Upload
nse-nepal
View
220
Download
0
Embed Size (px)
Citation preview
8/3/2019 Butwal Teachers Training Final
1/190
A Warm Welcome to You
All
8/3/2019 Butwal Teachers Training Final
2/190
Objectives
Understand the mindset of an EffectiveTeacher/Leader and deal with any issues
with new and fresh perspective and achieveexcellence and success
Inspire and influence student/staff to
motivate and develop themselves Set Compelling Goals and achieve them.
.
8/3/2019 Butwal Teachers Training Final
3/190
Objectives
Personal Action Planning: making your
learning work for you immediately and
most effectively: Transforming you toan effective Teacher-Leader and
creating positive change in you, your
students and organization.
8/3/2019 Butwal Teachers Training Final
4/190
During the Training
During the Training keep these questions in mind
1. How and when can I apply this?
2. How can I benefit from this principle, idea, model,tool etc?
3. How can I adapt this to make it more useful?
4. Is there a better approach?5. What opportunities can I use or create to put this
to work?
8/3/2019 Butwal Teachers Training Final
5/190
Self Introduction
Josh Niraula: Educator, Trainer and SocialDevelopment Worker
Former Principal of St. Xaviers Godavari
Founder Principal of Campion Academy andCollege
Asia Director of Caritas Internationalis
Vice Chairman Kathmandu Valley School
President Elect Rotary Club of Patan South
8/3/2019 Butwal Teachers Training Final
6/190
Symbol of My Life
8/3/2019 Butwal Teachers Training Final
7/190
Symbol of My Life
8/3/2019 Butwal Teachers Training Final
8/190
Heart of a Teacher
8/3/2019 Butwal Teachers Training Final
9/190
What Do You See?
8/3/2019 Butwal Teachers Training Final
10/190
8/3/2019 Butwal Teachers Training Final
11/190
8/3/2019 Butwal Teachers Training Final
12/190
8/3/2019 Butwal Teachers Training Final
13/190
8/3/2019 Butwal Teachers Training Final
14/190
8/3/2019 Butwal Teachers Training Final
15/190
8/3/2019 Butwal Teachers Training Final
16/190
8/3/2019 Butwal Teachers Training Final
17/190
8/3/2019 Butwal Teachers Training Final
18/190
8/3/2019 Butwal Teachers Training Final
19/190
8/3/2019 Butwal Teachers Training Final
20/190
8/3/2019 Butwal Teachers Training Final
21/190
What do you see?
8/3/2019 Butwal Teachers Training Final
22/190
You can also see this
8/3/2019 Butwal Teachers Training Final
23/190
This
8/3/2019 Butwal Teachers Training Final
24/190
Please Think Back
Who was one of your
best teachers?What made her/him an
effective teacher?
8/3/2019 Butwal Teachers Training Final
25/190
Your Best Teachers
There was a relationship Inspired and Motivated you
Communicated passion for the subject
Expressed care for you Paid good attention, saw you feel special
Loved what they were doing (passion for
teaching)Were fair in dealing (Just and fair)
Knew the subject/content well (Confident)
8/3/2019 Butwal Teachers Training Final
26/190
STUDENTS WILL FORGET
MOST OF WHAT YOU
TEACH THEM
BUT WILL
REMEMBERHOWYOU
MADE THEM FEELIN
YOUR CLASS!
8/3/2019 Butwal Teachers Training Final
27/190
The Black Balloon
Son, it isn't
the color. It'sthestuff
insidethat makes
it rise."
8/3/2019 Butwal Teachers Training Final
28/190
Stuff Inside
The Stuff that is Insideeach one ofus that makes us go up or down
Is our
Attitude
8/3/2019 Butwal Teachers Training Final
29/190
Attitude
I can + You can = We can
8/3/2019 Butwal Teachers Training Final
30/190
THE ICEBERG
HOW MUCH DO YOU SEE OF ANICEBERG?
8/3/2019 Butwal Teachers Training Final
31/190
THE ICEBERG
ONLY 10% OFANY ICEBERG
IS VISIBLE. THEREMAINING 90%IS BELOW SEALEVEL.
