May-Jun 2019. VOL.6 ISSUE 5
M I D D L E
E A S T
PETER TABICHI A GLOBAL EXAMPLE OF SELFLESSNESS AND SERVICE
KINGS’ SCHOOL DUBAI 11 YEARS OF OUTSTANDING INSPECTION RESULTS
EDUCATIONAL SERVANT LEADERSHIP TO SERVE AND PROTECT
EDUCATION TECHNOLOGY HOW TO SELECT WHAT’S RIGHT FOR YOUR SCHOOL
BEAT THOSE ALLERGIES BEAT THOSE ALLERGIES IN RAMADAN AND SUMMER
REGISTER NOW THE MIDDLE EAST SCHOOL LEADERSHIP CONFERENCE A MOMENT WITH JONATHAN PRICE
OCTOBER 8 – 9, 2019 – DUBAI
For more information, email: sales@teachuae.com or visit www.schoolleadersme.com
Helping every kind of learner succeed in today’s diverse classroom Classrooms are more diverse than they’ve ever been, and with curriculums that are constantly evolving to help students prepare for the future, it’s essential that schools have the right tools in place to support every kind of learner - across a diverse and interconnected range of subjects. But “support” isn’t a catch-all term, and we all have different strengths, challenges and ways of working. At Texthelp, that’s what drives us to create powerful technology tools that students of all ages can use across the curriculum to improve academic outcomes regardless of language, literacy level or ability. Read&Write, our flagship literacy software that‘s used by over 20 million people worldwide, houses a wide variety of customisable features in one discreet, easy-to-use toolbar. Offering an inclusive learning experience, Read&Write supports literacy and comprehension development in both Arabic and English so that students can learn effectively in a way that suits them best. Plus, with new Exam Mode, it also streamlines the testing process for teachers and administrators. EquatIO, our powerful maths & STEM tool, lets everyone create equations, formulas, graphs and more on their computer. With accessible and inclusive input, students can type, handwrite, or dictate any expression, with no tricky coding or maths languages to master. Then with a click, their work is added directly into a document. Collaborating is easy too, with support for teachers to give quick feedback inside students’ work, as well as tailor assignments for individual students with individual needs. Our software tools are having a tangible impact upon the educational development of countless students across the Middle East. With bespoke support, training, webinars, and invaluable resources just a click away, visit us to learn more: text.help/TeachME
Mathletics is an award-winning digital maths resource created by educational experts, specifically designed for personalised, blended teaching and learning. With a vast range of curriculum-aligned learning resources and the Multiverse times tables challenge, children have all the tools they need to become successful learners. Instant feedback, automated reports and easy customisation and ‘Assign’ functionalities allow teachers to plan ahead. Mathletics’ flexible content makes it the perfect companion for your classroom!
Mathseeds is a digital maths resource, created specifically for the needs of early maths learners. It combines highly structured lessons with fun motivational elements that keep children engaged and keen to learn.
Find out more about our resources and try for free at uk.mathletics.com/teachme
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C L A S S 10
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08 THE PURPOSE AND ‘PRINCIPALS’ OF AUTHENTIC SELF-EVALUATION 10 TO PROTECT AND TO SERVE EDUCATIONAL SERVANT LEADERSHIP 12 SCIENTIFIC THINKING SKILLS: HIGHWAY TO A BETTER FUTURE 14 OUR EDUCATION SYSTEMS ARE THEY GEARED FOR THE FUTURE? 16 BUILDING A HAPPY, HEALTHY AND CULTURALLY RESPONSIVE SCHOOL 17 DEVELOPING EARLY LITERACY SKILLS BY READING TO VERY YOUNG CHILDREN 19 THE ART OF SCIENCE 20 COLLABORATIVE WORKING IN STEAM AND MAKER SPACES 22 SELECTING THE RIGHT TECHNOLOGY FOR YOUR SCHOOL
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T I M E
24 KINGS’ SCHOOL DUBAI CELEBRATING 11 YEARS OF OUTSTANDING INSPECTION RESULTS 28 CULTIVATING STUDENT EFFICACY AT UNIVERSAL AMERICAN SCHOOL 30 PETER TABICHI- A GLOBAL EXAMPLE OF THE POWER OF SELFLESSNESS AND SERVICE TO EDUCATION 34 4 SIMPLE STEPS WHEN CHOOSING A NURSERY SCHOOL 36 TUTORING, COACHING AND SUPPORTING STUDENTS IN THE 21ST CENTURY 39 STRATEGIES FOR MAXIMISING HEALTHY CHOICES IN ELEMENTARY STUDENTS 40 8 ALTERNATIVE CAREER CHOICES FOR LIFELONG EDUCATORS. 42 WHEN INNOVATION MEETS EDUCATION: QUALITY EDUCATION TO 1 MILLION CHILDREN
A F T E R
T H E
B E L L
46
A MOMENT WITH
JONATHAN PRICE
48
46 A MOMENT WITH JONATHAN PRICE
52
48 WHAT’S DRIVING YOU? 50 WHERE TO FIND OUTSTANDING LOCAL PRODUCE IN THE UAE 52 THE BEAUTIFUL ISLAND OF ZANZIBAR
48 50
54 SEVEN TIPS TO BEAT ALLERGIES IN RAMADAN AND SUMMER
48 54
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PUBLISHER’S MESSAGE “ Success
is no accident. It is hard work, perseverance, learning, studying, sacrifice and most of all, love of what you are doing or learning to do.” PELE
M I D D L E
E A S T
Teach Middle East Magazine® EDITORIAL DIRECTOR
Welcome to the summer 2019 issue of Teach Middle East Magazine. This is the last issue of volume 6. The entire volume has been a huge success. We are near the end of yet another academic year and what a year it has been. As the quote above states, the success we have enjoyed here at Teach Middle East Magazine did not come easy. It took hard work, perseverance and lots of sacrifice. Every issue was a masterpiece, thanks to the generosity of our sponsors, writers and in-house staff. We enjoyed working on each issue and interacting with all of you. The educators that we serve across this region and beyond, have all become like family to us and we always look forward to your feedback and suggestions on each issue of the magazine. It is also lovely to meet you all when we are out and about at the various education events regionally. This academic year has been a very busy one with events. We would like to thank everyone who made the events we hosted and partnered with, so successful. In October 2018 we successfully held the first annual Middle East School Leadership Conference and the first Middle East Education Influencer Awards. These events will take place again on October 8-9, 2019 in Dubai, to learn more, please visit www. schoolleadersme.com. In March we hosted the third annual Middle East Maths Teachers Conference in Dubai. The Middle East Maths Teachers Conference has become the premier event for Mathematics practitioners in the Middle East and beyond. The Middle East Maths Teachers Conference 2020 will take place on February 22 in Dubai. To learn more about this event and how
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you can be a part of it, visit www. middleeastmaths.com. This issue of the magazine is bursting with goodness for every educator. In this issue, we get to talk with Peter Tabichi, the 2019 winner of the onemillion-dollar Global Teacher Prize. Peter, who is from rural Kenya, tells us more about his life and work. He also shares what motivates him to give 80% of his salary away to people less fortunate than him. We also take a moment to chat with Jonathan Price, The Managing Director of Eteach International, about what it takes to recruit and retain the best teaching staff at this time of severe teacher shortages. In After the Bell we explore how to ensure that we do not become victims of our own hunger and drive for success. By the time you are reading this issue the holy month of Ramadan would have already begun. We would like to take this opportunity to wish all our Muslim educators Ramadan Kareem. As our thoughts turn towards the summer break, we would like to wish you all a wonderful summer. If you are moving on from the Middle East or just changing school, we wish you all the success in your home or new role. For those of us who will be returning to this region at the start of the new academic year, we have a lot in store for you. Stay tuned! As usual the best conversations take place online with fellow connected educators. Search for Teach Middle East on your favourite social media platforms and let’s keep the conversation going. Leisa Grace Wilson Editorial Director.
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Leisa Grace Wilson editor@teachuae.com +971 555 029582 ART DIRECTOR
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From the leaders in educational storage, a growing suite of products for collaborative working. The award winning MakerSpace trolley, the Rover and the new MakerHub have been designed to be multi-functional classroom and maker space resources that promote collaborative ways of working in STEAM activities.
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Administrator's Corner
THE PURPOSE AND ‘PRINCIPALS’ OF AUTHENTIC SELF-EVALUATION BY: LESLEY HUNTER AND MAGGIE WRIGHT
I
n this series of articles, we set out to challenge and disrupt thinking around the topic of school selfevaluation. We readily acknowledge the effort that many schools put towards this but still advocate that too many engage in self-evaluation either because they have to (inspection driven) or because they know they should, but often without sufficient focus and clarity of purpose. Quite simply, when self-evaluation is embedded into the day-today life of the school … you are doing the right things for the right reasons at the right time. In our first article (Sept/Oct 2018 issue) we looked at the process and problems associated with self-evaluation. Here, we proposed that many schools engage in micro and macro evaluation with insufficient attention to meansend as a way of focusing the process. The key question a school should be exploring through its self-evaluation activity is:
linking back to the means-end approach, we focused on the self aspect of self-evaluation to ensure that it is school-led and evidence based. By taking the school’s unique context into account and focusing on the leadership decisions that are relevant to your individual school at the time, the self-evaluation process begins to
In our second article (Nov/Dec 2018 issue) we built on this message and introduced the need to have a clearly defined strategy that aligns the school’s 3Ps of purpose, process and people. We stressed the importance of all stakeholders understanding their role (responsibilities, expectations and boundaries) and the critical element of the principal holding them to account for their contribution to the school’s self-evaluation. Our third article (Jan/Feb 2019 issue) considered the factors required to create the right setting and environment for self-evaluation,
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have a much clearer purpose and is more authentic. Our most recent article (Mar/Apr 2019 issue) reiterated the purpose of selfevaluation – to measure the impact of the leadership decisions taken and the subsequent actions that have been implemented in the school.
Administrator's Corner
We introduced our Keep Soaring metaphor based on moving from a linear highly structured and inflexible task-based approach (train) to a more balanced internal/external perspective of the school (balloon) and ultimately to a rounded three-dimensional dynamic approach to self-evaluation (helicopter). To summarise, we are making a clear distinction between having a selfevaluation strategy which typically drives a task-based micro/train approach – having a strategic view of self-evaluation which encourages a data-driven macro/balloon approach – to having a clearly defined strategy for self-evaluation where means-end self-evaluation is firmly embedded into the school’s improvement planning. However, to be able to produce a strategy for self-evaluation, principals must consciously get into their helicopter, remove themselves from the operational detail and start challenging the purpose of selfevaluation in their own school.
important documents you will put together. It should be the blueprint for measuring and evaluating the school’s development and should allow the school’s leaders to articulate and communicate this in a simple way to all stakeholders. Continuing our Keep Soaring theme, it is useful to think of your strategy as a flight plan that brings together and aligns the 3Ps of self-evaluation. This flight plan should define why you are engaging in selfevaluation – purpose - what you are doing to achieve this – process - and who needs to be involved - people. Remember that you are not trying to produce a detailed operational plan – this should sit elsewhere in your school’s planning systems. You should be aiming to organise your thoughts and create a flight plan for each of the key leadership decisions you need to evaluate to ensure that the school is doing the right things for the right
reasons at the right time, rather than simply for the sake of engaging in selfevaluation. Each strategy (flight plan) should align and integrate the purpose, process and people to ensure that, each specific school leadership decision is being evaluated in terms of its impact, measured by the improvement on student outcomes. It should also ensure that subsequent actions are school-led, arising from evidencebased decisions, relevant to the context of your school. We suggest that you use (and adapt where necessary) this template to produce a single page flight plan that outlines the strategy and drives self-evaluation for each of the leadership decisions that are relevant to your school. Flying a helicopter is an exhilarating experience ... so grab your wings and keep soaring.
What does a strategy for selfevaluation look like?
Your school’s strategy for selfevaluation is probably one of the most Class Time
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Sharing Good Practice
TO PROTECT AND TO SERVE EDUCATIONAL SERVANT LEADERSHIP BY PHILIP BURGESS trenches (classrooms, playgrounds, sports fields, studios) as often as possible, experiencing first-hand what staff deal with daily, this way they may lead with genuine empathy and by moral and ethical example. The servant leader communicates clearly, calmly and in person, the ambitions, goals and even dreams for the future of the school and how the staff, students and parents by their ideas, dedication, professional ability and daily actions can positively contribute to the achievement of those dreams. The servant leader trusts, inspires, encourages and supports. Staff feel safe and have the confidence to experiment, to think laterally, to innovate and to contribute to the positive evolution of the school, rather than feel like a cog in a series of data gathering gears turning slowly toward some future, utopian goal.
“
T
o Protect and to Serve” the famous LAPD motto is the perfect introduction to the topic of how school leaders should approach the privilege of leadership. The term Servant Leader is not often spoken of, regarding educational leadership, however in my opinion it is the most powerful and effective form of leadership in any industry or profession and is especially powerful in education. I wish to make it clear that servant leadership is not a style or theory that is learned from a text book. Servant Leadership is a philosophy of life. It evolves from core beliefs, life’s failures and successes, daily habits, personal growth and a true dedication to the positive development of yourself and others (staff, students and parents) to become the best version of themselves both professionally and personally. To quote Mr. Simon Sinek ‘… It’s not about being in charge but being responsible for those in our charge’. Servant Leadership is about giving away all the credit, but accepting all the responsibility. A servant leader does not ask why a person isn’t succeeding in their role, but should ask what they need to succeed, or how can I serve
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their needs so that they may perform at their optimal best? A servant leader would never, again to quote Mr. Sinek, sacrifice the people for the numbers (money), but would sacrifice the numbers for the people. We see this often in times of economic constriction, that the first reaction is to cut, reduce cost, especially human resources. But the one thing that immediately destroys trust, loyalty, creativity and productivity is the elevation of the bottom line at the expense of the people that you rely on to work at their optimum to produce that bottom line. Sir Richard Branson states this beautifully; “The customer does not come first, the staff come first…happy staff - happy customer.” Ergo happy teacher - happy student; happy student - happy parent. A servant leader never micro manages, nor does s/he seek to find fault, and never leads from a distant office via email. A true servant leader is in the
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The servant leader leads the way by overtly communicating by word and deed that they will stand strong in times of adversity and step back in times of success. The servant leader will help staff off the ropes if a new idea or innovative lesson didn’t quite work and will listen and counsel them as to how they might re-think and improve the idea for the next crack at the lesson or project. Their successes are your success and your success is always celebrated in private after theirs is celebrated in public. Staff never feel compelled to work for a servant leader, but choose to work for a servant leader and therein lies its power. To serve as a leader is the highest honour and privilege and must be conducted with humility and empathy. As giving is a noble act, giving of one self so that others become heroes in their lives and professions, is the noblest of noble acts. Remember, the school, students and staff are not there for you, you are there for them.
