1. Classroom management refers to the issues of supervision, refereeing, facilitating, and academic discipline that teachers employ to maintain an atmosphere conducive to learning.
2. Effective classroom management requires teachers to establish clear expectations for student behavior, monitor students to address misbehavior promptly, and carefully plan instruction, activities, and use of classroom time.
3. Proper classroom arrangement, motivation of students, communication between teachers and students, and management of academic works and student behavior are important aspects of classroom management considered by teachers.
This document discusses stimulus variation in teaching. It defines stimulus as anything that elicits a response, and variation as changing stimuli to make classroom teaching more lively and engaging. The key points are:
Stimulus variation refers to techniques teachers use to vary instructional methods to maintain student attention. This includes changing voice, movement, interactions, and using visual/verbal elements. Proper stimulus variation helps address different learner needs, breaks monotony, and increases retention. Example techniques provided are gestures, pausing, oral-visual switching between instruction and visual aids. The document emphasizes practicing these skills to enhance student thinking and engagement.
The document discusses the skill of stimulus variation in teaching. It defines stimulus variation as bringing desirable changes or variations in the stimuli used to sustain students' attention in the classroom. It identifies several component behaviors of this skill, including movements, gestures, changing voice, focusing, varying interaction styles, pausing, switching between audio and visual, and involving students physically. Each component is then described in more detail. The document concludes by providing an observation schedule to rate a teacher's use of the different components of stimulus variation.
This document discusses classroom management for teachers. It defines classroom management as the methods teachers use to maintain an orderly learning environment and control behaviors that impede learning. It identifies key elements of effective classroom management like classroom design, rules, discipline, scheduling, organization, instructional techniques, and communication. It provides strategies for classroom management such as having a positive attitude, setting clear expectations, building rapport with students, defining consequences, and remaining consistent. The conclusion emphasizes that effective classroom management establishes order, increases learning, and decreases negative behaviors.
- Reflective teaching involves teachers thinking critically about their teaching practices, analyzing how lessons were taught and how they could be improved for better student outcomes.
- John Dewey introduced the concept of "reflective thought" in 1910 to encourage teachers to self-evaluate their methods.
- Reflective teaching helps teachers develop professionally by gaining a deeper understanding of their own styles and roles through self-observation and assessment of what works best for students.
- Common reflective teaching strategies include keeping a reflective diary, conducting peer observations, recording lessons, and gathering student feedback.
Reflective teaching is a cyclical process that involves teachers reflecting on their observations, knowledge, and experience in order to effectively guide students. It involves self-observation, evaluation, and using reflections to plan future lessons. Key aspects of reflective teaching include taking time for reflection, encouraging students to recount their experiences, and using tools like journals, portfolios, and student feedback to guide reflections. Reflective teaching distinguishes teachers as educated professionals who can thoughtfully problem-solve and foster student learning.
The document discusses the skill of explanation in teaching. It defines explanation as showing relationships among concepts, ideas, events or phenomena. Explanation involves selecting appropriate statements to interrelate ideas and using those statements to bring about understanding. Good explanation skills include using an introductory statement, concluding statement, explaining links, and testing student understanding, while undesirable behaviors involve irrelevant statements, lack of continuity or fluency. The document also categorizes explanations as interpretive, descriptive or reason-giving and provides guidance on developing explanation skills.
This document introduces computer assisted instruction (CAI) through a presentation by Habib Ullah Qamar. It begins with Qamar introducing himself and his background and objectives for the presentation. He then asks if the audience has used computers for learning or teaching. The bulk of the document defines and describes CAI, including the various terms used, how it works, typical features, and types like drill and practice, tutorials, discovery approaches, and problem solving. The advantages of CAI are discussed, such as individualized learning, feedback, and multimedia aids. Limitations include overreliance on multimedia and lack of infrastructure. The presentation concludes by recapping the objectives and inviting questions.
This document discusses stimulus variation in teaching. It defines stimulus as anything that elicits a response, and variation as changing stimuli to make classroom teaching more lively and engaging. The key points are:
Stimulus variation refers to techniques teachers use to vary instructional methods to maintain student attention. This includes changing voice, movement, interactions, and using visual/verbal elements. Proper stimulus variation helps address different learner needs, breaks monotony, and increases retention. Example techniques provided are gestures, pausing, oral-visual switching between instruction and visual aids. The document emphasizes practicing these skills to enhance student thinking and engagement.
The document discusses the skill of stimulus variation in teaching. It defines stimulus variation as bringing desirable changes or variations in the stimuli used to sustain students' attention in the classroom. It identifies several component behaviors of this skill, including movements, gestures, changing voice, focusing, varying interaction styles, pausing, switching between audio and visual, and involving students physically. Each component is then described in more detail. The document concludes by providing an observation schedule to rate a teacher's use of the different components of stimulus variation.
This document discusses classroom management for teachers. It defines classroom management as the methods teachers use to maintain an orderly learning environment and control behaviors that impede learning. It identifies key elements of effective classroom management like classroom design, rules, discipline, scheduling, organization, instructional techniques, and communication. It provides strategies for classroom management such as having a positive attitude, setting clear expectations, building rapport with students, defining consequences, and remaining consistent. The conclusion emphasizes that effective classroom management establishes order, increases learning, and decreases negative behaviors.