8/3/2019 Butwal Teachers Training Final
32/190
THE ICEBERG
SEA LEVEL
10 %
90 %
VISIBLEABOVE SEA LEVEL
INVISIBLEBELOW SEA LEVEL
8/3/2019 Butwal Teachers Training Final
33/190
The Iceberg phenomena is also applicable
on human beings
THE ICEBERG
8/3/2019 Butwal Teachers Training Final
34/190
THE ICEBERG
SEA LEVEL
KNOWLEDGE&
SKILLS
ATTITUDE
UNKNOWNTO OTHERS
KNOWNTO OTHERS
8/3/2019 Butwal Teachers Training Final
35/190
8/3/2019 Butwal Teachers Training Final
36/190
WHAT MAKES YOUR LIFE 100% ?
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26
A T T I T U D E
1 20 20 9 20 21 4 5
K N O W L E D G E11 14 15 23 12 5 4 7 5
H A R D W O R K
8 1 12 4 23 15 18 11
S K I L L S
19 11 9 12 12 19 =
=
=
=
82
96
98
100
Let each letter of the alphabetic has a value equalsto it sequence of the alphabetical order:
8/3/2019 Butwal Teachers Training Final
37/190
AttitudeThe greatest discovery of my
generation is that human
beings can alter their lives by
altering their attitudeWilliam James
8/3/2019 Butwal Teachers Training Final
38/190
Total Quality People
TQP
In todays economy the greatestasset is the people.
The success of any organizationdoes not only depend on the TQM
(Total Quality Management) but onTQP (Total Quality People).
8/3/2019 Butwal Teachers Training Final
39/190
TQPTQP is people with Character,
Integrity, Good Values and Positive
Attitude. Among them Positive Attitude is the
corner stone for successbe it an
individual, community, organization or
country.
8/3/2019 Butwal Teachers Training Final
40/190
The Triple Es of Attitude
Factors that Determine our Attitude
EnvironmentExperience
Education
8/3/2019 Butwal Teachers Training Final
41/190
Environment
Positive and Negative Influence of:
Home
School/CollegePeer Pressure
MediaTV, Newspapers,
Magazines, Internet etc
8/3/2019 Butwal Teachers Training Final
42/190
Environment
Cultural, ReligiousBackgrounds
Traditions and Beliefs
Social, Economical and
Political
8/3/2019 Butwal Teachers Training Final
43/190
Experience
Traveler to the City of Athens
According to our experience with
people and events in our life ourbehavior changes.
Positive experience positiveresponse and vice versa
8/3/2019 Butwal Teachers Training Final
44/190
Education
Zen Master and Young Educated Pupil
8/3/2019 Butwal Teachers Training Final
45/190
Education
The formation we went through
: Content and Context of ourknowledge.
Lack of Openness (Fanaticism,Fundamentalism etc)
8/3/2019 Butwal Teachers Training Final
46/190
Benefits of Positive Attitude
Increased Productivity
Fosters Teamwork and Working
AtmosphereCreates Shared Vision
Improves QualityBreeds Loyalty, Responsibility and
Accountability
C f N ti
8/3/2019 Butwal Teachers Training Final
47/190
Consequences of Negative
Attitude
Bitterness
Resentment
Ill Health
High Stress
A PurposelessJoylessFutile
Life
8/3/2019 Butwal Teachers Training Final
48/190
Benefits of Positive Attitude
Increased Productivity
Fosters Teamwork and Working
AtmosphereCreates Shared Vision
Improves QualityBreeds Loyalty, Responsibility and
Accountability
8/3/2019 Butwal Teachers Training Final
49/190
Benefits of Positive Attitude
Fosters better Relationship withemployers, employees andcustomers
Gives Job SatisfactionReduces Stress
Health, Wealth, Relationship,Peace and Fulfillment
C n q n f N ti
8/3/2019 Butwal Teachers Training Final
50/190
Consequences of Negative
Attitude
Bitterness
Resentment
Ill Health
High Stress
A PurposelessJoylessFutile
Life
8/3/2019 Butwal Teachers Training Final
51/190
OPENAREA
KNOWN
TO
SELF
UNKNOWNTO
SELF
KNOWN TO
OTHERS
UNKNOWN TO
OTHERS
BLINDAREA
ARENA
DARK
H t d th BLIND
8/3/2019 Butwal Teachers Training Final
52/190
How to reduce the BLIND
AREA?
