1. 1 Core Competencies for Primary School Teachers in Crisis Contexts

2. Module 1 Teacher’s Role and Well-being Session 1: The Role of the Teacher in the School and the Community 2

3. Objectives ● Explain the importance of education in crisis contexts. ● Describe the role of the teacher in the school and in the local community. ● Consider how to balance the various roles within the classroom, school and community. ● Identify your own motivations for teaching and set goals to increase motivation. 3 By the end of this session you will be able to:

4. Clock Activity 1:00 - How did you become a teacher? 2:00 - Why did you become a teacher? 3:00 - Why are you excited to be a teacher? 4:00 - What makes you nervous to be a teacher? 5:00 - What do you hope to gain from being a teacher? 6:00 - What motivates you to be a good teacher? 4

5. Why is education important in your community? 5 Question:

6. 6 A mind map Theme 2 Theme 4Theme 3 Theme 1 Ideas connected to theme 3 Mind Mapping

7. 7 Why is education important? Theme 2 Employment Communication Theme 1 Making friends Expressing opinions Applying for jobs Mind Mapping

8. Why is education important in your community? 20 word challenge! 8 Question:

9. A teacher is _______. You have 1 minute to fill in the blank for the statement “A teacher is _____” with as many ideas as you can come up with on your own. GO! 9

10. A teacher is _______. ○Someone who imparts knowledge ○Someone with management skills ○A leader ○Someone who empowers students ○A learner ○An effective communicator ○Someone who helps others to have new experiences ○A change-maker ○A good role model ○A coordinator of people and resources ○Someone who can support different types of learners ○Someone responsible for the well- being of the students ○Someone guiding and supporting children 10

11. Identifying Expectations 1.What do students in your classroom expect of you? 2.What does the leader of the school expect of you? 3.What do parents in the community expect of you? 11

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14. Teacher Motivation School-related factors that… Encourage TeachersDiscourage Teachers ●Student success●Limited resources 14

15. Individual Goal Setting 1.What are some goals that you have for yourself as a teacher? Think about what kind of teacher you want to be. -What kind of relationship do you want to have with your students? -What skills or values do you want to teach your students? 1.What do you need to do to achieve your goals? What kind of support will you need? 15

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17. Module 1 Teacher’s Role and Well-being Session 2: Code of Conduct 17

18. Objectives ● Explain the legal and ethical importance of the Code of Conduct. ● Describe the role of the Code of Conduct to protect teachers and students. ●Explain the consequences of violating the Code of Conduct. ● Describe the procedures for reporting misconduct. 18 By the end of this session you will be able to:

19. Education and the community 19 Dangerous/Ineffective Education

20. Education and the community 1. What challenges are beyond the control of the teacher? 2. What challenges can the teacher control or influence? 20

21. Examples of Misconduct in Education 1.Which of these offences are more serious? Why? 2.What do you think are the most common problems in your community? 3.Are there any examples on the list that are not a problem for your school? 21

22. Objectives of the Code of Conduct 3. Guide and support teachers by: -providing guidance on how to make ethical decisions based on ethical awareness and reasoning -help teachers solve some of the ethical dilemmas they are confronted with -listing rules that can guide teachers in their everyday behavior 4. Achieve and maintain a high degree of professionalism by: -upholding the dignity and reputation of teachers -promoting a professional identity 5. Promote community trust and support for teachers by: -making teachers accountable and listing their responsibilities -creating a positive image and conditions for teachers to work in 22 1. Protect students by: -protecting students from harm, discrimination, intimidation, harassment and/or humiliation -maintaining with integrity the teacher’s position of trust and authority with students without abusing that position of power -making clear the consequences of bad conduct for the teachers -making clear the rights of teachers 2. Protect teachers by: -maintaining with integrity the teacher’s position of trust and authority with students without abusing that position of power -making clear the consequences of bad conduct for the teachers -making clear the rights of teachers

23. The Consequences of Violating the Code of Conduct 23

24. How to Report a Complaint 24

25. Who Has the Right to Register a Complaint? All educational stakeholders should have the right to register a complaint, including: -pupils -teachers -parents or Parent Teacher Associations (PTAs) -school principals -head teachers -non-teaching staff -school board members -administrative authorities 25