Phillip Burgess is Currently the Principal of Al Diyafah High School. I’m a dual British and Australian citizen. I hold a Bachelor of Business, a Bachelor of Education and a Master of Education in Leadership and Administration. I have had the privilege of leading IB and British curriculum schools in multiple countries.
Advertorial
SHOWCASING FINNISH EDUCATION INNOVATIONS AT FINNISH EDUCATION EXPO MIDDLE EAST AND GESS 2019
KATIA AL-KAISI @katiakaisi It has been an extremely busy season in the
Mr. Heinonen talked about how to educate,
The Finnish visit was largely noted in the
prepare and train in an uncertain and
UAE media. The National printed an article
complex world for a future that we cannot
about the use of gamification in education
predict and how collaboration between the
and EdArabia published interviews with
school, home and society in general is the
Riku Alkio from Seppo.io and Aino Kuronen
only way to maximize every learner’s
from Kide Science. The extensive social
potential – improved participation,
media coverage (@finnisheduexpo,
attainment and progression being the key
@eduhousefinland, #FinnEduExpoME)
takeaways.
showcased what the best education system in the world has to offer.
"THE CORE OF THE FINNISH NATIONAL CURRICULUM IS TO LOOK AT THE DEVELOPMENT FOR THE LEARNER AS A HUMAN BEING AND AS A CITIZEN."
The true interest we saw from regional educators left us humble and very excited for the future potential of Finnish education solutions in the region. A principal from AlAin summarized his feelings and thoughts after the conference with the following quote: "My biggest takeaway from @FinnishEduExpo was how willing the Finnish educators are to share ideas without bragging on their success or shooting down people with different perspectives. Great job”.
UAE for the education scene in general and Finnish education in particular. The first ever Finnish Education Expo Middle East organized by Education House Finland was held successfully in Dubai in February. The event brought together school and nursery leaders and education experts from the Gulf region and Finland, with a focus on mutual learning and collaboration. The Expo was followed by GESS Dubai, The Leading Education Conference & Exhibition in the Middle East, where twenty Finnish
The core of the Finnish national curriculum
We will move forward on this basis.
is to look at the development for the learner
Education House Finland
as a human being and as a citizen. Deep learning, the vital skill needed to succeed in the 21st centaury, is not about teaching to
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memorize, i.e. committing something to
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solving, communication and collaboration.
companies and exhibitors showcased their products and offerings to more than 12000 education professionals. The Finnish Pavilion was amongst the most visited areas of the Exhibition and eight different companies obtained ten separate nominations in the GESS Education Awards finals. The Finnish furniture company Isku’s Kivikko seat was awarded The best sustainable product and EdTech company Claned won the category of Best paid educational app or software. Mr. Olli-Pekka Heinonen, the Director General of the Finnish National Agency for Education, visited Dubai in February delivering three impactful keynotes at The Finnish Education Expo, The GESS Dubai Conference and Innovation Arabia.
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Advertorial
SCIENTIFIC THINKING SKILLS: SKILLS: SCIENTIFIC THINKING HIGHWAY TO TO A BETTER FUTUREFUTURE HIGHWAY A BETTER Our contemporary society is going through groundbreaking changes. We are living extraordinary times from at least two viewpoints: never before has the climate warmed as quickly as it does now, never before have we had so much plastic in the oceans that it compares to a size of a continent and never before have species been wiped extinct in such vast numbers; on the other hand, access to knowledge has never been as open as it is now. However, there is a flipside to that coin: whereas access to knowledge is wide open for everyone, there is also access for anyone to publish anything for a multitude of different purposes. These issues force us to reimagine what skills and knowledge children will need to cope in the future. Science and technology strongly drive the change in our society. Not only will we need more people who strive towards science and technology-related careers, but more importantly, we will need remarkably more people who are able to think scientifically and to back up their daily decisions with scientific knowledge. Science is inevitably present in our everyday lives and therefore empowering people to participate in science-related discussions and to understand the consequences of their own actions is a high priority. To make that happen, we will need to teach children how to think scientifically and critically.
When we look at the research, scholars are unanimous with the fact that science and scientific thinking need to be introduced to children already in their early years. Early science education promotes children’s selfcompetence, motivation, and interest in science. Furthermore, early science instruction yields better learning outcomes later in school. However, not all types of early science instruction are effective for young children. Early science education requires remarkably different pedagogical approaches than what are usually implemented with school-aged children.
" CHILDREN BENEFIT FROM PLAY-BASED SCIENCE INSTRUCTION. " Children benefit from play-based science instruction. Playing is a fundamental way for children to practice a variety of skills, such as social, emotional and everyday skills. According to research, playing is a highly effective way to teach young children science as well. Through play, children will be able to relate scientific concepts and practices to their cultural worlds and therefore, make science relevant for themselves. By playing, children are able to embrace the practices that are essential for the scientific process.
Advertorial When we talk about young children’s science education, it is essential to understand what the desired learning
outcomes are. According to research, young children do not benefit from the acquisition of detailed scientific
content knowledge; children gain the greatest benefit by practising the scientific process, which in turn develops scientific thinking skills. Young learners
practice the scientific process by paying attention to
science process skills. These are universal skills needed in all fields of science to inquire and to find out. Basic
science skills include making observations and
describing them in a scientific way, measuring,
classifying, cooperating, and drawing conclusions.
" TEACHERS FEEL THAT THEY DO NOT MASTER SCIENCE AT SUCH A LEVEL THAT THEY COULD INTRODUCE IT TO CHILDREN. " Although the benefits are well understood from the viewpoint of children and society, early science education holds no place in early education or is implemented with inappropriate pedagogies. One major reason for this is the teacher’s feeling of lacking competence in the field of science. Teachers feel that they do not master science at such a level that they could introduce it to children. Another common obstacle is that teachers feel that planning science activities is difficult and even if they have well-developed knowledge in science they struggle to introduce science in a way that is appropriate for young children.
Kide Science is a Finnish pedagogical STEAM innovation that provides teachers with top quality curriculum materials to implement early science education in a playful way. Kide Science's pedagogy is grounded on rigorous scientific research and follows the acknowledged Finnish philosophy on early education. When children do science with the Kide curriculum, they feel like they're playing and enjoying themselves, while in fact, they are building highly important skills needed in the scientific process and thinking. For teachers, Kide Science is an easy plug-and-play method to ensure that their pupils will gain the skills needed in the future. Kide Science uses storytelling as a powerful tool to motivate children to participate in science activities. The story world of Kide is free of cultural stamps because it stems from the imaginary world called Supraland, located in a different dimension. In Supraland forests are made from crystals and animals are geometric shapes, for instance. That kind of world celebrates children’s natural curiosity and imagination without binding it to a specific cultural environment. Text: PhD Jenni Vartiainen, co-founder of Kide Science & Researcher at the University of Helsinki More information about Kide Science: kidescience.com
Sharing Good Practice
OUR EDUCATION SYSTEMS ARE THEY GEARED FOR THE FUTURE? BY CATHERINE O’FARRELL
P
ower structures in contemporary liberal democracies have biased decision making against future technologies, current political and policy systems have not evolved to cope with technologies of today - our education systems are no different. Classrooms of rows of rote learning passive students are geared toward a past industrial era - we need to look to the future and equip our future workers accordingly - blockchain is just one example of this permeating change - internet of things, smart AI and many others are all around us and growing - we need to grow our education systems too! Leading democracies are championing innovation – The National Agenda of the UAE places innovation at its core, the Ministry of Education states innovation as one of its missions while the Knowledge and Human Development Authority explicitly promotes innovation as a key attribute to be embedded in every curriculum. YET it seems to be getting lost in translation.
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The persistence of old school traditions of rows of students being “taught” content prescribed by a curriculum with little room for deviation is rife. Classrooms across the region are stuck in the rut of transference. Transference of bundles of blinkered competencies masquerading as “skills”. Like a horse on a track - it cannot deviate, it may run fast but it’s going in circles.
We are hammering creativity and innovation out of our students With every prescribed lesson and every structured programme taught, we are hammering creativity and innovation out of our students. Schools are stifling innovation from as early as 5 years old and its being reflected in our young entrepreneurs. As a result, this region is underrepresented in the Entrepreneurial world.
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We need a full paradigm shift a cognitive 360! A paradigm defined by philosophical assumptions, methodological approaches and institutional practices. How many of our schools are considering these three factors in their curricular design? How many of our Universities foster innovation and how many employers create space for and develop ideas in the workplace?
“If you didn’t make a serious mistake last year - you probably didn’t do your job” Augus Busch, former CEO Anheuser Busch. Few workspaces in this region allow for physical or conceptual space for collaborative team brainstorming, the focus remains and persists on long hours of tried and tested practice. It needs to change. Rigorous inspections by the Dubai Schools Inspection Bureau seek out
Sharing Good Practice
optimal practice to foster children’s creativity and innovation, but the rates of “outstanding” schools are dropping year on year with only 14 in 2018. There are fewer than 30,000 students of an estimated 250,000 in Dubai, having access to Outstanding education.
Where are we going wrong? The move toward social learning has long been championed by the beacons of educational excellence like Finland, Switzerland, Ireland for decades and is proving successful with long term national benefits like improved life expectancy, increased employment, improved satisfaction ratings - to mention but a few.
So what does social learning look like? Social learning can happen anywhere form early childhood to old age. Social learning equips us with the intellectual resources to think critically and deeply about what we are doing. It encourages us to engage with our peers in dialogue and collaborative knowledge building. Fostering the ability to be philosophical.
We need to encourage mindfulness, thinking about thinking. Reasoning as to the greater purpose of our activities. Social learning involves growing the capacity for risk and uncertainty. If you enter a kindergarten classroom you find children who are constantly engaged in trial and error, investigating their surroundings and the tools they find all around them - enter a senior
classroom and this is all but lost. Enter the majority of offices in the UAE and it is nowhere to be found.
“If you double the number of experiments you do each year, you double your inventiveness” Jeff Bezos.
Why aren’t we taking more risks at work? Is it the fear of losing our job - losing valuable time - losing respect? Social learning involves careful institutional design to counter these fears. Montessori pioneered one of the first formal attempts at social learning in education in the 1900s - a child centered approach based on discovery learning. This has been modified with the British Early Years curriculum and is developing with the American
common core and the IB curriculums. But this isn’t far enough! We need to encourage primary, secondary, university students to think about thinking - to become practiced at understanding how we learn not just what we learn. We need to build this into the workplace too. Create spaces for investigation, collaboration and possibly most importantly - failure. Providing opportunity to take risks, to fail and to try again is paramount. Be prepared for the unexpected, only then can we foster innovation, only then can we meet the goals of our nation and move toward the demands of a new existence in a future that is fast approaching.
“One still must have chaos in oneself to give birth to a dancing star” Friedrich Nietzche
Catherine O’Farrell (PGCBA, BSc-Psych, B-Ed) is an experienced psychologist & consultant. She has worked in educational and medical institutions across Ireland, the UK, Australia and the UAE for over 15 years. She is currently Group Head for Athena Group in Dubai and Director of Phase 2 for the Dubai Inclusion Network.
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Sharing Good Practice
BUILDING A HAPPY, HEALTHY AND CULTURALLY RESPONSIVE SCHOOL BY SHEILA GEORGE the most important of all in building a happy and healthy culturally responsive school, depends on the Principal who should possess strong relationship skills required to effectively lead the team and enable the school to progress and make every venture hugely successful. To bring out the very best of every child, educational leaders should strive towards raising the quality of education by providing research based and time proven continuous professional development programmes for the staff. Parent orientation should be focused towards updating them on the teaching and learning procedures used in the school and how it’s geared to benefit their children.
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ith rapid changes taking place in technology, economic conditions, and social situations, there is a greater need for skillful teachers equipped adequately to deal with the social and emotional needs of children. Classrooms should resonate with happiness where students feel confident, focused and work collaboratively and develop the skills that are required for today’s and tomorrow’s world. With strong procedures in place, students feel very safe and comfortable not just to become competent individuals and civic–minded citizens but to bring out their hidden potential in creativity, innovation, and engage in courageous conversations. Responsive classroom is a research - based approach to education that gives teachers focused instructional approaches in developing competencies in four domains; academics, behavior management, Positive culture and understanding the climate of the classroom. With a wide variety of needs and skills among students, responsive schools work along with the staff to set a standard of behavioral and academic expectations that can allow every student to take ownership of their education.
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In a culturally responsive classroom, academic and social learning go hand in hand. Thought-out the day, inside and outside the classroom teaching, students are exposed to academics, fortified with social and emotional learning. Teachers plan their work based on the needs of their students and adjust their pedagogical approaches and assessments so as to fit every child of the class. Students are given a fresh start each day through enlightening messages at the morning assemblies that focus on values that are essential in today’s world. Take time to listen deeply and actively to what they wish to say and respect their thoughts and feelings. Students should be taught to disagree respectfully, think critically, and analyze what they hear in a manner that can help them in the long run to succeed in life. A happy and healthy culturally responsive classroom is powerful, transformative and honors all learners. All children walking into the school are provided with rich experiences and high quality education that provides everybody with equal support and services needed to enjoy their learning experiences. Apart from the above mentioned areas,
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Effective teaching should be considered as an important tool for lifting disadvantaged students to high levels of content and skill mastery. Responsive schools will continuously provide intensive training to teachers and administrators on improving students’; self-esteem, attendance, positive discipline and parent participation. These schools continuously work towards improving teachers’ efficacy by trusting them and providing them with the support they require. Culturally, responsive schools explore and come up with new methods of assessing achievement, particularly for the students who realise that they are capable and smart. This is the foundation for creating a more equitable education that enables everyone to bring out their best. Let us focus on creating a nurturing, caring and positive atmosphere in the class, where every student is inspired to develop their creativity and teachers are able to celebrate the differences, encourage diversity and call for brainstorming that shall enable students to try new things, stretch themselves to new heights and take risks, empowering the future global citizens to become creative and divergent thinkers.
