Παρακαλώ να μου επιτρέψετε, κάνοντας χρήση της φιλοξενίας σας, να υπενθυμίσω σ’ όλους τους συναδέλφους τα παρακάτω:◦ Ο κάθε μαθητής έχει την δική του ξεχωριστή προσωπικότητα, τις δικές του ανάγκες και τον δικό του τρόπο μάθησης .Έχει δικαίωμα στην πρόοδο και στην επιτυχία και αξίζει να πετύχει ανάλογα με τις δυνατότητές του. Οφείλουμε να τον γνωρίσουμε, να τον αποδεχτούμε, να τον σεβαστούμε και να του δώσουμε όλες τις δυνατές ευκαιρίες να πετύχει.◦ Η διδασκαλία μας πρέπει να είναι φιλική προς τον μαθητή, μαθητοκεvτρική και διαφοροποιημένη. Η επιλογή του διδακτικού υλικού, των στρατηγικών, τεχνικών και δραστηριοτήτων για κάθε τάξη και κάθε μάθημα να γίνεται σύμφωνα με τις γνώσεις και τα ενδιαφέροντα των μαθητών και όχι με βάση τις προσωπικές μας προτιμήσεις και την διευκόλυνσή μας.◦ Ο ρόλος μας είναι αυτός του συντονιστή και εμψυχωτή σε μια ομαδοσυνεργατική και βιωματική μάθηση με επικοινωνιακή προσέγγιση.◦ Εφαρμόζουμε πάντα το Διαθεματικό Ενιαίο Πλαίσιο Προγράμματος Σπουδών και ακολουθούμε το Αναλυτικό Πρόγραμμα και τις οδηγίες του ΥΠΕΠΘ και του Παιδαγωγικού Ινστιτούτου, λαμβάνοντας υπόψη τις κατά περίπτωση ιδιαιτερότητες και ενημερώνοντας αρμοδίως.◦ Η επικοινωνία, η συνεργασία και η ενεργός συμμετοχή δεν μπορεί να είναι μόνο στόχος της διδασκαλίας μας και απαίτησή μας προς τους μαθητές. Οι ίδιοι πρέπει να θέσουμε τους εαυτούς μας παράδειγμα ενεργούς συμμετοχής στα του σχολείου, συνεργασίας και καλής επικοινωνίας με όλους τους παράγοντες (μαθητές, γονείς, συναδέλφους, διευθυντές κλπ).◦ Η καλή και συνεχής ενημέρωση, η συστηματική προετοιμασία και η άσκηση πάνω στο διδακτικό αντικείμενο και στον εαυτό μας, καθώς και η συνεχής αυτοαξιολόγηση – που πρέπει να μας κατευθύνει στην συνέχιση ή αναθεώρηση του έργου μας – θα μας οδηγήσουν στη επιτυχία.◦ Οι νέες τεχνολογίες θα μας διευκολύνουν και θα κάνουν πιο ελκυστικό το μάθημά μας, αλλά η επιτυχία εξαρτάται από εμάς. “Success depends less on materials, techniques, etc, and more on what goes on inside and between people in a classroom” (Stevick, E.: 1980).
Να θυμάστε πάντα ότι ο ΔΑΣΚΑΛΟΣ ΚΑΝΕΙ ΤΗ ΔΙΑΦΟΡΑ.
Σκενδέρης ΘεόδωροςEvaluation and assessment:
Σχολ. Σύμβουλος ΑγγλικήςΗμαθίας, Πέλλας, Πιερίας
Can they go hand in hand?Diana Hicks looks at some differences between assessment and evaluation and suggests some practical classroom strategies.New approaches and ideas in the curriculum, teacher training, classroom activities and teaching styles bring with them new ways of thinking and behaving and new words to talk about the innovations. 'Evaluation' and 'assessment' are two examples of this new vocabulary. Neither term is new to teachers or students but what is new are the different strategies which can be used to make clearer distinctions between them.Evaluation and assessment are often thought of as having the same meaning because they can sometimes be carried out by one event. However, each serves different purposes because assessment and evaluation are each concerned with different aspects of teaching and learning. We assess our students to establish 'what' and 'how much' they have learnt but we evaluate our students to find out 'how' the learning process is developing. Both are of importance to the teacher and the learners.
