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    Crystalschool

    Uploaded by

    Radha Samir Mehta

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd

    Crystalschool

    Uploaded by

    Radha Samir Mehta
    2 views35 pages

    Original Title

    crystalschool

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    © © All Rights Reserved

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    2 views35 pages

    Crystalschool

    Uploaded by

    Radha Samir Mehta

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    You are on page 1of 35

    THE JOY OF TEACHING

    1 ST
    PART

    1) How to interact with various


    stakeholders.
    2) Various Team building Strategies.
    3) Classroom Management.
    4) New Teaching Methodologies as
    per NEP.
    2ND PART

    Lesson Planning
    3RD PART

    Create Your Own Lesson Plan.


    CREATIVITY IS INTELLIGENCE HAVING FUN
    ALBERT EINSTEIN

    You are into the mother of all the profession

    Teaching is a serious profession please leave your worries behind.

    You are a Teacher by Choice and not By Chance.


    HOW TO BUILD GOOD
    RELATIONS WITH VARIOUS
    STAKEHOLDER (TEAM
    BUILDING)
    Stakeholders :
    Parents
    Students
    Peers
    ACTIVITY
    Instruction:
    You are given a balloon you have to blow it and then you have to
    save your balloon from others.
    ATTENTIVE LISTENER
    Did I ever say you have to prick/ burst
    others balloon to save your own.
    In a school you have to be an empathic
    listener so that you can build healthy
    relationship with your stakeholders.
    Don’t let others down to climb your
    success ladder.
    ACTIVITY

    After watching a video relate it


    to your work front.
    PARADIGMS
    You are suppose to change the paradigm when
    it comes to your stakeholders. Never assume
    the things or stick to one thing when it comes
    to your stakeholders which can lead to
    improper results. Don’t jump to conclusions
    after seeing the things. Find the proper reason
    and then react.
    Never ever pass your paradigms to others
    which can be even more harmful.
    ACTIVITY
    Blindfold :
    2 groups of 5 members each.
    1 Person from each group will be
    blindfolded and driven to the unseen
    path with obstacles to the given
    benchmark in the given time. (2min)
    COMMUNICATION
    Our communication should be very clear and up to mark with our
    various stakeholders.
    Parents:
    Be very polite and humble.
    You cant afford to say I don’t know. Say I will inquire from the
    management and let you know.
    Make them feel comfortable.
    Never lose your patience.
    Don’t discuss personal matters with parents be professional.
    Give negative remarks in a positive way.
    OTHER TEAMBUILDING
    STRATEGIES
    Focus on team coordination and team trust
    Focus on problem solving leaving behind
    personal grudges.
    Do more of team work rather then individual
    work.
    Have unity among yourself to face the
    problems.
    (activity : Unknot) (within 3 min)
    Focus on time management and decision
    CLASSROOM MANAGEMENT
    What problems do you face in your class.
    Do you Deviate from your goals?
    Do you react in your classrooms?
    Do you have to rush up with your syllabus?
    Do you feel you are not being effective?
    TIPS FOR BETTER
    CLASSROOM MANAGEMENT
    1) Clear instructions.
    2) Set clear expectations
    3) Demonstrate clearly
    4) Find the right tone of voice
    5) Have a plan
    6) Praise and recognize
    7) Positive teacher and student relationships
    8) Class should be properly arranged
    9) Use polite language
    10) Do what you have promised
    11) Build excitement for content
    WAYS TO MANAGE YOUR CLASS
    IN AN EFFECTIVE WAY
    1) Being Proactive
    2) Begin with end in mind
    3) Put first things First
    TELL ME
    What happens if a child is not doing HW from past 10 days inspite
    of you telling them again and again.

    What happens if you are in middle of explaining some very


    important concept and a one student disturbs you.

    What happens When you have done your best and still the class
    test result does not show the same.
    PROACTIVE IN THE CLASS.

    What is proactive? (It is not being Reactive)

    Your Class can be managed well if You are Proactive in each and
    every action of yours.
    You can build relations only if you are proactive.
    Being Reactive will help you loose your control over the class.
    Your Action to every Reaction should be such that it brings out
    win -win solutions to every problems.
    ACTIVITY
    Draw as per the instructions.
    1) Draw a circle
    2) Draw two more circles in a big circle.
    3) Between those two circle draw a
    triangle.
    4) Below a triangle draw a rectangle
    BEGIN WITH THE END IN
    MIND
    Define your Goals for each period
    Beginning with the end in mind means
    knowing where you and your students
    want to be at the end of each period.
    This can help you get the desired results
    and manage your class well.
    ACTIVITY

    Fill the jar


    Jar - Represent your classroom and the time
    you have it

    Sand- All the little things that really don’t


    matter

    Pebbles- Things that matter ( a little)