Ms. Sheela George, Principal of ASPAM IIS, is an educationist with over 28 years of experience. She is a positive & creative thinker. Ms. George has attended numerous Educational Conferences across the US & Australia . Besides developing innovative sustainable practices, Ms. George is passionate about training teachers and mentoring students ,to build leaders of tomorrow.
Sharing Good Practice
DEVELOPING EARLY LITERACY SKILLS BY READING TO VERY YOUNG CHILDREN BY GIANNA ULYATT
B
eing able to read and write (being literate) is crucial for all aspects of daily life. However, before a child becomes literate, they must have a very good grasp of the spoken word. At home and in school, vocabulary is generally limited to the ‘here and now’. Therefore, the words adults use in everyday life are generally basic and repetitive. In order to widen children’s vocabulary, adults must read books to them on a very regular basis. The adult’s attitude to books greatly influences children. They should openly value books and when reading, they should use their voice to show enthusiasm and curiosity. This will encourage children to listen to the story, even though they might not understand all the words and phrases at first. Talking about the illustrations and images presented helps children have visual contact with new words, phrases and unfamiliar scenarios. Stories help children develop a complex language structure as well as dramatically improving vocabulary. Sharing books with children stimulates their imagination and expands their understanding of the world. For example, through books, they may visit a deep, dark jungle, travel to the moon or to the bottom of the sea. The wealth of new vocabulary for these three scenarios alone is immense. It is important for the reader to emphasize new words with appropriate expressions to help children understand. For example, use a creepy voice in the jungle, an astronauttype voice when on the moon and a hollow tone when under the sea. The variation in voice tone holds children’s interest and encourages high levels of concentration, while they are learning a range of new expressions. When choosing a book to read, talk about the cover and what you think this story might be about. When reading, stop at times to discuss what might happen next, or why a character is behaving in an unusual way. These strategies help children gain clues from the illustrations and help improve listening skills. Asking open questions makes sure children use their thinking skills to respond and they also help the reader to check for understanding.
Select stories with a variety of genre, so that children visit places outside their personal experiences. Choose stories that help children develop empathy with the characters and feel different types of emotion. Offer them time for reflection about serious incidents that may occur in the text and discuss the rights and wrongs of the actions of the characters. These focused discussions support children as they learn the words needed to rationalize their personal thoughts and ideas. Choose stories where the main characters are not human, so children view life through the eyes of a cat or an elephant. Through handling books and turning pages, children see the value of the written word as they are spoken out loud. Read the same story a few times to help children develop familiarity of the sequence of events and to help them gain confidence in the use of new vocabulary.
well and adults can further promote this by providing small role play, based on the characters within the stories. By using pegs, painting faces on them and attaching fabric with elastic bands, the stage is set. The children will reenact the story and develop the story line using their own ideas and use new vocabulary and phrases.
Checklist 1. Provide a varied selection of books, displayed at child height. 2. Encourage all adults to allocate time in the day to read to small groups of children. 3. Practise using the voice with exaggerated expression. 4. Read stories more than once to ensure new words and phrases become familiar. 5. Provide simple equipment for small role play purposes and encourage the use of new vocabulary within the story line.
Stories stimulate children’s imagination
Gianna has extensive experience as a teacher, principal and inspector. She is a consultant with expertise in KG and has spoken at conferences in Hong Kong, Spain and the U.K. She sometimes works in the UAE. To connect with her, email giannaulyatt@hotmail.co.uk
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• • • • • • • • • • • • •
M I D D L E
E A S T
SUBMIT SUBMIT SUBMIT SUBMIT YOUR YOUR YOUR YOUR ARTICLES ARTICLES ARTICLES ARTICLES EDUCATORS EDUCATORS EDUCATORS EDUCATORS ! ! !
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SUBJECT SUBJECT SUBJECT AREAS: SUBJECT AREAS: AREAS: AREAS: Student • Student • Engagement Student Engagement • Student Engagement Engagement Behaviour • Behaviour • Behaviour Management • Management Behaviour Management Management School • School •Inspection School Inspection • School Inspection Inspection 21st • 21st Century • Century 21st•Skills Century 21st Skills Century Skills Skills Knowing • Knowing • Knowing Your •Your Learner Knowing Learner Your Learner Your Learner Education • Education • Education Trends • Trends Education Trends Trends Classroom • Classroom • Classroom Environment • Classroom Environment Environment Environment Reading/Literacy • Reading/Literacy • Reading/Literacy • Reading/Literacy Teaching • Teaching • Teaching Mathematics •Mathematics Teaching Mathematics Mathematics Teaching • Teaching • Teaching Science •Science Teaching Science Science CPD • CPD Opportunities • Opportunities CPD • Opportunities CPD Opportunities Lesson • Lesson •Planning Lesson Planning • Lesson Planning Planning Assessment • Assessment • Assessment • Assessment
For For additional additional For additional information Forinformation additional information oninformation how on how you onyou can how on can share you how share can with youshare with can us, please us, share with please us, with send please send us, an please email an send email to an send email to an email to to editor@teachuae.com editor@teachuae.com editor@teachuae.com editor@teachuae.com along along with along with youryour along with areaarea your with of interest of area your interest of area and interest and of a sample interest a and sample a ofand sample your ofayour sample writing. of writing. your ofwriting. your writing. We We value value We your value your input We input value your andinput and your looklook forward input andforward look andto forward look meeting to forward meeting to with meeting to with you. meeting you. with you. with you.
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Sharing Good Practice
THE ART OF SCIENCE BY RUSSELL GRIGG affects other countries, or something that should be taken seriously because it is causing more extreme weather patterns.
I
n 2012 a major row broke out between a leading London gallery and museum over whether Leonardo da Vinci was the greatest artist or scientist the world has known. Both were right.
to describe motion and acceleration and so he used their interest in cars especially Land Cruisers. Mike says: ‘Common objects, such as various machines and expressions of forces and so forth, are less of a challenge to draw but are, nonetheless, vital for communicating what we are exploring’. Mike takes his inspiration not only from students’ interests but also his own. He has recently read the semiautobiography of Richard Feynman, who was one of the greatest physicists of all time. Feynman became famous for his diagrams which visually describe the mathematics underlying the behaviour of subatomic particles. Mike’s classroom walls are organic, alive with sketches by himself and his students. They remain until the walls are repainted each year, which offers Mike and his class a new blank canvass and the cycle can begin anew.
One teacher who has drawn inspiration from Da Vinci is Mike O’Donnell, who teaches science in Al Qudra Cycle 3 school in Abu Dhabi. Mike’s artistic talents developed when he worked as a courtroom sketch artist back in Ireland before taking up a teaching post in the United Arab Emirates in 2013. Mike uses his skills to convey scientific concepts, laws and principles, including those of great scientists such as Newton, Boyle and Bernoulli. He was recently challenged by students
For readers who may not be as artistically talented as Mike, there is no reason to despair. Many teachers use Concept Cartoons which represent scientific ideas and perspectives in a simple, visual way. They typically hinge around a situation which elicits different viewpoints. For example, climate change might be viewed as a natural event which we cannot do anything about, something to be welcomed in providing warmer weather, a phenomenon that only
The students discuss each idea and then consider how they might investigate the situation to see which viewpoint is most acceptable, although there is not always a definitive answer. Where possible, students then pursue their inquiries, summarise their learning and reflect on how their views may have changed in the process. Condensation, recycling and gravity are popular subjects for concept cartoons. Students can also create their own concept cartoons, perhaps based on a scientific question they pose to classmates to answer. A recent study by John Hopkins School of Education (Hardiman et al., 2019) shows that incorporating sketching and other art activities into science lessons helps students, especially ‘low achievers’, to retain knowledge and enhances their thinking and vocabulary. Mike’s philosophy is to use the language of art to strike up ‘conversations’ with his students. ‘As I see it, the process of encountering, exploring, and coming to understandings of the world and creating our meanings is a rich and varied palette.’
References Richard Feynman (1992) Surely You’re Joking Mr. Feynman: Adventures of a Curious Character, Vintage, New York). Mariale Hardiman et al (2019), ‘The effects of arts-integrated instruction on memory for science content’ Trends in Neuroscience and Education, pages 25-32, available online. There are lots of Concept Cartoons online. Examples suitable for primary schools are available at: https://pstt.org.uk/resources/ cpd-units/concept-cartoons. For older students, see the samples provided by Millgate House Education, available at: h t t p : // w w w . s c h o o l s c i e n c e . c o . u k / conceptcartoonsset2 Special Thanks : Mike O’Donnell teaches Grades 6-9 science at Al Ta’awun Cycle 3 school in Abu Dhabi.
Dr Russell Grigg is an Education Inspector for the Ministry of Education and works in the School Development and Improvement Unit. He has written widely on education. Class Time
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COLLABORATIVE WORKING IN STEAM AND MAKER SPACES
T
he current rise in popularity of robotics, coding and programming in STEAM activities is a sign of the times. Technology is moving fast and in the digital age we live in, the coding, robotics and indeed AI industries are becoming hugely important future employers for the students of today. The industry, quite obviously, sits on the T of the STEAM spectrum but it is an industry encompassing the whole spectrum of science, technology, engineering, arts and mathematics. The programmer, the product developer and the packaging designer could all have benefitted from a broad STEAM education. These are individual functions with their own areas of expertise but they must cross over, interlock and be collaborative. The teaching of STEAM based subjects in a maker space environment fosters this sort of collaborative working and will stand students in good stead in their future career choices. Just as in any organisation, in a maker space environment, students with different abilities come together to think, solve, create and see projects through to completion. The collaborative way of working on a peer-to-peer level mimics real work situations. Just as an organisation needs to be organised, so it is with a maker space and the right choice of fixed and mobile storage options are an important part of getting it right. Students perform better when they take ownership of their own maker space, selecting their own resources, returning unused items and keeping their kit organised. For the teacher, it’s a win-win as selfservice resources reduce set up and take down time, leaving more time for teaching and learning.
Furniture and storage choices may all seem a long way from AI and coding but leaders in this area, developing products with STEAM in mind are also recognising the importance of the physical side of maker spaces. One such company is Makeblock who is working with Gratnells on kit packaging solutions that are compatible with existing school storage. It has taken the decision to move all of its packaging to the iconic Gratnells tray and combine multiple kits with the MakerSpace trolley to provide a full STEAM package. Makeblock’s STEAM
educational robotic kits and curriculum resources are currently used in more than 20,000 schools worldwide. The product of choice for many STEAM kit makers, over 3 million Gratnells trays are sold each year, with over 50 million in regular use. In February 2019, Gratnells added a GESS Education Award to the Worlddidac Award that it won for the MakerSpace trolley in 2018. The next product in the Maker Suite is the MakerHub, a combined storage and collaboration space that students can huddle around to brainstorm and
share ideas. Aimed at supporting STEAM learning and collaborative ways of working, the MakerHub and other products will be appearing in the Maker Suite throughout 2019. Richard Picking, International Marketing Director at Gratnells, commented, “The MakerSpace and MakerHub trollies provide focal points for collaborative working. Reliable resource centres for all types of project work, they are the ideal extensions to our range of portable storage solutions.”
Administrator's Corner
SELECTING THE RIGHT TECHNOLOGY FOR YOUR SCHOOL BY MURAD SALMAN MIRZA The aforementioned equation is facilitated by the following questions that can be formulated in the form of a checklist to arrive at a comprehensive assessment for procuring the ‘needed’ technology to fulfill relevant goals/ objectives:
T
here is an increasing trend within schools to incorporate technology, especially, AIenabled, that can provide a competitive edge and sustain the efficient running of operations without the ‘complexities’ of managing large workforces. However, such endeavors are often embroiled in controversy as the perilous allure of embracing technology, without conducting the necessary due-diligence on its optimal use, fuels distrust, discontent and divisiveness among the alienated educators. Such an impact is significantly felt either in a highly cohesive school culture, firmly bound by shared values that affirms a strong psychological contract or in a strongly divisive school environment that is genetically predisposed to viewing any management slogans of ‘progress’ with suspicion. Additionally,
the
sobering
+
WHAT IS REQUIRED
reality
of shrinking positions that can productively and profitably use ‘human’ talent is increasing workplace insecurity and incentivizing ‘career cannibalization’ of peers by ambitious professionals. This has led to the permeation of the adage of ‘survival of the fittest’ within the workplace, with a renewed ferocity. On the other hand, the dreaded prospect of running out of ideas/ options to overcome critical issues, is not a daunting challenge for progressive leaders, as long as there is a vibrant culture of innovation that facilitates and embraces viable solutions from all levels of the school. Consequently, it is imperative that prudent measures must be taken with respect to the acquisition of any ‘needed’ technology. The following simple equation can be used as an overarching principle for such an initiative:
WHAT IS DESIRED Focused on Performance (KPIs)*
Focused on Core Parameters (Functional Specifications)
=
WHAT REALLY MATTERS Focused on Results (KRAs)**
*KPIs = Key Performance Indicators **KRAs = Key Result Areas
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1. Does this technology fulfill all the key aspects of desired functionality? 2. Are there cheaper options available with similar functionality? 3. Are there any key trade-offs in procuring this technology? 4. Does the price justify the procurement of such technology? 5. Is there a demo available to comprehensively assess the key features of this technology by simulating the unique needs/ expectations of the school? 6. Are there any innovations suggested by the workforce that can be implemented efficiently and effectively within the current resources without procuring the technology? 7. Are there any hidden costs in procuring this technology? 8. Is there a significant chance of negative reaction from the management/employees for procuring this technology? 9. Will it be easier to replace this technology with a better alternative in case things don’t work out according to expectations? 10. Can the organization selling this technology be trusted? 11. Are there sufficient and robust guarantees/warranties incorporated in the purchase agreement in case of functional failures? 12. Will any updates be available on complementary/discounted basis? 13. Is there a specified representative available for any assistance? 14. Will there be 24/7 access to customer service? 15. Is training on technology covered within the procurement contract and will it cover sufficient number of employees for effective application? 16. Is the training on this technology easily transferable? If not, will it require special facilities/venues/ physical presence?