Assessment without evaluation
The most straightforward example of assessment without evaluation is the end of year examinations. These are usually based on the syllabus or the textbook and the grade indicates the 'attainment' or 'achievement' level of each student, which can be measured against the other students in the same class or in other classes. The result is simply that students know whether they have passed or failed and teachers know who are the 'good', 'average' and 'weak' students.Assessment with evaluationHowever, in addition to end of year tests, during the course of a school year students may take other smaller 'quizzes' or tests. Generally, however, the scores from these smaller tests (such as 6/10 or 62%) will give the teacher the rank order for the students in the class but will probably not tell the students where and why they are going wrong nor will it give them strategies to help them improve. Neither will the scores inform the teacher about how and why the students behaved in a certain way. These smaller tests are ideal mechanisms to use to 'observe effects in context' - in other words, to build evaluation into assessment.
Some practical ideas
• Tests in the school year
Tests given during the school year can be seen as ways to help bring about changes in our teaching. In this way they move away from being merely 'attainment' or 'achievement' tests and instead become 'formative' or 'diagnostic'. In this case evaluation is used to improve certain aspects of the course or to change or add different activities in order to improve the progress of more of the students in the class during the course of the school year.The short tests given during the year usually refer back to units recently covered in class and usually focus on grammar and vocabulary. Often they are 'gap fill' so the teacher or even students can mark them quickly. These provide quantitative feedback - they tell us how much the students have remembered but they do not tell us how they learnt it or which kind of tasks the students found most useful to help them understand it. However, if the students are involved in evaluating the contents of the test, we can acquire qualitative feedback on the basis of which we can re-assess our teaching and testing behaviours. There are different ways in which students can be involved in this qualitative process of assessment and evaluation.We can bring the students into the process of 'how' by, for example, ... inviting them to think about what kind of exercise would best test their knowledge of vocabulary.
• Evaluation in vocabulary assessment:
involving the studentsFirst, all tests consist of 'what' and 'how': students usually know 'what' they will be tested on but they are probably not told 'how'. We often underestimate the 'how': that is, the exercise type we choose may not be a factor taken into account when we design the test. Nevertheless, it is this 'how' of the test which can help us make our teaching and the students' learning more effective. We can bring the students into the process of 'how' by, for example, telling them that there will be a vocabulary test and inviting them to think about what kind of exercise would test their knowledge of vocabulary best. First, students can look at the kinds of vocabulary exercises they did in previous tests. If the vocabulary exercise in all the tests is always the same type it will be worth spending some time thinking about why this is the case.
• Exercise types
If, however, there is a range of exercise types which test vocabulary, students can be asked to consider how successful they think each exercise type is : how much guesswork is involved in each exercise? what kind of guesswork? Guessing from context in a cloze text, for example, is a different kind of guessing from three or four choices in a multiple choice sentence. What other language knowledge do they use to make guesses in multiple choice sentences? Which kinds of exercise ask them to think about the words? Which ones ask them to use the words creatively? Which exercise types require other skills? (Comprehension questions require reading skills for example.) Which kind of exercise do they prefer and why?Then, to get a broader picture, students can look through their Students' Books and Workbooks and find as many different kinds of vocabulary exercises as they can, and, at the same time, they can consider which types are appropriate to use in a test. By this time, a list of different vocabulary exercise test types can be written on the board and students can be asked to rank them in order on a piece of paper: putting the ones which they like and are good at at the top and the ones they don't like and are not so good at at the bottom. In pairs they can then discuss reasons for their reactions and write them on their sheet. The sheets are collected in and the results are collated on a poster or overhead transparency.Already the students have been able to evaluate 'how' they are tested, to think about a variety of options and to think about which type of exercise suits them best. The teacher has collected in some important qualitative information about the process of testing which can be used to inform the construction of the next test and, perhaps also, the teaching which leads up to the next test.