Others can contribute more in this
area
Solicit feedback
Develop opennessshow
willingness to change
8/3/2019 Butwal Teachers Training Final
53/190
OPENAREA
KNOWN
TO
SELF
UNKNOWNTO
SELF
KNOWN TO
OTHERS
UNKNOWN TO
OTHERS
BLINDAREA
ARENA
DARK
8/3/2019 Butwal Teachers Training Final
54/190
OPENAREA
KNOWN
TO
SELF
UNKNOWNTO
SELF
KNOWN TO
OTHERS
UNKNOWN TO
OTHERS
BLINDAREA
ARENA
HIDDENAREA
MASK
DARK
H t r d th HIDDEN
8/3/2019 Butwal Teachers Training Final
55/190
How to reduce the HIDDEN
AREA?
I have to chose to reduce this area
ShareWith Whom?
Is there any risk?
8/3/2019 Butwal Teachers Training Final
56/190
OPENAREA
KNOWN
TO
SELF
UNKNOWNTO
SELF
KNOWN TO
OTHERS
UNKNOWN TO
OTHERS
BLINDAREA
ARENA
HIDDENAREAMASK
DARK
8/3/2019 Butwal Teachers Training Final
57/190
OPENAREA
KNOWN
TO
SELF
UNKNOWNTO
SELF
KNOWN TO
OTHERS
UNKNOWN TO
OTHERS
BLINDAREA
ARENA
HIDDENAREAMASK
UNKNOWNAREAPOTENTIAL
DARK
8/3/2019 Butwal Teachers Training Final
58/190
OPENAREA
KNOWN
TO
SELF
UNKNOWNTO
SELF
KNOWN TO
OTHERS
UNKNOWN TO
OTHERS
HIDDENAREA
BLINDAREA
ARENA
DARK
MASK
UNKNOWNAREAPOTENTIAL
8/3/2019 Butwal Teachers Training Final
59/190
POTENTIAL AREABelieve that you have
unexplored territory in you
Solicit feedback and developopenness
WHEN YOU THINK YOU
CAN YOU CAN
8/3/2019 Butwal Teachers Training Final
60/190
The Wheel of Life
8/3/2019 Butwal Teachers Training Final
61/190
Why People Do Not Change?
Change is uncomfortable and Painful
Comfort and Courage Zone
But Change in Attitude is Possible withthe Power of Positive Thinking
Change your Thought and you canChange the World
8/3/2019 Butwal Teachers Training Final
62/190
THINGS I ENJOYDOING
FREEDOM FROM RISK
THINGS IM
ACCUSTOMED TO
COMFORT
ZONE
RELAXATIONSAFETY & SECURITY
EASESURETY
8/3/2019 Butwal Teachers Training Final
63/190
CHOICES
RESPONSES
OURSELVES
ATTITUDES
CIRCLE
CONTROL
OF
8/3/2019 Butwal Teachers Training Final
64/190
MBTI
8/3/2019 Butwal Teachers Training Final
65/190
Personal Development
8/3/2019 Butwal Teachers Training Final
66/190
Personal Development
Is a source for inner strength,happiness and a way to a better life
Improves the quality of life.
8/3/2019 Butwal Teachers Training Final
67/190
Personal Development
There is no such thing as instant
self improvement.Any inner change takes time, and
there must be motivation, desire,
ambition, perseverance and
dedication (Kaizen)
Kaizen
8/3/2019 Butwal Teachers Training Final
68/190
Kaizen
Kaizen
8/3/2019 Butwal Teachers Training Final
69/190
Kaizen
8/3/2019 Butwal Teachers Training Final
70/190
Introduction toSWOT Analysis
Presentedby
Josh Niraula
8/3/2019 Butwal Teachers Training Final
71/190
What is SWOT?
It is a planning tool used to identify: Strengths
Weaknesses Opportunities and Threats
involved in a business. It is used as partof Strategic Planning Process. We can useit for Personal Development also.
8/3/2019 Butwal Teachers Training Final
72/190
Strategic Planning
Strategic Planning helpsorganisation/individual to answer some
basic and critical questions like:a) Where we stand?
b) What is our goal?
c) How to reach the desired goal?d) How to evaluate performance?
