The school day is from seven in the morning until ten in the evening

Teachers: The assignments of private schools ... "an element that expels competencies"

Teachers explain lessons to students during the remote lessons and in the classroom.

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Teachers in private schools have warned of the transformation of the "distance education" model into an element that expels the competencies in the profession, due to "the additional burdens resulting from its application, and the increasing problems of the profession in exchange for a decline in financial and moral incentive."

And they continued, "The school day begins at seven in the morning, and continues until ten in the evening, which is not found in any other profession."

The teachers explained that private schools have added many tasks to the teachers ’task list since the implementation of the new model, which has led many of them to search for alternative jobs because they do not want to continue with education.

For its part, the Department of Education and Knowledge confirmed that schools are required to conduct internal evaluations of their distance education programs.

It called on its departments to re-evaluate their needs for education, taking into account the observations of teachers, educational leaders and parents.

In detail, female teachers reported that they bear much greater burdens than they previously had to bear. Banners to prepare scientific materials and upload them to the educational website, review students' duties “online”, and respond to the students ’messages and inquiries, which greatly negatively affected their family role as wives and mothers. .

They indicated that evaluating the experience of distance education in schools does not take into account the measurement of the teacher's opinion, psychological and physical comfort, job stability, and other matters “because departments focus on the student and educational outcomes, although the process consists of three connected axes, including the student, the teacher and the outputs. Educational », referring to the absence of the second axis of this series from interest, because development and attention are concentrated on the first and third axes, while the teacher’s axis is absent, which is the link and link between students and educational outcomes.

The teachers, Najwa Rajab, Rabab Youssef and Alia Mohamed said that many school administrations hastened to end the services of a group of teachers with the spread of the Corona epidemic and the shift of study to the pattern of "distance education."

And I assigned the rest to assume their duties.

At the end of the last school year, it ended the services of another group after announcing the continuation of distance education as an option, and the registration of the largest number of students in it.

In the end, the teacher now has to teach in the classroom for a group of students, in addition to teaching remotely for another group.

The teachers Sahar Zahran, Mona Hamdi, Anoud Adi, and Reem Khalil considered that there is confusion among school administrations between traditional education and distance education, since the latter is mainly based on student self-education, and the teacher's role is focused on providing students with the basics of knowledge.

As for older students (from the eighth to the twelfth grade), it is assumed that distance education will be through research and projects given to the student so that education is through research and application.

They emphasized that “the rapid measures taken as a result of the emergence of the (Covid-19) pandemic, and the transfer of studies to the remote education system, confused many schools, and resulted in a lack of understanding of the role of the teacher in the new education system, as teachers were required to complete videos and PowerPoint slides, And other things that exceed their capabilities, which put the teacher under great psychological pressure, especially as school administrations do not stop adding new assignments to his duties.

Teachers Muhammad Saad, Majid Abdel Radi, Maryam Al-Hofi and Faryal Jaber said that the school day, under the application of the distance education model, extends from seven in the morning until ten in the evening, as the day begins with registering the attendance of students and uploading the material that was prepared the day before on the educational platform. For the school from seven to eight, and from eight to two in the afternoon, the explanation is made to the students through the remote lessons, and inside the school class after hybrid education is also adopted in schools, and after that the school meeting begins between teachers and the administration, and lasts for more than an hour, then follow-up students, Those who did not attend the school day or those who do not interact and send alert messages to their families to alert them, and then review the students' duties, correct them and re-send them to each student to find out the mistakes that occurred in them, in addition to writing the daily reports required by the school administration to ensure that teachers do what is required of them .

For its part, the Education and Knowledge Department affirmed, in the policies and guidelines for reopening private schools, that schools are required to conduct internal evaluations of distance education programs through questionnaires of parents, teachers and students.

And she stressed the need to re-evaluate her needs, taking into account the observations of teachers, educational leaders and parents, and appoint coordinators by assigning current employees to additional tasks or allocating new employees to support teachers, students and parents, and enabling them to continue the teaching and learning process from home, in addition to the use of a specialist in technology Information to provide training programs for teachers and students on the method of using the electronic platforms applied by the school if the need arises.

The department also indicated that the results of the distance education evaluation of private schools in the Emirate of Abu Dhabi showed that 84% of private schools achieved a "advanced" level of performance, and 16% of the schools "partially developed" while no school attained a "undeveloped" performance level, according to The approved evaluation framework for schools at the state level, pointing out that «the achievement of these positive results is due to proactive planning and constructive cooperation with partners to launch the efficient distance education process».

6 challenges for students

Teachers identified six challenges for distance education for students, including the loss of the spirit of interaction provided by traditional education in the classroom, the inability of teachers to provide additional academic support to needy children, the decline in the spirit of competition among students than in the classroom, and the inability of the teacher to notice weakness The students ’attention or lack of follow-up to the explanation, especially since opening the camera during the remote lessons is optional for“ family conditions at home ”, and many students’ families do not understand how to deal with educational platforms and how to support their children while receiving education from home, in addition to the student’s inability to assess the extent of Academic achievement.

Converting study to distance education resulted in a lack of understanding of the teacher's role in the new system.

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