Hala Al -Jowder
When the principal of the school called me, her voice was not faint as much as he was burdened with responsibility for a school under the pressure of a visit close to the Education and Training Authority, yet there was a clear insistence in her words: “We want to make a difference … but we need a specialized support.”
When I arrived, the scene seemed familiar to me: steadfast buildings, exhausting teachers, volatile academic performance and voices whispering to me, “Here is a lot of fatigue, and a lost dream in the corners”, the corridors are faint and the morning queue is silent as if the school leads the beginning of its day with a routine rhythm that does not reflect the passion of learning, and does not cultivate in students to expect a different day.
The faces of the teachers reflect the impact of long days that go without stopping as if time does not give them an opportunity to pick up their breath, but in the midst of all this, I saw a glimmer of hope, wasted possibilities awaiting those who discover them.
I started first to listen, how could things change if we did not listen? One day by day and lesson after a lesson, I was working to improve small aspects because I know that simple improvements are the real beginning of the radical transformation, as the major successes often start from small decisions that were professionally made.
We started diagnosing reality, extensive classroom tours and visits that included noting the performance of teachers, especially those who face difficulties in managing the class or challenges in employing strategies effectively, we were registering the notes, then we interviewed transparently in sessions that always end with a specific development plan. Each row has its own character, but on every visit I saw how the change translates into something tangible. Some teachers were facing difficulty in controlling the classes or managing the educational situation, and others needed psychological support to restore their confidence. In quiet sessions, their faces are in a gradual path, give ideas and the oldest solutions.
Training workshops have carried out not sufficient to transfer skills, but rather anxiety, interactive sessions, planning for lessons, playing roles, and exchange of experiences that were not just meetings but rather a passion, sessions in which teachers ignite their books write planning to discuss, as if they were poets who rewrite the poem teaching and learning.
The teachers were eagerly interacting with the new directives, the hadiths turned from the complaint to the initiative and from the frequency to achievement. They started presenting innovative ideas, and implementing new learning strategies, so that some of them have been exchanging knowledge with his colleagues, they have been talking about their experiences and successes, and every teacher has become seeking to develop his performance in response to new challenges, this effective exchange between teachers created an environment of cooperation and joint learning, where there is no feeling of isolation or hesitation, the performance was gradually improved and changed was more than an improvement, it was more than an improvement A shift in the mentality of the entire team. With the improvement of the performance of teachers, the school began to breathe, the students became more interactive and committed, and the morning queue turned from a silent routine to a vibrant daily festival.
More importantly, school leaders at all levels were not satisfied with follow -up, but were at the heart of the experience, were present in the workshops, encouraging in every step, supporting in the most difficult moments, she realized that change not only happens on paper, but also requires a continuous collective effort. An educational consultant in the quality of excellence for educational consultations
