Emotion regulation: The ability to effectively manage and respond to an emotional experience. Social problem solving: The process that an individual goes through to solve an interpersonal problem. This may involve applying aspects of perspective taking, empathizing, or emotion regulation to a social situation. 67 68 MASWALI YANAYOULIZWA MARA KWA MARA (FREQUENTLY ASKED QUESTIONS) 69 Muda kwenye Kazi (0.1a) Wakati darasa liko kwenye mpito, nitajuaje mpito umekwisha? Mpito hunatokea katika madarasa mengi. Kama ilivyoonyeshwa katika mwongozo, fikiria kile wanafunzi wengi wanafanya na kama mwalimu anawapa fursa za kujifunza. Mpito unamalizika rasmi pale wanafunzi wengi wanapopewa shughuli ifuatayo ya kujifunza. Kwa mfano, ikiwa mwalimu anasema, “Chukueni madaftali yenu na mkamilishe zoezi kwenye ukurasa wa 3,” lakini wanafunzi bado hawajachukua madaftali yao wakati wa taswira, hii bado inazingatiwa kama shughuli ya kujifunza iwapo mwalimu ametoa shughuli ya kujifunza kwa wanafunzi wengi. Ingawaje, wanafunzi wanaweza kuwa hawafanyi kazi. (0.1b) Nitawekaje alama wakati wa taswira, ikiwa shughuli za kujifunza zinatokea wakati huo huo? Ingawa mwalimu anafanya kazi za utawala (ambazo huchukuliwa kama kazi zisizokuwa za kujifunza), inahesabika kama shughuli ya kujifunza ikiwa wanafunzi wengi wamepewa shughuli za kujifunza. Kwa mfano, wakati wa kuchukua orodha ya wanafunzi, mwalimu anaweza kuwaomba watoto kutambua fonimu na kuandika majiya yao ukutani chini ya hefuri ya kwanza ya majina yao. (0.2) Je, wanafunzi hawako kazini ikiwa wanatoka darasani wakati wa taswira? Wanahesabiwa kuwa hawafanyi kazi. Kama wanatoka darasani kabla ya taswira, mwangalizi hasiwachukulie kam Ubora wa Utekelezaji wa Kufundisha (1.1) Je, ni lazima mwalimu atumie majina ya wanafunzi kuwatendea wanafunzi heshima? Baadhi ya tamaduni, matumizi ya majina inaweza kuwa si ishara ya kawaida ya heshima. Ikiwa mwalimu hatumii majina lakini anaonyesha ishara nyingine za tabia ya heshima (mfano, mwalimu anatumia maneno ya upendo kutaja wanafunzi, anatumia aina ya maneno ya heshima, au anaongea na wanafunzi kwa upole), hii inaweza kuwekewa alama za juu. (1.2a) Je, mawasiliano ya ishara bila maneno uhesabiwa kama lugha ya kujenga? Ingawa sifa kwa wanaf unzi inaweza kutokea kwa aina nyingi, tabia 1.2 tu huonyesha ushaidi wa “lugha ya kujenga.” Kwa hivyo, mawasiliano ya ishara bila maneno kama vile kupiga makofi au kutabasamu, hayaathiri alama kwa ujumla. Hata hivyo, ikiwa mwalimu anatoa taarifa kama vile, “Tumpigie makofi,” hii uhesabiwa kama lugha ya kujenga. (1.2b) Nini kinachukuliwa kuwa lugha “thabiti” ya kujenga? Hasa, niamuaje kati ya alama ya wastani na a juu? Yote mawili uthabiti and ubora wa maoni yanapaswa kuzingatiwa. Kwa mfano, ikiwa mwalimu anasema tu, “Nyinyi ni kikundi cha wanafunzi wenye vipaji” na “Inapendeza!” ndani ya kipindi cha dakika 15, ina uzito zaidi ya mwalimu kusema, “Vizuri” mara 4. Hata hivyo, ikiwa mwalimu anasema “Vizuri sana” mara 7, hii itapata alama ya juu. Vifuatavyo ni viwango vya juu vya msingi ambavyo vinaweza kutumika kama mwongozo uliwo huru kupa alama: mifano 0 ya lugha ya kujenga upata alama ya chini, mifano ya 1 –4 ni wastani, na angalau mifano 5 ni alama ya juu. (1.3a) Ikiwa mwanafunzi anahitaji kwenda msala, je hii hufikiriwa kama uhitaji? Ndiyo, ijapokuwa mifano kwenye mwongozo inaonyesha kuwapa vifaa, msaada ya kihisia, tafadhali kumbuka kwamba hii ni mifano na siyo yenye upana. Hisia zozote zinazoonekana, vifaa, au mahitaji ya kimwili uelezewa hapa. Ikiwa mwanafunzi anahitaji kwenye msala, hii inaweza kuathiri jinsi gani anavyotilia makini darasani, na ni muhimu kwa mwalimu kuelezea juu ya hili. Ni muhimu kutambua, ambayo hajanaswa hapa ni haja ya mwanafunzi kuelewa maudhui ya taaluma kama ilivyonaswa wakati mwalimu anarekebisha somo (tabia 4.3). (1.3b) Wakati wa shughuli za pamoja, mwalimu huwapanga upya washiriki kujumuisha wanafunzi wasio na wenzi. Je, hii inahesabika kama kuitikia haja ya mwanafunzi? Ndiyo, ingawa kuwapanga upya wanafunzi darasani isichukuliwe moja kwa moja kuitikia haja za mwanafunzi, ikiwa mwanafunzi hana mwenzi au kikundi cha kazi na mwalimu anawapanga upya wanafunzi kumjumuisha mwanafunzi, basi hii anachukuliwa kama kushughulikia haja ya mwanafunzi. Kwa kuwa na uhakika na hii, ni lazima kuwepo na mahitaji ya mwanafunzi yanayojulikana – mfano, mwanafunzi aidha anaonekana kutokuwa na mwenzi, au mwalimu anaweza kuuliza, “Nani hana mwenzi?” na mwanafunzi anajibu kwamba yeye hana mwenzi. 70 Time on Task (0.1a) When the class is in transition, how do I know when the transition has ended? Transitions occur in most classes. As indicated in the manual, consider what most of the students are doing and if the teacher is providing opportunities to learn. A transition officially ends when most students are provided with the next learning activity. For example, if the teacher says, “Take out your workbooks and complete the exercise on page 3,” but students have not yet taken out their workbooks at the time of the snapshot, this is still considered a learning activity as the teacher has provided a learning activity for most students. However, the students may be off task. (0.1b) How do I code the snapshot if a learning activity happens concurrently with administrative activities? Even though the teacher is doing administrative tasks (which are considered nonlearning activities), it counts as a learning activity if most students are provided with a learning activity. For example, while taking attendance, a teacher may ask children to identify phonemes and put their names on the wall under the first letter of their name. (0.2) Are students off task if they leave the room during the snapshot? They are counted as off task. If they leave the room before the snapshot, observers should not count them as off task. Quality of Teaching Practices (1.1) Must a teacher use students’ names to treat students respectfully? In some cultures, the use of names may not be a common sign of respect. If the teacher does not use names but exhibits other signs of respectful behavior (e.g., the teacher uses terms of endearment to refer to students, uses a respectful form of a word, or speaks to students in a warm tone of voice), this may still be scored a high. (1.2a) Is nonverbal communication counted as positive language? Although praise for students may come in many forms, behavior 1.2 only seeks evidence of “positive language.” As such, nonverbal communication, such as clapping or smiling, does not impact the overall score. However, if the teacher makes a statement such as “Let’s give a round of applause,” this is counted toward positive language — not because of the applause, but because the teacher verbally communicates positive language. (1.2b) What is considered “consistent” positive language? Specifically, where should I draw the line between a medium and a high score? Both the consistency and the quality of the comments should be taken into consideration. For example, if a teacher simply says, “You are such a talented group of students” and “Awesome!” in a 15-minute segment, it is weighted more heavily than the teacher saying “Good” 4 times. However, if the teacher says “Very good” 7 times, this would constitute a high rating. The following basic thresholds may be used as a loose guide to determine scoring: 0 instances of positive language constitutes a low score, 1–4 instances is a medium score, and at least 5 instances is a high score. (1.3a) If a student needs to go to the bathroom, is that considered a need? Yes, although the examples in the manual have to do with providing materials or emotional support, please remember that these are simply examples and are not comprehensive. Any observable emotional, material, or physical needs are captured here. If a student needs to go the bathroom, that could affect how s/he pays attention during the class, and it is important for the teacher to address. It is important to note, what is not captured here is a student’s need to understand academic content as this is captured when the teacher adjusts the lesson (behavior 4.3). (1.3b) During a partner activity, the teacher rearranges partners to include a student without a partner. Does this count as responding to a student need? Yes, although rearranging students in the classroom is not automatically considered responding to student needs, if a student does not have a partner or group for an activity and the teacher rearranges students to include the student, then this is considered to be addressing a student need. For this to count, there must be an identifiable student need — e.g., the student either has to visibly not have a partner, or the teacher might ask, “Who doesn’t have a partner?,” and the student responds that s/he does not have a partner. 