• The next test
The next test can be prepared in the normal way except that, on the test paper, the teacher can put two or possibly three different kinds of exercises to test the same material from which the students have a choice: they must do the exercise which they think they will do best at. The teacher marks the test as usual but at the same time, makes a note of the choices the students made and checks whether students did better or worse than they did on previous tests. When the test is returned to the students they will know not just how much they know but also how correct they were in their choice. In other words, they will have learnt something more about their own learning strength.This kind of evaluation process allows the teacher to understand more about the individual students learning preferences but also shows that often it may not be the material, in this case, the vocabulary, which is causing a problem for the students, but the manner - the way - in which it is being tested, or, possibly even being taught. This kind of approach to a test allows for the results to become the next stage of the teaching process and the next stage of the students learning process.Students spend about 10,000 hours of their lifetime trying to learn at school: it is important that some of those hours are spent on evaluating and discussing how that learning happens, or doesn't happen!
• Students follow up:
vocabulary learningTests are often graded by the teacher, returned to the students, the correct answers are provided in class and the test is then put away and forgotten. If the students have chosen which part of the test to do, the success or failure of that choice can become a subject of discussion: how did they prepare for the vocabulary test? What different approaches did they use and why? Finding out what students do to help themselves learn provides fundamental qualitative data for all teachers. Some students may not prepare well for a test because they are not sure what to do or they know that the strategies they have used before have been unsuccessful and they don't know how to replace them. Unless they learn other strategies they may stop preparing for tests altogether because they know they will fail. Some students may like to keep an evaluation 'diary' or journal in which they can record what kinds of strategies they used to prepare for tests or learn their new vocabulary.Students spend about 10,000 hours of their lifetime trying to learn at school: it is important that some of those hours are spent on evaluating and discussing how that learning happens, or doesn't happen!
• Teachers' follow up: vocabulary teachingOnce the students have discussed their successes, failures and strategies, the teacher can then decide how to adapt vocabulary teaching in the future. Perhaps too much time is spent on 'pre-teaching' vocabulary? Perhaps students know more words than the teacher thinks? Perhaps they know different ones? Perhaps students do not feel comfortable with dictionaries? Perhaps the problem isn't one of vocabulary but of spelling? Perhaps there is too much emphasis on short term memory rather than long term memory? Perhaps some students would prefer more vocabulary practice in a variety of ways - more reading, more puzzles, more writing.
• Assessment in writing
Many students find writing in English very difficult because there are so many different things to get right - spelling, tenses, vocabulary, agreements, prepositions, syntax particularly word order, register, punctuation and organisation. Correcting written work is often very time consuming and frequently ineffective in that it changes little in the students' approach in the future. When students produce a piece of writing it can be marked subjectively or holistically. This means that an overall grade is given which does not take into account specific strengths and weaknesses such as spelling, sentence structure or punctuation but is concerned with the general impression. This is an assessment strategy which has no built in evaluation. Students do not know from a holistic mark where their weak points are or what they should do to improve. On the other hand, correcting every error in the writing has little or no evaluative worth either because it often leaves students feeling that they don't know where to start to improve.
• Evaluation in writing
In order to build evaluation into the assessment of writing during the course it is worth having an analytic marking scheme which the students are familiar with. If, for example, the piece of writing has a total of 20 marks, separate marks need to be allocated for each aspect of the writing. The teacher can put on the blackboard a list of the features to correct in a piece of writing and ask the students to decide how many marks they think should be given to each feature (with the total amounting to 20). When the students have a writing test or produce a piece of writing in class or for homework, marks can be given for each individual feature, eg 2/4 spelling, 3/5 punctuation etc. Before the students hand in the work, they can be asked to write their own grades for each feature at the bottom of the paper. This will encourage students not only to look through their work carefully when they have finished but will also help them evaluate their own weak and strong points.
• Follow up:
writingA breakdown of areas for marking will give the students a clearer idea of their strengths and weaknesses. Students who have spelling problems, for example, can be asked to analyse what kind of mistakes they make, perhaps to compare them with patterns of spelling errors in mother tongue. The teacher may then need to provide spelling worksheets or the students can be asked to prepare spelling quizzes. If all the students are weak on cohesion - that is, if the texts they write do not hang together well - it may be worth spending time analysing the texts in the student’s book or in other resources. Perhaps on one test, the students can be allowed to have English-English dictionaries, on the next test they could be allowed to take in English-mother tongue dictionaries. The teacher can then discuss with them afterwards the differences this made to their writing. Perhaps some students write and think very slowly and this affects their work. In this case the next writing test can be set with double the time limit, making sure there is something else for the students who finish early to do.Assessment and evaluation cannot always walk hand in hand: assessment is needed for administration purposes, teachers, parents, students, employers and universities. However, the process of teaching and learning can benefit enormously from the flexibility provided by building evaluative systems into smaller assessment tests so that on going testing becomes a 'user-friendly' 'hand holding' activity rather than an isolating threat.
