‘Religious teachers receive optimal supervision’
BANDAR SERI BEGAWAN
AN official with the Inspectorate Section of the Ministry of Religious Affairs (MoRA) yesterday defended its supervisory practices for religious teachers, saying they were neither static nor stagnant.
“They are dynamic and subject to changes in accordance with the country’s aspirations and education system,” said Hj Hasbi Hj Mohd Suhaily, head of the Inspectorate Section at the Islamic Studies Department under MoRA.
Hj Hasbi, speaking to participants of a religious teaching colloquium held by Seri Begawan Religious Teachers University College (KUPU SB), said the supervision of religious teachers will improve the quality of the learning process, making it more efficient and effective.
He said to achieve this, all members of religious schools - ranging from school leaders and administrators to teachers - play a big role in creating an efficient and effective teaching and learning process.
He added that supervision done by inspectorates of the teachers wasn’t a mechanism aimed at judging or punishing them.
“The supervision is aimed at creating a good relationship between the school and the Inspectorate Section.
“Supervision of teachers is done to assess, assist, guide and advise them on how to improve their teaching quality to a level that’s more dynamic, creative, meaningful and effective for the students,” he said.
Hj Hasbi also stressed that their officers follow specific guidelines in conducting observation and feedback sessions for teachers using the techniques of peer mentoring and peer coaching.
The observations are carried out on the basis of evaluating the quality of teaching over the quantity of teaching, he noted.
In addition, the observations also place great emphasis on students’ involvement in the teaching and learning process and prioritise teaching styles that create positive effects on the students.
Another speaker, Hj Abdullah Hj Sahat, head of the Inspectorate Section’s Al-Quran unit, said that based on the section’s observations, some teachers don’t prepare their lesson plans according to the format set by the Inspectorate Section.
He added that other issues include teachers not using Arabic language as a medium in their classes where it is the medium of delivery, not using the available teaching aids to their optimum level and creating a passive learning environment where students merely listen to the teachers read from textbooks and their notes
The Brunei Times