71 (1.3c) Je kumuliza mwanafunzi kama ana haja maalum moja kwa moja inahesabika kama kushughulikia haja ya mwanafunzi? Hapana, kwa mwalimu kumuliza mwanafunzi kama anayo haja haimaanisha kushughulikia haja ya mwanafunzi. Kwa mfano, ikiwa mwalimu anauliza wanafunzi kama wana njaa au wamechoka wakati anajaribu kuwashirikisha, hii moja kwa moja haihesabiwi kama kushughulikia haja ya mwanafunzi. Hata hivyo, hii itapata alama ya wastani ikiwa mwanafunzi anaonyesha kwa ukweli haja hiyo kwa kuonyesha kwamba amechoka au ana njaa, au ikiwa ni wazi kwamba mwanafunzi amechoka au ana njaa. Kama mwalimu atashughulikia tatizo kwa kumpa mwanafunzi kitu cha kula, hii upata alama ya juu. (2.1) Je, matarajio ya tabia ni tofauti na maelekezo au maagizo ya shughuli? Matarajio ya tabia yanazingatia tabia inayotarajiwa wakati wa shughuli, wakati maagizo ya shughuli yanazingatia hatua zinazohitajika kutekeleza shughuli hiyo. Kwa mfano, mwalimu anaweza kutoa maagizo ya shughuli kwa kusema, “Soma aya ya kwanza na kujibu maswali ukurasa wa 12” – hii inawaeleza wanafunzi kile wanachohitaji kufanya ili kutimiza shughuli hiyo. Kwa upande mwingine, mwalimu anaweza kueleza matarajio ya tabia kwa kusema, “Kama una swali lolote, polepole nyosha mkono wako” – hii inaweka wazi matarajio ya tabia kwa wanafunzi kufuata wakati wa shughuli. (2.3) Mwanafuzni alikuwa analala darasani, lakini najua alikuwa anashughulika usiku kucha. Mwalimu anamwonea huruma huyo mwanafunzi na anamruhusu kulala. Je, hii itaathiri alama? Kuna masuala 2 hapa. Kwanza, mwangalizi anahitaji kuwa mwangalifu kutovutiwa na taarifa yoyote ya nje wakati wa kuweka alama. Bila kujali sababu yoyote, weka alama kwenye kile kinachoonekana wakati wa kipindi cha uwekaji alama. Suala la pili ni ufafanuzi wa tabia mbaya. Sababu mbili zinaweza kuchukuliwa wakati wa kuamua ikiwa mwanafunzi ni mtundu: kama mwanafunzi analeta vujo darasani (anawasumbua wanafunzi wanao jaribu kuwa makini wakati wa somo), NA ikiwa mwalimu anasumbuliwa na usumbufu huu. Ikiwa mwalimu au wanafunzi wengine hawasumbuliwi kwa sababu mwanafunzi analala na haisumbui mtiririko wa somo, alama tabia 2.3 inaweza kuwa ya juu kulingana na vithibitisho vingine darasani. (3.1) Wanafunzi wanasoma na kujadili hadithi darasani. Mwalimu anasema, “Leo tutaongelea juu ya (mada ya hadithi).” Je, hii inahesabika kama kuelezea lengo la somo? Lengo la somo linatakiwa kueleza kwa nini darasa linafanya shughuli hiyo, badala ya shughuli ambazo wanafunzi wanafanya. Kwa mfano, shughuli inaweza kuwa kusoma kifungu juu ya mimeo na kujibu maswali kulingana na ujumbe huo, ambapo lengo la shughuli ni kujifunza juu ya usanisinuru. Katika hali hii, ingawa mwalimu anafafanua kwa uwazi shughuli darasani, kuwe na haja ya kuelezea kwa nini wanafunzi wanasoma hadithi (kujifunza msamiati mpya, sehemu mbali mbali za hotuba, n.k.). Hivyo, kauli hii pekee haihesabiki kama ufafanuzi dhairi wa lengo la somo. (3.2a) Nitawekaje alama kwenye tabia hii ikiwa nadhari ya darasa ni shughuli? Maudhui yanajumuisha maelekezo ya shughuli. Ikiwa maelekezo ya mwalimu kwenye shughuli yanachanganya, alama iwekwe ya chini. (3.2b) Mwalimu anaelezea kwa uwazi maudhui; bali ufafanuni anaotoa si sahihi. Bado nitaweka alama ya juu? Ndiyo, ikiwa ufafanuzi wa mwalimu uko wazi na wepesi kuelewa, hii itapata alama ya juu. Kipengele hiki hakitathmini usahihi wa maudhui, bali, jinsi gani maudhui hutolewa. Hivyo, kama ufafanuzi wa mwalimu ni mbaya lakini uko wazi kwa mfululizo, utapewa alama ya juu. (3.3a) Ni nini hasa kinahesabika kama maisha ya kila siku ya wanafunzi na inaamuliwaje kuwa yenye “maana?” Mwalimu anatakiwa kuelezea kwa uwazi ni jinsi gani maudhui yanahusianaje na maisha ya wanafunzi, badala ya waangalizi kusema nini wanafikiria kinachohusiana na maisha ya wanafunzi. Ikiwa mwalimu anasema tu vitu ambavyo wanafunzi wanaweza kukabiliana navyo katika maisha yao ya kila siku, kama vile “Hebu tuhesabu maua,” hii haichukuliwi kuwa ni uhusiano unaofaa. Hata hivyo, ikiwa mwalimu anaelezea kwa uwazi taarifa inayohusianisha maisha ya wanafunzi, kama vile “Hili hapa ua kama tulilonalo bustanini,” hii itajariu kufanya uhusiano. Kwenye mfano hapo juu, kama hakuna ubainifu mwingine, tabia itapata alama ya wastani kwa sababu haihusianishi wazi wazi lengo la somo. Hata hivyo, ikiwa baada ya kuhusianisha wazi wazi na bustani yao, anaweza kuhusianisha mfano na lengo la somo kwa kusema, “Kwa hiyo, ikiwa tuna bustani 2 kila moja ina maua 6, je kuna jumla ya maua mangapi?”, hii inapata alama za juu kwa sababu mwalimu amehusisha kwa uwazi mfano pamoja na yote, maisha ya kila siku ya wanafunzi na lengo la somo. 72 (1.3c) Does asking a student if s/he has a specific need automatically count as responding to a student need? No, a teacher simply asking if a student has a need does not necessarily count as responding to a student need. For example, if the teacher asks students if they are hungry or tired in an attempt to engage them, this does not automatically count as responding to a student need. However, this is scored a medium if a student indicates the perceived need does indeed exist by indicating s/he is tired or hungry, or if it is clear that a student is tired or hungry. If the teacher addresses the problem by giving that student something to eat, this is scored a high. (2.1) How are behavioral expectations different from directions or instructions for an activity? Behavioral expectations focus on the expected behavior during an activity, whereas instructions for an activity focus on the steps required to complete an activity. For instance, the teacher may provide instructions for an activity by saying, “Read the first paragraph and then answer the questions on page 12” — this tells students what they need to do to carry out the activity. On the other hand, the teacher may state behavioral expectations by saying, “If you have any questions, quietly raise your hand” — this sets clear behavioral expectations for students to follow during the activity. (2.3) A student was sleeping in class, but I know he was up all night working. The teacher seems sympathetic toward him and is letting him sleep. Does this affect the score? There are 2 issues here. First, observers need to be very careful to not let any outside information influence their coding. No matter what the reason, only code and score what is observed during the coding segment. The second issue is the definition of misbehavior. Two factors may be considered when deciding if the student is misbehaving: if the student is causing a disruption in the classroom (distracting students who are trying to pay attention to the lesson), AND if the teacher is bothered by this