* The above article is courtesy of Mr Jim Kalathas, Senior ELT and Education Consultant, Cambridge University Press, Thessalonica.
This column will suggest a web site at a time. For this issue we would like to recommend the web pages run by the Directorate for Secondary Education in Phthiotis, to be found in the URL address: http://dide.fth.sch.gr/ . It is an excellent, constantly updated site, containing useful data as regards all the latest developments in our clerical and educational field, comprising Ministry of Education circulars and bulletins or tables with names, information on appointments, transfers, detachments, running programmes and the like.Site seeingArtificial Intelligence (AI) is often associated with tedious, insensitive calculations or even idiotic premises resulting in preposterous conclusions. Not in this case! Anastasia Asikidou suggests hitting http://www.20q.net/, also known as the 20-question game, which is available in 18 languages (including Greek and English, thus ensuring easy understanding of the rules). This game should prove to be a great educational tool that’s guaranteed to offer endless moments of fun and immeasurable knowledge of the target language. Nevertheless, I ought to warn you about its being addictive, too!
ENGLISH LANGUAGE CERTIFICATES SANCTIONED BY Α.Σ.Ε.Π.
C2 Level:Excellent Knowledge
Certificate of Proficiency in English (CPE)- Cambridge ESOL
Certificate of Proficiency in English (ECPE)-University of Michigan
Certificate of Proficiency in English (ToPSE)-University of Central Lancashire
Certificate of Proficient Communication-Edexcel
IELTS(7.5 and above)-UCLESState
Certificate of Language Proficiency C2-Ministry of Education
C1 Level: Very Good Knowledge
Certificate in Advanced English (CAE)-Cambridge ESOL
Advanced Level Certificate in English (ALCE)-HAU & the Hellenic American University
Certificate in Advanced Communication-Edexcel
TOIEC(7.5 and above)-Chauncey,
USAIELTS (6 to 7)-UCLES
Business English Certificate - Higher-UCLESState
Certificate of Language Proficiency C1-Ministry of Education
Integrated Skills in English Level 3-Trinity College,London
Certificate in English Level 3-University of Central Lancashire
B2 Level: Good Knowledge
First Certificate in English (FCE)-Cambridge ESOL
Certificate of Competency in English (ECCE)-University of Michigan
Certificate in Upper Intermediate Communication-Edexcel
TOIEC(5.5 and above)-Chauncey,
USAIELTS (4.5 to 5.5)-UCLES
Business English Certificate - Vantage-UCLESState
Certificate of Language Proficiency B2-Ministry of Education
Integrated Skills in English Level 2-Trinity College,
LondonCertificate in English Level 2-University of Central Lancashire
If you are one of those avant-garde EFL teachers, who also happen to have access to the Internet, then the British Council site http://www.britishcouncil.org/languageassistant.htmis a sine qua non. Its authors describe it as the place to find up-to-date tips, suggestions and teaching materials, and rightly so. It is worth mentioning that it also features games, lesson plans and a search facility that should meet the requirements of the most demanding teachers. For instance, the listening race game posted on http://www.britishcouncil.org/languageassistant-teacher-listening-race.htm will definitely take your breath away. Enjoy your navigation!
ELT handbooks reviewed
A dilettantish critique for romantic and practical teachers alike Reminisce about past moments and discover the areas you left unexplored (I bet some of you did so!)This article is an attempt to describe briefly the EFL coursebooks used in Greece in the previous decades (between 1980 and 1995, to be more specific) as well as the series I have been using of late. To begin with the older titles, below, please see a list of what books I managed to recall. I’ve found the data concerning their authors and publishing houses by searching on the Net. Before I start recording my views on them, let me apologise for my poor account, especially in terms of the parlance involved in the literature. Needless to say, I do not aspire to an academic presentation.
