In Doha Independent Preparatory School, the English department is the ideal educational space where no student is left behind. It is indeed a perfect arena where education for a new era is perfectly implemented step by step, but on sound grounds in accordance with the national curriculum standards for the State of Qatar.
The department’s Objectives
To provide the most suitable and caring environment for learning.
To place the student at the center of the learning process.
To make sure the student learns efficiently and independently in a cooperative and collaborative atmosphere.
To conduct research and disseminate the latest information in the pedagogy of TEFL
To provide training, workshops, and seminars, in the field of ELT.
To establish cooperative relations with local and international institutions where English is the language of instruction.
To link learning to societal needs by organizing field trips to raise students awareness and gain work experience.
The teaching staff
2009/2010
Our teaching staff consists of a group of seven dedicated and competent teachers equipped with considerable experience as well as methodological expertise in the practice of teaching. This tireless committed team is made up of:
Teacher
title
Mr. Munir Bin Ammar Wasli
coordinator
Mr. Ahmed Atiya
teacher
Mr. Ahmed Abdul Rahman
teacher
Mr. Ahmed Ali
teacher
Mr. Atef Khalid
teacher
Mr. Osama Ali
teacher
Mr. Ahmed Awad
teacher
Methodology
It goes without saying that there is no one best methodology or approach to teaching English as a foreign or second language. Bearing this in mind, we aim at teaching eclectically but in an efficient and constructive way. Our aim above all is to enable our students to use English communicatively and correctly by providing them with the appropriate tools, strategies and techniques to gradually acquire and master the language.
This can be achieved, we hold, by having our students interact with whatever material they are exposed to, do cooperative activities inside and outside the classroom as well. We also drive at making them self-reliant learners so much so that they come up with their own research, presentations or assignments using a variety of resources available to them inside or outside the school premises. As doctor Felder put it “In the traditional approach to college teaching, most class time is spent with the professor lecturing and the students watching and listening. The students work individually on assignments, and cooperation is discouraged. Such teacher-centered instructional methods have repeatedly been found inferior to instruction that involves active learning, in which students solve problems, answer questions, formulate questions of their own, discuss, explain, debate, or brainstorm during class, and cooperative learning, in which students work in teams on problems and projects under conditions that assure both positive interdependence and individual accountability. This conclusion applies whether the assessment measure is short-term mastery, long-term retention, or depth of understanding of course material, acquisition of critical thinking or creative problem-solving skills, formation of positive attitudes toward the subject being taught, or level of confidence in knowledge or skills.”
Mounir Ouasli
What we believe in
“The constant repetition of lesson routines, the revisiting of texts and activities with student reactions that become increasingly predictable, can-if we do not take steps to prevent it- dent even the most ardent initial enthusiasm.
Perhaps what we are talking about is the difference between teachers” with twenty years’ experience and those with one year’s experience repeated twenty times.” (Ur1996:317)