disruption. If neither the teacher nor the other students are bothered by the student sleeping and it is not disruptive to the flow of the lesson, the behavior 2.3 score could still be a high, depending on the other evidence in the classroom. (3.1) Students are just reading and discussing a story for class. The teacher says, “Today we’re going to talk about [title of story].” Does this count as stating the lesson objective? A lesson objective should say why the class is doing the activity, rather than what activity students will be doing. For example, an activity may be to read a passage about plants and to answer questions based on the text, while the objective of the activity is to learn about photosynthesis. In this case, although the teacher clearly defines the activity for the class, there should be some objective to explain why students are reading the story (to learn new vocabulary, different parts of speech, etc.). Thus, this statement alone does not count as an explicit definition of the lesson objective. (3.2a) How do I code this behavior if the focus of the class is an activity? Content includes directions for activities. If the teacher’s directions for activities are confusing, the score is marked a low. If the teacher’s directions are somewhat clear, this is marked a medium. If the directions are clear, this is marked a high. (3.2b) The teacher explains the content clearly; however, the explanation s/he gives is incorrect. Do I still score this a high? Yes, if the teacher’s explanation of content is clear and easy to understand, this is still scored a high. This element does not assess the accuracy of content, but rather, how the conte nt is delivered. Thus, if the teacher’s explanations are wrong but consistently clear, it is still scored a high. This element does not require observers to discern correct from incorrect material. (3.3a) What exactly counts as students’ daily lives and how is it determined to be “meaningful?” The teacher needs to explicitly state how the content is related to students’ lives, rather than observers inferring what they think is related to students’ lives. If the teacher only mentions objects students may enc ounter in their daily lives, such as “Let’s count the flowers,” this is not considered a meaningful connection. However, if the teacher makes an explicit statement that connects to students’ lives, such as “Here is a flower like the one that we have in the garden,” that would be an attempt to make a connection. In the above example, barring other evidence, the behavior is scored a medium because it is not explicitly connected to the lesson objective. However, if after making the explicit connection to their own garden, s/he connects the example to the lesson objective by saying “So if we have 2 gardens with 6 flowers each, how many flowers are there total?,” this constitutes a high score because the teacher explicitly relates the example to both students’ da ily lives and the lesson objective. 73 (3.3b) Nini kinahesabika kufanya mahusiano na maarifa ya maudhui mengineyo? Je, kukumbuka kile kilichojifunzwa hapo awali kinahesabika kama mahusiano? Inawezekana – hasa ikiwa mwalimu anajaribu wazi wazi kuhusianisha somo na maarifa ya maudhui yaliyopita. Kwa mfano, kama mwalimu anasema, “Kumbuka tulipojifunza herufi? Leo tutatumia herufi kuunda silabi,” hii itapata alama za wastani kwa sababu ingawaje mwalimu wazi wazi alihusianisha maudhui mapya na yaliyopita, anafanya hivyo juujuu tu. Hata hivyo, ikiwa mwalimu anaendelea kwa undani jinsi ya kutumia herufi kuunda silabi, hii itapewa alama za juu kwa sababu mwalimu siyo tu anakumbusha yaliyofundishwa hapo awali na kurejesha jinsi inavyohusianisha na maudhui mapya lakini pia anajenga juu ya maudhui yaliyopita ili kufahamisha zaidi nyezo mpya. Kama mwalimu anakumbuka tu yale waliyojifunza katika somo hapo awali bila ya kufanya kwa wazi uhusiano wa somo la sasa, hii itapewa alama ya chini. Kwa mfano, mwalimu anasema, “Kumbuk a jinsi tulivyojifunza hesabu za sehemu jana? Leo tutajifunza juu ya sehemu za desimali.” (3.4a) Ninasumbuka na mifano? Nitajuaje nitakapoiona? Nini hasa niangalie wakati wa mifano? Kutoa mfano wa utaratibu au uwezo utaonyesha shughuli ambayo wanafunzi wameambiwa kufanya katika somo hilo au katika siku za usoni. Walimu wanaweza kutoa mifano kwa kuonyesha vitendo vya utaratibu (kuonyesha jinsi ya kufanya kazi) au kufikiri kwa sauti. Mfano wa utambuzi, au “kufikiri kwa sauti,” inamaanisha kuwa wa kati mwalimu akijadili wazi juu ya mchakato wa mawazo au mkakati kwa wanafunzi kwa kufikiria juu ya changamoto mbalimbali kwa sauti (mfano, jinsi ya kuchunguza taarifa maalum kutoka kwenye maswali ya mafumbo, jinsi gani ya kutambua mandhari ya mada). Wakati mwalimu anaonyesha mfano wa utaratibu, anaonyesha mfano mzima, au baadhi, ya hatua za mchakato wa mfano mzima au kiasi. Kuonyesha jawabu la mwisho inaweza kuonekana tofuati katika taaluma nyingi; hata hivyo, inawapatia wanafunzi mfano wa kuendelea kufutalitia. (3.4b) Je, mifano hutokea mara kwa mara kabla ya shughuli? Ingawa kwa kawaida wazo la mfano ni wakati mwalimu anaonyesha au kufikiri kwa sauti juu ya shughul na kisha wanafunzi wakamilishe shughuli hiyo, mifano inaweza kutokea baada ya shughuli. Mfano unaweza kutokea wakati mwalimu anaonyesha utaratibu au kufikiria kwa sauti bila kujali ni mwanzo au mwisho wa shughuli hiyo. Kwa hili kutokea, ni lazima kwamba kazi inayoonyeshwa ni sawa na kazi ambayo wanafunzi wanatarajiwa kufanya au wameshafanya. Mfano unaweza kutokea mwishoni mwa somo ikiwa mwalimu atawaonyesha wanafunzi mchakato mzima wa kutatua tatizo. Bali, kuonyesha majibu wakati wa kujifunza au kutatua maswali ya hisabati haitachuliwa kuwa mfano. (3.4c) Ni nini tofauti kati ya ufafanuzi wa maelezo na mfano? Kuonyesha mfano kwa wanafunzi, mwalimu anatakiwa kufanya kazi au baadhi ya kazi hiyo anayotaka wanafunzi kufanya. Hii ni tofauti na kuwapa maelekezo au ufafanuzi wa shughuli kwani inahitaji mwalimu kuonyesha. Mwalimu anaweza pia kuonyesha fikira zake juu ya mchakato kama sehemu moja yapo ya mfano. Ikiwa kazi ni kujifunza maana ya maneno ndani ya kifungu na mwalimu anawapa wanafunzi maana ya maneno, hii itachangia wazi maelezo ya (3.2), lakini si lazima kuesabika kama mfano. Mfano wa mfano utakuwa kama mwalimu anaelezea jinsi anavyotumia vidokezo kutafuta maana ya neno. Kwa mfano, mwalimu anaweza kusema, “Wakati sijui maana ya neno (kwa hali hii, “ghafla”), nitasoma tena sentensi, na fikiri juu ya muktadha, ninasoma……, hivyo ninaelewa inamaanisha mzinduo au isiyotalajiwa.” Katika darasa la hisabati, mwalimu anaweza kuwa anafanya kazi na wanafunzi kukadiria ulefu kwenye vipimo. Anaweza kufafanua urefu wa sentimita na kutoa mifano ya vitu vya kawaida vilivyo na urefu sentimita moja – hii ni moja wapo wa maelekezo yake (3.2). Kutoa mfano, mwalimu anaweza kuwaonyesha wanafunzi jinsi ya kukadiria. Kwa mfano, anaweza kuonyesha upana wa kidole chake sm 1 na anaweza kutumia maarifa haya kujaribu kukadiria urefu wa pensili kwa kufikiri juu ya (au kupima) upana wa kidole unatosha urefu wa pensili. (3.4d) Bado ninasumbuka kutambua mfano. Vidokezo vyovyote? Kutambua ikiwa mwalimu ameonyesha mifano, jiulize mwenyewe: 1. Shughuli ya kujifunza ni nini? Wanafunzi wanaombwa kufanya au kujifunza? Je, mwalimu aliwaonyesha wanafunzi mchakato huu au uwezo unaonekanaje? a. Je, kitu walichoambiwa wanafunzi kufanya ni mchakato au uwezo wa kufikiria? b. Ikiwa wanafunzi wameombwa kufanya uwezo wa kufikiri, mwalimu anatakiwa kufikiri kwa sauti kupata alama ya juu. Ikiwa kazi ni utaratibu, mwalimu anatakiwa kuwaonyesha wanafunzi hatua zote za mchakato. 2. Harafu wanafunzi wanakamilisha shughuli inayofanana kwenye somo hilo au siku za usoni. 