    3) PUT FIRST THINGS FIRST
    Prioritize, and do the most important things first.
    Putting first things first means learning how
    to plan and how to manage your time so
    that which is most important gets done!
    Organize your time around the most
    important things and eliminate the
    unimportant to manage your class and work
    in effective way.
    TIME MANAGEMENT MATRIX
    Important / urgent Important /not urgent
    1) Crisis (illness) 1)Lesson Planning
    2) Grade submission 2)Co-teacher support
    3) Student Discipline 3)Professional development
    4) Parent Communication 4) Family time
    5) Meetings 5) Health Time
    6) Natural Calamities 6) Hobbies
    7) Empowernment

    Unimportant/ urgent Not important / not urgent


    1) Interruptions 1) Gossip and worry
    2) Filing 2) Social Media scrolling
    3) Email managemnet 3) Discussing mentors students
    4) Favors for other teachers etc
    5) Many popular activities 4) Needlessly repetitive practice
    5) Enforcing routines that aren’t
    working
    KEY ELEMENTS OF NEP IN CLASSROOM.

    INTEGRATED METHOD OF TEACHING (Art Integration)

    PROJECT BASED LEARNING

    TEACHING FOR UNDERSTANDING


    INTEGRATED TEACHING
    Subjects are taught in isolation but do they come in isolation in real
    life situation. For example, teaching reading comprehension in
    reading class or math in only mathematics class but never in other
    subjects. In reality they often seem to have a relationship.
    So our lesson plans should have this integration as well.
    In Elementary grades, many schools are already restructuring their
    curriculum to make all classes integrated.
    This is done by creating themes as academic units, which is like
    having a broad topic or an umbrella under which all the following
    lessons fall.
    Integrated Lesson Addresses your learning objectives but includes
    information from other core subjects.
    IF your learning standard in a science class is to focus on how rocks
    are formed, then stick to this objective. You cant deviate from it and
    confuse the students.
    PROJECT BASED LEARNING
    Project Based Learning (PBL) is a teaching method in which students gain
    knowledge and skills working for an extended period of time to investigate
    and respond to a complex question, problem or a challenge in order to find
    Solutions
    PHASES OF PROJECT

    Phase I Beginning the project (Ask questions and define a


    problem)

    Phase 2 Project Research ( Answer the questions asked in phase 1


    by integrating the subjects)

    Phase 3 Concluding the project (summarize and Demonstrate their


    understanding)
    TEACHING FOR
    UNDERSTANDING –
    DESIGNED BY HARVARD
    GRADUATE SCHOOL OF
    EDUCATION
    The Teaching for understanding Framework focuses instruction on
    building disciplinary understanding, rather than imparting
    superficial knowledge.
    This performance view of learning encourages students to
    demonstrate their understanding in the classroom and extend it
    beyond the school setting.
    FOUR ELEMENTS ARE FUNDAMENTAL TO THIS
    APPROACH:

    Four elements are fundamental to this approach:


    1) Generative topic,
    2) Understanding goals,
    3) Performance of understanding, (connecting with the goals) and
    4) Ongoing assessment.
    GENERATIVE TOPICS

    Topics are selected in such a way that they are central to a particular
    subject or discipline around which a unit of instruction will be constructed.
    Generative topics engage and motivate learners by inviting them to
    connect what they already know.
    They are interesting and accessible to students.
    They have multiple connections to students experiences both in and out
    of the school
    Generative topics are issues themes concepts ideas that provides enough
    significance connections and varieties of perspective to support students
    development.
    For example: Industrial revolution, global warming, the concept of zero,
    endangered species.
    UNDERSTANDING GOALS
    To focus the exploration of generative topics, teachers can develop
    nested understanding goals. Define explicit goals for learners
    understanding and let the students know these goals.

    Each unit can have three to four understanding goals. For example,
    a unit on citizenship can have the following understanding goals:
    What is citizenship
    Important documents that prove citizenship
    Types of government (the Government of India in detail)
    Levels of government function.
    PERFORMANCE OF
    UNDERSTANDING
    ​ hese are activities which give consistent opportunities to students
    T
    to develop and demonstrate their current understanding.
    Understanding performances should meet the following criteria:
    Relate directly to understanding goals
    Develop and apply understanding through practice
    Engage multiple learning styles and forms of expressions
    ONGOING ASSESSMENT
    In TFU, performance of understanding and student assessment go hand-
    in-hand whenever possible. Rather than assessing outcomes primarily at
    the end of the unit, teachers provide feedback, learning
    criteria, and opportunities for reflection throughout instruction.
    Feedback from teachers, peers, and self-evaluation can help to advance
    the student’s work, particularly when:
    Students know the assessment criteria
    They get regular feedback
    Students and teachers have ample opportunity to reflect on the
    students’ understanding and the barriers that remain.

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