What nine letter word in the English language is still a word when any of one of the nine letters is removed one by one?
Write your comments... The first one who would guess the riddle, will win a prize from ERC!!!
Goooooo...
Oct 31, 2009
Oct 27, 2009
Jeux et Chansons Educatifs pour les Enfants
Vous avez envie de jouer avec les lettres vous n'avez qu'à consulter ces sites de ressources:
Chanter en classe FLE en visitant le site suivant:
Quelle activité vous avez choisi? Qu'en pensez-vous? Votre opinion nous intéresse.
En collaboration avec Mlle Mona El Khatib
Oct 24, 2009
More Insights from Leaders
Educational Leadership
October 2009 Volume 67 Number 2 Developing School Leaders
Take the Extra Step
A teacher leader is first an effective, accomplished teacher. A teacher leader takes that extra step beyond reflection and into scholarship.
More teachers will strive for excellence when there's more reason for them to do so. If we truly honor our teachers, we won't continue paying them poorly, disrespecting their professional opinions, and subjecting them (and our children) to unsafe or shameful working conditions in our schools. If we value our children, we will honor their teachers; we will give them room to excel.
—Renee Moore, English and Journalism TeacherBroad Street High School, Shelby, MississippiNational Board Certified Teacher
Change the Lens
"School leadership can be shared among many more than we think." This insight was voiced by participants in a secondary school redesign initiative sponsored by the New Jersey Department of Education. Six-person teams from 23 secondary schools created a plan to reform one aspect of their high schools. The teams—a student, a parent, a teacher, a principal, a district administrator, and a local school board member—explored the multifaceted nature of school change.
Participants told us this experience challenged them to see school leadership through a different lens. Rather than being the unique responsibility of those in titled roles (such as the principal), school leadership roles should be nurtured throughout all levels of the school community. Students, teachers, school staff, community members, and other stakeholders potentially have leadership skills that can be tapped.
—Cathy PineDirector, Office of Professional Standards, Licensing, and Higher Education CollaborationNew Jersey Department of Education, Trenton, New Jersey
Focus on Small Powerful Practices
In Ohio, we have been working with more than 60 districts on a continuous improvement framework that helps districts and schools focus on doing a few small, but powerful, practices. In this learning laboratory, schools and districts study and learn on a small scale but still have potentially big outcomes. We have begun to call these "fractal learning experiences." By focusing on a few small, powerful practices, we can examine what is working well, what is not working well, and why—developing what Doug Reeves calls "a sense of inquiry."
—Brian A. McNultyVice President for Leadership Development, The Leadership and Learning CenterEnglewood, Colorado
Lead Courageously
Successful school leaders are first and foremost courageous. It takes courage to promote, initiate, and lead school and community efforts to redesign our obsolete schools. It takes courage to create a purposeful collaborative leadership team, serving as a member yet providing the authority that enables the team to make decisions that affect learning and teaching.
Courageous leaders lead through best practice. They ensure that the school or district focuses on high expectations and standards, that professional development first focuses on providing time for colleagues to have meaningful discussions about our craft, that all learning is engaging, and that the school provides a healthy, safe, supportive, engaged, and challenging environment for all kids. Above all, courageous leaders fundamentally believe that all kids can learn and all teachers can teach.
—Wayne SweeneyEducational Consultant, Tomorrow's Schools TodayCromwell, Connecticut
Walk Your Talk
As Daniel Goleman tells us, emotional intelligence plays a huge part in an individual's success. Too often, leaders are not clear about who they are, what they believe in, and what they stand for—or against, for that matter. The classic phrase that we have all uttered at some point, "You must walk your talk," speaks louder than we imagine.
To be a leader you must have individuals who are willing to follow. The ability to build and maintain relationships—particularly with those who are not ardent supporters—is the key. I have come to believe this as a result of feedback from former colleagues and students, all of whom remember me as someone they could talk to even when they disagreed with my decisions.
—Ainsley B. RoseFormer principal and Director of EducationKanata, Ontario, Canada
Put Students First
Leadership is about empowering others, inspiring them to get on board as you work to achieve a vision of schooling that puts students at the center. Although a meaningful curriculum that's tied to high standards can certainly help students reach lofty goals, it's not just curriculum or rigorous standards that count. I have been fortunate in my career as a primary school teacher and now as an instructional coach to work with building administrators who put students first, and as a teacher leader I strive to be a true example of student-centered teaching and learning.
