Situational Teaching Model
Dr. El Ghrari Halima, Mohammed V University,
The presentation about “Situational teaching styles” can be listed under the attempts aiming at developing the Moroccan educational system through the implementation of more flexible and more adaptable teaching styles. The importance of this presentation lies in the fact that it summarizes the first book in Morocco that approaches the issue of teaching styles from a leadership perspective and, at the same time, tries to go beyond the conventional issue that narrows the range of teaching styles down to two: the democratic and the authoritarian styles. Furthermore, the book recommends different teaching styles that vary according to the teacher’s situation. Of equal importance, the book asks many questions related to teaching styles and seeks practical answers inspired from studies done in the field of Organizational Behavior and Situational Leadership (Paul Hersey and Kenneth Blanchard Model)
The approach based upon flexibility and adaptability. Hence, we delineate the most important characteristics and behavioral traits of each teaching styles depending the students' readiness level. The aim of the book is the improvement of students’ aptitude so that the authoritative teaching style can be avoided, and replaced by a democratic teaching style based upon participation and empowering students to become responsible for their self learning and training and ready to overcome the challenges of globalization and speedy change.
Moroccan University is undergoing administrative and educational reforms aiming at the development of its educational situation and enhancing the teaching environment and creating encouraging work conditions and proposing teaching styles that are more flexible and adaptable with different situations and new students’ needs. The university reform fall under the general context of change Morocco is currently undergoing in different fields in order to cope with the new evolutions, meet new needs of globalization and facing economic, social, scientific and political challenges of twenty first century. The hope becomes dependent on education to compensate the increasing emptiness in the spiritual and ethical values, to face the present and future challenges, to consolidate the democratic principles, and to prepare students to overcome the faced problems and imposed challenged. The above statements demonstrate the enormous responsibility imposed on teacher. The teachers become required to carry out new and multiples roles that go beyond his traditional role of knowledge transfer. The following roles appear likely to define twenty first century teacher in Morocco: to provide democratic education based on participation and dialogue, to encourage students’ creation and innovation, to ensure effective communication, to make the right decisions. But to succeed in the above roles teacher must develop his/her leadership ability “the hierarchical bureaucratic organizational structures that have defined schooling since the onslaught of scientific management give way to systems that are more organic, more decentralized, and more professionally controlled. Leadership is dispersed and connected to competence for needed tasks rather than to formal position. Independence and isolation replaced by cooperative work. Further, the traditional structural orientation in schools is overshadowed by focus on the human element. The goal is no longer the maintenance of the organizational infrastructure but rather the development of human resources Developing learning climates, and organizational adaptivity replaces the more traditional emphasis on uncovering and applying the one best model of performance. A premium is placed on organizational flexibility. The metaphors being developed for this new design for schools – for example, from “teacher as worker “to “teacher as leader” – nicely portray...
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