I know it has been a while. But is it just me or does something seem terribly wrong with this blog? Can someone comment about the layout. Because from where I'm looking at it, things don't look too well.
Oh, the whole "suspending students with Facebook" Scenario. Apparently the students were suspended for joining a group against a very draconian, and terribly misinformed administrator. And a little brat by the name of, oh let's call him Ronin, ratted out on all of them. Now I know I'm not the type of person to advocate violence against a single person but for goodness sake. You're in Gr. 9 and you are still a snitch. Someone needs to teach you the rules of the playground AGAIN! This whole fiasco came up in the nearly daily 7 Days tabloid, and I assure you Choueifat did their best to heavily censor and butcher the truth. They were NOT taken for an hour to be talked too. To those of you who have been in the system for god knows how long, you would definitely know what happened.
Oh by the way. I thought this video represented advising lessons perfectly.
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8 comments:
With all the negative press out there about this school why do parents continue to send their children there? I have been investigating this school further and it seems as if the students are just as unhappy as the teachers. One would think that anyone with one ounce of intelligence would not waste their time or money on such a school. It saddens me to think of teacher turn over and the long term developmental impact it has on children and the system as a whole.
How the SABIS® schools are different The SABIS® system can be summarized as follows:
1. Structured courses: Teachers do not decide what to teach. What is to be taught has been decided and refined over many years. Each course is completely broken down into hundreds of easy to understand behavioral objectives (concepts, skills, definitions, etc. e.g. add two numbers with carrying, like 14 + 78; know the sounds of the letter “a”; know the meaning of the word “attire”; to read and understand a specific paragraph; etc.). Each behavioral objective is called a point. A weekly breakdown of the course (pacing chart) specifies what points are to be taught each week.
2. Teaching methods: We optimize the process of learning in class. Our teachers follow the SABIS® “points method” of teaching where a teacher teaches one point at a time, to the whole class. The lesson alternates rapidly between oral work, writing and group checking in such a way that it is practically impossible for students to ‘switch off’ in class. Students learn more in class, which means they work less at home. The details are as follows:
(1) At the beginning of each lesson the teacher indicates the ‘points’ to be taught in that lesson. (2) Starting with the first point, the teacher explains the ‘point’ interactively, for no more than a few minutes, so the students do not get bored with a teacher who talks continuously. (3) The teacher then asks a question and every student must answer in writing. (3) The teacher then checks the answers by going around the classroom to check the children’s work. Every four students form a group with a leader who helps in the checking. Student(s) who have the have the correct answer explain to the others how to do it. Once wrong answers are corrected the teacher moves on to the following point, explains it; and so on. When a teacher finds that a point was not well understood (s)he repeats the explanation until the point is clear.
This way all students pay attention and they prove to the teacher, in writing, that they have learned.
This approach succeeds in all subjects, with practically every student. We achieve excellent results not by being selective, but by teaching methodically, comprehensively, and well.
The points method is used to teach all subjects. The space here is too small to explain how this method is adapted to teach creative and/or critical thinking, essay writing and problem solving, but information about that, explaining the full details, can be provided later, and specific questions can be answered during the interviews.
3. More on Teaching methods: Problem solving and critical thinking are very much stressed. Detailed analysis and approaches to problem solving are introduced to six year olds, and developed more for older students. Analysis and synthesis are applied to composition writing as early as grade 5 (9 year olds). Real-life problems are presented to older students (starting age 11), when they are asked to share in solving problems within the school by giving ideas and getting actively involved. (See the Student Life Organisation, point 8 below).
4. Monitoring the learning process: A unique computerised system of weekly testing (the SABIS® Academic Monitoring System) allows the administration to follow closely the progress of each individual. Gaps in the knowledge of each student are pinpointed as soon as they form, and the ‘faults’ of each student are corrected individually as soon as they are discovered. By focussing the students’ efforts on eliminating the gaps in knowledge, valuable time is saved and a gap-free cohesive structure of knowledge is built in the students’ minds.
With “smart” work it is possible to achieve better results than with (rather unfocused) hard work. Our system pinpoints the weak spots and focuses the effort of students on them.