—Gail V. Ritchie, Instructional CoachFairfax County Public Schools, Virginia
Build Professional Relationships
Good leadership, like good teaching, is about professional relationships. It is not about being a friend or a judge. Good education leaders draw out the best in their staff, building on strengths seen and unseen, modeling this for teachers who can then do the same for their students. Praise and recognition when deserved; mentoring and assistance when needed—these are the keys to good leadership.
—Laura Reasoner Jones, Technology SpecialistMcNair Elementary School, Herndon, Virginia
October 2009 Volume 67 Number 2 Developing School Leaders
Take the Extra Step
A teacher leader is first an effective, accomplished teacher. A teacher leader takes that extra step beyond reflection and into scholarship.
More teachers will strive for excellence when there's more reason for them to do so. If we truly honor our teachers, we won't continue paying them poorly, disrespecting their professional opinions, and subjecting them (and our children) to unsafe or shameful working conditions in our schools. If we value our children, we will honor their teachers; we will give them room to excel.
—Renee Moore, English and Journalism TeacherBroad Street High School, Shelby, MississippiNational Board Certified Teacher
Change the Lens
"School leadership can be shared among many more than we think." This insight was voiced by participants in a secondary school redesign initiative sponsored by the New Jersey Department of Education. Six-person teams from 23 secondary schools created a plan to reform one aspect of their high schools. The teams—a student, a parent, a teacher, a principal, a district administrator, and a local school board member—explored the multifaceted nature of school change.
Participants told us this experience challenged them to see school leadership through a different lens. Rather than being the unique responsibility of those in titled roles (such as the principal), school leadership roles should be nurtured throughout all levels of the school community. Students, teachers, school staff, community members, and other stakeholders potentially have leadership skills that can be tapped.
—Cathy PineDirector, Office of Professional Standards, Licensing, and Higher Education CollaborationNew Jersey Department of Education, Trenton, New Jersey
Focus on Small Powerful Practices
In Ohio, we have been working with more than 60 districts on a continuous improvement framework that helps districts and schools focus on doing a few small, but powerful, practices. In this learning laboratory, schools and districts study and learn on a small scale but still have potentially big outcomes. We have begun to call these "fractal learning experiences." By focusing on a few small, powerful practices, we can examine what is working well, what is not working well, and why—developing what Doug Reeves calls "a sense of inquiry."
—Brian A. McNultyVice President for Leadership Development, The Leadership and Learning CenterEnglewood, Colorado
Lead Courageously
Successful school leaders are first and foremost courageous. It takes courage to promote, initiate, and lead school and community efforts to redesign our obsolete schools. It takes courage to create a purposeful collaborative leadership team, serving as a member yet providing the authority that enables the team to make decisions that affect learning and teaching.
Courageous leaders lead through best practice. They ensure that the school or district focuses on high expectations and standards, that professional development first focuses on providing time for colleagues to have meaningful discussions about our craft, that all learning is engaging, and that the school provides a healthy, safe, supportive, engaged, and challenging environment for all kids. Above all, courageous leaders fundamentally believe that all kids can learn and all teachers can teach.
—Wayne SweeneyEducational Consultant, Tomorrow's Schools TodayCromwell, Connecticut
Walk Your Talk
As Daniel Goleman tells us, emotional intelligence plays a huge part in an individual's success. Too often, leaders are not clear about who they are, what they believe in, and what they stand for—or against, for that matter. The classic phrase that we have all uttered at some point, "You must walk your talk," speaks louder than we imagine.
To be a leader you must have individuals who are willing to follow. The ability to build and maintain relationships—particularly with those who are not ardent supporters—is the key. I have come to believe this as a result of feedback from former colleagues and students, all of whom remember me as someone they could talk to even when they disagreed with my decisions.
—Ainsley B. RoseFormer principal and Director of EducationKanata, Ontario, Canada
Put Students First
Leadership is about empowering others, inspiring them to get on board as you work to achieve a vision of schooling that puts students at the center. Although a meaningful curriculum that's tied to high standards can certainly help students reach lofty goals, it's not just curriculum or rigorous standards that count. I have been fortunate in my career as a primary school teacher and now as an instructional coach to work with building administrators who put students first, and as a teacher leader I strive to be a true example of student-centered teaching and learning.
