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Modern realities provide new challenges and new possibilities for people, who choose teaching as a career. The models of self-management and collaboration are preferable for contemporary Lebanese teachers aimed at successful processes of teaching and learning. It is impossible to choose between the two models, they should complement each other to a certain degree for the successful development of the teachers professional skills.
The self-management as a model of teachers professional development, consisting of self-evaluating, self-monitoring, environmental analysis, and networking, predetermines the further teachers self-education. Continuous control and evaluation of ones lessons are important steps for professional growth, which encourage the teachers objective evaluation of ones weak and strong points. On some occasions, these are the only possible ways for controlling every point of the teaching-learning process in Lebanon. Goodlad (2004) noted that the deep structure of schooling creates an ethos of isolation and individualism among adults that must be overcome by deliberate intent and action (p. 96). But facing the class without the support of more experienced colleagues, the educators should not feel helpless, but, on the contrary, try to use the opened up possibilities for self-monitoring and self-evaluation. Goodlad (2004) noted that no matter what kind of preparation beginning teachers have, some of the most important things they need to know can be learned only on the job once they face a real group of students (p. 99). Thus, only plenty of practice, constant hard work, and self-perfection may result in a successful teaching career and demonstrate high students grades. It is impossible to predict all the variety of the possible situations of the educational process, it is impossible to be a perfect educator, using only theoretical knowledge without practice. It is very important to know all the current trends in education, to be aware of teaching methods and techniques as well as to learn from the experience of colleagues, but teachers self-monitoring is an integral part of an effective educational process. Tucker (2002) noted that self-reflection by teachers arises from a personal need to understand, critique, and improve on their own practice (p. 77). Even feeling overburdened by the everyday teaching routine, the educators, not only the beginners, but the experienced professionals as well, are to find time and strengths for constant self-evaluation and following self-perfection. Tucker (2002) noted that a hallmark of expert versus novice teachers is their ability to learn from experience through observation (p. 77). In other words, the novice teachers, as well as the experts, are learning through their classroom experience for better implementation of the theoretical propositions. Inner motivation is often more effective than the outer, that is why the role of self-evaluation for Lebanese teachers can not be underestimated nowadays. Tucker (2002) noted that it is through reflection that teachers are able to observe inconsistencies or discrepancies between what they hoped to accomplish in a lesson, assignment, or activity and what they did (p. 75). Becoming a successful teacher means not only perfect awareness of the subject taught but the right choice of the teaching techniques of this or that material as well. Oven (2000) admitted that the fundamental aim of a continuing professional development course is & to help teachers to develop their abilities to learn how to obtain and apply subject knowledge for themselves as and when it is needed for their investigative teaching (p. 19). In the present-day realities of Lebanon predetermining the level of development of the educational system of the country, educators need to realize the significance of the self-management model for enhancing the literacy of the population.
On the other hand, even being isolated due to the realities of the educational system, the teachers are not to learn from their own mistakes only and use their colleagues successful experience as well. Frankland (2007) noted that both teaching and learning should be conceptualized as collaborative rather than competitive activities. This however requires a shift in the mindsets of both teachers and learners (p. 126) Thus, the self-perfection is not an end in itself, it should continue in the process of the peer observation and coaching for reaching the global goals of enhancing the teaching and learning processes. It should be noted, that the learning process is not to be omitted, as being too busy choosing the models and techniques some teachers may forget about the primary aim of the educational process and its main object. Barkley (2005) noted that the primary reason for including a coaching program in a school is to improve teaching and thus improve student learning (p. 127). The post-observation conference is to involve the educator in the discussion; therefore, it is the point where the two models of self-management and collaboration are intersected. Steffy (2000) noted that peer coaching and observation is one way to facilitate both the development of a passionate stance as well as collegiality (p. 72). Discussing the motivation for peer coaching and observation not only the moral value of cooperation should be taken into consideration, but its significance for the further development of the Lebanese system of education as well.
Both models of self-management and collaboration should be used for enhancing the teaching and learning processes in the Lebanese system of education. Only through continuous self-perfection on one hand and collaboration with colleagues on the other may an educator become successful.
Reference List
Barkley, S.G., Bianco, T. (2005) Quality Teaching in a Culture of Coaching. Lanham, MD : ScarecrowEducation.
Frankland, S. (2007) Enhancing Teaching and Learning thorough Assessment: Deriving an Appropriate Model. Dortreeht: Springer.
Goodlad, J.I., McMannon, T.J. (2004) The Teaching Career. New York, NY: Teachers College, Columbia University.
Ovens. P. (2000) Reflective Teacher Development in Primary Science. New York, NY: Garland.
Steffy, B.E. (2000) Life Cycle of the Career Teacher. Thousand Oaks, CA: Corwin Press.
Tucker, P.D., Stronge, J. H., Gareis, C. R. (2002) Handbook on Teacher Portfoliosfor Evaluation and Professional Development. Larchmont, NY: Eye on Education.
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