Teaching English as a Foreign Language, Second Edition
Organisation in the secondary school
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Organisation in the secondary school
Much of what is mentioned in this section is expanded on in Chapter 14. It is important to emphasise, however, that departmental organisation is probably more important in the secondary school than in any other type of institution. The reason for this is that secondary schools tend to be large and to keep pupils over a period of several years. The English department must be organised so that control is maintained over the many classes, and continuity is maintained from year to year. The kind of scheme of work which was discussed earlier in the chapter is the responsibility of the department as a whole, and therefore ultimately the responsibility of the head of the department. While it is recognised that different institutions organise themselves in different ways, it must be insisted that it is highly irresponsible not to be able to offer a new teacher clear guidance on the level of work to be expected in classes to be taken over and on how that relates to the total work of the school. This means a great deal more than merely giving page numbers of a textbook. The ideal scheme of work for a school will consist of two parts: a series of stages through which all pupils are expected to pass, going right from entry into the school up to the time that they leave, and a checklist of other items which cannot be ordered but which should be covered during the work of each year. The stages should cover all aspects of language work, but should also specify what sort of subject matter, and what sort of language interaction skills should be expected. At the same time, as appropriate, the checklist should provide a note of, for example, relevant pieces of cultural information which should be touched upon at some stage (a country with close links with the USA would expect to include relevant information about travel prospects, for Learning English in the Secondary School 185 example), or of basic syntactic errors which are not so important that they will be covered by the core course, but which should be revised during the year if the need arises. Thus, while the teacher should be able to know that a class which has reached stage 12 will have covered stages 1–11 in that order, he will have to see what has been crossed off the checklist to see which of the more incidental parts have been touched on. The scheme of work, then, acts both as a guide and a record. If every class has a record kept of its activities, at the end of each term it will be possible at a glance to see how individuals and classes are progressing. The preparation of the scheme of work for the department, and of materials to back it up, provides the basis for the professional development of the English teaching staff. No materials or scheme are likely to last for very long, because they express a relationship between pupils, teachers, and English learning needs. All of these are likely to change from year to year, and any scheme should be in a process of permanent, slow revision. Even when, as in most schools, the staff are pressed for time, the benefits of working together on a regular basis cannot be exaggerated. The department in a secondary school has one other important role to play, however, and that is as a source for materials. There are some sorts of materials which can only exist efficiently on a departmental basis (for example wallcharts and aids of many kinds). It may also be true that no extensive reading can be effectively organised in the school without co-operation between all the English teachers. For example, if the school has funds to spend on class libraries for silent reading, these need to be organised in such a way that the maximum number of suitable books can reach the maximum number of pupils. This implies some kind of rota system between classes, and it is much more efficient for this to be organised than for it to be left to chance. And even in schools where there are no funds for this sort of book, pupils can be encouraged to lend books for such a purpose. The final important activity at department level in the secondary school is the provision of information to staff and pupils. It is astonishing how often it is assumed that teachers Learning English in the Secondary School 186 below examination classes do not need to know about the examination syllabus. Circulars from Ministries of Education, lists of books, anything which is of any relevance whatsoever to the English work of the school should be permanently accessible to all staff, and it should be assumed that they will want to see everything. No one can work efficiently if he feels that discussion relating to his work is going on in his absence. And to some extent the same principles apply to the pupils. Certainly those who are in examination classes should have access to—and ideally receive—copies of the official examination syllabus, and in general the higher up the school pupils rise, the more they should have the reasons for all activities of the department explained to them. A final, important point is worth making. The organisation of a department is not solely the concern of the head of the department. Someone has to take responsibility and there must be a leader, but the running of the department and the administrative chores associated with it should as far as possible be a co-operative endeavour. Only then will the members of the department work as a team, and the activities function satisfactorily when the head of the department leaves or has to be absent for any time. Perhaps more than any other subject in the school curriculum, English teaching is a co-operative activity, and the considerations discussed in Chapter 14 are most vital at the secondary level. Download 0.82 Mb. Do'stlaringiz bilan baham: |
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