74 (3.3b) What counts as making connections to other content knowledge? Does recalling what was learned in a previous lesson count as a connection? It may — particularly if the teacher attempts to explicitly connect the lesson to the past content knowledge. For example, if the teacher says, “Remember when we learned the alphabet? Today we will us e the alphabet to form syllables,” this is scored a medium because although the teacher explicitly connects new content to past content, s/he only does so superficially. However, if the teacher further explains how to use the alphabet to form syllables, this is scored a high because the teacher not only recalls what was learned in a past lesson and references how it connects to new content, but builds upon past content to contextualize new material. If the teacher simply recalls what was learned in a previous lesson without making an explicit connection to the current lesson, this is scored a low. For example, the teacher may say, “Remember how we learned about fractions yesterday? Today we’re going to learn about decimal places.” (3.4a) I’m having trouble with modeling. How do I know when I see it? What should I specifically look for in modeling? Modeling a procedure or skill will mirror an activity that students are asked to do in that lesson or in the near future. Teachers can model by enacting the procedure (showing how to perform a task) or thinking aloud. Cognitive modeling, or a “think aloud,” refers to when a teacher explicitly discusses a thought process or strategy to students by thinking through the challenge aloud (e.g., how to extract important information from a word problem, how to determine theme in a text). When the teacher enacts a procedure, s/he shows all, or some, of the steps in a process for a complete or partial model. Showing the end product could look different across disciplines; however, it essentially gives students an example for which to strive. (3.4b) Does modeling always have to happen before the activity? Although the traditional idea of modeling is when the teacher enacts or thinks aloud a task and then students complete the same activity, modeling does not always have to take place before the activity. Modeling can occur whenever the teacher enacts a procedure or thinks aloud regardless of whether it is at the beginning or end of the activity. For this to occur, it is important that the enacted task or presented think aloud is the same as the task students are expected to perform or have performed. Modeling can occur at the end of class if the teacher walks students through the thinking process as s/he solves a problem. However, simply revealing the answer to a learning activity or a math problem is not considered modeling. (3.4c) What is the difference between an instructional explanation and modeling? To model for students, the teacher needs to perform the task or parts of the task s/he is asking students to do. This is different than giving them directions or explaining an activity as it involves teacher demonstration. The teacher may also demonstrate his/her thinking process as part of the modeling. If the task is to learn the meaning of new words in a text and the teacher simply provides students with a definition of a word, this may contribute to a clear explanation (3.2), but it does not necessarily constitute modeling. An example of modeling is if the teacher were to demonstrate how s/he uses context clues to find the meaning of a word. For example, the teacher may say, “When I don’t know the meaning of a word (in this case, “abrupt”), I reread the sentence, and think about the context, here I read……., therefore I know this means something like sudden or unexpected.” In a math classroom, the teacher may be working with students to estimate lengths in standard units. S/he may explain the length of a centimeter and provide examples of common objects that are a centimeter long — this is part of his/her instructional explanation (3.2). To model, the teacher may show students how to estimate. For example, s/he may show the width of his/her finger is approximately 1 cm and that s/he can use this knowledge to try to estimate the length of a pencil by thinking about (or measuring) how many of his/her finger widths fit along the length of the pencil. (3.4d) I’m still having troubling identifying modeling. Any other tips? To determine whether the teacher has modeled, ask yourself: 1. What is the learning activity? What are students being asked to do or learn? Did the teacher show students what this process or skill looks like? a. Is the thing students are being asked to do a process or a thinking skill? b. If students are asked to do a thinking skill, the teacher has to do a think aloud to be scored a high. If the task is procedural, the teacher should show students all steps in the process. 2. Students then complete a similar activity in that lesson or in the near future. 75 (3.4e) Ukiwa mwalimu anaonyesha utaratibu — kwenye kugawanya, kwa mfano — lakini wanafunzi wanaombwa kufanya kazi tofauti ya kugawa, je itachukuliwa kama mfano? Ikiwa wanafunzi wanafanya utaratibu, inaweza kuwa mfano kiasi. Hata hivyo, ikiwa wanafunzi wanachofanya hakihusiani na utaratibu ulioonyeshwa na mwalimi, haihesabiki kuwa mfano. Hivyo, wakati shughuli si lazima kuwa sawa sawa, baadhi ya au taratibu zote zilionyeshwa zinahitajika kujumuishwa ndani ya shughuli ili kuhesabiwa kama uthibitisho wa mfano. (3.4f) Je, wanafunzi na walimu kwa pamoja wanaweza kuunda mfano au ni mwalimu tu? Ingawaje kila mara tunafikiri walimu wanapotoa mifano kwa ajili ya manufaa ya wanafunzi, mambo mengine hujitokeza ambapo mfano hauongozwi na mwalimu pekee na wanafunzi wanaweza kuwa sehemu moja wapo ya mchakato huo. (4.1a) Je, shughuli inaweza kuwa sehemu ya kupima ufahamu? Ni muhimu kufuatilia mwongozo kwa kukumbuka kwamba mwalimu anahitaji kuuliza maswali kupima ufahamu. Hata hivyo, maswali yanayoulizwa na mwalimu yanaweza kuwa maandishi au kwa maneno, ambayo yanaambatanisha shughuli. Kwa mfano, mwalimu anaweza kuwapa wanafunzi jaribio lililoandikwa na kupima majibu yao kutambua kiwango chao cha ufahamu. Ni muhimu kukumbuka kwama, kupima ufahamu si kuwapa tu jaribio; mwalimu anatakiwa kupima majibu ya wanafunzi kwenye kipengele hicho ili kuhesabika kama kupima ufahamu. Kwa kuongeza, kupima kazi za nyumbani (au kazi zilizotolewa kabla ya uangalizi wa kipengele hiki) haihesabiki kuwa kupima ufahamu isipokuwa ni wazi kwamba maudhui ya kazi yanahusiana na somo la wakati huo. (4.1b) Ninajuaje kama vipimo vya ufahamu ni “fanisi”? Hasa, utofauti kati alama za wastani na juu ni zipi? Tabia hii imeundwa ili kupata kiwango ambacho mwalimu ufanya jitihada kupima ufahamu wa wanafunzi., mwalimu huwapa wanafunzi fursa ya kuonyesha kila wanachoelewa. Kwa mfano, njia yenye ufanisi wa juu kabisa kupima ufahamu ni kwa kuwaomba wanafunzi kuja ubaoni ili kukamilisha tatizo la hisabati. Hii inawekwa katika hali hii kwa sababu mwalimu anaweza kuona kiwango ambacho kila mwanafunzi anaelewa na yuko tayari kukamilisha kazi; hata hivyo, mfumo huu haumruhusu mwalimu kupata taarifa juu ya ufahamu wa wanafunzi WENGI. Kinachotofautisha kati ya alama za wastani na za juu ni ikiwa mwalimu anapata taarifa juu ya ufahamu wa wanafunzi WENGI wakati wote wa somo. Kwa mfano, njia yenye ufanisi ambayo mwalimu angeliweza kutambua ufahamu wa wanafunzi wengi kwa kuwauliza kukubali au kukataa taarifa iliyotolewa kwa kunyoosha kidole juu au chini. Tabia hii haionyeshi ikiwa mwalimu anafanya kitu na taarifa hiyo (hii inaonyoshwa 4.3). (4.2a) Wakati wa kazi za pekee/kikundi mwalimu anazunguka lakini hakaribia wanafunzi kuongeanaye kabisa. Je, hii inahesabiwa kama kuchunguza? Ndiyo. Mwalimu anaweza kuangalia ufahamu