- Reflective teaching involves teachers thinking critically about their teaching practices, analyzing how lessons were taught and how they could be improved for better student outcomes.
- John Dewey introduced the concept of "reflective thought" in 1910 to encourage teachers to self-evaluate their methods.
- Reflective teaching helps teachers develop professionally by gaining a deeper understanding of their own styles and roles through self-observation and assessment of what works best for students.
- Common reflective teaching strategies include keeping a reflective diary, conducting peer observations, recording lessons, and gathering student feedback.
Reflective teaching is a cyclical process that involves teachers reflecting on their observations, knowledge, and experience in order to effectively guide students. It involves self-observation, evaluation, and using reflections to plan future lessons. Key aspects of reflective teaching include taking time for reflection, encouraging students to recount their experiences, and using tools like journals, portfolios, and student feedback to guide reflections. Reflective teaching distinguishes teachers as educated professionals who can thoughtfully problem-solve and foster student learning.
The document discusses the skill of explanation in teaching. It defines explanation as showing relationships among concepts, ideas, events or phenomena. Explanation involves selecting appropriate statements to interrelate ideas and using those statements to bring about understanding. Good explanation skills include using an introductory statement, concluding statement, explaining links, and testing student understanding, while undesirable behaviors involve irrelevant statements, lack of continuity or fluency. The document also categorizes explanations as interpretive, descriptive or reason-giving and provides guidance on developing explanation skills.
This document introduces computer assisted instruction (CAI) through a presentation by Habib Ullah Qamar. It begins with Qamar introducing himself and his background and objectives for the presentation. He then asks if the audience has used computers for learning or teaching. The bulk of the document defines and describes CAI, including the various terms used, how it works, typical features, and types like drill and practice, tutorials, discovery approaches, and problem solving. The advantages of CAI are discussed, such as individualized learning, feedback, and multimedia aids. Limitations include overreliance on multimedia and lack of infrastructure. The presentation concludes by recapping the objectives and inviting questions.
This document defines and classifies different types of teaching aids. It discusses audio, visual, and audio-visual aids and provides examples of each. The document outlines the need for and importance of teaching aids, noting they help motivate students, clarify concepts, avoid dullness, and provide direct experience. It concludes that audio-visual aids use sight and sound to present information and are effective teaching tools when implemented properly.
Reflective teaching involves self-evaluation and feedback from colleagues to improve one's teaching. A reflective teacher questions their teaching aims and methods to ensure they are clear and effective in helping students learn. Reflective practice is important for teachers to develop their skills and address issues in a thoughtful way. It involves rethinking one's actions and considering alternative approaches on an ongoing basis.
Microteaching is a teacher training technique developed in 1963 at Stanford University as a scaled-down teaching experience to develop specific skills in a safe, low-risk environment. It involves teaching a small group of 5-10 students for 5-15 minutes, focusing on one skill at a time, such as questioning or explaining. Immediate feedback is provided to help teachers improve. The goals are to develop teacher confidence, identify strengths and weaknesses, and provide practice implementing skills before full classroom teaching. Microteaching uses various techniques including modeling, practice, observation, feedback to help strengthen core teaching skills.
Teacher Tube is an online community for teachers to share instructional videos. It allows teachers to upload, tag, and share videos worldwide. Teachers can also upload supporting files and find videos organized by subject or channel. The site provides a safe, educational environment for teachers to connect, share resources, and engage in professional development anytime, anywhere.
This document discusses stimulus variation, which is the skillful changing of stimuli by a teacher to maintain student attention and participation. Maintaining stimulus variation is important for drawing and holding student attention, increasing memory and knowledge retention, encouraging student participation, promoting effective learning, and enhancing academic achievement. Some ways for teachers to vary stimuli include changing voice modulation, using charts/models/specimens, varying facial expressions and body gestures, incorporating demonstrations/activities, varying questioning techniques, and switching between oral and visual presentation styles. The document provides examples of how a teacher might vary stimuli when teaching about the topic of amoeba fission.
The document discusses the importance of closure in teaching. It defines closure as indispensable for ensuring lessons have their full effect on learners. There are three types of closure: instructional closure occurs when the teacher links new knowledge to past knowledge; cognitive closure is reached when students make this link themselves; and social closure gives students a sense of achievement and encouragement. The document outlines several ways to achieve good closure, such as linking lessons to objectives and familiar concepts, reviewing and summarizing key points, providing follow-up resources, and evaluating student learning through questions and activities.
Questions are having very important role in getting knowledge and everyone should know the basics of question. The presentation will help you getting knowledge of various types of questions.
Team teaching
Team teaching involves a group of two or more teachers working together to plan, conduct, and evaluate the learning activities for the same group of learners.
This document outlines techniques for effective "power teaching" presented at a teacher training session. It discusses identifying qualities of effective teachers, understanding power teaching strategies, and realizing their value. Teachers will learn common power teaching techniques to engage students, build relationships, maintain order, and inspire learning. Techniques include using attention signals, positive reinforcement, structured procedures, and focusing instruction to inspire students.