5. Follow-up of students’ progress: We care about all our students. Students are not allowed to fail in peace. Instead, those who fall behind in their work are advised, helped and coached until they catch up. As long as they manage their own time successfully their time is theirs, otherwise we take control.
6. Training: Teachers new to the SABIS® System are required to attend a two-week training session in the second half of August in order to adapt to our approach to teaching. As the year progresses administrators hold follow-up training sessions sometimes on weekdays after school and sometimes on weekends. On-the-job training and class attendance continues through the teacher’s stay with us.
7. Attendance of classes: School administrators attend classes of teachers regularly and without warning. This is needed in order to check whether the points method is applied properly and to provide help for teachers who need it. After a class visit we meet with the teacher to point out the positive aspects of his/her teaching and to give guidance concerning the aspects that need improvement. This is not done to “record faults”, but to increase the effectiveness of the teacher. When the teacher succeeds at teaching well the school succeeds, and when (s)he fails the school fails. It is important that teachers succeed, so we provide them with the support they need. We expect teachers to be fully co-operative and supportive of this effort.
8. The Student Life Organisation. A Student Life Organisation (essentially a selected Student Government) works hand in hand with the teaching staff and administration, all as one team. Members of the Student Life Organisation are appointed by the administration for their competence rather than elected by the students for their popularity. This is a true student government which seeks to raise academic standards as well as promote social and moral values, sports and activities. Prefects help us in supporting the points method, and during breaks and after school, the Student Life Organisation members, called prefects, provides peer teaching for students who need it.
9. Class size. Because we teach one point at a time it is possible to teach larger classes effectively. When you teach one point at a time you cannot have more than one or two questions per point. When one student asks a question, all hear the answer, so the other students need not ask it. When a student asks an unusual and intelligent question all the others hear the answer. It is more likely to have intelligent points raised in a larger class. Accordingly, in the infants’ school it is usual to have classes numbering in the high twenties, and numbers increase to the high thirties in the secondary school. Teachers should be ready to commit themselves for a whole academic year. Teachers cannot decide to break their contract after a couple of month “if they do not like it” or in the unfortunate event of a death in the family. (In the unfortunate event of a parent or sibling─God forbid─dying, a few days’ leave may be granted. In other cases a short leave without pay may be considered at the discretion of the administration).
What we do not care to have is people who are coming mainly to have fun. Examples:
It is not acceptable for people to go out in the evening and come back in the early hours of the morning, because either they will not be able to teach efficiently on the following day or they will feel too ill to come to school. On the other hand if people stay up late on Wednesday and Thursday nights (the weekend is on Thursday and Friday) there should be no problem.
Our school is not the place for heavy or frequent drinkers. Alcohol can be bought in hotels or in specialised shops. However, driving after drinking one portion is illegal and frequent visitors to bars and nightclubs will soon be noticed. This reflects badly on the school and the authorities will pressure us to get rid of them. Besides, these people will have little time left to spend on preparation.
People with a temper are not welcome. We need friendly people who can remain calm under pressure and who will always be respectful of all staff and students. The use of any form of foul language inside or outside the school is not acceptable.
Attendance is given great importance. Class time is sacred! Students who are absent for any length of time will not be accepted back in classes without a valid excuse approved by the administration. Lateness to class by students or teachers cannot be accepted. A teacher should teach every minute of each lesson, so a teacher cannot dismiss the class a few minutes before the bell rings because (s)he “finished” the material prepared for the lesson. Teachers may be absent only when they are really ill (we send our school nurse to check on absent teachers and to see if they need assistance). Teachers cannot take time off–even a fraction of a lesson–because, say, they belong to a club that has an activity which clashes with school time or after-school meetings.