26. How to Distribute the Code The code should be distributed widely: -by direct communication (forums, workshops, seminars, etc.), mail, the Internet, newsletters, the print press, TV and/or radio -by means of posters showing the major elements of the code. These should be sent to, and displayed in, each school in the country, including remote areas. -through the central, regional and or local administration -through the teaching-service commission (if it exists) -at teacher education institutes or teachers’ colleges -through inspection services -to school staff, especially teachers -to teacher unions -to communities -to grassroots and civil society organizations 26

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28. Module 1 Teacher’s Role and Well-being Session 3: Teacher Well-being and Stress Management 28

29. Objectives ● Explain the importance of teacher well-being. ● Identify signs of stress. ● Practice basic techniques of stress management. ● Identify methods to support your own well- being. 29 By the end of this session you will be able to:

30. Factors Affecting Teacher Well-being ●Coping with trauma ●Ability to take care of oneself and one’s family ●Ability to save money ●Financial security ●Housing/lodging ●Family life ●Community relationships ●Access to health services ●Access to social support services ●Security ●Physical health ●Happiness 30

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32. Importance of Teacher Well-being 32 1.Who does your well-being influence? List at least 3 different types of people. 2.What other emotions, both positive and negative, can people spread in this way? 3.In what ways do our emotions affect our behaviour?

33. Scenarios 1.What signs of stress the teachers are displaying. 1.The impact of stress on the teacher's performance in the classroom. 1.The impact of stress on the student’s performance and well-being. 33

34. Importance of Teacher Well-being 1.How does teacher well-being affect teacher performance in the class room? 2.How does teacher well-being affect student well- being? SUMMARY: “Why is teacher well-being important? (30 words!) 34

35. Conflict Resolution STOP THINK ACT 35

36. STOP 1.Take a breath 1.Walk away if necessary 1.Calm down -Put things into perspective 36

37. THINK 1.How do I feel? 1.How do they feel? (Try to see the conflict from the other side) 1.What was I doing? Was it causing a problem? 1.What can I do to solve the problem? 37

38. ACT 1.Be respectful 1.Make the situation better, not worse 1.State the conflict without placing blame 38

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40. Module 1 Teacher’s Role and Well-being Session 4: Collaboration and Communities of Practice 40

41. Objectives ● Explain different types of collaboration. ● Design a Teacher Learning Circle (TLC). ● Identify peers who can provide personal and professional support. 41 By the end of this session you will be able to:

42. Levels of Collaboration Meetings Between Schools School Wide Collaboration Group Sharing Individual Assistance An Informal Conversation 42

43. What is a TLC? a.Who will be involved in your TLC? i.Will participants be from the same school? ii.Will they be from the teacher training? iii.Will they be from the area around where you live? iv.You can be part of many TLCs and can work in smaller groups to strengthen specific skills. b.What are the necessary roles? i.Having a facilitator is optional. A facilitator can lead activities and discussions, help set up groups, assign roles like a secretary and take attendance. ii.We recommend that the facilitator be a different person each time chosen by their knowledge and skills on the topic. c.Where will the meeting take place? i.Will the TLC be at your school? ii.Will it be at the teacher resource center? iii.Will it be at a central location within your community? iv.Decide together where would work best. d.When will the meeting take place? i.When will your next meeting be? ii.How often can your group meet? iii.Could this meeting happen monthly? 43

44. Creating Community Standards What kinds of behaviors or attitudes would you like to see in your community? What kinds of behaviors or attitudes would you like to leave outside of your community? 44

45. Writing your TLC Mission Statement A mission statement is when a group says what its long-term goals are and how they will accomplish them. Work together in your group and write your own mission statement for your TLC, include your long-term goals as well as a series of Steps that you will take in order to meet them. Long Term Goals Steps to Achieve Goals 1. 2. 3. 45

46. Teacher Learning Circles (TLCs) School-based, regular peer support mechanism for teacher professional development: 46

47. Peer Support 1.Why is collaboration so important? 2.How does collaboration make you feel? 3.In what ways will you use collaboration going forward? 47