A teacher must possess both professional and personal qualities to be effective. Professional qualities include solid knowledge of their subject field, understanding of human growth and development, and skill with teaching methods. Personal qualities that are important for teachers include passion for teaching, the ability to use humor, being a good role model of values like open-mindedness and fairness, and having patience. The degree of a teacher's success depends greatly on their attitude towards their job.
The document discusses the meaning and objectives of explaining skills for teachers, noting that explanation is based on relating new knowledge to students' prior understanding using descriptive, interpretive, or reason-giving explanations. It also outlines the key components of effective explanations, including accurate language, clear pronunciation, fluency, and stressing main points, as well as maxims teachers should follow like moving from concrete to abstract and known to unknown.
The document is a lesson plan submitted by two nursing students. It includes objectives, an introduction defining lesson plans, their purpose and principles. It outlines the steps of lesson planning, advantages, limitations and characteristics of good lessons. It discusses approaches like Herbartian and RCEM, and formats. Resources used include books, internet and teacher consultants.
This document discusses the skill of questioning. It identifies different types of questions like relevant/irrelevant, precise/imprecise, clear/unclear, and grammatically correct/incorrect questions. It also discusses higher and lower order questioning. Examples are provided to illustrate relevant vs irrelevant questions, precise vs imprecise questions, clear vs unclear questions, and grammatically correct vs incorrect questions. The document also discusses components of probing questions like prompting, seeking further information, redirecting, refocusing, and increasing critical awareness. Examples are given for each of these components. References for the material are provided at the end.
Classroom management is important for teachers. A survey of 100 beginning teachers found that classroom management was their top concern. Effective classroom management involves creating an inviting environment where students feel comfortable learning, increasing positive student behavior through respectful interactions, and preparing students for success in society. Key aspects of good classroom management include a productive learning environment, a positive classroom atmosphere where students feel encouraged, and students who cooperate, show respect, and stay focused on their work. Teachers must also set clear expectations, provide engaging instruction, and get to know each student as an individual to meet their different needs.
A language laboratory is a computer room setup to improve foreign language learning through speaking and listening practice. It contains individual soundproof booths for students, each connected to a console room for the instructor. The instructor can monitor and communicate with students to evaluate their speaking skills and provide feedback as students practice pronunciation by listening to recordings and repeating aloud. While language labs provide benefits like individualized self-paced learning and exposure to native speech, they also have limitations such as not developing reading/writing skills and being difficult to implement in rural areas.
This document discusses activity-based learning (ABL). It begins by defining activities and activity-based learning as using activities as the basis for learning. The history of ABL is then outlined, tracing it back to its origins in the 1940s in British schools. Examples of different types of activities used in ABL are provided, such as role plays, games, debates, and experiments. The needs and benefits of ABL are described as helping students learn and retain information through active participation. Steps for organizing ABL and its uses, such as reinforcing concepts and providing feedback, are also summarized.
This document discusses the discussion method of teaching. It defines discussion method as an open exchange of ideas between a teacher and students or among students. The document outlines the objectives of using discussion method, which is to define discussion, discuss types of discussion, and advantages and disadvantages. It then describes various types of discussion like panel, formal, informal, and parliamentary discussion. The document concludes by noting the importance of planning when conducting discussion method to keep students on track and meet the objectives.
The document discusses various types of instructional plans including year plans, unit plans, lesson plans, and resource units. It provides the meaning and steps for developing each type of plan. A year plan involves organizing the curriculum into units and scheduling time for instruction. A unit plan includes selecting and analyzing a unit, determining objectives, and selecting teaching aids and evaluation. Developing a lesson plan requires stating objectives, indicating learning experiences, specifying instructional aids, and proposing evaluation strategies. A resource unit is a comprehensive collection of materials and activities on a topic prepared by subject experts.
Education: What does it take to keep control of a class?: Managing groups of children is a fundamental skill of teaching, but theories differ about whether it is inborn, a question of trial and error or can be learnt.
The document discusses microteaching as a vehicle for teacher training. It defines microteaching as a scaled-down teaching practice that allows pre-service teachers to focus on specific teaching skills. The key steps of microteaching involve teaching a short lesson to a small group of students, receiving feedback, and reteaching with improvements. Microteaching aims to help teachers develop and master important skills like introduction, questioning, explanation, and closure in a low-stakes environment. It is presented as an effective way for teachers to learn and refine their teaching practice.
This document defines and classifies different types of teaching aids. It discusses audio, visual, and audio-visual aids and provides examples of each. The document outlines the need for and importance of teaching aids, noting they help motivate students, clarify concepts, avoid dullness, and provide direct experience. It concludes that audio-visual aids use sight and sound to present information and are effective teaching tools when implemented properly.
Reflective teaching involves self-evaluation and feedback from colleagues to improve one's teaching. A reflective teacher questions their teaching aims and methods to ensure they are clear and effective in helping students learn. Reflective practice is important for teachers to develop their skills and address issues in a thoughtful way. It involves rethinking one's actions and considering alternative approaches on an ongoing basis.
Microteaching is a teacher training technique developed in 1963 at Stanford University as a scaled-down teaching experience to develop specific skills in a safe, low-risk environment. It involves teaching a small group of 5-10 students for 5-15 minutes, focusing on one skill at a time, such as questioning or explaining. Immediate feedback is provided to help teachers improve. The goals are to develop teacher confidence, identify strengths and weaknesses, and provide practice implementing skills before full classroom teaching. Microteaching uses various techniques including modeling, practice, observation, feedback to help strengthen core teaching skills.