Placement, Progress and Promotion Students are placed in classes according to their academic attainment and not age. It is usual to find a two-year age range in the same class or section. There are, however, no academic requirements for acceptance into the Kindergarten or into Grade 1. Students within the same class are not streamed. Students are placed in sections such that all sections of the same class have equal grades (marks) averages, so that academic progress can be monitored and measured. Frequent testing provides continuous feedback throughout the year. At any time of the year parents who want to know about the progress of their children see specific administrators who provide them with complete information in a professional, objective manner. Parents do not meet with teachers. Before the meeting, teachers are asked to provide the necessary information by completing specific report forms. The information from the teachers is coupled with the computer record of marks and behaviour and added to information from the Student Life organisation. An AQC then discusses the student with the parents. If parents have complaints the administrator investigates, provides solutions when necessary, updates the children’s records and informs the parents. At the end of the year the total record of a student is used to determine whether a student is to be promoted to the next class, to attend and pass a summer course, to pass make-up exams, or to repeat the same class. An end-of-year report, which includes information relating to promotion, is given to the parents. When more information is required about a student, an appointment can be arranged through the secretary with the appropriate AQC, as described above.
Teaching: Teachers are expected to teach thirty periods a week, usually between the hours of 8.00 a.m. (7.00 in Qatar) and 4.00 p.m. (3.00 p.m. in Qatar), a period being just under an hour. Teachers who teach fewer than thirty hours will be given extra duties to make up their work to thirty hours per week, either doing academic work (checking school-written books, writing exam questions, writing answers to exam question, preparing notes on specific books. Etc.) or supervising students studying or at play. We do not usually have general staff meetings, but we do have specialised meetings that are generally held after school on school days, or (rarely) at weekends. There are five school days a week, the weekend being Thursday and Friday. Parents are demanding, are aware of the ‘points method’ and may spend time checking what their children have learnt in school. If they feel that their children are not learning enough in class it could mean that the teacher is not following the points method. Parents check their children’s workbooks for errors overlooked by the teacher and they complain if they find them. If not satisfied, parents come to school to complain.
Preparation: Teachers are expected to produce lesson plans for each lesson. For each lesson the teacher should know what ‘points’ the students are required to learn, and should make sure that they learn these points in class. Individual discipline: Not only are teachers asked to help in maintaining discipline, but also they are expected to set a good example to students. Students need to be reminded about maintaining good behavior; they should be polite and well mannered, they should be careful about the property of school and of others, and they should at all times be respectful and honest. A point that needs to be stressed all the time is cleanliness. Teachers do not punish, not do they have a say in what punishment should be administered; they only record offences. Administrators who have a total picture of each child decide on punishment.
Active discipline: Pupils must also be trained to stop antisocial behavior in other pupils. One student must have the courage to stop another who may be cheating in an exam, littering, using bad language and vandalizing, and to report offenders who refuse to listen. It is important for us to help students to differentiate between 'tale-telling' and social responsibility. A socially responsible person fights corruption at the risk of retaliation and retribution by the offenders, and he should be supported and encouraged. Attendance: We look for teachers who have good attendance records. Teachers need to be physically fit and not be absent at the first signs of discomfort. We would like to have teachers whose sense of responsibility towards their students prevents them from having a day in bed when they feel tired, when they have a headache or when they have other minor ailments. When sick, our teachers call and inform the director usually prepare work for the children to do under supervision. Usually the Director sends the school doctor or nurse to check on the condition of the teacher and see is (s)he needs help. What is certainly not acceptable is for teachers to get sunburned, have a hectic weekend or a late evening out, and then spend a school day in bed. (See also page 3).
Punctuality. Teachers are expected to be in class before the bell rings, and not to leave the class or allow the students out until after the period is finished. (See also page 3). Between certain periods (e.g. the first and the second, or the third and the fourth), there are no breaks, so teachers have to move quickly from class to class, and they should not give casual permission for students to leave the classroom at such times.
whoever quoted from the SABIS handbook really needs help. I worked for these crooks, their system is not even a system. It is a group of badly-thought out nonsense. 40 -50 students in a class and they all learn language!!! Utter crAP! really, Mr G has lost the plot. rEMEMBER why are so many people suing this company? because they are crooks!
My take on the posting from a SABIS employment handbook is a bit different. I believe it is blaring statement to what IS WRONG with the entire system. For example, Structured courses: Teachers do not decide what to teach. How effective is a system which does not allow teachers some flexibility in what to teach according to the needs of the students?
Second, Teachers may be absent only when they are really ill (we send our school nurse to check on absent teachers and to see if they need assistance). So basically the system does not have enough trust in grow adults to know when they should or should not be working due to a illness. I would much prefer that either a student or teacher who is ill remove themselves from the group and not infect others with their illness.