—Gail V. Ritchie, Instructional CoachFairfax County Public Schools, Virginia
Build Professional Relationships
Good leadership, like good teaching, is about professional relationships. It is not about being a friend or a judge. Good education leaders draw out the best in their staff, building on strengths seen and unseen, modeling this for teachers who can then do the same for their students. Praise and recognition when deserved; mentoring and assistance when needed—these are the keys to good leadership.
—Laura Reasoner Jones, Technology SpecialistMcNair Elementary School, Herndon, Virginia
Oct 15, 2009
The Outside-Inside Connection
Thomas Hatch
Educational Leadership
October 2009 Volume 67 Number 2
The success of school improvement efforts depends on the opportunities and relationships that educators cultivate outside the school.
Imagine this school scenario: For the most part, staff members go about their business, doing what they're asked to do. They look at data; they make some adjustments. They work with coaches who have helped usher in a host of different programs. Student performance is adequate but not stellar, yet parents seem satisfied, making relatively few complaints.
To continue reading the article, click on this link:
http://www.ascd.org/publications/educational_leadership/oct09/vol67/num02/The_Outside-Inside_Connection.aspx
Educational Leadership
October 2009 Volume 67 Number 2
The success of school improvement efforts depends on the opportunities and relationships that educators cultivate outside the school.
Imagine this school scenario: For the most part, staff members go about their business, doing what they're asked to do. They look at data; they make some adjustments. They work with coaches who have helped usher in a host of different programs. Student performance is adequate but not stellar, yet parents seem satisfied, making relatively few complaints.
To continue reading the article, click on this link:
http://www.ascd.org/publications/educational_leadership/oct09/vol67/num02/The_Outside-Inside_Connection.aspx
Oct 12, 2009
تقرير عن اليوم التدريبي الأول معلمي مادة التربية الإسلامية
بسم الله الرحمن الرحيم
أقامت إدارة الشؤون التربوية في جمعية المقاصد الخيرية الإسلامية في بيروت، بتاريخ يوم الخميس الواقع في 5 شوال 1430هـ الموافق له 24 أيلول 2009م، يوماً تدريبياً حول فلسفة التربية الإسلامية وخصائص أساتذة مادة التربية الإسلامية والمراحل العمرية، شارك فيه أساتذة المادة في مدارس الجمعية في بيروت، ونخبة من أساتذة المادة في مدارس القرى، حيث بلغ عدد الأساتذة المشاركين واحداً وثلاثين معلماً ومعلمة. وقد قام بالتدريب الدكتور الشيخ بسام الطراس، الحاصل على الدكتوراه في الإدارة التربوية، والخبير في تدريب أساتذة مادة التربية الإسلامية في لبنان والخارج، والمحاضر في عدد من الجامعات اللبنانية، وصاحب عدد من المؤلفات في التربية الإسلامية
بدأ اليوم التدريبي في تمام الساعة التاسعة صباحاً، بتوزيع استمارة معلومات قام الأساتذة المشاركون بتعبئتها، ثم ألقى مدير إدارة الشؤون التربوية الدكتور كامل دلال كلمة رحّب فيها بالمدرب والمشاركين، وبيّن أهمية مثل هذه اللقاءات التدريبية وورش العمل، كما عرّف بالدكتور المدرّب شاكراً موجه مادة التربية الإسلامية على تنظيم هذا اللقاء.
ابتدأ التدريب حوالي الساعة التاسعة والنصف بحديث المدرب عن خصائص وأهداف معلم التربية الإسلامية لمدة ثلاثة أرباع الساعة، ثم أقيمت ورشة عمل حول سمات أساتذة التربية الإسلامية لمدة ساعة واحدة، حيث قسّم الأساتذة المشاركون إلى خمس مجموعات، طُلب من ثلاث منها تحديد أهم خمسة أسباب لنجاح معلم مادة التربية الإسلامية في مهمته التعليمية، ومن مجموعتين تحديد أهم خمسة أسباب لفشل معلم المادة في مهمته
ابتدأ التدريب حوالي الساعة التاسعة والنصف بحديث المدرب عن خصائص وأهداف معلم التربية الإسلامية لمدة ثلاثة أرباع الساعة، ثم أقيمت ورشة عمل حول سمات أساتذة التربية الإسلامية لمدة ساعة واحدة، حيث قسّم الأساتذة المشاركون إلى خمس مجموعات، طُلب من ثلاث منها تحديد أهم خمسة أسباب لنجاح معلم مادة التربية الإسلامية في مهمته التعليمية، ومن مجموعتين تحديد أهم خمسة أسباب لفشل معلم المادة في مهمته
وأبرز أسباب نجاح المعلم في مهمته والتي خلص إليها المشاركون
أن يكون المعلم قدوة لتلاميذه.