wao bila kutoa maoni. Wakati wingine ni vigumu kutambua kama mwalimu anaangalia kazi za wanafunzi wakati anazunguka. Kwa hiyo, mwalimu akiwa anazunguka darasani tu wakati wa kazi za pekee au kikundi, tabia hii inapata alama za wastani. Uthibitisho wa macho utahesabiwa pia: kwa mfano, mwalimu ananyoosha kidole kwenye kazi ya mwanafunzi, anainama chini karibu ya mwanafunzi, au anasema kitu ambacho labda mwangalizi hawezi kusikia. Mwalimu akiwa anawachunguza wanafunzi wengi kwa njia hiyo, tabia hii inaweza kupata alama za juu. (4.2b) Mwalimu anawambia wanafunzi kuandika jina ya shule na tarehe daftarini. Wanatumia muda mwingi kufanya kazi hiyo. Je, hii inahesabiwa kama kazi za pekee? Ndiyo, wanafunzi wakiwa anaandika kwenye madaftari pekee wanafanya shughuli za kujifunza. Mifano mengine ya kazi za pekee ni: mwalimu akiwambia waandike yaliyopo ubaoni na kufanya shughuli pekee walizopewa na mwalimu (kwa mfano, andika jina kamili, chora picha, pata jibu kwenye hesabu, nk.). Wanafunzi wakiwa wanasoma kitu kwa pamoja (kwa mfano, herufi) na mwalimu anazunguka darasani na anamkaribia wanafunzi na kutoa marekebisho, hii ingehesabiwa kama kazi za darasa nzima. Kwa hiyo, haihesabiwi kama kazi za pekee/kikundi. Maoni ya mwalimu yanahesabiwa chini ya maoni (5.1) na/au kurekebisha (4.3). (4.3) Mifano mingi kuhusu mwalimu kurekebisha ufundishaji ni kuhusu maelezo ya maudhui. Je, kuna njia nyingine mwalimu anaweza kurekebisha ufundishaji? Ingawaje, mwalimu anaweza kurekebisha ufundishaji kwa njia ya kueleza maudhui zaidi. Kumbuka kurekebisha ufundishaji inamana mwalimu anawapa wanafunzi fursa zaidi za kujifunza na mwalimu anaweza kufanya hivyo kutoka njia tofauti tofauti. Kwa mfano, mwalimu anaweza kuwaongezea wanafunzi muda wa kumalizia kazi, anaweza kuwapa wanafunzi waliomalizia mapema shughuli nyingine au shughuli zilizokuwa ngumu zaidi, au anaweza kutoa maoni yake. Wakati wengine kitu kimoja kinaweza kuhesabiwa kwenye maoni na kurekebisha zote sababu mwalimu anaweza kutoa maoni kuhusu kazi ya wanafunzi na kurekebisha ufundishaji kwenye wakati moja. Lakini, huwezi kuhesabu kila oni kama kurekebisha ufundishaji. 76 (3.4e) If the teacher models a procedure — for division, for example — but then students are requested to do a different division activity, is it considered modeling? If students do some of the procedure, it could be partial modeling. However, if what students do is unrelated to the procedure shown by the teacher, it does not count as modeling. So, while the activity does not need to be identical, some or all of the procedures modeled need to be included in the activity to be counted as evidence toward modeling. (3.4f) Can students and teachers co-construct a model or should it be entirely teacher-led? Although we often think of teachers presenting a model for the benefit of the student, some cases arise where modeling is not completely led by the teacher and students may be a part of the process. For example, students and the teacher co-construct knowledge by enacting a procedure together to get to the final product. (4.1a) Can an activity be a way to check for understanding? It is important to stick to the manual by remembering that the teacher needs to ask questions to check for understanding. However, the questions asked by the teacher can be written or verbal, which would be inclusive of an activity. For instance, the teacher may pass out a written quiz to students and check their answers to determine their level of understanding. It is important to note that just giving a quiz is not a check for understanding; the teacher must check students’ answers during the segment for it to count as a check for understanding. Additionally, checking homework (or work that was assigned prior to the observed segment) is not counted toward checking for understanding unless it is clear that the content of the work is related to the current lesson. (4.1b) How do I know what constitutes an “effective” check for understanding? Specifically, what is the difference between a medium and a high score? This behavior is designed to capture the extent to which the teacher makes an effort to check if students understand the content. In an effective check for understanding, the teacher gives individual students the opportunity to show what they know. For example, a highly effective way to check for understanding is by having students come to the board to complete a math problem. This is classified as such because the teacher is able to see the extent to which each individual student understands and is able to complete the task; however, this system does not allow for the teacher to gain information about MOST students’ understanding. What differentiates between a medium and a high score is whet her the teacher gains information on MOST students’ understanding over the course of the lesson. For example, a highly effective way a teacher could determine most students’ understanding is by asking them to agree or disagree with statements by showing a thumbs up or down. This behavior does not capture if the teacher does something with that information (this is captured in behavior 4.3). (4.2a) During independent/group work the teacher walks around but does not approach or talk to students at all. Does this count as monitoring? Yes. The teacher can verify students’ understanding without providing comments; at times it is difficult to tell whether the teacher is looking at student work as s/he walks around the classroom. Thus, if the teacher simply walks around the classroom during independent or group work, this is scored a medium. Visual cues should also be taken into account: e.g., the teacher points to students’ work, leans in, or says something observers may not be able to hear. If the teacher is observed monitoring most students in this way, it may be scored a high. (4.2b) The teacher asks students to write the school name and date in their notebooks. They spend a significant amount of time doing this. Does this count as independent work? Yes, writing in their notebooks is a learning task for students who do it independently. Other examples of independent work are: copying down examples from the board when the teacher asks them to and independently completing tasks given by the teacher (e.g., write down a proper noun, draw a picture, complete math equations, etc.). If students are reading something in unison (e.g., the alphabet) and the teacher circulates the classroom and approaches individual students and corrects them, this would count as a whole-group activity. Thus, it does not count as independent/group work. The teacher’s comments are captured under feedback (5.1) and/or adjusting (4.3). (4.3) Most of the adjustment examples are about explanation of content. Are there other ways a teacher could adjust? Although the teacher may effectively adjust by further explaining content, adjusting teaching means giving more opportunities to learn, so the teacher may also do this in other ways. For example, the teacher may give more time to finish a task, provide students who finish early with additional or more advanced tasks, or provide feedback. Sometimes an overlap between feedback and adjusting teaching may occur, since the teacher can comment on students’ work and adjust the lesson; however, not all feedback should be counted as adjusting. 