Teacher Tube is an online community for teachers to share instructional videos. It allows teachers to upload, tag, and share videos worldwide. Teachers can also upload supporting files and find videos organized by subject or channel. The site provides a safe, educational environment for teachers to connect, share resources, and engage in professional development anytime, anywhere.
This document discusses stimulus variation, which is the skillful changing of stimuli by a teacher to maintain student attention and participation. Maintaining stimulus variation is important for drawing and holding student attention, increasing memory and knowledge retention, encouraging student participation, promoting effective learning, and enhancing academic achievement. Some ways for teachers to vary stimuli include changing voice modulation, using charts/models/specimens, varying facial expressions and body gestures, incorporating demonstrations/activities, varying questioning techniques, and switching between oral and visual presentation styles. The document provides examples of how a teacher might vary stimuli when teaching about the topic of amoeba fission.
The document discusses the importance of closure in teaching. It defines closure as indispensable for ensuring lessons have their full effect on learners. There are three types of closure: instructional closure occurs when the teacher links new knowledge to past knowledge; cognitive closure is reached when students make this link themselves; and social closure gives students a sense of achievement and encouragement. The document outlines several ways to achieve good closure, such as linking lessons to objectives and familiar concepts, reviewing and summarizing key points, providing follow-up resources, and evaluating student learning through questions and activities.
Questions are having very important role in getting knowledge and everyone should know the basics of question. The presentation will help you getting knowledge of various types of questions.
Team teaching
Team teaching involves a group of two or more teachers working together to plan, conduct, and evaluate the learning activities for the same group of learners.
This document outlines techniques for effective "power teaching" presented at a teacher training session. It discusses identifying qualities of effective teachers, understanding power teaching strategies, and realizing their value. Teachers will learn common power teaching techniques to engage students, build relationships, maintain order, and inspire learning. Techniques include using attention signals, positive reinforcement, structured procedures, and focusing instruction to inspire students.
A teacher must possess both professional and personal qualities to be effective. Professional qualities include solid knowledge of their subject field, understanding of human growth and development, and skill with teaching methods. Personal qualities that are important for teachers include passion for teaching, the ability to use humor, being a good role model of values like open-mindedness and fairness, and having patience. The degree of a teacher's success depends greatly on their attitude towards their job.
The document discusses the meaning and objectives of explaining skills for teachers, noting that explanation is based on relating new knowledge to students' prior understanding using descriptive, interpretive, or reason-giving explanations. It also outlines the key components of effective explanations, including accurate language, clear pronunciation, fluency, and stressing main points, as well as maxims teachers should follow like moving from concrete to abstract and known to unknown.
The document is a lesson plan submitted by two nursing students. It includes objectives, an introduction defining lesson plans, their purpose and principles. It outlines the steps of lesson planning, advantages, limitations and characteristics of good lessons. It discusses approaches like Herbartian and RCEM, and formats. Resources used include books, internet and teacher consultants.
This document discusses the skill of questioning. It identifies different types of questions like relevant/irrelevant, precise/imprecise, clear/unclear, and grammatically correct/incorrect questions. It also discusses higher and lower order questioning. Examples are provided to illustrate relevant vs irrelevant questions, precise vs imprecise questions, clear vs unclear questions, and grammatically correct vs incorrect questions. The document also discusses components of probing questions like prompting, seeking further information, redirecting, refocusing, and increasing critical awareness. Examples are given for each of these components. References for the material are provided at the end.
Classroom management is important for teachers. A survey of 100 beginning teachers found that classroom management was their top concern. Effective classroom management involves creating an inviting environment where students feel comfortable learning, increasing positive student behavior through respectful interactions, and preparing students for success in society. Key aspects of good classroom management include a productive learning environment, a positive classroom atmosphere where students feel encouraged, and students who cooperate, show respect, and stay focused on their work. Teachers must also set clear expectations, provide engaging instruction, and get to know each student as an individual to meet their different needs.
A language laboratory is a computer room setup to improve foreign language learning through speaking and listening practice. It contains individual soundproof booths for students, each connected to a console room for the instructor. The instructor can monitor and communicate with students to evaluate their speaking skills and provide feedback as students practice pronunciation by listening to recordings and repeating aloud. While language labs provide benefits like individualized self-paced learning and exposure to native speech, they also have limitations such as not developing reading/writing skills and being difficult to implement in rural areas.
This document discusses activity-based learning (ABL). It begins by defining activities and activity-based learning as using activities as the basis for learning. The history of ABL is then outlined, tracing it back to its origins in the 1940s in British schools. Examples of different types of activities used in ABL are provided, such as role plays, games, debates, and experiments. The needs and benefits of ABL are described as helping students learn and retain information through active participation. Steps for organizing ABL and its uses, such as reinforcing concepts and providing feedback, are also summarized.