أن يعزز المعلم قدراته المهنية وثقافته التخصصية.
أن يتقن المعلم فن التواصل مع التلاميذ.
أن يكون المعلم ذا همة عالية ويحفّز تلاميذه ليكونوا كذلك.
أن يحافظ المعلم على رسالة مهنة التعليم.
أن يكون المعلم قدوة لتلاميذه.
أن يعزز المعلم قدراته المهنية وثقافته التخصصية.
أن يتقن المعلم فن التواصل مع التلاميذ.
أن يكون المعلم ذا همة عالية ويحفّز تلاميذه ليكونوا كذلك.
أن يحافظ المعلم على رسالة مهنة التعليم.
وأما أبرز أسباب فشل المعلم التي خلص إليها المعلمون
ضعف شخصية المعلم.
عدم التنوع في طرائق التدريس.
عدم تقدير المعلم أو الإدارة لرسالة التعليم.
عدم تقدير المعلم لتلاميذه وترهيبهم بشكل دائم.
عدم مراعاة المعلم للمراحل العمرية.
عدم تقدير المعلم أو الإدارة لرسالة التعليم.
عدم تقدير المعلم لتلاميذه وترهيبهم بشكل دائم.
عدم مراعاة المعلم للمراحل العمرية.
وتمّت مناقشة ما توصّلت إليه كل مجموعة، والتأكيد على المعلمين العمل على تحصيل أسباب النجاح وتجنّب أسباب الفشل
بعد استراحة قصيرة للضيافة مدة نصف ساعة، التأم شمل المشاركين من جديد وألقى المدرب محاضرة عن فلسفة التربية الإسلامية ومقارنتها بالفلسفات التربوية المعاصرة لمدة ساعة، تبعتها استراحة للغداء والصلاة لمدة ساعة واحدة، ثم تحدث المدرب عن المراحل العمرية وخصائصها لمدة ساعة ونصف تقريباً، وانتهى اليوم التدريبي في تمام الساعة الثالثة والنصف بعد الظهر، وتمّ استلام الاستمارات التقويمية لليوم التدريبي من المشاركين بعد تعبئتها
الشيخ خالد عيتاني
Formations linguistiques et pédagogique dispensées par la MCFL à destination de MAKASSED
Synthèse de l’année Scolaire écoulé
Un Partenariat étroit depuis 2003
Depuis septembre 2003, Un Partenariat étroit a été noué entre la MCFL et L’association philanthropique Islamique Makassed fondée en 1878 à Beyrouth et qui regroupe en son sein un effectif général avoisinant 2500 employés dans différents domaines (maternelles, écoles, collèges, lycées, université, hôpital, dispensaires, écoles techniques, défense civile, lute contre l’analphabétisme, sociale, pompes funèbres…).
Le personnel pédagogique couvre 41 établissements (écoles, collèges, lycées), sans compter les écoles techniques et professionnelles et l’université islamiques. L’enseignement du français, première et deuxième langue étrangère, est assure par 105 enseignants.
En 6 années, La MCFL a mis en œuvre, à la demande de cette association, les actions suivantes:
- Formations linguistiques de professeurs de français.
- Formation pédagogique de professeurs de français.
- Mise en place du DELF junior dans 3 établissements.
- Projet d’enseignements du français selon la méthodologie du FLE mis en place dans trios établissements (2 à Beyrouth et 1 à Barja) depuis la rentrée 2008 dans des classes EB1, EB2, EB3, EB4 et EB5 .
En 2008-2009, 5 Projets ont été menés:
- Formation linguistique de 40 heures de 52 professeurs du Liban Nord (qui s’est terminée par la passation du DELF A2 ou du DELF B1 au mois de mai).
- Suivi et Coordination pédagogique à destination d’enseignants de 2 établissements de Beyrouth: Ecole Khaled Ben Walid et Ecole Aicha Om El Mo’minin.
- Suivi et Coordination pédagogique à destination d’enseignants de l’école primaire de Barja.
- Participation de 3 enseignants aux formations nationals méthodologiques du CDL de Beyrouth.
- Passation en juin du DELF junior: 61 élèves des 3 écoles partenaires (36 A1, 25 A2).
