|
|
 |
| |
|
|
|
Instructional Coaching |
|
|
|
PP: 215-220 |
|
|
|
Author(s) |
|
|
|
Saliyah Alotaibi,
|
|
|
|
Abstract |
|
|
| Most teachers want to improve their teaching skills, but it is difficult for them to find a way to re-educate themselves. Most school administrations in Saudi Arabia are currently focusing more on evaluating teachers than guiding them to develop their skills. As a consequence, teachers often face stressful situations while being evaluated, or are even forced to use methods that they do not think are effective, only to impress the administration. In my school, for example, some of the teachers feel pressured when receiving feedback from those who have the power to evaluate them and sometimes there is a delay in receiving feedback. In the United States, there is a technique of teachers’ development called “coaching,” by which a coach has the ability to assist teachers and provide help for them without sharing any information with the administration; and the coach keeps all conversations private, so nobody can use the information to evaluate the teacher or judge their work. Other fellow instructional coaching is an excellent way that Saudi schools can equip teachers to improve their teaching skills, get support in a non-stressful and timely way, and as a result, students benefit greatly. |
|
|
|
|
|
|
|