This document discusses the discussion method of teaching. It defines discussion method as an open exchange of ideas between a teacher and students or among students. The document outlines the objectives of using discussion method, which is to define discussion, discuss types of discussion, and advantages and disadvantages. It then describes various types of discussion like panel, formal, informal, and parliamentary discussion. The document concludes by noting the importance of planning when conducting discussion method to keep students on track and meet the objectives.
The document discusses various types of instructional plans including year plans, unit plans, lesson plans, and resource units. It provides the meaning and steps for developing each type of plan. A year plan involves organizing the curriculum into units and scheduling time for instruction. A unit plan includes selecting and analyzing a unit, determining objectives, and selecting teaching aids and evaluation. Developing a lesson plan requires stating objectives, indicating learning experiences, specifying instructional aids, and proposing evaluation strategies. A resource unit is a comprehensive collection of materials and activities on a topic prepared by subject experts.
Education: What does it take to keep control of a class?: Managing groups of children is a fundamental skill of teaching, but theories differ about whether it is inborn, a question of trial and error or can be learnt.
The document discusses microteaching as a vehicle for teacher training. It defines microteaching as a scaled-down teaching practice that allows pre-service teachers to focus on specific teaching skills. The key steps of microteaching involve teaching a short lesson to a small group of students, receiving feedback, and reteaching with improvements. Microteaching aims to help teachers develop and master important skills like introduction, questioning, explanation, and closure in a low-stakes environment. It is presented as an effective way for teachers to learn and refine their teaching practice.
The document discusses teaching skills and their components. It defines teaching skills as behaviors that facilitate learning in students. The core teaching skills discussed are explanation, stimulus variation, questioning, response management, illustration, and reinforcement. Each skill is defined and its desirable and undesirable behaviors are outlined. The document also discusses skills related to introducing a lesson, explaining concepts, questioning students, managing student responses through probing, using reinforcement, and utilizing the blackboard effectively.
This document discusses classroom management strategies and techniques. It begins by explaining that classroom management is one of the biggest challenges for teachers and a common reason for burnout. It then provides objectives and principles for effective classroom management, such as establishing consistent routines and procedures, maximizing instructional time, and using positive reinforcement. The document also discusses strategies for handling disciplinary issues, creating an organized physical environment, and developing self-discipline in students. Overall, it provides guidance on creating an efficient and productive learning environment through classroom organization and behavior management.
The document describes the executive box and hospitality experience provided by Arsenal Football Club at Emirates Stadium. It summarizes that executive boxes offer a tailored VIP experience from parking to dining options, and that boxes can be customized in size and amenities. Guests in the boxes have private views of matches and access to additional Arsenal events and benefits.
This document provides a summary of activities and performance for the CS-MH4 Area for the first quarter of 2015 (June 2015). It outlines the dealer network, including 9 head dealers and 26 network dealers. Key points discussed include service visits, annual maintenance contracts, extended warranties, customer complaints, and spare parts retails. Various activities are also summarized, such as service reminder calling, communication with customers via voice messages, AMC/EHA promotion, and blood donor day celebrations. The document evaluates performance against targets and outlines plans and actions to address issues.
This portfolio provides summaries of various marketing, public relations, and communications projects Mary Prier has worked on throughout her career. It includes experience developing websites, implementing email marketing programs, coordinating media relations efforts, executing targeted campaigns, and overseeing publications, social media, and branding initiatives. Contact information is provided for Mary Prier.
Étant enseignante de la langue française du cycle maternel, j'ai créé cette leçon sur les animaux de la ferme. N'hésitez pas à l'utiliser.
Pour pouvoir profiter de l'animation, il faut le télécharger.
SoulProviders is a growing Content, Social and Digital Marketing agency based in Johannesburg and Swaziland. SoulProviders' talented team focuses on telling great African stories online and offline and building and nurturing online communities on behalf of a range of South African, Pan-African and Global brands.
Core offerings are: Digital Strategy, Content Marketing, Social Media, Workshops, Event Live Tweeting, Digital PR, Lead Generation and Design.
Health workforce is made up of health workers which include all people engaged in the promotion, protection or improvement of the health of the population and they play a critical role in achieving effective health care delivery. We sought to estimate the health workforce in Nigeria for 2016-2030 using the population growth rate from censuses and health workforce growth rate from data from the World health organization, World Health Organisation recommended doctors and nurses critical density and the Africa health workforce observatory database to estimate the potential supply gap. Nigeria’s population will increase from 178.5 million in 2014 to 272.5 million by 2030. We found the range of estimated doctors (physicians) and nurses & midwives required for 2016-2030 to be between 422,018 and 621,205 with mean of 515,668. The range for doctors is 101,803 to 149,862 with mean of 124,394. The range of estimated Nurses and Midwives requirement is 320,216 to 471,353 with a mean of 391,274. We found the range of deficit for doctors and nurses & midwifes to be 30.86-33.45% (average- 32.16%.) and 26.09-29.5% (average- 27.68%) respectively during the study period with actual figure for doctors ranging from 31,413-50,120 while nurses is estimated to be 83,548-137,859 if no effort is made to upscale the present supply. Nigeria needs to improve on the health workforce supply to tackle the supply deficit in order to solve the heavy disease burden and turn the tide of health indicators in the positive direction.