77 (5.1/5.2) Mwalimu anatoa maoni au mapendekezo maalum mara moja tu. Je, inatosha kupata alama za juu? Ndiyo, lakini inategemea na ubora wa maoni ya mwalimu. Mwalimu akitoa oni moja ambalo lina taarifa za kina ambayo husaidia kufafanua kutokuelewa kwao au husaidia kutambua mafanikio yao, tabia inaweza kupata alama za juu. Kwa mfano, wakati mwalimu anampa mwanafunzi maoni yake mwalimu anaweza kusema, “Katika hali ya kupanda, inabidi uanze na namba gani? Namba inayokuwa kubwa au ndogo zaidi? Ndogo zaidi. Lakini umeanza na iliyo kubwa zaidi. Namba zinazopanda zinaanza na inayokuwa ndogo zaidi, lazima iwe hivyo.” Hata hivyo, kama oni siyo la kina na maalum au ni kidokezo labda ingepata alama za wastani. Kwa mfano, wakati wanafunzi wanafanya kazi peke yao mwalimu anazunguka na anamwambia mwanafunzi, “Usiandike hapo, anza kuandika kutoka hapa” au “Acha nafasi maneno yako yanahitaji kupumua.” Maoni haya siyo maalum. (6.1) Mwalimu anauliza maswali mengi yanayohitaji kujieleza lakini hawapi wanafunzi nafasi ya kutoa jibu, au anajibu maswali yake menyewe. Je, niwekaje alama? Huu ni mfano mzuri unaoweza kutofautisha tabia ya juu na tabia ya wastani. Mwalimu akiuliza maswali mengi yanayohitaji kujieleza lakini hawapi wanafaunzi nafasi ya kujibu au akijibu kwa niaba ya wanafunzi, inamana mwalimu hawezi ongezea kwenye jibu la mwanafunzi. Hivyo, hii ingepewa alama za wastani. Kupata alama za juu, lazima mwalimu aulize maswali matatu yanayohitaji kujieleza au Zaidi NA angalau 1 wapo au Zaidi linajenga jibu la mwanafunzi. (6.2/6.3) Kwenye tabia hii, niwekaje alama kama wanafunzi wanakamilisha karatasi ya zoezi? Nitajuaje kama karatasi ya zoezi ni shughuli za kufikiria au siyo? Kama huwezi kutambua kuna nini kwenye karatasi ya zoezi huwezi kuihesabu kama shughuli ya kufikiria. Kumbuka, lazima uweke alama kutokana na unachoweza kusikia na kuona tu. Ukipata thibitisho ni nini kipo kwenye karatasi ya zoezi (kwa mfano, kati ya maelekezo ya mwalimu au maswali wanafunzi wanayouliza), weka alama ambazo zinalingana na alama za ubora wa tabia iliyomo kwenye mwongozo. (6.3) Kujibu maswali yatakayohitaji kujieleza inaweza kuhesabiwa kama kufanya shughuli za kufikiria? Kujibu maswali yanayohitaji kujieleza yanaweza kuhesabiwa ya kufanya shughuli za kufikiria kama wanafunzi wanafanya shughuli za kufikiria pamoja na jibu lao. Kwa mfano, baada ya kusoma hadithi, mwalimu anauliza, “Je, unadhani mhusika mkuu akajisikiaje baada ya kushindwa kwenye shindano?” Mwanafunzi akijibu, “Nadhani akajisikia vibaya kwa sabab u alijiandaa kwa bidi sana na alikuwa na hamu kabisa kushinda shindano”, hii ingelihesabiwa kama kufanya shughuli maalum za kufikiria sababu mwanafunzi anaeleza mawazo yake (rudia kwenye Jedwali la Shughuli za Kufikiria kwa mifano mingine). Hata hivyo, mwalimu akiuliza swali linalohitaji kujieleza na wanafunzi wanajibu na taarifu walikariri tu, halihesabwi kama kufanya shughuli za kufikiria. Kwa mfano, mwalimu anauliza, “Je, nini ilitokea bada ya mhusika mkuu kushindwa kwenye mshindano?” Mwanafunzi akijibu, “Akalia”, hili lisingehesabiwa kama kufanya shughuli za kufikiria sababu mwanafunzi anakumbuka taarifa alilokariri tu. (7.1a) Maswali yatakayohitaji kujieleza au shughuli za kufikiria yanaweza kuhesabiwa kama kuwapa wanafunzi machaguo? Mwalimu akiuliza maswali yatakayohitaji kujieleza yasingehesabiwa kufaa kama machaguo. Shughuli za kufikiria zingeweza kuhesabiwa kama kuwapa wanafunzi machaguo kama maelekezo ya mwalimu uonyehsa wazi wazi anadhamilia wanafunzi kuchagua. Kwa mfano, mwalimu anaweza kusema, “T umia mada yoyote kuandika insha yako” au “Unaweza kuamua njia gani utatumia kupata jibu.” (7.1b) Kwenye tabia hii, ninaweka alama kivipi kama hakuna lengo wazi? Kama mwalimu hasemi lengo la darasa ni nini na kama lengo haliwezi kufahamika kutokana na shughuli za somo tabia hii haiwezi kupata alama za juu. Inaweza kupata alama za wasani kama chaguo lipo na ya chini kama hakuna chaguo. (7.3a) Mifano ya ubainifu ya kujitolea ni nini? Inayohesabiwa hapa kwenye tabia hii ni kama wanafunzi wanajitolea kutoa taarifa au kama wanafanya wanayotakiwa kufanya tu. Kutoa taarifa iliyokaririwa au kuitikia kwa pamoja kwenye maswali ya mwalimu haihesabiwi kama kujitolea darasani. Kwa mfano, mwalimu akiuliza, “Mnaelewa?” na wote wana jibu “Ndiyo” hahisabiwi kwa tabia hi i. Ingawaje, mfano kwenye mwongozo ni “wananyoosha mikono yao juu.” Pia wanafunzi wanajitolea kutoa taarifa wakiwa wanajibu maswali bila kuitwa. Hata kama wanafunzi hawanyooshi mikono yao juu, kama wanafunzi walio wengi wanajitolea kujibu maswali ya mwalimu, bado tabia hii inapata alama za juu. Kwa mfano, mwalimu anaweza kuuliza, “Nani anajua jibu?” Kama wanafunzi waliyo wengi wanasema majibu yao (kwa njia ya kunyoosha mikono yao juu au bila ya kunyoosha mikono yao juu) (kwa mfano, kusema, “Mimi!! Mimi!!”, “Jibu ni tano!”, nk.) tabia hii inapata alama za juu; wanafunzi wachache wakinyosha mikono, inapata alama za wastani. 78 (5.1/5.2) There is only 1 instance where the teacher provides specific comments. Is this enough for scoring a high? Yes, but it depends on the quality of the teacher feedback. If the teacher gives 1 comment and provides substantive information about what a student did well on or helps clarify misunderstandings, this could be scored as a high. For example, while giving feedback to a student, the teacher may say, “With what number should ascending order start? Biggest or smallest? The smallest. But you started with the biggest. Ascending order starts with smallest, so it has to be like this.” However, if the comment is somewhat vague or in the form of a hint, this would likely be considered a medium. For example, while students are completing independent work the teacher may circulate and tell a student, “Don’t write it there, start writing it from here” or “Leave room for your words to breathe.” These comments are not specific. (6.1) The teacher asks many open-ended questions, but does not give students a chance to respond or answers on behalf of students. How should I score this? This is a good example of what may distinguish a high from a medium. If a teacher asks many open-ended questions, but does not give students a chance to respond or answers on behalf of students, then the teacher cannot build upon student responses. Thus, this is scored a medium. To score a high, the teacher must ask 3 or more open-ended questions AND at least 1 of these questions should build upon student responses. (6.2/6.3) How do I score this behavior if students are completing a worksheet? How do I know if the worksheet includes a thinking task or not? If it is impossible to determine what is on the worksheet, this would not count toward a thinking task. Remember, you can only score what you see or hear. If you receive some indication of what is on the worksheet (e.g., through the teacher’s instructions or students’ questions), score the task according to the quality ranges outlined in the manual. (6.3) Does answering thinking questions count as performing a thinking task? Answering an open-ended question counts as performing a thinking task if students perform a thinking task with their answer. For example, after reading a story, the teacher could ask, “How do you think the main character felt after losing the competition?” If a student responds, “I think he felt sad because he practiced very hard, and really wanted to win the competition,” this would count as performing a substantial thinking task as the student is explaining his/her thinking. (refer to the Thinking Task Table for more examples of thinking tasks). However, if the teacher asks an open-ended question and students answer by simply repeating knowledge they have learned, it is not considered a thinking task. For example, the teacher may ask, “What happened after the main character lost the com petition?” If a student says, “He cried,” this does not count as a thinking task because the student is simply recalling information. (7.1a) Can an open-ended question/task count as providing students with choices? If the teacher asks an open-ended question, this would likely not count as