1) On Course for First Certificate (Students’ Book) by Judy Garton-Sprenger and Simon Greenal, 1983, published by HeinemannThis was an attractive book covering a variety of topics, the accent being on tourism, travelling, transactions and journalism. It aimed at developing all four skills, if my memory doesn’t fail me. It was not accompanied by a video, let alone a CD/DVD rom component, yet it featured audiocassettes (many of them were informal interviews with both native and non-native speakers or pieces of authentic speaking, e.g. an extract from a film awards ceremony) to be listened by pupils, who had to fill in missing information or identify the tone (e.g. serious, light-hearted, sarcastic, angry, etc.) of individual speakers. I remember that there were also a number of occasions whereby intonation was the linguistic factor to be analysed, e.g. tag questions meaning either genuine wish to know something or merely asked for reassurance, the reply being certain. (In this case, students were required to listen to several utterances and mark the printed sentences with arrows showing a rising or a falling tone.)
2) Follow Me series by Ken Wilson, published by BBC EnglishThis was an excellent video-assisted series, comprising at least two books. If featured both real-life dialogues with sundry people in England and a serial of mock-heroic or detective-like stories. I think this was the only book to offer “prefabricated” phrases as a strategy to get the conversation going. However, the so-called pre-watching activities often led to chaos and confusion; perhaps, this was the case because pupils’ expectations could hardly be the same as those anticipated by the English authors owing to either cultural differences or the fact that most learners were too young to make the necessary assumptions. By this I should note my feeling that FOLLOW ME was perhaps intended for adults rather than minors. Of course, when brilliant teachers succeeded in extracting the right responses the whole video watching experience was really rewarding!
3) This is a most useful site including information on older EFL handbooks: http://www.btinternet.com/~ted.power/booklistoe.html
4) Starting Out, Getting On and Turning Point (Access to English), 1976, published by OxfordI recall this series with nostalgia. It featured the same characters from beginning to end, allegedly recounting a few people’s lives. [I wish more modern EFL authors adopted this pattern; currently, The Fantastic Five series by Burlington Books is a remarkable endeavour.] There was a happy ending with a wedding in D class (Turning Point), Arthur and Mary being the couple and the protagonists. Meanwhile, the syllabus was structure-based with activity books containing rigorous grammar exercises. As the characters came from England, there was an abundance of cultural background from that country (it definitely falls in the category of purely Anglo-centric books, I suppose) plus plenty of leaflet, press clip, application form and custom samples. As far as methodology is concerned, authors probably relied on the audio method, too, as every now and then, all three books had phonetic drills, ideal for choral repetition but barely appropriate for stimulating normal speech production or conversation between pairs or groups of pupils, I have to admit. Questions addressed by teachers to pupils were often inferential but they aimed at checking understanding of a written or spoken excerpt, not having a real communicative goal to serve.
5) More Tales from Shakespeare, adapted works, probably published by PenguinAt the phrontisterion we used to go through Hamlet. At the back there were questions checking understanding. None of them encouraged personalisation. I wish there had been prompts, like “What would you do if you found yourselves in X’s position?” or “Can you identify yourselves with a character in the play?” and the like. Obviously, Gardner’s theory of multiple intelligences was not as widely known back then.
6) The Razor’s Edge by W. Somerset Maugham, adapted version 1975, published by HeinemannSimilar to the above, a novel set in the early decades of the 20th century. Both these literature works and the Access to English series had the advantage of motivating pupils to read on because they wanted to know how the stories unfolded and ended, though.