El documento propone un modelo de educación a distancia (EaD) que incluye cinco dimensiones: la intencional, que se refiere a los propósitos educativos; la personal, que comprende a los estudiantes y maestros; la pedagógica, que incluye contenidos y métodos; la estructural organizativa, que comprende la infraestructura y recursos; y la contextual, que es el entorno donde funciona el programa de EaD.
Here is a possible classroom management issue and some strategies to address it:
Problem: Students are often late to class and disruptive when entering the classroom.
Strategies:
- Have a strict policy that students must be seated and ready to work by the time class begins.
- Greet students at the door and direct late students to their seats without attention.
- Play some quiet music as students enter to signal they should get settled.
- Have a routine where students enter quietly, put materials away silently at their desks.
- Stand by the door when class begins to monitor late students and ensure a smooth transition.
- Consider consequences for students who disrupt the flow such as staying in at recess.
One problem that might occur in the classroom is students talking excessively when they are supposed to be working individually or in groups. Some possible strategies to address this could include:
1. Establish clear expectations and rules about talking during individual/group work time. Remind students of the rules as needed.
2. Seat students further apart so they are not as tempted to talk to their neighbors.
3. Circulate around the room while students are working to monitor talking levels. Provide positive feedback when students are staying on task.
4. Consider using a timer and have students focus on completing a certain amount of work within the time limit. This can help motivate them to stay focused.
5. If talking
Classroom management for presentation.
Conducted on 14, July, 2016
Academic 2016-2017 Year 4 Semester1
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To establish a business like atmosphere in the classroom, teachers must take several steps:
1. Set the stage of cooperation from the beginning of the year by making expectations clear and building relationships with students.
2. Be well prepared and organized so that classroom operations run smoothly and students see the teacher as a model of efficiency.
3. Orchestrate smooth and efficient transitions between activities to maximize learning time and keep students engaged, such as preparing materials in advance.
The document provides guidance on how teachers can develop strategies to build a positive classroom climate where students feel comfortable engaging in learning.
This document discusses classroom management techniques for teachers. It begins by outlining the workshop objectives of understanding the definition of classroom management, learning practical techniques, and knowing how to deal with disruptive behaviors. It then defines classroom management as involving all aspects of what happens in the classroom, including student interactions and the learning environment. The document provides several techniques for effective classroom management, such as using body language, setting rules and routines, offering praise, having a good lesson plan, controlling class energy, and building rapport with students. It also discusses how to create a positive classroom atmosphere and provides examples of disruptive behaviors and suggested remedies.
Classroom management involves establishing rules and routines to maintain order and focus on learning, using techniques like praise, proximity, and involvement in activities to shape student behavior. Effective management creates a safe environment where teachers can deliver lessons and students can learn without disruption. The goal is to empower students through discipline that teaches boundaries while promoting personal and academic growth.
This document discusses classroom organization and its key elements. It defines classroom organization as techniques teachers use to keep students focused, orderly, and productive during class. The three main elements of classroom organization are the physical setup of the room, class management, and creating a positive learning environment. Effective physical setup considers furniture arrangement, space utilization, and age-appropriate design. Strong class management relies on clear rules, routines, discipline policies, and building student relationships. A positive environment encourages engagement and makes students feel safe and respected. Proper classroom organization leads to increased learning, well-behaved students, and more teaching time.
classroom-management -English work pff.pptx88d9wjdbb6
This document outlines strategies for effective classroom management presented at a workshop in Kuwait. It defines classroom management and lists its benefits. Various techniques are described, including using body language, setting rules and routines, praise and incentives, effective lesson planning, controlling class energy, and developing teacher-student rapport. The document also provides examples of disruptive behaviors and suggested remedies, and asks participants to classify different classroom factors.
The document provides an overview of topics covered in a teacher training on classroom management. It discusses classroom management styles, the physical classroom environment, integrating curriculum and management, rules and procedures, routines and time management, and behavior management. Regarding styles, it notes authoritative teaching encourages independence while keeping limits, and laissez-faire places few demands. It emphasizes the importance of the physical environment for supervision and engagement. Curriculum and management should be considered together to motivate students. Clear rules and procedures communicate expectations. Routines and schedules help students know what to do. Time management and using resources effectively are also discussed.
This document provides an overview and objectives of an induction workshop for personnel without teaching skills. It aims to develop participants' capacity to plan, organize, and conduct effective teaching activities. The workshop covers topics like personality, confidence, appearance, commitment, attitude, lesson planning, teaching methods, classroom management, and minimizing undesired behavior. Participants will learn principles of teaching, how to formulate objectives, and use effective teaching methods and aids.
The document provides guidance on effective classroom management for teachers. It discusses organizing the classroom in a structured or flexible way, with options for individualized and group settings. Good time management is key, including scheduling lessons, activities, and having filler tasks ready. Teachers must also keep records of attendance and student progress. Maintaining a clean, well-lit classroom environment and implementing different seating arrangements can enhance learning. Establishing clear expectations and applying positive discipline techniques helps promote student success. Routine procedures provide security and help accomplish learning goals.
The document discusses key aspects of effective classroom management. It addresses establishing classroom rules, arranging the physical space, implementing routines and signals to get students' attention. It emphasizes the importance of having clear expectations, maximizing instructional time, and creating a positive learning environment where students are engaged. An effectively managed classroom allows teachers to teach and students to learn without disruptions.