Third, training of Teachers new to the SABIS® System are required to attend a two-week training session in the second half of August in order to adapt to our approach to teaching. I have been through this training and it is basically a waste of time. It is basically Mr G standing up there going on and on about how there is no such thing as Dyslexia or other learning disabilities. Along with his other well known insanity rants.
Fourth, Teachers cannot decide to break their contract in the unfortunate event of a death in the family. (In the unfortunate event of a parent or sibling─God forbid─dying, a few days’ leave may be granted. In other cases a short leave without pay may be considered at the discretion of the administration). Why in god’s name would anyone be willing to teach for an organization which is so cold and heartless? I personally believe you get what you give to your employees. You treat your teachers and students like crap there will be no loyalty. Teachers leave the SABIS system in droves. Those who remain are either a little on the crazy side or inexperienced
Fifth, Class size. Because we teach one point at a time it is possible to teach larger classes effectively. When you teach one point at a time you cannot have more than one or two questions per point. When one student asks a question, all hear the answer, so the other students need not ask it. When a student asks an unusual and intelligent question all the others hear the answer. It is more likely to have intelligent points raised in a larger class. Accordingly, in the infants’ school it is usual to have classes numbering in the high twenties, and numbers increase to the high thirties in the secondary school.
Anyone who knows anything about best practices in teaching and child development knows this is a highly ineffective way of teaching. More students does not mean better. It means you have teachers who are unable to provided individual and quality education to student. And forget the whole concept of supporting individual learning styles.
I agree with the first poster. Why do parents continue to waste their money and time of this system? Why do the owners and board continue to allow a madman run amuck creating a toxic environment? Isn’t clear that as an organization of learning they are going to either have to adapt or die out? Who knows maybe the owners and board are just as delusional and insane as the policies and organizational culture of oppression for both the staff and students.
I worked for SABIS albeit for a short time. I witnessed what I can only describe as utter maddness from their regional director. The man has a psychological disorder. I am serious about that. He is the most despised man I have ever had the misfortune to work with. But , you know something, he enjoys that people hate him. In his warped mind, he believes that the sign of a good manager. The owner, Mr B is a mental case. Ruthless, liar and a cheat. Corruption should be his middle name. He has borrowed so much money . SABIS has huge loans. They are the types to mix with some Sheikhs who will help them. In the UAE, they have raped the country. THey disgust me. Vile human beings. I heap all my anger on them.
hello K.
Whatever your take on the school...i don't care to comment, (i don't have enuff facts). However, why would you make someone a scapegoat in this confusion between students and school. did u verify facts before writing in here? some jerk from the senior class talks to the school and some one else gets the hammer!! i ask u to refrain from personal info here, esp,. when not verified to the last.. It may be HIP and *with it* to pen yr thoughts,but whatever u do, it must be done with responsibility and you must be able to take responsibility for your words. better still put yrself out in the open.. your name etc.. and write ...now that would be the decent and MANLY thing to do. Why hide behind this avatar? so pal look into yrself first before you write buddy. i wish u well.
Poor, Poor Choueifat Zombie, it is not only the OP who writes about Choueifat. If you read through this blog you shall find many students and former teachers also post here.
Why the fuck would s(he) write his/her name??
That's fucking insane!
If reading about choueifatties who have no other way to vent their anger but on a blog irritates you don't bloody read it.
We students would say it 'out in the open' if our cries wouldn't fall on deaf ears. Oh and not to mention they'd expell us and make sure we wouldn't ever go to university.
Freedom of speech does not exist in the Sabis Kingdom.
Their primary concern is increasing the amount of money that enters their pocket.
And what's with the whole,'
"Education for a changing world"
crap on the copy books.
Sorry for going off topic but in Dubai Choueifat, near the library on the board ( direction primary) there is a sign saying, "SLO is the heartbeat of our school"
WHAT THE FUCK?
And in the library there's
"The wise are the children who know."
AH.....?
They pride themselves in teaching us amazingly and yet they write ... this?!
Better yet, the 'NO EXIT' signs that have taken over the admin.
=)
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