7) CLICK ON 1-3 by Express Publishing (See: http://www.expresspublishing.co.uk/)This is the series I have recently used with my EFL classes in the Lower Secondary School where I worked. Pupils are aged betwixt 13 and 15. In the first class, they have 3 periods of English per week whereas the other two forms have only 2 periods a week. Based on their performance on a placement test upon coming to Secondary School, pupils are divided into two streams: beginners and advanced ones. Beginners are expected to have mastered A2 level before going to Upper Secondary School or a trade school while advanced learners are to have mastered B1 level before their leaving Lower Secondary School.I chose this series from a selection of 30-something titles approved by the Greek Ministry of Education. No such restriction applies in private language schools (phrontisteria), of course. What I like about it is its approach to English as an international language (EIL) rather than as purely British or American English. All books come with a free audio CD containing all texts and dialogues. In my humble opinion, this is useful only for motivated pupils who really care to perfect their pronunciation, not all of them. Personally, I feel that intelligibility combined with a somewhat clear understanding of English phonemes is enough for my students. Other listening excerpts, to be found in the teacher’s CDs only, include gap-filling tasks, matching exercises and even some nursery rhymes or modern-like songs to be heard or sung in class. Also, every unit has a pronunciation chapter familiarising pupils with certain sounds and their phonetic symbols, mainly by means of presenting minimal pairs, e.g.: /ı/ v /i:/ or /æ/ v /e/, etc. Pupils listen and chorally repeat. What’s special about CLICK ON though, is that every book is accompanied by a video cassette, featuring real people in the streets in the UK, focusing on the main vocabulary and speaking parts of each chapter. CLICK ON TV is a channel-like programme with interviews and short documentaries or reports by English correspondents who appear on the spot. Unfortunately, not all Greek school classes are equipped with a video, therefore, showing a clip entails some extra arrangements with the school premises. As a result, I didn’t show a video as often as I would like to. Besides, the video activities are not embedded in the students’ book as is the case with listening tasks but are printed on a separate Video Activity Book that the Ministry will not offer for free, so I resorted to photocopying the necessary material as I felt I was not entitled to have my pupils charged with purchasing an expensive book to boot. Thankfully, after-watching activities include simulation and role-playing, which is often to be dramatised and involves either pairs or groups of pupils. Helpful phrases to express topic-specific ideas or to initiate discussion, take turns and show (dis)agreement are invariably provided. Needless to remark, how my pupils took off, as it were, when they practised those phrases.Incidentally, I should not fail to mention that CLICK ON also feature some strip cartoons with novels in episodes at the end of each chapter (Robin Hood, The Hound of the Baskervilles and The Adventures of Huckleberry Finn in CLICK ON 1, 2 and 3, respectively).The same cartoons, with the dialogues in bubbles spoken, are shown in the abovementioned video. Perhaps, they’re rather poorly animated, yet the use of special effects is quite successful in riveting young pupils and activating their imagination thus creating a lasting impact as to their grasp of English, I hope. The stories, which are highly reminiscent of the FOLLOW ME comedy or social drama episodes, are quite appealing. (There’s no accounting for tastes, you see! To be honest, I strongly disliked Robin Hood, the supporter of Richard the “lion-heart”, who seized Cyprus from us and I have an aversion towards the diabolical preternatural stuff enjoyed by Sir Arthur Conan Doyle. Thus, I only showed Mark Twain’s boy in class!). Once again, video activities include personalisation, asking what course of action should be followed or what pupils believe will ensue and so on.Finally, CLICK ON books also give out a free study aid companion, which is virtually a leaflet, containing new lexical items per unit, task and page, including an English translation of each word or phrase, a Greek equivalent, plus phonetic symbols, presumably the perfect tool for developing self-study and learner autonomy. Added to that, at the back of each book there is a Grammar Appendix corresponding to each grammar component in each unit and a list of common irregular verbs. Unfortunately, the grammar section is in English and this proves extremely obstructive, especially for beginners, who are filled with jargon and an overload of complicated lexis while they simultaneously have to acquire unfamiliar stuff anyway.At this point, my comments and criticism ought to be completed, I suppose. Do you relate to these criteria for assessing an ELT handbook? Drop me a line at firstname.lastname@example.org .
Our Union committee sent a separate copy of the following letter to the Minister and the Deputy Ministers of Education by registered post last May. Unfortunately, we have not heard from them thus far, although we deliberately phrased the text as an enquiry, hoping that we would receive a reply from a public organisation, as is stipulated by law.
