Teaching Excellence & Achievement Program for Pakistan 2022

POST-EXCHANGE ASSESSMENT

NAME: Tanveer Akram GENDER: Male

TEA COHORT: 04 CITY: Sialkot

Q1. Which of the following elements of No Small Moderate Significant

the TEA program impacted your impact impact impact impact
exchange journey the most?

a Course/workshops in your subject

area

b Participation in state or national

level conferences

c Degree/certificate programs

d Field trips to other schools

e Opportunity to network with

teachers from other schools

f Research opportunities

g Any other: Etiquettes and manners

Q2. Please indicate areas which were refined during your exchange program. Select all that
apply.
a) Content and performance standards in my main subject field
b) Student assessment practices
c) Classroom management
d) Knowledge and understanding of my main subject field(s)
e) Knowledge and understanding of instructional practices (knowledge mediation) in my main
subject field(s)
f) Information and communication technology (ICT) skills for teaching

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g) Teaching students with special learning needs
h) Student discipline and behavior problems
i) School management and administration
j) Teaching in a multicultural setting
k) Student counselling

Did the TEA program influence your personal beliefs

Scale 1-5: Agree, Strongly Agree,
on teaching and learning? Please indicate how
Q3. Neutral, Strongly Disagree,
much you disagree or agree with each of the Disagree
following statements.

1 2 3 4 5

My role as a teacher is to complete the syllabus and

a
run evaluations.

When referring to a “poor performance”, I mean a

b performance that lies below the previous
achievement level of the student.

It is better when the teacher – not the student –

c
decides what activities are to be done.

Teachers know a lot more than students; they

shouldn’t let students develop answers that may be
d
incorrect when they can just explain the answers
directly.

Students learn best by finding solutions to problems

e
on their own.

Students should be allowed to think of solutions to

f practical problems themselves before the teacher
shows them how they are solved.

When referring to a “good performance”, I mean a

g performance that lies above the previous
achievement level of the student.

A quiet classroom is generally needed for effective

h
learning.

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 Thinking and reasoning processes are more important
i
than specific curriculum content.

Effective/good teachers demonstrate the correct way

J to solve a problem. My role as a teacher is to
facilitate students’ own inquiry.

Q4. How often do you plan to incorporate the Scale 1-5: Weekly, Monthly, 3-4
following in your school? times per year, Once per year,
Never

1 2 3 4 5

a Attend staff meetings to discuss the vision and

mission of the school

b Develop a school curriculum or part of it

c Discuss and decide on the selection of instructional

media (e.g. textbooks, exercise books)

d Exchange teaching materials with colleagues

e Attend conferences for the age group I teach

f Ensure common standards in evaluations for

assessing student progress

g Engage in discussion about the learning

development of specific students

h Teach jointly as a team in the same class

i Take part in professional learning activities

j Observe other teachers’ classes and provide

feedback

k Engage in joint activities across different classes

and age groups

l Discuss and coordinate homework practice across

subjects

Q5. Which of the following activities are most Habitual Sometimes Never

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 likely to happen in your classroom?

I present new topics to the class (lecture-style

a
presentation).

b I explicitly state learning goals.

I review with the students the homework they

c
have prepared.

Students work in small groups to come up with

d
a joint solution to a problem or task.

I give different work to the students that have

e difficulties learning and/or to those who can
advance faster.

I ask my students to suggest or to help plan

f
classroom activities or topics.

At the beginning of the lesson I present a short

g
summary of the previous lesson.

Students work on projects in teams that require

h
at least one week to complete.

Students evaluate and reflect upon their own

i
work.

j I introduce service learning activities

I include non-formal teaching methods in a

k
classroom

Students hold a debate and argue for a

l
particular point of view.

Q6. Rate the following factors on their level of importance. Scale: 0-3: not important,
low importance, moderate
importance, high
importance

0 1 2 3

Lesson planning

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 Formulating learning outcomes

Devising strategies for effective teaching of content

Optimum utilization of time

Facilitating independent & collaborative learning

Devising classroom strategies to maintain discipline

Motivating and inspiring students

Knowledge of students emotional well-being

Impacting students for character building and instilling

the right values

Instilling critical thinking, problem solving and creativity

in students

Cultural awareness and exposure in teaching profession

Networking skills and professional circle of a teacher

Professional development in teaching profession

Strong Communication skills

Q7. What aspects of your leadership skills have improved during the TEA program?
a) Emotional Quotient

b) Punctuality _________________________________

c) Determination and sincerity with the profession

d) Personal development

Q8. What aspects of your communication skills have improved during the TEA program?
a) How to use body language

b) How to deals with the fillers

c) How to listen and respond the listeners

d) How to add a light sense of humor

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Q9. How will the TEA Exchange journey impact your attitude as a teacher?
As a teacher, I believe that Tea Exchange journey has revolutionized my professional as well as personal
life. I must say that these 42 days of my life are more solid than my 13 years of professional journey. I
got the chance to see and learn from the international mentors and educators. They taught us the
boundary of teaching and learning is not limited to an educational institute. I learned that how to
educate us and then facilitate others which is the prime purpose of the teaching. I learned that there are
many aspects still unattempted and we must pay heed to them as well. Final, I must say that we should
propagate what I have learned and this nexus should go on to achieve a self-sustainable system.

Q10. How did the Teaching Excellence & Achievement Program meet your expectations?
Also, please share how it can be further improved?
Teaching Excellence & Achievement Program not only met but exceeded of expectations. I was
expecting that our cohort will have to live on their own. In addition, we have to invest some
money in order to training from the highly trained mentors.
I was expecting that there would be a small hall or hotel where will be given a training session
but reality was amazingly pleasant. I was expecting a few topics of teaching but it was not so.
The range of the topics was more than my expectations. Particularly, the topic of Psychology and
service learning so beyond my expectation. I really enjoyed them.
I want to suggest one thing that when Pakistani teachers step in USA, they are hailed by many
shocks. Food items and the variety of food is one of them. Most of the participants face problems
regarding halal food items. I would say that it will be a great favour if a certain amount of food is
provided to them in their rooms and its cost can be deducted from their per diem.

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