Le Conseiller de Coopération et d’action culturelles a par ailleurs participé le 11 juin 2009, aux côtés de l’équipe des cours de langue à une cérémonie de fin d’année à Beyrouth. Ce fut l’occasion de remettre les premiers DELF junior obtenus par ce bureau pédagogique et de rencontrer le président de l’association et Mme Leila Hage, Coordinatrice de Français et conceptrice passionnée et très efficace de l’ensemble de nos actions communes. Le projet de discours de M. Gaillard et L’allocution de Mme Hage figurant en annexes 1 et 2.
Des Résultats probants:
Ces Projets se sont fort bien déroulés et ont permis:
- La Formation linguistique et l’obtention d’un DELF par 52 professeurs de français: taux de réussite de 100% (28 DELF A2 et 24 DELF B1);
- Le Suivi pédagogique (16 heures d’observation et 10 heures de restitution) au sein des écoles Khaled Ben Walid et Aicha Om El Mo’minin de Beyrouth;
- Le Suivi pédagogique (90 heures d’observation et de restitution) à l’école de barja;
- La Passation de 58 DELF junior et l’obtention 56 DELF (28 DELF A1 et 24 DELF A2 obtenus et 2 absents): 100% des présents ont obtenus le diplôme.
Un Partenariat étroit depuis 2003
Depuis septembre 2003, Un Partenariat étroit a été noué entre la MCFL et L’association philanthropique Islamique Makassed fondée en 1878 à Beyrouth et qui regroupe en son sein un effectif général avoisinant 2500 employés dans différents domaines (maternelles, écoles, collèges, lycées, université, hôpital, dispensaires, écoles techniques, défense civile, lute contre l’analphabétisme, sociale, pompes funèbres…).
Le personnel pédagogique couvre 41 établissements (écoles, collèges, lycées), sans compter les écoles techniques et professionnelles et l’université islamiques. L’enseignement du français, première et deuxième langue étrangère, est assure par 105 enseignants.
En 6 années, La MCFL a mis en œuvre, à la demande de cette association, les actions suivantes:
- Formations linguistiques de professeurs de français.
- Formation pédagogique de professeurs de français.
- Mise en place du DELF junior dans 3 établissements.
- Projet d’enseignements du français selon la méthodologie du FLE mis en place dans trios établissements (2 à Beyrouth et 1 à Barja) depuis la rentrée 2008 dans des classes EB1, EB2, EB3, EB4 et EB5 .
En 2008-2009, 5 Projets ont été menés:
- Formation linguistique de 40 heures de 52 professeurs du Liban Nord (qui s’est terminée par la passation du DELF A2 ou du DELF B1 au mois de mai).
- Suivi et Coordination pédagogique à destination d’enseignants de 2 établissements de Beyrouth: Ecole Khaled Ben Walid et Ecole Aicha Om El Mo’minin.
- Suivi et Coordination pédagogique à destination d’enseignants de l’école primaire de Barja.
- Participation de 3 enseignants aux formations nationals méthodologiques du CDL de Beyrouth.
- Passation en juin du DELF junior: 61 élèves des 3 écoles partenaires (36 A1, 25 A2).
Le Conseiller de Coopération et d’action culturelles a par ailleurs participé le 11 juin 2009, aux côtés de l’équipe des cours de langue à une cérémonie de fin d’année à Beyrouth. Ce fut l’occasion de remettre les premiers DELF junior obtenus par ce bureau pédagogique et de rencontrer le président de l’association et Mme Leila Hage, Coordinatrice de Français et conceptrice passionnée et très efficace de l’ensemble de nos actions communes. Le projet de discours de M. Gaillard et L’allocution de Mme Hage figurant en annexes 1 et 2.
Des Résultats probants:
Ces Projets se sont fort bien déroulés et ont permis:
- La Formation linguistique et l’obtention d’un DELF par 52 professeurs de français: taux de réussite de 100% (28 DELF A2 et 24 DELF B1);
- Le Suivi pédagogique (16 heures d’observation et 10 heures de restitution) au sein des écoles Khaled Ben Walid et Aicha Om El Mo’minin de Beyrouth;
- Le Suivi pédagogique (90 heures d’observation et de restitution) à l’école de barja;
- La Passation de 58 DELF junior et l’obtention 56 DELF (28 DELF A1 et 24 DELF A2 obtenus et 2 absents): 100% des présents ont obtenus le diplôme.
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