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Philosophy of EFL management
- a personal view
by Piotr Jednaszewski
- 2

In other words, the observed domino effect can be either positive or negative depending on the appropriateness of the decisions made. Someone decided to build a nice house perfect for a few generations but at the same time forgot about the maintenance; finally a place seemingly perfectly adapted to the surrounding environment became a useless shelter. The above mentioned domino effect can be illustrated here as a positive side of the EFL management ‘story’ by a conversation with one of my teacher colleagues who was once asked why he had decided to sign the long contract for the company if he could have been offered a higher salary with the competitors college.

He said: ‘the atmosphere at that company is much better than anywhere else’

So the person was asked for the explanation of the words ‘much better’ and ‘anywhere else’

And he said ‘people can depend on each other, if we want to have money paid in advance we can have it, I do not need to explain if I need a replacement…but from the very beginning we were made aware of being fully responsible for the students and their progress, so I have to be fully conscious of every step I take….” So, the situation of that teacher was clearly similar to the chain reaction. Teachers’ satisfaction is followed by students’ intellectual fulfilment, which means that this is the teacher’s task to ensure through the individualised approach in teaching that an individual student feels and is aware of his foreign language development. When the student is satisfied with services provided then the principal should have no reasons to complain as teachers’ expectations of students learning motivation are achieved. Thus, not only the students` satisfaction makes the language institution functioning well on the market. Coming back to teacher’s satisfaction with the language school, it was reflected in students’ opinions about him:

‘He is always cheerful and seems to like his job’

‘At the beginning I did not like staying longer during the classes but he infected me with his passion for teaching. I think about studying linguistics’

That simple interaction between student and teacher on the managerial level becomes part of the system involving not only organisational work or structure but also the decision making process which is reflected in the pyramid scheme.

Thus, at the bottom of that pyramid we have such issues like:

  • students’ and teachers’ satisfaction,
  • manager’s planning and involvement in the whole process,
  • meeting new students,
  • listening to the regular college students,
  • other factors.
If we tried to consider the ELT Institution for achieving ideal organisation structures, we would have to be aware of the fact that ideal organizational structures nearly always have to be modified – simply because ideal people are seldom available. It is better to accept compromises in an ideal plan than not to have an ideal plan to start from.(1)

(1) Bower, M. (1970). The Arts of Top Management . London: McGRAW-HILL, 15-40.

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