a choice. An open-ended task could be counted toward the teacher providing students with choices if the teacher’s instructions explicitly imply s/he intends for students to make a choice. For example, the teacher could say, “Select one of these topics for your essay” or “You can decide which method to use to solve the problem.” (7.1b) How do I code this behavior if there is no clear learning objective? If there is no stated learning objective or if the objective cannot be inferred from the learning activities, this behavior cannot be scored a high. It is scored a medium if a choice is presented and a low if no choice is presented. (7.3a) What contributes as evidence toward volunteering? What is captured under this behavior is whether students are volunteering information or simply doing as required in a certain situation. Reciting information in call-and-response fashion or responding in unison to the teacher’s questions in a rehearsed or expected fashion — e.g., all students answering “Yes” when the teacher asks, “Do you understand?” — does not count as volunteering to participate in the classroom. Although the example in the manual is “students raise their hand,” students are also volunteering information when they answer questions without being called upon. Therefore, even if they do not raise their hand, if most students volunteer answers in response to the teacher’s questions, this is still scored a high. For example, the teacher may ask, “Who knows the answer?” If most students call out their responses (with or without raising their hand) (e.g., “Me!,” “The answer is 5!,” etc.), then this is scored a high; if only a few students answer, then it is scored a medium. 79 (8.1a) Je, kama wanafunzi hawana jitihada darasani ninaweka alama kivipi? Kama mwalimu hatambui jitihada za wanafunzi, hata kama hawapi shughuli au maswali yanayowapa wanafunzi changamoto au wanafunzi hawanyi juhudi yoyote, bado ungeweka alama za chini. Siku zote mwalimu anaweza kutambua vitu wanafunzi wamefanya au wanafanya (kwa mfano, shughuli waliyoambiwa wafanye nyumbani juzi) ambavyo vinaweza kuwasababisha wanafunzi watambuliwa kwa jitihada zao. (8.1b) Utofauti kati ya kutambua jitihada (8.1) na kutumia lugha inayojenga (1.2) ni nini? Kutambua jitihada za wanafunzi ni kutumia maoni yanayosisitiza hasa kwenye kazi na jitihada ya wanafunzi. Inawezekana maneno ya kutambua jitihada za wanafunzi pia yatahesabiwa kama kutumia lugha inayojenga, lakini siyo lazima kwamba maneno ambayo yanakuwa lugha inayojenga ni kutambua jitihada ya wanafunzi. Kwa mfano, “Umejiendeleza sana kwenye kuandika! Ninaweza kuona umefanya mazoezi!” ni lugha inayojenga NA kutambua jitihada za wanafunzi. Mwalimu akisema, “Kazi njema!! Unaweza kuandika haraka!” ni mfano wa lugha inayojenga lakini SIYO kutambua jitihada ya wanafunzi. (8.2a) Kama hakuna makosa darasani, nitajuaje mtazamo wa mwalimu juu ya changamoto? Kuna machaguo matatu, chini, wastani, na juu. Mtazamo wa mwalimu juu ya changamoto ni lazima uwekwe kwenye moja yapo ya chaguo hizo. Swali lolote mwalimu analowaulizia wanafunzi linaweza kuwa changamoto kwa wanafunzi. Kutokana na kumwangalia mwalimu katika kipindi kizima utaweza kupata taarifa ya kutosha kuweka alama kwa tabia hii. Kama mwalimi ana mtazamo wastani, haonyeshi kukasirika, kushindwa kuvumilia, au kuwagombeza au kuwapa adhabu wanafunzi kwa ajili ya kukosea, tabia hii inapata alama za wastani. (8.2b) Mwalimu hakumgombeza mwanafunzi lakini akaonekana kama amechukizwa. Vipi, niwekaje alama? Kugombeza ni mfano wa mtazamo mbaya juu ya changamoto lakini pia kuna njia nyingine mwalimu anaweza kuonyesha mtazamo mbaya kama kuonekana kama amechukizwa na kushindwa kuvumilia. Ni muhimu kuzingatia kuhushu utofauti wa utamaduni (kama 1.1) (8.2c) Wakati wa kuweka alama za mtazamo mzuri juu ya changamoto za wanafunzi, je, niangalia tukio bora au wastani ya kipindi? Kwa tabia hii, inabidi wangalizi waangalie mtazamo wa wastani wa mwalimu katika kipindi kizima. Kwa mfano, labda mwalimu anaonyesha mtazamo mzuri juu ya changamoto za wanafunzi kama mwanafunzi anakosea na mwalimu anasema, “Haina shida, tunajifunza.” Lakini, badala yake mwalimu anaendelea kuwagombeza wanafunzi au kushindwa kuwavumilia wanafunzi wanapofanya makossa, hii itapewa alama za chini au wastani kutegemeana na kuangalia kipindi kizima. Lakini, kama hakuna tukio la mwalimu kuwa na mtazamo mbaya na mwalimu anaonyesha mtazamo mzuri mara moja tu, inatosha kwa tabia kupata alama za juu. (9.2) Mwalimu anaweza kuendelezaje yafuatayo: kuchukua maoni, kusisitiza, kudhibiti hisia, na kutatua matatizo ya umma? Mfano wa kuchukua maoni: Mvulana anakasirika kwa sababu wanadarasa wenzake wanamtenga kwenye mchezo. Mwalimu anahimiza kuchukua maoni kwa kumweleza mvulana kwamba labda wanadarasa wenzake hawakujua kwamba alikataka kucheza pia, halafu anamtilia moyo kuwaulizia kama anaweza kucheza. Mfano wa kusisitiza: Kikundi cha wanafunzi wanapomcheka mwanadarasa mwenzao, mwalimu anasisitiza kuonyesha hisia-mwezi kwa kuwauliza kufikiria wangejisikiaje kama wao ndio walikuwa wanachekwa. Mfano wa kudhibiti hisia: Mwanafunzi anapokuwa anakasirika, mwalimu anahimiza udhibiti hisia kwa kufundisha mwanafunzi jinsi ya kujituliza. Kwa mfano, labda anamwambia apumue pumzi zito au kuhesabu hadi 10. Mfano wa kutatua matatizo ya umma: Kuna tatizo kati ya wanafunzi wawili. Mwalimu anahimiza kutatua matatizo ya umma kwa kutambua tatizo ni lipi, anapotambua wanafunzi wanajisikiaje, na anapendekeza kufikira pamoja utatuzi wa tatizo. Pia, mwalimu anaweza kutoa mfano wa kutatua matatizo ya umma; kwa mfano, mwalimu anaweza kuwaonyesha jinsi ya kumzuia mwonevu. Nifanyaje kama bado ninayo maswali? Soma, soma, soma mwongozo na haya maswali yanayoulizwa mara kwa mara. Kama bado unayo maswali, mulize mkufunzi wako au tuma barua pepe kwa teach@worldbank.org. Ni bora kabisa kupata jibu kwa maswali yako badala ya kudhania na kukosea uwekaji wa alama kwenye kipindi cha uangalizi. 80 (8.1a) What if students do not seem to be making any effort in the class? How do I score this behavior? If the teacher does not acknowledge any effort, even if s/he does not provide any tasks or questions that seem to challenge students or they do not seem to be making any effort, this should still be scored a low. Teachers can always find things students are doing or have done (recent homework, for example) that can earn them acknowledgment for their efforts, even if it seemed to be easy for them. (8.1b) What is the difference between acknowledging students’ effort (8.1) and using positive language (1.2)? Acknowledging students’ effort includes comments that focus specifically on the work and effort of the student. While acknowledging students’ effort may also count as positive language, a comment that constitutes positive language does not necessarily constitute acknowledging students’ effort. For example, “You have made so much progress on your writing! I can tell you have been practicing!” is a comment that counts toward positive language AND acknowledging students’ effort. “Good job!! You are such a fast writer!” is an example of positive language, but does NOT count toward acknowledging students’ effort. (8.2a) If no mistake is observed, how can I tell the teacher’s attitude toward challenges? As the 3 choices are low, medium, and high, the teacher’s attitude will always fit into 1 of those 3 categories. Any question could be a challenge to students, so watching the teacher throughout the segment should provide enough information to code this behavior. If the teacher has a neutral attitude, does not get angry/impatient, or does not scold or penalize students for making mistakes, then it is scored a medium. (8.2b) The teacher did not scold