Προς την Υπουργό Εθνικής Παιδείας & Θρησκευμάτωνκυρία Μαριέττα Γιαννάκου,τους Υφυπουργούς Παιδείαςκυρίους Γεώργιο Καλό &Σπυρίδωνα Ταλιαδούρο,Ανδρέα Παπανδρέου 37,151 80 ΑΜΑΡΟΥΣΙΟΝ ΑΤΤΙΚΗΣ
Βέροια, 15 Μαΐου 2007
Αξιότιμη κυρία Υπουργέ,
αξιότιμοι κύριοι Υφυπουργοί,
λαμβάνουμε την τιμή να σας απευθύνουμε την παρούσα επιστολή για να ζητήσουμε να μας πληροφορήσετε ποια νομοθετικά/διοικητικά μέτρα προτίθεται να λάβει το Υπουργείο του οποίου ηγείσθε, προκειμένου να αντιμετωπίσει τα παρακάτω ζητήματα που αφορούν τους εκπαιδευτικούς Π.Ε. 6, καθηγητές αγγλικής.1) Είναι γνωστό ότι πολλοί καθηγητές, προ του διορισμού τους στο Δημόσιο, εργάσθηκαν (πολλοί μάλιστα εντατικά) σε φροντιστήρια/κέντρα ξένων γλωσσών. Μολονότι τα έτη εργασίας τους στον ιδιωτικό τομέα αναγνωρίζονται ως συντάξιμα, δεν αναγνωρίζονται ως έτη προϋπηρεσίας, εκτός αν η διδασκαλία πραγματοποιήθηκε σε ιδιωτικά σχολεία ή π.χ. στο Βρετανικό Συμβούλιο. Πώς σκοπεύει το Υπουργείο να αντιμετωπίσει την άνιση μεταχείριση εις βάρος των εν λόγω καθηγητών; Δυστυχώς, οι προκάτοχοί σας δεν έλαβαν κανένα μέτρο για να αποκαταστήσουν την ανωτέρω αδικία.2) Η διοργάνωση των εξετάσεων για το Κρατικό Πιστοποιητικό Γλωσσομάθειας υπό την αιγίδα του Υπουργείου τυγχάνει πράγματι αξιέπαινη. Δεν θα μπορούσε η Διεύθυνση Πιστοποίησης Ξένων Γλωσσών (μετατρεπόμενη σε νομικό πρόσωπο ανάλογο με το Βρετανικό Συμβούλιο και την Ελληνο-Αμερικανική Ένωση κατά τα πρότυπα του Ο.Ε.Ε.Κ., ίσως) να δικαιούται να παρέχει και επίσημες μεταφράσεις/επικυρώσεις τις οποίες θα πραγματοποιούν απασχολούμενοι, όπως και με τις εξετάσεις για το ΚΠγ, πτυχιούχοι Π.Ε. 6. και άλλων ξένων φιλολογιών; Οι υπηρεσίες αυτές δύνανται να διεκπεραιώνονται μέσω των κατά τόπους γραφείων και διευθύνσεων Α΄/βάθμιας και Β΄/βάθμιας Εκπαίδευσης. Το μητρώο των επισήμων μεταφραστών να εμπλουτίζεται διηνεκώς με σταθερές, διαφανείς διαδικασίες, ασχέτως αν πρόκειται περί διορισμένων στο δημόσιο καθηγητών ή εργαζομένων στον ιδιωτικό τομέα. Πώς βλέπει το Υπουργείο την παραπάνω πρόταση;3) Σε αντίθεση με τους καθηγητές αγγλικής της Β΄/βάθμιας Εκπαίδευσης, οι της Α΄/βάθμιας συνάδελφοί μας, καθηγητές αγγλικής γλώσσας, έχουν αυξημένο ωράριο και αμείβονται χαμηλότερα. Είναι πλέον δυνατόν, λόγου χάρη, να συμβεί το παράδοξο νεοδιόριστος καθηγητής πρωτοβάθμιας να αποσπαστεί σε σχολείο δευτεροβάθμιας για να συμπληρώσει το υποχρεωτικό του ωράριο των 24 ωρών, ενώ ο συνάδελφός του της δευτεροβάθμιας να αποσπαστεί σε δημοτικό σχολείο της πρωτοβάθμιας για να συμπληρώσει το υποχρεωτικό ωράριο των 21 ωρών. Δεν θα έπρεπε να διορθωθεί η αντινομία αυτή;4) Σχετικό με τα παραπάνω είναι και το αίτημά μας οι καθηγητές να ερωτώνται εάν επιθυμούν να αποσπαστούν σε σχολείο άλλης βαθμίδας από αυτήν στην οποία ανήκουν οργανικά (Α΄/βάθμια ή Β΄/βάθμια). Έτσι, η ευελιξία θα συνδυάζεται και με τον εθελοντισμό, του οποίου η αξία μόλις χρειάζεται να τονιστεί. Με δεδομένη την κατάσταση που περιγράφεται στην παράγραφο 3, δεν θα είναι, αν η απόσπαση δεν γίνεται καταναγκαστικά, πιο δίκαιη και πιο αποτελεσματική η διαχείριση του Ανθρωπίνου Δυναμικού σε κάθε Διεύθυνση;5) Δυστυχώς, στα νεότευκτα Επαγγελματικά Λύκεια, η αγγλική δεν διδάσκεται σε όλες τις ειδικότητες –σε μερικές διδάσκεται μόνο η γαλλική (!)