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ESHA Magazine April 2012.pdf

ESHA Magazine April 2012.pdf

BULGARIA: LEARNING

BULGARIA: LEARNING COMMUNITY AND EFFECTIVE SCHOOL school to be analysed and taken into consideration. Actually the rates of my school compare with other schools showing successful performance in the area of basic knowledge. In comparison with the other schools our school is very effective according to a statistical means of assessing by measuring pupils‘ progress using their test and examination results. But we need to build a relationship with students based on trust as well. It is our responsibility to give them the knowledge of making the world a better place, to have the necessary skills to solve the problems and to rule the development, to be helpful and peaceful, sporting and creative. The implementation of the collaborative working would be a good approach to reach these aims, to improve the effectiveness and to form the necessary social and communicative students’ skills. So, I formed a small group of 6 teachers by using the following criteria: 20 ESHA MAGAZINE APRIL 2012

BULGARIA: LEARNING COMMUNITY AND EFFECTIVE SCHOOL • Motivated to experiment and study • Teach different subjects at school • Have different professional experience • Have different professional qualifi cation • Have different experience in the school • Teach children from 7 to 11 years old or children from 12 to 15 years old. The literature review and my practice observation after meeting of the members of the group identifi ed the following questions via implementation of the collaborative working: • How to make enjoyable teaching and learning? • How to encourage children to discuss and apply gained knowledge? • How can we develop the pupils emotional intelligence and have their own opinion? • How can we improve the quality of our school environment? • How can we make our own school environment more friendly? The questions defi ne also the following domains for observation implementation of the adequate teaching methodology, relations between teachers and pupils, subject matter, developing school environment as self-esteem, job motivation and future perspective. I encouraged and organized the teachers from the group to get on with doing the planning, delivering, teaching and evaluating with me sitting in, observing, collecting the data from that process, I interviewed the teachers and we reflected upon what was happening. I realized that it is necessary teachers to feel supported in any moment, everything they share as problems to be guaranteed to stay in the group, thus their sincerity and openness be guaranteed, too. Thus the received data are valid and correct. We work as a team preparing supervision sessions together, the ESHA MAGAZINE APRIL 2012 21

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