Administrator's Corner 17. Is there a ‘train the trainer’ program available for the technology? 18. Are any licenses involved in the use of the technology? If so, are they covered in the initial procurement cost? Do they require renewal? If so, will that become a prohibitive cost due to the basis on which they are given? 19. Is the provision of any hardware also part of the procurement contract? If so, will that require separate licenses? If so, will that become a prohibitive cost? 20. Are spare parts/routine maintenance items/services covered in the procurement contract? If so, will they become a prohibitive cost? 21. Is supplier the original owner/ creator/manufacturer of the technology? 22. Is the technology’s patent expiring soon? If so, can the purchase be delayed for a cheaper version/ better alternative? 23. Can the technology be easily hacked? Are there any studies available? 24. Are there any environmental conditions required for the technology to work at an optimum level? 25. Are there clearly identified minimum and maximum level of operational limits? 26. Can the technology be resold/ repurposed if it becomes obsolete? 27. Can the technology be integrated with present systems in the school? 28. Can the technology be purchased in modules and integrated with better performing modules of other competitors? 29. Is the cost of conversion to this technology reasonable? 30. Will any current resources/assets become obsolete as a result of adopting the technology? If so, is there a viable plan for their disposal? 31. Is there an alternative option available for resourcing technological support in case the original supplier goes bankrupt? 32. Are there any customer testimonials available with respect to the efficacy of this technology? 33. Is there evidence that this technology positively impacts teaching and learning or the general running of the school? 34. Are there any legal/regulatory approvals required for utilizing this technology?
35. Are there any upcoming/emerging technologies that will be more useful/better in catering to the needs of the school? 36. Would the purchase of this technology impede any strategic growth initiatives of the school? 37. Are the best available online protocols being used to address security/privacy concerns for using this technology, especially in schools? 38. Can this technology be used/ secured offline? 39. Can this technology be operated remotely? 40. Are there any countries where this technology is banned/restricted? If so, will that limit the school’s ability to use this technology effectively? 41. Is the seller authorized to change/ update the technology remotely without prior consent of the school? 42. Is this technology able to interact/ communicate with smart devices/ machines with the knowledge of the school? 43. Is this technology able to interact/ communicate with smart devices/ machines without the knowledge of the school? 44. Can the operational monitoring of this technology be done through mobile devices? 45. Can this technology be run on different platforms? If so, are all the major platforms covered? 46. Is the technology insured against any lawsuits stemming from a security breach/loss of data/information leakage? If not, will the school have
significant legal exposure in areas/ regions/countries of operation? 47. Is this an AI-enabled technology? If so, can the embedded AI be overridden by human commands? 48. Are there clearly defined and effective remedial measures available from the owner/seller/ manufacturer in case the AIenabled technology refuses to acknowledge or operate under human commands? The path to accomplishing extraordinary/unexpected feats in terms of school success is generally paved by the ‘mile markers’ of how well ordinary/expected things are being done, e.g., transparency and streamlining of processes, minimal employee absenteeism, low attrition rates, timely corrective/preventive actions, open and accommodating communication channels, ingrained improvement/innovative practices, preservation of psychological contracts, placating and engaging key stakeholders, effective talent management, judicious leadership development, astute succession planning, etc. Therefore, the impartial findings of the thorough assessment done by utilizing the aforementioned questions should be meticulously analyzed for arriving at a clear realization that the technology on offer is the one that is ‘needed’ after precluding all other viable alternatives and scenarios of internal innovative capability, to effectively manage without such technology. ‘Proactive Prudence’ will always prevail over ‘Reactive Regret’ when taking such decisions.
Murad Salman Mirza is an innovative thinker and an astute practitioner in areas within and associated with the fields of Organizational Development, Talent Management and Business Transformation. His LinkedIn profile can be viewed at: https://www.linkedin.com/in/muradsalmanmirza/
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Featured School
KINGS’ SCHOOL DUBAI CELEBRATING 11 YEARS OF OUTSTANDING INSPECTION RESULTS BY LEISA GRACE WILSON
The Library Kings' School Dubai
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ot many schools can lay claim on being an outstanding school, in fact the number of schools being rated outstanding by the Dubai Schools Inspection Bureau (DSIB) has been on the decline. Schools in Dubai are inspected on an annual basis and there is quite a lot riding on the inspection results. Private schools in Dubai are predominately for profit institutions, and their ability to recruit students and raise their fees, hinges on the results they obtain in the annual DSIB inspections. With this in mind, it is no wonder that schools in Dubai take this inspection process so seriously. Schools wait eagerly every year for the results to be published and there is a heightened sense of anticipation and even trepidation in the air around the third term of the academic year when the results are normally released. Schools have been known to restructure or even close their doors following the release of the inspection
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results, but one school reigns supreme, having been rated outstanding since schools inspections in Dubai began, eleven years ago, Kings’ School Dubai is definitely a cut above the rest. We spoke to Alan Williamson, CEO of the
Teacher and student at Kings' School Dubai
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Kings’ group of schools to find out what is driving the sustained success of the Kings’ School Dubai over such a long period of time. Read on to find out what he says are the keys to their long-term success.
Featured School
Alan Williamson CEO of the Kings’ group of schools
Providing an Enriched Learning for Each Learner. Kings’ School Dubai boasts an innovative curriculum, their outstanding teachers and fantastic facilities, all help to provide a worldclass learning experience for each of their students. Kings’ School Dubai has tremendous facilities for a stand-alone
primary school, including inspiring classrooms and excellent sports facilities. Kings’ offers an incredible range of extracurricular activities, organised mainly by the teachers. These provide avenues for wider achievement beyond the classroom. Kings’ is famous for a unique, interdisciplinary and innovative concept-based curriculum, where
students discover learning through studying concepts and themes, leading to a deeper understanding of the world in which they live. This has led to fantastic student attainment and progress and learning that is relevant to the world in which they are growing up. In many ways, the students enrich themselves and their peers. The inspection reports for this
Students actively engaged in hands-on learning at Kings' School Dubai.
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Featured School year and the previous years always highlight the innovative, creative and enterprising talents of the wonderful Kings’ students, which of course is the result of inspired and passionate teaching.
Promoting Staff and Student Wellbeing at Kings’ School Dubai The leadership team at Kings’ Dubai under the Principal, Bede Higgins and the Deputy Headteacher, Sarah Reynolds, ensures that the students and teachers are not only focused on academic attainment, but also on the health and wellbeing agenda. Happiness is a key concept across the School. Happy and active students, tend to be successful learners in extracurricular activities, wider achievement and academic pursuits. Kings’ parents choose our school for these reasons. The school employs ‘Outstanding’ teachers from top UK schools and the top schools in Dubai. These teachers motivate the children with innovative learning strategies. Staff enjoy high levels of trust, and they buy into the happiness agenda that creates a positive ethos across the school. Teachers want to work in Kings’ because of the brand’s reputation, but more importantly, the ethos of the school. There is a ‘culture of kindness’ and high levels of professional development that comes with being a Kings’ teacher. Central to that is professional learning around developing ‘emotional intelligence’ at all levels in the school. Finally, Kings’ School Dubai, operates the interdisciplinary concept-based curriculum with positive outcomes for the students. As a result of this creative and innovative curriculum, student
Bede Higgins Principal of Kings’ School Dubai
learning is highly effective. Kings’ encourages an agenda of independent learning for students, with a high level of learning through technology and cooperative methods, involving students learning how to learn with their peers. There is an effective balance between knowledge and
skills development. Our School enjoys great success in the Foundation Stage where students learn through playbased learning with pedagogy from Scandinavia. Much of this curriculum is designed to develop students into successful learners, confident individuals, effective contributors, and arguably most importantly, respectable residents of Dubai, the United Arab Emirates and the world in which they live.
Effective Inclusion of Students with Special Education Needs Kings’ commitment to inclusion is embedded in our company’s vision and values. From the outset, 15 years ago, Kings’ was set up with the motto ‘The Best by Every Child’ and has continued to focus on delivering that through a constant, but evolving delivery of outstanding teaching and learning. By delivering a high
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Featured School
standard of teaching and learning, we deliver on the inclusion agenda. Each teacher in Kings’ understands that it is their responsibility to deliver positive outcomes for all of the students in their classes. The Kings’ values are consistently referred to and delivered on throughout the schools. Mr Bede Higgins, the fantastic Principal at Kings’ School Dubai places a huge emphasis on the importance of developing a ‘culture of kindness’ which is self-evident across the school. Kings’ has always been an inclusive school brand and was one of the first schools in Dubai to have a ‘Life Skills’ provision for students. There is a ‘health & wellbeing’ agenda at Kings’ Dubai. Positive education and developing growth mindset, are fostered in daily interactions and in the dedicated curriculum time for moral education. The leaders of inclusion, Governors, and senior leaders are all committed to the inclusion agenda and are cognisant of the new Dubai Inclusion Framework. Kings’ School Dubai has been highly praised in each of its inspection reports for its commitment to the National Agenda and delivering outcomes for all students in relation to the vision set out by His Highness Sheikh Mohammed Bin Rashid Al Maktoum. The Kings’ School Dubai is increasingly improving outcomes
for students in Arabic and Islamic Education. Kings’ School Dubai are enthusiastic members of the Mohammed Bin Rashid Scholarship Scheme.
A focus on Continuous Improvement at Kings’ School Dubai Kings’ have a strong governance system based on the KHDA ‘Gift of Good Governance’ which Kings’ group were involved in setting up. At every level of governance, from our Chairman through to the governing body of the school, the expectation placed on the leadership of the school, is to deliver an ‘Outstanding’ level of education with the best possible outcomes for all students, not only in terms of academic attainment but also in relation to wider achievement and happiness. School improvement is very often determined by high-quality leadership and Kings’ School Dubai have fantastic leaders at all levels. Bede Higgins Principal of Kings’ School Dubai and Sarah Reynolds as Deputy Headteacher are driven to maintain an outstanding school with positive outcomes. The Kings’ group operate a rigorous and coherent system of quality assurance and self-evaluation. The leaders at all levels set an ambitious but achievable improvement agenda for each area of the school.
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Sharing Good Practice
CULTIVATING STUDENT EFFICACY AT UNIVERSAL AMERICAN SCHOOL CO-WRITTEN BY: MICHELLE HAAG, SUSAN PRICE, PAUDGE BRENNAN, AND SHELLEY REINHART
“Really!?,” exclaims a 10th grade girl at Universal American School. “There’s actual research that explains why I always do my very best work at the last minute?” The research she's discovered is found in her Myers Briggs Type Indicator personality type profile. The MBTI is a statistically validated tool based Carl Jung’s theory of psychological type, proposing that people are born with preferred ways of interacting with the world around them, gathering information, making decisions and organizing time. Insights gained from understanding these individual preferences are relevant for people of all ages. Specifically, for students at Universal American School, understanding individual preferences through the MBTI helps build selfefficacy and facilitates students’ selfawareness. Shelley Reinhart is an MBTI Practitioner, and uses personality theory to help students and teachers gain self-understanding. Reinhart administered the Murphy-Meisgeier Type Instrument for Children to classes of students at Universal American
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School. The MMTIC measures psychological type for children under 18 years of age. Using the same model and preferences as the MBTI, the MMTIC gives students a sense of the way they like to study, the ways in which they learn best and ways to advocate for themselves at home and with their teachers. They can use what they learn through the MMTIC to develop good study habits and increase their confidence in the classroom. Reinhart is working with instructional coaches Dina Coppes and Michelle Haag to use the MMTIC as a tool to build selfefficacy at UAS. Universal American School is owned by Al Futtaim and offers a full American curriculum from grade pre-K to 12. The elementary school uses the US Common Core standards to inform a rigorous Primary Years Program (IBPYP) and secondary students can earn an International Baccalaureate Diploma (IBDP) as well as a US accredited high school diploma. A majority of UAS high school students have reported that they organize their time to study for summative exams only a day or two before the date of the
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test. Fewer than 50% of Math teacher Paudge Brennan’s 10th graders had been attending extra tutorial sessions, and even less completed nightly homework. Students did not have a workable sense of time management and stress levels were high before tests. Teachers were aware that not all students were achieving their potential. Reinhart administered the MMTIC to Brennan’s Math students and worked with the teacher-coach teams on strategies for helping students understand how they could better use their time for higher summative scores and longer term retention of material. One strategy Brennan adopted was “Don’t Break the Chain.” Students were asked if they thought they could pledge to complete at least two homework practice problems each day for the two weeks leading up to the exam, thereby encouraging a “chain” of daily Math review. Almost all students signed the large colorful posters and agreed to NOT “break the chain,” but after three days it became apparent that many had already done so. By the end of the first week, less than onethird of the students had an unbroken
Sharing Good Practice chain. Brennan and instructional coach Haag analyzed the students’ MMTIC profiles to identify patterns in those who had completed their chain and those who did not. They found striking correlations. All but one of those who were able to do homework every night had shown to be a “Judger,” a type with clear personality preferences for early starts, respecting deadlines, and valuing completion. The “Perceivers” (a type valuing flexibility, spontaneity and tend to work best in bursts of energy) broke the chain within the first 48 hours. Reinhart and Brennan led the students in a discussion of how each personality type approached this challenge. Students clearly saw the differences between Judger and Perceiver preferences and how these preferences reflect in their individual study habits and motivations. Brennan then asked the students to create study plans according to their preferences and to pair up with a student with an opposite preference for the next round of “Don’t Break the Chain.” Students gained insight into how they can best study, and most received higher test scores as a result. In IB English Language-Literature, Susan Price was also curious about how her twelve students were coping with the preparation for the demanding Paper 2 examination looming at the end of the course. During Grade 11, she had noticed that whilst the class excelled and soared with analysis in discussion, many failed to reach a commensurate level in written responses. Conversely, a few students knew the texts in some
detail, but were unable to take their knowledge into the more abstract realm of analytical thought required by the Assessment Criteria. Two students had achieved this combination, but what of the others? Was it actually possible to help them or was it mainly a case of innate cognitive aptitude as indicated by the results of the CAT 4 predictions, based on one verbal battery? Teaming up Shelley Reinhart and Instructional Coach, Dina Coppes, Price arranged for all the students to sit the MMTIC and reflect on the recommendations for study and experiment with different ways of working. Price organized some lessons according to the MBTI preferences; grouping was arranged with “Sensors” (a type who values specifics and details) working with “Intuitors” (a type who values big-picture ideas and making connections). The Intuitors were pleasantly surprised to see that working with someone who instinctively veers towards a more detail-oriented approach could draw them into more grounded, evidencesupported analysis; the Sensors learned that through seeing the bigger picture and making connections, the micro-elements of a text could lead to more abstract conclusions. Likewise, in the arena of independent study, many of the students discovered much about themselves as learners - some realizing that study for them should be an ‘arena’, rather than an isolated activity. Students who had not contemplated group study sampled it and found it beneficial. An ISTJ (an introverted, sensor, thinker, judger) student who had wandered, unfulfilled
academically, through English, is now preparing for the May Paper 2 with the only other ISTJ in the class, and is finally happy and achieving. Alongside all this student-centered activity, Price began, from the September of Grade 12, tracking the results for the specific IB Literature criteria: • IOC: Knowledge and Understanding - 92% of students in class showed growth with an average growth rate of 122% from the first assessment to the last. • IOC: Appreciation of Writer’s Choice - 92% of students in class showed growth with an average growth rate of 241% from the first assessment to the last. • IOC: Organization - 83% of students in class showed growth with an average growth rate of 101% from the first assessment to the last. • IOC: Language - 42% of students in class showed growth with an average growth rate of 17% from the first assessment to the last. Whilst the MBTI cannot be said to be a panacea to the many ways which cause unfulfilled potential, Price feels that her students became much more selfaware as learners. The final IB results will emerge in early July; whatever the outcome, the MBTI means the students have been given the opportunity to learn about themselves and from each other - and have certainly engaged with texts and analysis in ways they may not have encountered otherwise.
