Journée mondiale des enseignants 2020

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There is a rapid increase in the need for learners to be skilled, rather than having a formal education alone. Resilience has been reported to have a positive influence on the academic performance of students. It is the duty of teachers to fulfill the need by incorporating skills-based learning in the curriculum to solve or meet the needs of the labour market. Identifying the individual strengths of students and helping them to use such optimally, is also a key element for their overall development.

Adapting to the COVID-19 crisis

In response to the COVID-19 crisis, my strategy has evolved from the face-to-face teaching of my students to facilitating their learning through digital platforms such as WhatsApp, Zoom and Google classroom. I have also kept them engaged with interactive assignments, projects and sessions that promote their understanding of the course material.

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The future of education requires collaborative thinking:

• Students working as a team, connected with students from other institutions and other countries.
• Creating an environment of mutual trust so that students can feel comfortable and learn, whether this environment is virtual or physical.

Classes can no longer be lectures by experts, where students feel that the teachers are on a pedestal, far away. We have to encourage students to make the learning process their own, only then will they be able to fly with their own wings.

Adapting to the COVID-19 crisis

My strategy as a teacher has changed and adapted as the days and weeks have gone by, and we've realized that online classes are here to stay.

The first thing has been to listen with empathy: the students are scared, incredulous and distressed in this uncertain present. The second, to adopt an optimistic attitude. Optimism is contagious and with a positive attitude, we are all capable of learning better.

I have also had to develop my own digital skills. I would like to say that they were "rusty", but the truth is that in many cases, they were non-existent! The good thing is that since young people live in a much more digital world than we adults, they are also empathetic and patient with me. We have to learn from them too!

The evaluation for learning has become more important, the constant feedback as a guiding mechanism and the co-evaluation and self-evaluation, have been fundamental for students to acquire more confidence in their abilities and evolve more autonomously in the remote-learning process.

Finally, I believe that working in a collaborative way with my peers as well as with the students themselves is fundamental. By trying to find innovative solutions, new ways to present processes and results, adapted ways of working in teams, and giving feedback at every possible occasion, students see our concern for their learning and they appreciate it

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As teachers, I think the role we can play is the same we always have, asking students to work carefully and improve every day. I also think we can use any method, in particular I find it very important to encourage the questioning of reality and being open to change. Giving feedback to students, the more specific the better, helps them in shaping their knowledge and building their resilience.

Adapting to the COVID-19 crisis

The COVID-19 crisis was and has been a predicament for the school system, the length of lockdown and suspension of ‘in person’ schools could hinder or in some cases stop the ability to learn and study. For this reason, it became a necessity to develop some instruments to ‘see’ students even without seeing them in person. Furthermore, it was necessary to stop solely talking and dictating to students through cameras and start producing step-by-step activities in order to encourage students to work: read, write and talk to each other. Technology has come in handy, along with shared documents and presentations that have allowed us to reach and teach students.

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I think teachers have two key roles to play. First, be a researcher of digitalized education. Teachers should conduct research collaboratively with governments, enterprises, and schools to ensure high-quality learning content, diverse learning activities, and effective learning outcomes when students learn online. Second, be an example of lifelong learning. Before COVID-19, I barely used any online teaching platforms or apps. But through learning and countless late nights, I succeeded in making DIY videos for classes, as well as switching flexibly between different online learning platforms. Students have been moved by my personal experiences and I’ve shown them that nothing is impossible as long as one keeps learning and putting in the effort.

Adapting to the COVID-19 crisis

In order to adapt to the “new normal” brought on by the COVID-19 pandemic, I’ve tried to shift my teaching strategies in the following three aspects.

Firstly, a shift from classroom-based teaching to internet-based teaching. I’ve worked out the most suitable internet-based platforms and tools in recording instructional videos, conducting live streaming lectures and giving feedback so as to foster learning and stimulate interest.

Secondly, a shift from teacher’s instruction to the construction of a learning community. Teaching methods, such as case studies, discussions, academic games or competitions, and student-led discovery, are all effective in helping students to learn through online collaborative interaction.

Thirdly, a shift from input-oriented evaluation to output-oriented evaluation. I’ve put more focus on enabling students to achieve outcomes that need adaptability, creativity, and collaboration to better prepare them for an ever-changing world.

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Teachers can prepare, plan and respond to such difficult circumstances with the following:

• Develop rapid response plans based on past experience during the pandemic and make the most of it
• Upgrade the skills of trainers and staff working in different fields of training in interactive electronic learning materials for distance training
• Raise awareness about digital communication in society for such conditions to produce satisfactory results
• Establish systematic electronic platforms capable of integrating participants effectively

Adapting to the COVID-19 crisis

The current situation calls for solutions to change the pattern of the traditional training strategy. Furthermore, in order to maintain social distancing, solutions and alternatives are needed to change the training paradigm. Some of them are:

• Communicating with participants in training programmes and motivating them to share information with their workplace colleagues and trainers
• Creating virtual digital classes using the Google Classroom application and familiarizing trainers by sharing theoretical information and practical exercises
• Training through small groups to achieve social distancing and adapting to the epidemiological situation, and continuously taking all necessary measures of sterilization and wearing masks before and after the completion of training.

Trends mapping - Future of TVET teaching

The following report presents the results of the trends mapping study on the future of technical and vocational education and training (TVET) teaching, conducted by UNESCO-UNEVOC. The study aimed to engage the international TVET community to: (i) imp ...