Teachers and Counselors Empowerment Program

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Carreer and College Counseling

College counselors are not the norm in our context in Togo and many brilliant students fail to apply to universities abroad because teachers face great challenges in regards to the complexity of overseas HEI application systems. In addition, experience has shown that some students go to school and get their high school graduation without knowing what to study at university and how to get there. This is due to the lack of counseling offices in schools. The overriding target of this program is to set up counseling offices in schools and empower counselors who will create a mechanism to increase the chances of students’ success in overseas applications and in their study or career choices.

Teaching Excellence Achievement

Teaching is not easy. When you stand in front of a classroom crowded with students, there is so much to think about and so much that you are responsible for. A good teacher must be a planner, an organizer, a subject-matter expert, an entertainer, an artist, a counselor, a helper, a record keeper, a mediator, a coach, and more! The workload and pressures of a teaching job can be overwhelming, and if you are like many teachers during a busy school year, it often feels like you are so busy trying to keep your head above water in a rising tide of lesson planning, correction, and administrative duties that there is no time left to think about the quality of your work or to connect with your colleagues.

The Teacher’s role is to analyze learner needs and develop their linguistic and communicative competence, to meet both their present. Teaching should begin first and foremost with the goals and expectations of the students with learning English. To fulfill those scopes, the teacher must understand and structure the classroom centered on those needs.

It is critical that teachers provide students with expectations and ambitions so that they can propel within the classroom and outside of it in real life, especially in their future studies. It not only supports confidence building, but it prepares students to have informed opinions and conversations i.e. Critical Thinking capacities.

The training should be relevant to secondary-school English teachers. Participants should leave the training feeling that the experience was useful for helping them improve their teaching. The training should include some theory, but the focus should be more practical. Plenty of practice with specific reference to the SPINE textbooks and the particular context of Sudanese classrooms is preferable to general discussions about theory. The training should encourage active participation and interaction among participants. Sharing experiences and problem solving with colleagues is more useful to teachers’ professional development than passively listening to lectures. The training should encourage reflection and self-assessment. It’s important for teachers to reflect on their own strengths and weaknesses and decide for themselves what they need to work on to improve. .