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Featured Teacher
PETER TABICHIA GLOBAL EXAMPLE OF THE POWER OF SELFLESSNESS AND SERVICE TO EDUCATION BY LEISA GRACE WILSON
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n Sunday March 24th, I entered the ballroom at the Atlantis The Palm Dubai, along with what seemed like thousands of other educators and well-wishers, to witness the award ceremony of the 2019 Global Teacher Prize. This year, as with previous years, I spent time learning about the finalists and becoming familiar with their work, so my level of excitement was quite high, as I felt a personal connection with all the finalists. As we sat there watching Hugh Jackman deliver a spectacular performance, I could not help but think of how nervous and anxious all the ten finalists on the stage were feeling. It was finally time to announce the winner and the room fell silent. As fate would have it, I was sitting just in front of Peter’s father and other members of his family. As soon as his name was announced, the entire section where we sat erupted in shouts, screams, tears and lots of applause. The entire ballroom joined in. Peter took the mic to say thank you and as a mark of true respect and appreciation, he invited his father to join him on stage. This was such a memorable moment in the ceremony. Peter Tabichi is a Maths and Physics teacher at Keriko Secondary School in Nakuru Kenya. Peter who is a Franciscan Brother, has dedicated his life to service. Peter serves the poor and needy in his community in more ways than one. He educates and empowers not only his students, but also members of his community by teaching them sustainable farming techniques. Peter gives away 80% of his
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Featured Teacher monthly income to help the poor. His dedication, hard work and passionate belief in his students’ talent, has led his poorly-resourced school in remote rural Kenya to emerge victorious, after taking on the country’s best schools in national science competitions. After his momentous win, I had an opportunity to interview him and dig a little deeper to find out what motivates someone to become such a beacon of selflessness in this world. Read on to learn more about Peter Tabichi the Global Teacher Prize winner for 2019;
What inspired you to become a teacher? From an early age I was always impressed by teachers. I always observed the work that teachers do and how they work tirelessly to uplift
their community. I grew up close to the profession because my father was a teacher. I look up to my father and growing up I was always impressed by how much he cared for his family and his students. As I grew, I became more and more drawn to service and to the profession and so I decided to become a teacher.
Describe your school I teach at Keriko Secondary School which is located in a rural area in Kenya. My school lacks most of the basic facilities. Our students come from very poor backgrounds and so when they come to school they struggle to learn as all their basic needs have not been met. Many students struggle to concentrate in the mornings when they arrive as they have not eaten anything. As a school we do our best to help and
feed the students but there is so much more that needs to be done. The roads in our community are generally very bad and during the rainy season they often become impassable and so that really affects attendance adversely. The class sizes are big and the lack of equipment makes it difficult for teachers to deliver lessons properly but they do try to do their best with what they have. In spite of all the difficulties being faced by the students, they still have a drive to succeed. When our students are given programmes which uplift them and they are given a chance to shine they really work hard. I work alongside my colleagues to run science programmes using the little resources we have to challenge our students to become Innovative and they normally surprise us.
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Featured Teacher
What is your hope for young people in Africa and globally?
What advice do you have for fellow teachers?
With Africa, I can say there is unlimited untapped potential. The young people simply need to believe that they can do a lot. They need to know that the only limit to achieving their dreams is themselves. Yes, there are challenges but if they work hard and persevere they have the potential to do great things, they can become famous scientists or anything they wish. I stress this point with my young people because when I was much younger I did not realise the amount of potential I had and so I wasted a lot of time.
I encourage my fellow teachers to have passion for your profession. Things may not be good at the moment but the work that you are doing will last for generations to come. Think about the students above all else. Do not think so much about the salary as this may discourage you. The work of a teacher should be celebrated as it is a noble profession. I strongly believe that we teachers hold the answers to many of the situations the world is currently facing. Education uplifts and changes people and we as teachers play a great part in this.
My hope for young people across the world is that they take advantage of all the opportunities presented to them. When I was younger I did not have some of the things that are available now. Young people globally need to really harness technology and use it for the greater good of mankind. My wish for young people everywhere is that they enjoy learning and discovering. The world is theirs to explore and I really want them to explore it. I implore young people to work hard, there is a lot they can do but they have to be willing to work hard in order to achieve.
What plans do you have after winning the Global Teacher Prize 2019?
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My plan is to use this prize as a platform to help to improve the state of education in my country and indeed the world. I hope to make my school a model school and equip it with great resources for the benefit of the students, the teachers, the wider community and even other schools. I hope to work at lifting the status of teachers in the world. I also wish to continue my work in the local community by working with community
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members, teaching gardening and sustainable farming because food insecurity continues to be a problem.
When you are not working, what do you enjoy doing to relax? When I am not teaching, I enjoy quiet meditation and prayers as well as reading. I like jogging and swimming to keep fit. I am also an artist and so in my free time I draw and paint. In the past I have earned extra money from my painting and drawing.
Sharing Good Practice
4 SIMPLE STEPS WHEN CHOOSING A NURSERY SCHOOL BY LAMA CHIVI
Parents want the best for their children. This “wanting the best” comes in many forms. It can be seen in the ways they express their love and affection through caring thoughts, words, and deeds. It is also evident in the time they spend with their kids, their effort to spend quality moments, or even in the key decisions they make. One of these decisions is choosing where to send their child for a good quality education starting from the early years and moving forward.
Planting Good Seeds When you consider yourself to be one such responsible, thoughtful, and
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loving parent, then you certainly also want the best nursery school for your child. Aside from the knowledge a tiny tot learns from home, social interaction and play-based learning can also be gleaned from formal educational institutions like preschools and nurseries. It is good to start planting a love for learning while they are young. There are numerous studies and reports that support this and a lot of parents recognize the effects it has on their kids. Starting them young will help them develop and achieve their developmental milestones. When you want to explore the idea of enrolling your child to preschool, there are some factors that you have
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to consider. Here are four easy steps to go through when choosing a nursery school:
1. Know your child’s needs First of all, you should make a personal assessment whether or not your little one is ready for preschool. For example, is he or she toilet trained? How does he or she interact with other kids his or her age? Is he or she comfortable being watched over by other people? Some important criteria to check whether your child is ready to go to school is his or her ability to follow directions, level of independence, and social skills.
Sharing Good Practice 2. Make a school shortlist If you think that your child is ready, then you should look up schools that you think will benefit your child the most. Read up on their latest brochures and inspection reports. Ask other parents, trusted friends, and family. In short, do some research and make a shortlist of schools. You can look into their various programs and check whether they already accept kids as young as four months. Some progressive nurseries have adaptable early childcare facilities to support working parents. This is noteworthy as it is important to find a safe and secure place to leave your child in while you are at work. Other practical considerations that you might have will be the location, class schedule, and your own schedule.
3. Visit the school When you have identified prospective schools that can address your needs, make an appointment and book a tour. This is a crucial step that you must take to ensure that you have personto-person interactions with school administrators or teachers.
process of choosing an early childhood educational center for your child. Since this is his or her first time, then he or she might still get the jitters from being away from you and mingling with other people. • Talk to your child and explain where he or she is going and why he or she is going there. Answer his or her questions and assure him or her that you will or the carer will be there to pick him or her up at the end of the day. Also highlight school activities that you know he or she will enjoy. • Start building practical skills during the weeks or months before he or she goes to school. Read books about starting school; engage in games and activities that will require him or her to sit for a bit of time (e.g. painting or drawing). • You can also play role-playing games that simulate school settings. This will familiarize him or her with some school situations that will help
him or her to be less nervous during actual school time.
Let Your Child Bloom Letting go of your child for the first time may be quite tricky for both of you. You as a parent may have apprehensions and separation anxiety and your child may also have first day fears. However, you must know that early education will help them grow, nourish their minds and bodies for them to blossom into bright, happy and responsible adults. Allow them to go out and socialize. Let them learn from their own experiences within the confines of an educational institution that you have carefully selected. With all the painstaking steps that you have gone through just to make sure he or she is in a top quality and safe academic environment, trust in your judgement and trust your child to bloom into a productive human being.
This visit will also be a way for you to personally see the facilities, observe how they intermingle with each other, and get a glimpse of how they do things at school.
4. Ask Questions During your visit, take the opportunity to ask questions. Inquire about their curriculum or educational programs. Air your thoughts and apprehensions, if any, about letting your child go to school for the first time. These educators will most likely be able to assuage your doubts and assure you that they can instill quality education and values while your child is with them. Some questions to ask include how children behave when in school, how teachers deal with students (especially in terms of discipline), and how teachers communicate with parents. Help Your Child Prepare for Preschool Once you’ve decided to go for the nursery school that best meets your stringent criteria, then it is also advisable that you ready your child for the first few weeks of preschool. Your job does not just stop because you have gone through the meticulous
Lama Chivi is the CEO of Blossom by Babilou Education in the UAE. Having lived in Dubai for over 30 years, she combines the best of international practice and local expertise into this leading British Curriculum Nursery, delivering a top-tier and high-quality offering to the MENA region. The mission of Blossom by Babilou Education is to support children in building their own identity, self-discovery and awakening while respecting their own pace and their uniqueness.
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Sharing Good Practice
TUTORING, COACHING AND SUPPORTING STUDENTS IN THE 21ST CENTURY BY OCTEVIA TORIAN and motivation from home and school. We need to help our students by providing suggestions, strategies and resources to support their academic and social skills; guiding them towards finding their passion to empower and change the world. Students require additional support in the classroom that empowers and motivates them. However, motivation and empowerment are lacking within our schools and community. Empowerment, motivation, and support are missing in guiding students into finding their passion. Students are not motivated to attend school. They are tired of doing the same routines in the classroom. Yes, they need some enthusiasm and strength. If we start implementing various empowerment or motivational strategies within the classroom, student participation would increase, and students will strive harder to complete tasks.
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ave you ever had a student that was just not motivated or did not connect to his or her passion? No matter how many times you added encouragement, the student just doesn’t seem to care or believe in a goal. Do students even realize what their goals or dreams are while in school? I told my grandfather I wanted to be a teacher when I was five years old. I honestly do not remember. However, throughout school, I never discussed or even thought about being a teacher. I started college, majoring in business, then counseling, to finally declaring elementary education as my major. In my early 20s, I finally realized I wanted to be a teacher. Could this have been avoided early when I was in school? Many times, I am asked, “why did I want to become a teacher?” My response, “I was bored and wanted to make school fun for my students. I became a teacher so I could change the way students felt about school.” Years later, I realize some students do not have an understanding of their goals or dreams. Just like me! So, what better time than now to support, motivate and empower our youth with 21st century strategies and resources
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which will guide them to their passion. As a teacher and a person highly involved with youth in the community, I had always wondered, what was missing in the schools and community? As I have talked to many students of all ages, I realized empowerment, motivation, and support could be the missing link. I have always had a passion to motivate my students. It’s what drives me to keep going in education, but I feel there is more that can be done to reach our students. Students need a voice to express how they feel with all the assignments, testing, extracurricular activities, and pressures of student life. My desire is to connect their voice to the world through empowerment, motivation, and support. Empower is defined as 1.) Give strength and confidence to. Motivation is defined as 1.) The reason for your actions or behavior. 2.) Enthusiasm. Students have more influence today than in the past due to changes in the community, school culture, and world. Students require options for extra support and resources, assisting them to make positive decisions. Students are dealing with an absence of support
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Empowerment Anyone?
and
Motivation,
I provided my students with a questionnaire about what empowerment, support, and motivation means to them, and what they wanted to see in the classroom. As I read their responses, I was pleased with the feedback. They gave interesting examples on what they would like to see in the schools and/ or community. Based on the results, I created a list that described what they wanted in schools to boost motivation and empowerment. These are just some of the ideas that the students brainstormed: • Provide empowerment lessons/ sessions in school or in the community • Provide websites and resources on empowerment • Provide support to pursue goals and dreams • Encourage with real life examples to chase dreams. Pushing towards their passion • Start a new trend or campaign to motivate the students
Sharing Good Practice The following are four creative ways teachers can implement motivation and support within the classroom.
