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EDUCATIONAL PROGRAMME
ISSUE 127
Front Page
Index

Headlines

- Traditional Leaders Urge IGAD To Respect Somaliland’s Borders
- Tip Off By Foreign Intelligence Said To Have Led To Arrest Of Terrorist
- Terrorists Talk To The Press

- Somaliland Opposition Parties Say Somaliland, Somalia are Separate States

Health

- Kenyan Men Reject 'Mutilated' Women

- Man 'Recklessly' Gave Women HIV

International News

-- New City 'Needs Diverse Voices'

- Terror References Stay In Indictment

- Central Bank Registers All Somali Remittance Agents
- Failing Somalia At Our Peril

- Hard Line On Somali Asylum Pleas To Go On: Home Office Unmoved By UN Advice On Forced Returns

- Agents Reject Tax Proposal

- Marine Reservists Activated For Djibouti And Iraq
 

Peace Talks

- Britain's Straw Hails Kenya Over Sudan Truce

- Somalia: Arbitration Committee For Proposed Parliament Formed

People

- Did Ashcroft "Behead" An Innocent Man In An Ohio Election-Terror Scam?

Editorial & Opinions

- Will IGAD Listen To Somaliland?

- The Sovereignty Of Somaliland And Its Role In The Conflict Resolution Of The Region

- Educational Programme

- Rayale: The Right Choice

- The End Game Of Somalia’s Unruly War Lords

- The Real Madrid Somali Boys: A Story On Football 4 Peace


By: Ahmed Isse Jama (Gade), Regional Education Inspector

Teaching – Practice, In Primary Schools

Preparing To Teach

Additional points concerning schemes of work

In cases where a pair of teachers is sharing the teaching of a class during teaching practice, the teachers must work closely and consult each other's scheme of work. They may find they have to adjust their schemes when they change over their subjects.

It is not advisable for an in-service student-teacher in a school to make schemes of work to last a whole term. This is because he needs experience before he can do this successfully. It would be more advisable for him to make schemes for only the first few weeks of the term to see how they workout. When he is more confident of his capability then he can start to plan further ahead, and may be for the rest of the term. Similarly it would be unwise to make schemes for the whole year. Practice really makes perfect in these situations.

A student teacher should not merely follow textbooks when preparing schemes of work. (Some authors even write detailed schemes of work for their particular subjects). Schemes of work and lesson plans should be the student-teachers’ own original work. Suggestions given in textbooks are not meant for a particular group of pupils. Each class has its differences. Each teacher knows his own pupils best. He knows who are the bright pupils, who are the average and who are the slow learners. It is this kind of understanding that enables him to adjust his schemes where and when necessary. He knows whether to allow more or less time for a particular topic. He may discover in the process of teaching that he has to re-teach a particular section using a different approach.

Student-teachers are warned not to use the details of the schemes of work as a substitute for lesson plans. It is not uncommon to find a lazy student-teacher who has merely copied his scheme of work for a lesson into his lesson-plan book. His lesson might well be characterized by:

Lack of detail and illustrative material
In complete subject-matter
Incorrect facts
Disorderly presentation of information.

The scheme of work is only a skeleton plan which must be expanded and developed carefully before it can become a meaningful lesson.

[To be continued ….]
 

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