1. Effective teaching requires teachers to play multiple roles including subject matter expert, pedagogical expert, excellent communicator, student-centered mentor, and systematic assessor.
2. There are various characteristics, qualities, and factors that define effective teaching, such as fairness, preparedness, building success, holding high expectations, and creating an engaging learning environment.
3. Effective teachers employ diverse teaching methods, strategies and techniques including lecture, discussion, cooperative learning, integrating technology, questioning, explaining and modeling to facilitate student learning.
This document discusses effective classroom management strategies. It covers characteristics of effective teachers, organizing the learning environment, lesson planning, and behavior management. The goals are to understand why students misbehave and identify strategies, techniques for organizing classrooms, and characteristics of effective lessons. Classroom management techniques presented include establishing rules and schedules, using discipline over punishment, and managing student work.
This document discusses principles and techniques for effective classroom management. It outlines 10 principles for classroom management, including establishing consistent routines, maintaining smooth transitions, balancing variety and challenge in activities, and reinforcing positive behavior. It also describes classroom management techniques like remaining involved during class, using fillers when finished early, keeping materials organized, and following consistent schedules and procedures. The document discusses causes of disciplinary problems like unfavorable learning conditions and a teacher's poor management skills. It recommends preventing problems through cooperative learning, varied teaching, and developing patience and care for students.
MAEDU IGNOU MES 044 Institutional management unit 1Puja Pahwa
The document discusses various aspects of classroom management. It begins by introducing the importance of classroom management for effective learning. It then discusses different concepts related to classroom management including the definition of a classroom and need for management. It outlines several schools of thought on classroom management and lists the key components and determinants. Finally, it discusses indices of effective management and approaches to handling student misbehavior.
The document discusses a teacher's classroom management in 6 areas: organizational plan, schedule, record keeping, physical environment, discipline, and routines. For each area, the teacher's measures are described and analyzed for effectiveness. It is noted that all areas were effectively managed except some minor disciplinary issues, given the young age of students. Suggestions are made to maintain flexibility, schedules, cleanliness, and proper routines. Overall, the teacher demonstrated organization and fairness, characteristics of an effective classroom manager.
This document discusses strategies for effective classroom management and instruction. It begins by outlining goals of identifying characteristics of effective teachers, understanding student misbehavior, and learning techniques for organizing the classroom, lesson planning, and using resources. Next, it describes the characteristics of a well-managed classroom and effective teacher as one where students are engaged, there is little wasted time, and the environment is relaxed but task-oriented. The document then provides specific strategies for establishing classroom rules, schedules, physical space arrangements, gaining student attention, beginning and ending routines, managing student work, and developing an overall classroom management plan. It also offers suggestions for dealing with student anger and developing social skills. The document concludes by discussing designing lessons to enhance student learning and
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Cross-Cultural Leadership and CommunicationMattVassar1
Business is done in many different ways across the world. How you connect with colleagues and communicate feedback constructively differs tremendously depending on where a person comes from. Drawing on the culture map from the cultural anthropologist, Erin Meyer, this class discusses how best to manage effectively across the invisible lines of culture.
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Lesson Outcomes:
- students will be able to identify and name various types of ornamental plants commonly used in landscaping and decoration, classifying them based on their characteristics such as foliage, flowering, and growth habits. They will understand the ecological, aesthetic, and economic benefits of ornamental plants, including their roles in improving air quality, providing habitats for wildlife, and enhancing the visual appeal of environments. Additionally, students will demonstrate knowledge of the basic requirements for growing ornamental plants, ensuring they can effectively cultivate and maintain these plants in various settings.
8+8+8 Rule Of Time Management For Better ProductivityRuchiRathor2
This is a great way to be more productive but a few things to
Keep in mind:
- The 8+8+8 rule offers a general guideline. You may need to adjust the schedule depending on your individual needs and commitments.
- Some days may require more work or less sleep, demanding flexibility in your approach.
- The key is to be mindful of your time allocation and strive for a healthy balance across the three categories.
2. What is Classroom Management?
Classroom management is some of the things that good classroom teachers do to
maintain an atmosphere that enhances learning.
If we analyze the word “Management”, it refers to issues of supervision,
refereeing, facilitating, and even academic discipline.
Conclusion: Classroom management refers to the issues of supervision,
refereeing, facilitating, and even academic discipline that done by the teacher
inside the classroom to make the learning environment more conducive.
3. An Effective Classroom Management Context
These 4 things are fundamental for you as the teachers to be planted as your
mindset:
1. Know what you want and what you don't want.
2. Show and tell your students what you want.
3. When you get what you want, acknowledge (not praise) it.
4. When you get something else, act quickly and appropriately.
4. Things That the Teacher Should Consider
to Manage The Classroom
There are things that the teachers should remember and consider when they want to
manage the classroom. Those things are:
1. Motivation
2. Class’ Behavior Management
3. Academic Work Management
4. Time Management
5. Classroom Arrangement
6. Communication
5. 1. Motivation
According to Dornyei (1998;117), motivation has been widely accepted by
both teachers and researchers as one of the key factors that influence the rate
and success of second/ foreign language learning.