1. Helping Others Students can study ahead of time and not procrastinate. This is an advantage in preparing for an assessment or assignment. To prioritize activities and events, students can use a motivational journal or calendar whether it’s a calendar book or phone to get tasks completed independently, and then celebrate the task by doing something positive, like tutoring or volunteering for other organizations. Students need motivational support to set goals and support to complete them. Jenkins & Jenkins (1987) states peer tutoring provides a more caring climate in the school, students and teachers monitor each other’s behavior and invest in each other’s success. Students are able to reach their school goals and also gain social maturity through responsibilities that affect the lives of others. Many times, students are not interested in a subject or may not understand. Peer tutoring can help with motivating students to accomplish a given task.
2. Social Media McKibben (2016) discusses how to turn social media over to students. Yes, there is some debate on what the students may say. However, this is the opportunity to allow students to be motivated while focusing on their lessons. McKibben states empowering students to take ownership of your classroom, school, or district social media accounts is an exercise in trust. Get permission from your administration and parents, and if allowed, create an Instagram and Twitter page for your students to post and share their wonderful classroom experiences. (There are other resources on the internet that you can use.)
3. Portfolios and Accountability Having students maintain growth portfolios to see how they have improved throughout the academic year. This will hold students accountable on the progress made throughout the year. Students are able to reflect on their own progress and make a plan to achieve their results. Students can use a calendar with motivational quotes to set schedules to complete tasks.
Building relationships is important in motivating and showing support for students. Students begin to build confidence, success, and have something to offer, thus being motivated in the classroom. Students can focus on academics and their passion, but they need to make sure they do weekly or monthly checkins to see if they are meeting their goals. Students can also have an accountability partner. Once the goals are met, students can find a way to celebrate an accomplished goal.
students. This can be in the daily schedule or monthly calendar. There is a need to motivate students in the 21st century to reach their passion.
4. Motivational Coloring
References
Another cool idea is having a school community coloring wall designated for motivation throughout the school or classroom. Students can color or draw on the wall for motivation using green, orange, and blue. Using the right colors can affect feelings, attention, and behavior. Afterwards, post the motivation pictures on the school website or social media page. It seems starting a trend and becoming creative in the classroom, as the teacher, will give students motivation to reach higher for the goals or dreams or just even tap into them. What’s something trendy that you can do to motivate your students?
Color Psychology (2019). Retrieved from https://www.shiftelearning. com/blog/how-do-colors-influencelearning
My passion has always been to increase student empowerment and motivation for our students. To motivate, to support and to empower. Teachers and schools should work together to create ways to empower and motivate
What are some empowerment or motivational strategies that you can provide to students? “Every great dream begins with a dreamer. Always remember, you have within you the strength, the patience, and the passion to reach for the stars to change the world.” - Harriet Tubman.
J. Jenkins & L. Jenkins (1987). Association for Supervision and Curriculum Development. “Making Peer Tutoring Work,” Systematic training, active supervision, structured lessons, daily progress measurement, and an emphasis on mastery characterize the peer tutoring program for elementary and secondary students in Lake Washington. S. McKibben (2016). Should students run your social media accounts? Vol. 58, Issue 10. Retrieved from http://www.ascd.org/publications/ newsletters/education-update/oct16/ vol58/num10/Should-Students-RunYour-Social-Media-Accounts%C2%A2. aspx
Octevia Torian is from Virginia, United States of America. She has 14 years of experience in the education field. Octevia is currently in her second year of teaching in Al Ain, United Arab Emirates. She is a graduate from Averett University, Capella University, and Virginia Commonwealth University.
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Sharing Good Practice
STRATEGIES FOR MAXIMISING HEALTHY CHOICES IN ELEMENTARY STUDENTS BY TOLU DARAMOLA
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he more I eat healthy foods, the better I feel and perform. This is the intrinsic thinking we want students in the Middle East to foster in a world where Diabetes and Child Obesity is growing in rapid numbers. As teachers, educators and school personnel, we are influencers who can set the foundation for young health conscious kids. It is important that the school community maximises the motivation of students making healthy choices. Below are 5 ways to maximise young students’ intrinsic motivation to eat healthy foods. 1. Maximise the motivational context of the school cafeteria and eating areas. Post up signs that encourage eating healthy. Place healthy recipe books in the classroom library. Read recipes in class and encourage students to write their own recipes. 2. Maximise the opportunities for students to engage in healthy tasty treats. Purchase and Incorporate the Tasty Treats Program throughout Pre-K to 5th grade. 3. Maximise opportunities for students to make choices about what they eat. Providing choices is an effective way to support the development of intrinsic motivation. Some strategies include teaching students how to read a nutrition label and demonstrations on what the daily sugar intake physically looks like. These lessons will engage
students and allow them to make their own positive choices. 4. Maximise opportunities for students to socially interact with others about the healthy foods they are eating.
cooking club, where students, with the guidance of adults prepare, cook and eat simple and tasty meals together. Motivation increases when students see their peers eating healthily. The comments they make can pique a student’s interest and curiosity. Students’ observation of their peers healthy choices may increase their chance of tasting and making healthy choices. The most important goal of any early child nutrition programme is to foster a love of healthy tasty treats. This is important because once a child knows how to make healthy choices, they pick healthy options intrinsically. Maximising motivation for health education in early childhood can help to prevent childhood obesity and diabetes. If you are interested in working together to implement some of these strategies in your school, please reach out to Tolu Daramola at ToluTravelteach@gmail.com.
These social interactions include communicating in ways such as; i. writing their own healthy recipes or reflecting on a recipe they tasted ii. Group discussions and activities about healthy foods iii. Cooking and taste testing with others iv. Sharing snacks with others v. Sharing videos of themselves cooking with others
5. Maximise students’ opportunities to eat and make healthy recipes that mirror what they might eat at home. This helps students find value and meaning in the healthy foods, in their home environment. Students become more involved and motivated to eat healthy options that are similar or the same as the options at home. A strategy would be to open an after-school Tolu Daramola is an international educator with over 10 years’ experience both in the USA and UAE. She is always enthusiastic, approachable, and focused on doing what is best for students. She is passionate about health, fitness, building authentic relationships, and traveling. You can follow her classroom on all platforms @ToluTravelTeach. Class Time
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Inside The Staff Room
8 ALTERNATIVE CAREER CHOICES FOR LIFELONG EDUCATORS. BY CHASSIE SELOUANE
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love my students, but I just do not want to be in the classroom next year.” If you have had this thought, you are in good company with educators across the globe. The requirements and changes to curriculum, parent and staff meetings, and standardized testing set forth by legislatures, schools districts and Ministries around the world can often place added pressure on teachers. In some schools, teachers’ salaries and annual increments are based on a system that includes educational level, experience and student performance outcomes.
Article, nearly one out of five teachers in the US public school systems hold down a second job outside of their main teaching role.
Teacher burnout is real and can happen to the most dedicated and popular teachers, who love their job and their students. A survey for teachers by the National Education Association of the United States, reported in 2018 that 40% of teachers leave the profession within five years of entering the education sector. Additional stress from financial constraints due to low salaries, can also lead to teacher burnout. According to a 2018 EdWeek
1. Facilitate Teacher Training Courses for a University or an Educational Consultant Group.
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As teachers, we love to make a difference in the lives of our students. However, what happens if you start feeling burnt out or the desire to explore different challenges outside the classroom. What are the alternatives, if any, outside the classroom? The following is a list of 8 viable career paths for educators that are just as rewarding as being full time in a classroom.
In order to work at most Universities, you will need a doctorate to teach Master level courses, but often teachers with Masters degrees may be able to work teaching undergraduate classes on an adjunct basis. You may also be able to work with an Educational Consultancy Firm facilitating professional learning
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or continuing education training courses for schools. Interested? Then, why not get in touch with the Human Resources departments of your local Universities, Educational Consultant Firms, or even Textbook companies to explore this opportunity.
2. Create and Sell your selfmade teaching resources on TeacherPayTeachers. This is not a get rich scheme but if you have been in the classroom for any length of time, you probably already have some great self-created materials to start your store. You will need to be hard working, creative, with original ideas and a firm grasp of the subject content that you are dealing with. There are a growing number of teachers who are supplementing their income and even making a living selling their resources. Visit TeacherPayTeachers. com to get started today, and start making money.
3. Become a Corporate Trainer
Inside The Staff Room or Facilitator Companies spend a lot of money to keep their employees up to date on new processes, protocols and technology. Teachers are the perfect candidates for the position of Corporate Trainers because of their desire to actively help others and their ability to analyze and engage people of a variety of learning backgrounds. Teachers have pedagogical knowledge and instructional capabilities that can be an asset in the corporate world. You can research large corporations in your city of interest and search for Trainer or Learning & Development positions. You may also want to seek out Corporate Training groups like Franklin Covey, who focus on both Corporate and Educational Training sessions.
4. Museum Tour Guide or Museum Educational Specialist Former Teachers are the perfect fit for filling positions as museum guides or educational specialists. Teachers are highly skilled at managing children in learning activities and keeping them focused and engaged in their handson learning. Working at a museum is a great way to teach others and expand your knowledge and reputation as a subject matter expert. Start exploring museums, historic sites or even fun locations you might have visited previously with your students, and before you know it, every day could be a field trip day.
own afterschool activity program or summer camp. You could begin offering an afterschool activity by renting out a space at a school and offering your program a few days a week to see if this is a viable option for you. If it becomes popular, then this could lead to more days a week after school and possibly a Summer Camp.
7. Instructional Coordinator/ Curriculum Specialists This position oversees the teaching and learning within a school’s environment. These positions often require a minimum of a Master’s degree in Curriculum & Instruction due to the specialized knowledge and skills needed to maintain instructional integrity of the curriculum. Duties often include the development of instructional material and assessing its effectiveness in regard to the standards being implemented within the school. If this career path is of interest to you and you do not currently have a Master’s there are a number of well-established Universities that offer a Curriculum & Instruction Masters Degree for working educators.
8. Administrator Administrators are responsible for the day to day management of educational institutions. Often these positions have less interaction with students
and require strong communication and leadership skills that intertwine the educational world with business world. Administrators can range from a wide variety of positions that could include the following; Superintendent, Director, Principal, Vice Principal, School Counselor, Academic/Graduation Coach and many more. To research requirements of Administrators please visit your local school district or ministry site to understand the requirements of your geographic location. No matter the alternative career path you choose, as an educator, you bring a variety of diverse skills to the table. Changing careers can be a super scary decision, but remember as an Educator you have experience in being an adviser, instructor, caseload manager, counselor, facilitator, organizational planner, creative director, assessment specialist, mediator, mentor, manager, discipline specialist, lesson planner, secretary, hall monitor, police officer, resource/curriculum specialist, and leader. No other position in the world can offer experience, transferrable skills and a knowledge base like that of a teacher; and with a resume like this, there’s no limit to the career possibilities. Open your eyes, heart and mind and if you still feel the need for a change or a new challenge, jump in and take the leap to transition out of the classroom.
5. Become an After School / Activity Coordinator/ Coach This is a very versatile position because many schools have positions as Activity coordinator or After School programs. This position helps maintain the quality of student life at the school and offer opportunities for extracurricular clubs or classes. This position is a fun exciting position that allows for the interaction with parents and students and often help students find their passion in a topic in which they excel (Swimming, Dance, Football, KungFu, etc..). Speak to your Administrator to see if your school offers programs such as these and how to apply. 6. Start your own after-school Activity Program or Summer Camp Do you have a passion for STEM Learning, Love photography or are a secret Picasso? You could utilize your talent or passion by creating your
Dr. Chassie Selouane has multiple degrees with a focus in Education and Instructional Leadership. Dr. Chassie is an Edmodo Ambassador & Certified Edmodo Trainer. She is an Apple Designated Teacher with Swift Playground Recognition and an Ambassador for the ASCD(American Association for Supervision and Curriculum Development). She has been a featured speaker at International Conferences around the world. Class Time
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Sharing Good Practice
WHEN INNOVATION MEETS EDUCATION: QUALITY EDUCATION TO 1 MILLION CHILDREN
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echnology and innovation comes with benefits and drawbacks. It can transform our students’ learning process, but fake news and a lack of privacy can be a threat to our rights and democracy. Augmented reality, 3D printers, block chain, Virtual Reality, Artificial Intelligence, and a plethora of other unforeseen technological advances, are a reality in our students’ lives. By 2020, 2.5% of all jobs will be lost due to AI. However, we will also see a 5% increase in newly created jobs. Those new jobs will require skills like complex problem solving, creativity, empathy and collaboration. Many classrooms are still not focusing explicitly on those important skills. One problem is that teaching for different outcomes, requires different ways of teaching. Teachers should step outside their comfort zone and not only instruct, but also need to allow their students to step in the middle of their learning process. Students can learn from; each other, experts, videos and by doing.
and gender equality. In the Kakuma project, 350 teachers across every continent, are currently offering free education to African refugees via Skype. The Kakuma refugee camp houses 200,000 refugees in Kenya, who fled from war and hunger in Sudan, Burundi, Somalia and DR Congo. Timmers sent his own laptop and raised funds via crowd funding so that he could help provide the right infrastructure to 3 schools and enable them to connect to students from 75 countries, via Skype. In the Climate Action project 500 schools across 90 countries focused on Climate Change. As part of the
Using the UN Sustainable Development Goals as a framework, Koen Timmers launched several educational projects focusing on several issues like; refugees, climate action, sustainability
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project, students across the world shared findings via videos and so they learned about important issues from their global peers rather than textbooks. During four weeks, students explored, brainstormed, discussed, created, connected and shared their findings via videos. The project was endorsed by Dalai Lama, Charlize Theron, UNESCO, the Irish president, Greenpeace, scientists and public figures. During the project, students from across the world amazed us with their overwhelming solutions and actions. Canadian students 3D printed coral reefs, students in Malawi started to plant 60 million trees, American students found out that aquaponics help to grow plants with 90 percent
Sharing Good Practice
less water – they presented their solution at Oxford University, 400 students went on a march in Peru, a huge mural was created in India and Portugal, so students will be reminded of the project every single day. If we fail to give our students the skills they need to successfully navigate their reality, we risk a future where technology has undue influence over our lives. Imagine this scenario: A woman gets into a self-driving car on her way home from work. In order to get the ride for free, she is forced to spend 20 minutes at the fast food restaurant that sponsored her trip. This has become a new way of advertising. After eating an unhealthy snack that she really didn’t need, she passes the rest of the time by sharing a few highly
biased, government sponsored news stories on her social media feeds. The government software that constantly analyzes social media data increases her social credit score by 2 points. She knows that her social credit score is close to being high enough to give her access to a better job. She checks her smartphone to see whether her child has had a good day at school. Her son has been angry 2 times, stressed for less than 30 minutes, and spent a few minutes laughing at lunch time, all of which has been recognized by the facial recognition software and cameras that are located throughout the school. Upon arrival at home, she unlocks her front door with the aid of neural sensors attached to her eyeglasses and before proceeding to ask her home network to order dinner for her family.