– ενώ στις Επαγγελματικές Σχολές δεν προβλέπεται προς το παρόν η διδασκαλία της σε καμμία ειδικότητα. Δεν είναι πολύτιμο χρηστικό εργαλείο (εφάμιλλο, αν όχι ανώτερο της Πληροφορικής) η γνώση της αγγλικής και δη της σχετικής ορολογίας στα τεχνικά επαγγέλματα; Και πώς οι απόφοιτοι ΕΠΑ.Λ. / ΕΠΑ.Σ, σε περίπτωση που εισαχθούν σε ΑΕΙ ή ΑΤΕΙ οι πρώτοι και σε ΑΤΕΙ οι δεύτεροι, θα παρακολουθήσουν τα αγγλικά ορολογίας στο Τμήμα τους, τη στιγμή που επί τρία χρόνια θα τούς έχουμε στερήσει την πρόσβαση στην αγγλική γλώσσα;Κα Υπουργέ, κ.κ. Υφυπουργοί, έχουμε την ελπίδα ότι θα τείνετε «ευήκοον ους» στις ερωτήματά μας και αδημονούμε να λάβουμε την απάντησή σας.
Με εκτίμηση, εκ μέρους του Δ.Σ.,
Ο πρόεδροςΧατζηνικολάου Δημήτριος
Η γραμματέαςΦουτζιτζή Μαρία
Also, on 3rd June, the chairman of our Union sent the e-mail below to the Hellenic American Union, re a controversial topic in the writing part of the May Examinations for the Certificate of Competency in English. Much to our chagrin, we have to observe that HAU have failed to answer his questions.Dear Sir or Madam,I am writing with reference to one of the writing topics set in the ECCE examination of Saturday 19 May instant.It has come to my attention that the specific topic in which I am interested concerned national anniversaries. As a matter of fact, teachers of English and candidates, acquaintances of mine, have told me that they were offended by the way the subject was phrased.You are kindly requested to send me the exact task so that I have full knowledge myself, as a teacher of English and chairman of the local English Teachers’ Union (Emathia). I am certain that you will meet my request because, inter alia, it would be unfair to blame the University of Michigan in general and the Hellenic American Union in particular based on rumours. On the other hand, sadly, as you are well aware, your possible failure to provide me with a copy of the task will only reinforce your critics’ claims.Thanking you in advance for a prompt reply.
Electronic classroom management is now possible! Since December 2006, when the interactive portal http://eclass.sch.gr/ was launched, Internet Technology aficionados in the public ELT sector have found an enormously practical tool, which is bound to make their classes uniquely inspirational, motivational and exciting. From simply keeping a digital archive of their documents, worksheets, games, exercises and activities, to virtually administering their classes online, catering for highschool pupils who are so fond of surfing the Net and the ones who missed a class because they were ill, this portal has everything: subject description, a material book, material to be taught, exercises, links and announcements. The only disadvantage is that teachers have to fill in all these data, but it is certain that dedicated educationists of all specialities will not be daunted. Kindly note that you have to be registered with http://www.sch.gr/ before you can start managing your own e-classes.