Being motivated to learn is the first impetus or stimulus needed to start the
class.
Unmotivated students will give a hard time to the teachers.
Motivation plays a big role (with classroom atmosphere) to promote students’
confidence and self-esteem to learn more effectively and enjoyably.
6. 2. Class’ Behavior Management
Classroom control and discipline
There are five main areas that help to create an effective learning
environment :
1. Establishing routines
2. Finding a balance
3. Getting the pupils’ attention
4. Finding an acceptable noise level
5. Giving praise or acknowledgement
7. 2. Class’ Behavior Management
Besides those five areas, teachers also have to :
Communicate their expectations for student behavior to the
students periodically
Use rules and procedures to communicate expectations explicitly.
The compliance of the rules and procedures monitored constantly.
Develop rules and procedures that agreed by the class; you
willingly to enforce.
8. 2. Class’ Behavior Management
Managing inappropriate behavior
Monitor students carefully and frequently so that misbehavior is
detected early before it involves many students or becomes a
serious disruption.
Most inappropriate behavior in classrooms that is not seriously
disruptive and can be managed by relatively simple procedures
that prevent escalation.
9. 2. Class’ Behavior Management
Managing inappropriate behavior
Act to stop inappropriate behavior like:
a. Moving close to the offending student or students, making eye contact and
giving a nonverbal signal to stop the offensive behavior.
b. Calling a student's name or giving a short verbal instruction to stop
behavior.
c. Redirecting the student to appropriate behavior by stating what the student
should be doing; citing the applicable procedure or rule.
10. 3. Academic Work Management
Learning instruction
The effective teacher-led instruction is freed of:
a. Ambiguous and vague terms
b. Unclear sequencing
c. Interruptions
11. 3. Academic Work Management
Academic Works Consideration
Teacher consideration in giving academic activities or works:
a. The number of the activities/works
b. The level of the activities/works
c. The accountability for the activities/works
d. The focus of the activities/works
12. 3. Academic Work Management
Managing pair, group, and/or individual work
The pupils can work ‘back to back’, especially where they are
working with an information gap activity using different sets of
information, or working from information the teacher have set.
13. 4. Time Management
Time Management
Time management is very useful to train the teacher to plot realistic timings for the
completion of certain activities, especially learning.
Teachers should be aware for the time they have spent in class.
There are two condition of teachers that sometimes come because of the time
management problem. Those are:
1. Some teachers might be over-optimistic about how much can be done in a lesson or
in despair to rush the unexplained material that might exceeding the time limit.
2. Some other might be too simple to explain the material and left a lot of spare time in
the end of the lesson.
14. Time management for teachers is complicated. Teachers face unique
challenges:
Much of the day is already scheduled. There is very limited leeway in altering a
class schedule, so teachers must work very efficiently with the very limited time
that is flexible.
An important component of a teacher’s role is to be available for students and
parents beyond the actual classroom teaching time.
There are many other competing demands on teacher’s time including demands
from administrators, requests from the wider community, contributing to the
school’s on-going development and the need to continually professionally develop
and update.
Good teaching requires students to be engaged and suitably challenged. This
requires high levels of both energy and skill.
15. TWO KEYS OF TIME MANAGEMENT
Two keys of time management are effectively and efficiently. These
two points are always the key to achieving as much as we can with the
time we have available. Time management is about control. Time
management is about using the time that you have available as
productively as possible. It IS about working smarter – not harder.
16. Time Management Concept
There are four time management concept :
1. Available Time : The amount of time available for all school
activities in a school year.
2. Allocated Time : The amount of time allocated for instruction
in a content area.
3. Engaged Time : The amount of time the student is actively
engaged in learning tasks.
4. Academic Learning : Time (ALT) The amount of time
successfully engaged in academic tasks.
Teachers should be aware of the time they use in the class. How long they take to explain a
material, how long they give time to the students to work on something, and many more.
17. 5. Classroom Arrangement
Classroom organization and layout
Careful planning of your classroom is very important as it helps to
create an organized and secure atmosphere. In an ideal situation, you
would be able to organize the classroom in the way you think is
most effective for pupils’ learning.
18. A good planning in classroom arrangement should:
a. Help the teacher to observe all the students all times including work and
behavior (especially from teacher’s desk)
b. Give some accessible-and-unobstructed spaces and traffic lanes to be used
by the class
c. Pleasured the students, especially to see the teacher and the presentation
area
d. Be fresh, tidy, clean and comfortable for the class users. Decoration might
be an additional option to make the class become more attractive.
19. 6. Communication
Teacher should make a good communication between teacher and students by:
Making an agreement on how the students should call the teacher to make the
communication appropriate.
Telling the students the proper time to talk with the teacher outside the class. Besides,
teacher also should tell the students when is the good time to contact the teacher
through phones or emails.
Giving students a list of things and behaviors they can expect from you. Avoid
contradicting yourself or appearing indecisive.
Allowing students to form a list of expectations they have for you, the instructor.
Giving large opportunity for students to express their opinion.
Making group discussions to let students have good interaction with one another.
20. References
Hasselgreen et. al. 2012. The Young Language Learner:
Research-based Insights Into Teaching and Learning.
Fagbokforlaget.
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