a student, but did seem annoyed. How should I score this? The example of a negative attitude toward challenges includes “scolding,” but it is important to consider other forms of negativity, such as annoyance and impatience. It is important to take cultural differences into consideration (like for 1.1). (8.2c) In scoring positive attitude toward students’ challenges, should I consider the “best” incident or the average over the course of the segment? For this behavior, observers should consider the average attitude of the teacher over the course of the segment. For example, the teacher might show a positive attitude toward students’ challenges when a student makes a mistake and the teacher says, “It’s ok, we’re learning.” However, if besides that isolated incident the teacher consistently and explicitly scolds or becomes impatient with students, this is scored a low or a medium (depending on the balance of incidents over the segment). However, if no clear indications of a negative attitude arise, then 1 instance of a positive attitude is enough to make the score for this behavior a high. (9.2) How could a teacher promote perspective taking, empathizing, emotion regulation, and social problem solving? An example of perspective taking is: A boy gets upset because his classmates excluded him from a game. The teacher encourages perspective taking by explaining to the boy that his classmates might not have known that he wanted to join in the game, and then encouraging him to ask them if he could participate. An example of empathizing is: When a group of students are teasing a classmate, the teacher promotes empathy by asking the group members to consider how they would feel if they were the ones being teased. An example of emotion regulation is: When a student is upset, the teacher promotes emotion regulation by providing strategies for the student to deal with his or her emotions, such as taking a deep breath or counting to 10. An example of social problem solving is: There is a problem between 2 students. The teacher encourages social problem solving by acknowledging the issue, recognizing students’ emotions, and suggesting they brainstorm a solution together. The teacher may also intentionally model interpersonal skills; for example, the teacher may demonstrate how to stand up to a bully. What if I still have a question? Read, read, read the manual and these FAQs. If your question remains unanswered, ask your trainer or email teach@worldbank.org. It is much better to address your question than to make an assumption and incorrectly code an observation segment. 81 82 “Teach is a magnificent example of research taken to the practical level with the possibility of providing enormous social value. The imaginative use of an observational platform as a device for monitoring what actually happens in the classroom could be absolutely revolutionary. Instead of just bemoaning the need to improve classroom teaching, this initiative turns research and evaluation into a clear improvement mechanism.” Eric Hanushek Paul and Jean Hanna Senior Fellow, Hoover Institution, Stanford University “Up to this point, the lack of open source, flexible, easy-to-learn observational measures that can be used systematically in classrooms has stood as a major stumbling block in international efforts to improve education. Observing not just what teachers teach, but how teachers teach — it is a critical step for improvement. Teach not only fills this gap but stands apart from typical observational measures in that it can be used systematically but has some flexibility built into to adjust and adapt to cultural variation. The Teach development process has been meticulous, building on a strong theoretical base and decades of empirical research. Further, as part of the validation work, Teach has been tested in more than 15 countries in four continents which represents a unique strength. Teachers in classrooms around the world hold great power in shaping our future. The Teach measure offers a unique window into this space.” Sara Rimm-Kaufman Professor of Education, Center for Advanced Study of Teaching and Learning, Curry School of Education, University of Virginia “Teach represents a major innovation in our efforts to improve education for all. It helps us address crucial questions such as: How can teachers create an engaging and supportive learning environment? How should teachers teach so they can help students develop strong content foundations and critical thinking skills? How can teachers nurture independent, resilient, and socially competent learners? Teach will be catalytic for enhancing learning all around the world!” Oon Seng Tan Director, Centre for Research in Child Development, National Institute of Education, Singapore “Observing teachers in the classroom is a powerful strategy for understanding what drives learning and giving individual teachers the feedback they need to become more effective. Teach — the first-ever classroom observation instrument designed for developing countries — is an essential resource for countries seeking to improve education results. Teach combines the best features of prior instruments into an all-in-one package that analyzes teachers’ time on task, socioemotional support for students, and use of high-quality teaching practices. Its observer training materials and software are all open source and user-friendly, and Teach results can be benchmarked against a growing number of developing countries. Teach makes a huge contribution to education quality in the developing world.” Barbara Bruns Center for Global Development and Walsh School of Foreign Service, Georgetown University “Teach provides excellent guidance for observing and rating global classroom instruction. The instrument is impressive not only for its comprehensiveness but also its specificity — naming key classroom practices and describing concrete examples of how those practices occur at different levels of quality. A useful and accessible tool for heads of school, administrators, and even teachers themselves.” Heather Hill Jerome T. Murphy Professor in Education, Harvard Graduate School of Education; Creator of the Mathematical Quality of Instruction (MQI) instrument “Teach provides a practical tool for educators around the world who are serious about improving the quality of classroom practice. Designed specifically for a global audience, Teach builds on a strong research base and has been tested in multiple countries. Although observation protocols have been used primarily to evaluate teaching, their greatest promise lies in the possibility of creating a common instructional vision and providing specific feedback to teachers on how to improve their instruction. Teach will no doubt provide such learning opportunities for teachers and leaders worldwide.” Pam Grossman Dean and George and Diane Weiss Professor, Graduate School of Education, University of Pennsylvania; Creator of the Protocol for English Language Arts Teaching Observation (PLATO) instrument “Teach is a classroom observation tool that has clearly been designed with the realities of the Global South in mind. The clear explanations, well-crafted examples, and FAQs ease interpretation and ensure commonality of understanding between observers. The simplicity of the tool makes it particularly suited for the purpose of monitoring classrooms and also for capturing insights for further improvement in teacher practices. Teach is also the first-ever classroom observation tool that capture teachers’ efforts to foster soft skills.” Sara Ruto Director, People’s Action for Learning (PAL) Network Contact us at teach@worldbank.org and visit us at www.worldbank.org/education/teach