This story is dangerously close to being reality. In Beijing people do have a social credit connected to face recognition. In Chinese schools, children’s emotions are scanned every 20 seconds, and mind controlling devices are available on the internet for no more than US$250. Schools need to transform and we need to question ourselves how. The home networks that we use like Amazon’s Alexa and Google Home, to turn on our lights, buy goods and order food, send our data to their companies every few minutes so that advertising can be better targeted to our desires. Jane Goodall, world renowned primatologist and anthropologist, founded the Roots & Shoots programme with the goal of bringing together youth to work on environmental, conservation and humanitarian issues. In 2018, Roots and Shoots approached Timmers to collaborate in developing Innovation Lab Schools in Africa and South America. Each lab school aims to offer a free quality education to children living in rural areas. The facilities are typically equipped with an internet connection, laptops and educational resources including Lego WeDo and Minecraft. Apart from a local teacher, students will learn by having a Skype lesson offered by a global teacher community of one thousand educators. Students across
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Argentina and Brazil, aiming to offer 1 million children a free education by 2020. The labs are sponsored by Skype in the Classroom, Empatico, Participate, I3 Technologies, Lego Education, PXL and Edukans. PXL university college will do research to ensure the project is making impact and how students perceive the project. Helen Clark, former Prime Minister of New Zealand, HRM princess Esmeralda of Belgium and Dr. Don Thomas, astronaut, endorsed the project.
the world will be able to connect to the local students in the Lab Schools, offering them powerful intercultural exchanges. Students will be asked to work to improve their communities. They will have to explore, brainstorm, discuss, offer feedback, create, connect, reflect, present and share their findings. Far beyond studying and memorizing facts, children will find solutions and take action to improve their world. They will become content creators as well as content consumers. In 2006 an approach called activitybased learning (ABL) was introduced in all primary schools in the Indian state of Tamil Nadu. This experiment eventually involved 37,000 schools and 40 million children. The program demonstrated that giving children the chance to work through the curriculum with their friends at their own pace and in their own style, was hugely more effective than forcing them to follow a teacher’s instructions with little autonomy. The project involves a new curriculum based on the UN Sustainable Development Goals, a collection of 17 global goals set by the United Nations General Assembly in 2015. These goals have the power to end poverty, fight inequality and stop climate change. The curriculum is developed by 20 experts and makes connections with STEM (Science Technology Engineering and Math). It will be published for free in 10 languages on our website www.innovationsdglab. com and it will promote other learning approaches like collaborative learning and flipped learning. In a world increasingly polarized by technology, self-driven global citizens are more important than ever. As Smith and Kang state: “Loneliness, addiction and polarization are linked.
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Community and empathy are the route Out”. Formal education has the duty to teach tolerance and change students’ mindsets concerning single use plastic, solar power, avoiding wasting clean water, calling out sexist language and behavior, etc. A project-based learning approach allows students to brainstorm and reflect about these issues. In the end we want to offer the students a fair perspective and strong insights, which can help them make well informed decisions when they are adults. Koen and Roots and Shoots will start developing Innovation Lab Schools in Tanzania (Pugu and Kigoma) and South Africa. Future schools are planned in Nigeria, Uganda, Morocco, Arctic Canada, Palestine, China, Malawi,
The project was among the finalists in the UNESCO prize for innovation in education. The project will both offer a free education to hundreds of thousands of students and also a platform to teachers across the world to exchange thoughts, best practices and applications. By allowing students to use the UN Sustainable Development Goals to improve their world, they will be developing the skills they will need to navigate the complex technological world in their futures. Through a balance of technology, content, pedagogy and community, students will learn the important skills they’ll need to ensure their future is driven by the best aspects of humanity, rather than the worst aspects of technology.
Koen is a Belgian educator, author, speaker and SDG ambassador. In 2018 he was announced as one of the best teachers globally by Bill Gates as part of the Global Teacher Prize. He’s a lecturer and researcher at the Teacher Training department at PXL university college Hasselt. Koen is passionate about technology enhanced and collaborative learning. In 2015 he launched the Kakuma project in which 350 educators across 6 continents offer free education to African refugees via Skype. He also launched several global educational projects focusing on several UN SDGs involving 500 schools over 90 countries which were supported by the Dalai Lama, Charlize Theron, UNESCO, Greenpeace, scientists, National Geographic, etc. These projects were covered by (national) media across 35 countries. In 2018 Koen developed Innovation Lab schools in several African countries in collaboration with Dr. Jane Goodall and Roots & Shoots. The labs aim to offer a free quality education to 1 million students by 2020 involving 20 schools in 4 continents. This project involves a new curriculum focusing on the UN Sustainable Development Goals. Koen is a Microsoft Expert Educator Fellow, winner of the HundrED award, National Geographic Certified Educator and TeachSDGs founding ambassador. He’s co-author of the book “Teaching in the Fourth Industrial Revolution” which is available at Amazon. Koen has been invited to speak at NNSTOY Washington, EdCrunch Moscow, Mesa Vienna, GESF Dubai, Agastya Bangalore, Microsoft UK, E2 Paris and Toronto, European Commission, Qudwa Abu Dhabi, Teach for Belgium, European Parliament and NRClive Rotterdam. He created several educational apps and websites and founded his own online school Zelfstudie.com currently having 20,000 online students. More info: www.timmers.me Images: http://timmers.me/presskit.html LinkedIn: https://www.linkedin.com/in/timmerskoen/ Twitter: https://twitter.com/zelfstudie
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A MOMENT WITH
TRAVEL FEATURED
AFTER THE BELL
PERSONAL DEVELOPMENT
TASTE IT SHARE IT
A MOMENT WITH A Moment with JONATHAN PRICE
A MOMENT WITH
JONATHAN PRICE BY LEISA GRACE WILSON
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After The Bell
A Moment with
J
onathan Price is the Managing Director of Eteach International. Eteach is an international recruitment company with its headquarters in the United Kingdom. Jonathan, an educator turned businessman, has been in the region for several years. He has in-depth knowledge of the region’s education system, and has seen the system change and grow over the years. Jonathan was born in North Cornelly, just outside Porthcawl, South Wales, when the Rolling Stones were top of the Billboard 100. He attended the local primary school and then the cluster comprehensive school, before going on to completing his B.Ed. (Hons). Following his studies, he began his career in education as a teacher in East London, before moving internationally to teach, some 20 years ago. He has served as a school leader in both the UK and overseas, before moving into the corporate world with Eteach and setting up Eteach international. Jonathan’s unique skillset and deep insight makes him a person of influence on the international schools scene. In this ‘A Moment With’ feature, we speak with Jonathan about his life, his work and we draw on his knowledge about recruitment of quality teachers in international schools and the role that Eteach is playing in this.
Who was your favourite teacher? Why? I have had a number of great teachers, but some do stand out. Mrs Chess was my Yr. 3 teacher, whom I loved to bits. She introduced me to the joy of reading and she always read The Hobbit to us. It is still one of my favourite stories and I always have a copy at home.
You were an educator and a school leader, what prompted your move into education recruitment? During my time as a Principal in Dubai, I completed a course in Human Resources Management, because I wanted to learn more about the HR elements in a school. I always enjoyed recruiting for my own schools and had positive feedback about the hiring process, even from those who did not get the position. Ethically, I believe that I make a difference by finding the right people for the right role at the right time and therefore having a positive impact on the learning in hundreds of schools.
time for leaders to lead, resulting in happier and more effective schools.
Share a major challenge facing teacher recruitment internationally The news in the UK and in other countries portrays the education landscape in a negative light. The number of people going into teaching or even remaining in the profession is at an all-time low. This is presenting an enormous challenge to schools in the UK and overseas. We are trying to meet this by continually investing in our services to ensure that both the candidates and the schools are able to link up as seamlessly as possible. This will not solve the problem, but it is our way of trying to make things easier for the two parties.
2. Managed Consultancy leadership and faculty.
What makes Eteach International different from all other recruitment companies in the education sector? Eteach was formed with the belief that recruiting excellent teachers for schools and their students will result in improved learning. Good recruitment practices from the outset means more
Eteach is a family business and was established by Paul Howells, an ex-teacher, in 2001, as the first online job board specialising in the education sector. It currently works with over 7,500 schools both in the UK and internationally. We have over 150 employees working across offices in the UK and overseas. Eteach is NOT just another recruitment agency. We offer cost effective recruitment solutions to schools around three distinct areas: 1. Advertise faster!
better,
smarter, for
3. School Recruiter (ATS) – the latest innovation in candidate attraction and recruitment software for schools and groups. Share two ways in which schools can recruit and retain the best teaching staff at this time of reported severe teacher shortage The advent of social media and the internet means that teachers can find out every detail of a school before applying. In order to attract good talent, a school needs to ensure that its career site is set up in such a way that teachers can relate to life at the school and decide if it matches their expectations. School leaders are busy people and should trust professional companies to manage their recruitment from attraction to hire. Retention is not only linked to the ‘package’ but also the way in which the teacher’s voice is listened to and acted upon.
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Personal development
WHAT’S DRIVING YOU? BY LISA FÁTIMAH
It’s time for truth telling. While matriculating within a western “ university system, I discovered craquelure within the “art” of academia: Debt design. Academic poker. Carrot-Style Graduation Gimmicks. Bait and Switch Books. Bacchanal Behaviors. Made up Marketed Majors. Alternative Roads. Attention Opportunities. Resilient Achievement Drivers. And yes, at times, racism was real. However, after six years of undergraduate and post graduate school, there were only three life lessons learned that resonated, proved impactful, everlasting, and in my observant opinion, are the archetypes that allow us to LIVE LIFE and not fall victim to socialised hunger and drives to achieve. They are: 1. ALWAYS Begin with the end in mind. 2. ALWAYS listen to your gut instincts, regardless of how deeply vested you are in time, relationships or money. It is MORE than okay to change directions. 3. ASK: Where am I going and why? There are many reasons why we become victims to our own drive and
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ambition. Some of these reasons are obvious and tangible; others may be whispers hidden deep within. At times, we don’t notice what causes us to become so relentlessly compelled to accomplish, that we do not enjoy life. But the causes are there, hanging heavy, an invisible shadow cascading, and at times, careening into our souls. The sedimentary, subtle, soul-erosion voices whisper about what we should do, where we should be, what we should have, how we should look, who should see us, know our names, and the “right” events to attend. It can be a tetchy thieving elixir of time. Right now, if you are able, I want you to grab a full, unopened bottle of drinking water (preferably in a glass bottle (of course, sadly, plastics are plentiful)). Look closely at your bottle of water. Note: This one (1) water bottle, born pure, clean and distinctive represents your life. It is the only aqueous solution you will get and need. Now, look at a caricature of yourself with ambitious amblings frantically shaking your bottle - your life. See the weight of worry, past admonishments,
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future demands and imaginary eyes invading your intrinsic value like dye dizzily discoloring your life’s purpose -> To LIVE. Invisible inflammatory holes form while other indiscernible, noxious (nodal) neighbors surround your mind and your time. The good news is that as long as you are vertical and aspirating, you have an august opportunity and super power to redirect, redefine and ignite a new definition of your life and destiny. You can CHOOSE to enjoy LIVING to the fullest with all of the challenges related thereto. You do this by listening, by being truthful, and having a serious conversation with yourself about all the things you have CHOSEN to define you. You have an opportunity to really experience the majesty and miracle of life when you decide to write your own script, observe and address any pressure and lies that you tell yourself (and those that others may have told you during your youth). You get to enjoy your presence and the beauty it brings by consistently, lovingly and
Personal development fearlessly (or fearfully), having difficult conversations with those around you. This is done with the knowledge that their lives, logic and yours, may not always align. And perhaps you’ll push your internal dialogue further: 1. What do I want out of my life? 2. Why do I want it? 3. What do I expect to get from it? 4. What does making IT truly mean? 5. What will I do if I do get it and it is not fulfilling? 6. What will I do if I don’t get it? 7. How will I respond to receiving a YES or NO answer for something that I (think I) truly want? 8. Why do I respond this way? 9. What is it that I don’t know?
that while we make choices, we may not be able to determine who or how those choices will impact our lives—or families. If your defined “achievement” is a dividend producing asset with increased returns on your TIME and MIND, you may have some form of peace and prosperity. Every vertical moment, your H2O has an opportunity to be in harmony through prayer, positivity, hugs, reflection, imagination, vision, art, affirmations, laughter, music, meditation, dance and deciding. Your life need not be farcical to benefit others alive or dead—or for yourself. Remember, we’ve all been given one (1) bottle of life. CHOOSE not to be victimized by marketed images of success, insincere canned laughter, artificial accolades and carrot-titles traded for your time. When you are present in the lives of your loved ones,
BE FULLY PRESENT. You may recall, no matter how monetarily wealthy, brackish waters are not well, and truly, are not measures of success. A caldera is an enormous cauldron depression that often forms through the subsidence and collapse of a ground surface after the evacuation of an underlying magma chamber. A magma chamber is a great pool of liquid molten rock below the surface of our earth. The magma is under monumental pressure. With time, that pressure can slowly, and directly, fracture the rock around it. Thus, creating a way for the magma to move upward. What cauldron pressures have you created for your life? If you choose to rise UPward, where and what are you rising to? Why? Tick+Tock=TIME. One (1) LIFE. Before you are driven to the edge, decide.
10. How kind am I being to myself? 11. How often do I celebrate my living (not just my achievements)? 12. How much quiet time do I give myself daily? 13. How often do I thank myself, my body and the internal voice that guides me)? 14. How often do I ask, what am I REALLY hungry for? 15. What or who am I neglecting and why? 16. Is it beneficial to attend to an additional demand on my time? Why? There is an energy source and force in the universe that we are all connected to. All molecules have meaning. What can we do to avoid falling victim to an insatiable hunger & drive to achieve? First, define and redefine “achieve.” For whom are you trying to achieve? Guess what? It is perfectly okay to say, “I have changed my mind. This is not what I want. The vision, the dream is too costly or fraught with minefields and they are mercenary in nature.” It is also okay to be wrong or to have been misguided. As I tell my scholars: “Get it wrong! Grow strong! The GREAT make MISTAKES!” Conversely, if you’ve defined your IT and decided that it is worth the co$t of whatever you must give up, OWN it. Don’t complain or explain. Understand
Lisa Fátimah is a globally recognized bilingual educator, writer, broadcaster and gifted native English speaker from Brooklyn, New York, USA. By offering exclusive multisensory LAPTOP & LEARN online tutorial instruction, test prep, curriculum development and college essay editorial services, Lisa empowers Dyslexic, ADHD, ESL, at-risk and gifted students ages 7 to 70+. Lisa’s Email: 1skyscholars@ gmail.com; https://www.teacherspayteachers.com/Store/1-Sky-Scholars After The Bell
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Taste it share it
WHERE TO FIND OUTSTANDING LOCAL PRODUCE IN THE UAE BY MATTHEW BRODERICK
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s a passionate Biology teacher, any nod towards sustainability and reducing the carbon footprint immediately piques my interest when dining out. The desire to attract the Michelin Guide is building but will only ever take effect when Dubai builds on home-grown concepts and local produce rather than imported ingredients and ostentatious celebrity names. So, what is happening in the UAE right now? A combination of my three main passions – biology teacher, food critic, and author – were combined on a recent school trip to Jebel Ali
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Fish Farm. Fish, such as salmon, sea bream, and seabass are farmed locally to produce the freshest, tastiest, and potentially healthiest fish in the region. The carefully controlled conditions keep fish safe from predators and disease, as well as increasing levels of Omega-3. I had the pleasure of tasting such fresh fish at the Spinneys media launch and found myself eating salmon that was swimming on the farm less than an hour before. Not only did it taste great, but it had a natural colour that scored high on the Salmon Fan; a tool used to measure the pigmentation of salmon flesh. Salmon has a naturally beautiful
After The Bell
pink colour, but most Atlantic-caught salmon is greyer, due to the lack of movement for the fish. Knowing that the organic salmon had not travelled thousands of miles from Norway / Ireland / Scotland, will make a big difference to my consumer habits. The next day, I tried freshly-caught sea bream at home. A quick fillet and two lovely pieces of bream were cooked simply in turmeric and coriander on the BBQ and were a hit with my guests. Again, the conversation centred around the ethos and philosophy behind the fish farm, as well as other food producers of the UAE that are providing the region with access to fresh, flavoursome, organic crops.
Taste it share it
Restaurants such as BOCA, BB Social, and Folly are leading the way on the Dubai restaurant scene as they use some of these amazing ingredients from local suppliers. BOCA are notable as 80% of their seafood is locally-sourced and Chef Matthijs Stinnissen is passionate about using the best ingredients from the UAE. You can often find him at many of the local producers looking for more ideas to keep evolving his seasonal menu. Modern farming techniques are generating fantastic products that are free from the usual pesticides and insecticides and that can only be great for the food that we find
ourselves eating at these restaurants. A brief search of your favourite social media throws up some of the following suppliers, that provide local restaurants with brilliantly fresh ingredients: • Jebel Ali Fish Farm @fish.farm • Madar Farms @madarfarms • Integrated @igruae
Green
Resources
• Dibba Bay Oysters @dibbabay • Carol Hyland @littleleavesuae • Emirates Bio farm @emiratesbiofarm
If you wish to try some of the food and produce mentioned above, I recommend getting yourself down to BOCA for their lunch deal. AED 90 for two courses and AED 125 for three courses of Chef Matthijs’ seasonal Market Menu. Or, try the made-onsite, super-light Bao buns of BB Social at DIFC with their Bites, Baos and Bowls lunch deal; two dishes for AED 80 or three dishes for AED 100.
Where do you buy your organic food from? Does it matter to you where your food comes from? Let me know @finediningmatt on IG or Twitter.
• Mary Anne’s Fresh Produce @maryannesfreshproduce • My Farm @myfarmdubai
Matthew Broderick is a biology teacher and a restaurant reviewer. Follow him @finediningmatt on Instagram and twitter.
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Travel Featured
THE BEAUTIFUL ISLAND OF ZANZIBAR BY LEISA GRACE WILSON
Jambo Spice Farm
Slave Chambers Stone Town
I
f you are in search of paradise on earth and are based in the Middle East, for example The United Arab Emirates (UAE), then Zanzibar is just the place for you. Zanzibar is an Island off the coast of Tanzania in the Indian Ocean. It is a semi-autonomous archipelago region of Tanzania, known for its beautiful powdery white sand beaches and crystal clear waters, but as I have come to discover, there is so much more to this beautiful piece of paradise on earth. In this article, I will give you a snapshot of my recent trip to the beautiful island of Zanzibar with my family.
TRAVEL If you are based in the UAE, you have a few flight options to choose from. Fly Dubai, a low cost carrier run by Emirates Airlines, flies daily, nonstop, to Zanzibar. Being a low cost carrier, you will not get the level of luxury you may be used to from Emirates, but I found the service quite efficient and for a five and a half hour flight, it is not bad at all. If you don’t mind a stopover, you can also fly with Oman Air from Dubai or Abu Dhabi via Muscat. Oman Air also has daily flights to Zanzibar.
TOP TIPS The currency in Zanzibar is the Tanzanian Shilling but it is a good idea to bring along US dollars as it is also widely accepted. Do your research before arriving and make a list of all the things you would like to do. Do not pre-book your tours as you will more than likely be able to find the tours cheaper when you arrive and you will be able to haggle in person. Never accept the first price given, haggle and haggle some more. There will be someone trying to sell you something every time you leave your accommodation, especially on the beaches. They are simply trying to make a living and so a firm ‘no’ will suffice if you are not interested in what they are offering. Try the local restaurants instead of eating in the hotel for the duration of your trip, the food is fresh, cheaper and really flavourful.
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Dolphin Watching at Kizimkazi
ACCOMMODATION There is a wide array of accommodation to choose from on the island of Zanzibar. If you are looking for allinclusive resorts or hotels which are a part of an international chain Zanzibar has it all, however what makes Zanzibar special is the abundance of smaller villas and hotels dotted along the pristine beaches. If you are looking for a more rustic or traditional beach bungalow, there is plenty to choose from. We chose a two bedroom Villa on Jambiani Beach in the southern section of the island. Jambiani Beach Villas is a boutique style hotel made up of a mix of villas and apartments spread across three plots all along Jambiani Beach. Our beautiful two bedroom, two bathroom private Villa, was located right on the beach, offering spacious, well thought out self-catering facilities and breath-taking views, as well as an outdoor pool which is shared with the other three villas located on that plot. Our package included breakfast, but you can have full or half-board if you desire.
Jambiani Villas
LOCATION, LOCATION Zanzibar has many resort areas to choose from. From Nungwi in the north to Dongwe in the south and everywhere in between, you will certainly find something to suit every taste. A top tip is to decide on the type of holiday that you would like to have and research the area which would best suit this type of holiday. We chose Jambiani, as It is known for its quiet, laid back atmosphere. We travelled with our young kids and wanted a quiet place to relax, spend quality time with them and recharge our batteries and Jambiani provided this and so much more. Jambiani is located on the southeast coast between Paje and Makunduchi. Our stay there was indeed peaceful and quiet, strolling through the village in the evenings was relaxing and the locals made us feel very welcome and safe. Most people we met offered the local greeting of ‘Jambo’ which means hello in Swahili.
Jambiani Village
TOURS AND ADVENTURE I know I said we wanted a quiet holiday, but there was just so much laying around that we could do, before our desire for adventure became too strong to resist. We decided to explore a bit of this magnificent island, and we were so glad we did. Our first adventure was a very early morning trip to KizimKazi to go dolphin watching. We left our villa at 5:00am and drove 30 minutes to KizimKazi where we boarded our private boat to go in search of dolphins. These magnificent mammals did not disappoint, they showed up in all their glory, to our amusement and delight, as well as to that of the many other tourists who had given up their early morning sleep to see them. We took a day’s rest after our dolphin adventure, then we headed out for a marathon day of touring. Our day began with a tour of the Jambo Spice Farm. The farm is located in Dole, Zanzibar and is a community run project. Our very knowledgeable guides took us on an informative and fantastically sensory tour of the spice farm, which ended with a very delicious fruit tasting session of some of the local fruits grown on the island. I would definitely recommend this tour.
Following our tour of the spice farm, we made our way to Stone Town to board a boat to Prison Island or Changuu Island. Changuu Island is a small island 5.6 km northwest of Stone Town, Unguja, Zanzibar. On Prison Island you get to visit a giant tortoise sanctuary which delighted both our boys and us. Following the visit to Prison Island we stopped in Stone Town and visited the former slave market site which is located on the grounds of the Anglican church. This was a very important stop for us, as we wanted to learn more about this part of history on the island. The Slave Market of Zanzibar is near the centre of Stone Town, about a 10-minute walk south of the Zanzibar Port. We also spent some time touring Stone Town which has been identified as a UNESCO world heritage site. Our tour culminated with a visit to Darajani Market, to shop like the locals do.
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Turtles on Prison Island
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Health
SEVEN TIPS TO BEAT ALLERGIES IN RAMADAN AND SUMMER
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ith sandstorms, pollen and airborne allergens such as tobacco, cooking smoke, unclean air is a reality in the UAE, Blueair’s General Manager for Middle East & Africa, TR Ganesh offers some tips on how to combat seasonal respiratory complaints. Sick days at school and work have been common in recent weeks as inclement weather batters the UAE and residents deal with a sudden onset of allergies and asthma attacks. With sandstorms affecting large parts of the country and forecasters expecting the bad weather to continue, the situation could remain difficult for those susceptible to atmospheric triggers. Retreating indoors won’t help much – indoor air can be two to five times more polluted than outside air according to the US Environmental Protection Agency, thanks to in-home risk factors. Unfortunately, allergy season also coincides with the holy month of Ramadan, when we discipline our bodies with a month of fasting. Repeated studies have also shown that breathing in unclean air could be making us more tired than normal – not something anyone wants at this special time! Besides irritating the airways and lungs, unclean air makes you lethargic, forgetful and lowers productivity. For these reasons, allergic rhinitis could present more severely than usual, preventing people from living a normal life, whether by attending work and school, enjoying time with family, or sleeping well at night. The good news is that the symptoms of hay fever, also called allergic rhinitis, can be alleviated with a few simple steps during the holy month of Ramadan and all through summer.
1. Vacuum frequently Vacuuming is one of the most effective ways to remove allergens such as pollen, sand particles, dust, pet dander and the micro-organisms they harbour. Use a vacuum cleaner with a bag to trap dust and prevent it from being rereleased into the air, and one with a high-efficiency particulate air (HEPA) filter, as these remove at least 99.97% of the ultra-small particles that cause health problems.
2. Clean the air vents Clean the air vents in your home regularly by vacuuming and wiping them down with a damp cloth and nontoxic cleaner. Consider professional air duct cleaning for thorough cleaning with organic cleaning agents if you suspect that there is mold, insect or rodent infestation, or clogging.
3. Purify the air you breathe Indoor air is a cocktail of undesirable pollutants. Besides sandstorm-borne allergens, it contains cigarette smoke, emissions from paint and upholstery, air fresheners and particulate matter from cooking. Air purifiers remain the most efficient way to eliminate these pollutants.
4. Use dust mite covers Use protective dust mite covers on pillows, mattresses and box springs to prevent dust mite from getting to their food source, to prevent their waste
and body parts already in the mattress from becoming airborne, and to keep the mattress and pillows free from our sweat and the natural oils on our skin.
5. Control temperature and humidity Keep indoor temperatures under 21°C and relative humidity in your home below 50% to make it difficult for dust mites to thrive. The most common of indoor air allergens fare badly in these conditions.
6. Check allergy maps and adapt your routines Monitor your allergy triggers via websites such as the governmentrecommended Plume Air Report, and Meteoblue.com, which track the air quality and pollen counts in Dubai and elsewhere in the UAE.
7. Use a car air purifier Commuters in the UAE may not realise the air in their cars can be up to 15 times more polluted than on the road outside. Poor indoor air quality is caused by vehicle exhaust – the car’s own and others’ – as well as tire and road wear products that enter through ventilation systems. During sandstorms, silica crystals may carry viruses, bacteria and dust mites, UAE experts say.
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