Assessment Model: Assessment
8/3/2019 Butwal Teachers Training Final
73/190
Assessment Model:
S W O T
Assessment
External Assessment: Family, school,
Society, environment that influences you
Internal Assessment: Your knowledge,
skills, attitudes, values and beliefs. Things
that you have within you.
8/3/2019 Butwal Teachers Training Final
74/190
Strengths
Those things that you do well, the high valueor performance points.
Strengths: Good leadership, strategic insights,people intelligence/skill, Good Communication,Positive Attitude, Cheerful, Friendly, Courageousetc
Often considered Core Competencies Bestleverage points for growth without draining yourresources
Assessment
8/3/2019 Butwal Teachers Training Final
75/190
WeaknessesAssessment
Those things that prevent you from doingwhat you really need to do.
Weaknesses include: Negative thoughts,
attitudes and behaviors. Lacking inknowledge, skill, attitude. Insufficientopportunities and resources. Example:
tardiness, procrastination, poor imageand self confidence etc.
Since weaknesses are internal, they are
within your control.
Assessment
8/3/2019 Butwal Teachers Training Final
76/190
OpportunitiesAssessment
Opportunities Potential areas forgrowth and higher performance
Facilities you have in yourenvironments, college you arestudying Society, Training
centers. Timing may be important for
capitalizing on opportunities
Assessment
8/3/2019 Butwal Teachers Training Final
77/190
ThreatsAssessment
Threats Challenges confronting your growth.
Threats can take a wide range bad influences
(drug, alcohol, gambling). Strikes, change inGovt. policies, new regulations, lack ofdemand etc.
Important to classify or assign probabilities to
threats. The more accurate you are inidentifying threats, the better position you arefor dealing with the sudden ripples of change
Wh SWOT?
8/3/2019 Butwal Teachers Training Final
78/190
Why SWOT?
Strengths How to leverage? Weaknesses How to overcome? Opportunities How to exploit? Threats How to defend?
SWOT provides clarity on where westand & in which direction we should
move
SWOT leads to development of short-term & long-term objectives.
I th Ab
8/3/2019 Butwal Teachers Training Final
79/190
In the Absence
Hidden strengths not utilised
Weaknesses not identified &
taken careOpportunities missed
Unprepared to face threats
Whil d i SWOT
8/3/2019 Butwal Teachers Training Final
80/190
While doing SWOT
Strengths
Modest & Clearlyidentifiable
Weaknesses Exhaustive
Opportunities
Realistic & Identifiable
Threats Clearly identifiable
8/3/2019 Butwal Teachers Training Final
81/190
After SWOT
Link strengths to action plan to createsustainable competitive advantage
Propose specific action plan toovercome weaknesses
Develop action plan to take advantage
of opportunities Develop action plan to defend the
threats
Creating SMART Goals and
8/3/2019 Butwal Teachers Training Final
82/190
Creating SMART Goals and
Objectives
S = SpecificM = Measurable
A = AttainableR = Realistic
T = Timely
SMART
8/3/2019 Butwal Teachers Training Final
83/190
SMART
SpecificW Questions
Whois involved?Whatdo I want to accomplish?WhereIdentify locationWhen - Establish a timeframe
WhichIdentify requirements & constraintsWhySpecific reason, purposeExample: I want to lose weightI want to lose 20 kgs in 3 months by joining a club and
excercising everyday for 2 hrs .
SMART
8/3/2019 Butwal Teachers Training Final
84/190
SMART
MeasurableHow much?
How many?
How will I know when it is accomplished?
Concrete criteria to measure the progress,direction and the trill of being in track. (Flowchart)
SMART
8/3/2019 Butwal Teachers Training Final
85/190
SMART
AttainableIdentify Goals most worthy of achieving
Develop positive attitude, self- confidence and self-belief
See new opportunity and creative ways of doing things
Remaining flexible to change and adapt new things
SMART
8/3/2019 Butwal Teachers Training Final
86/190
SMART
RealisticGoal that you think and believe can achieve and
able to and willing to give 100%
High enough to motive you
Low goals do not bring best in you.
Do what you love and love what you do
SMART
8/3/2019 Butwal Teachers Training Final
87/190
SMART
TimelyMost important in our context
Should be grounded in solid timeframe
Not Some day or First week of Jan put a date
31st Jan 2012 and seal it.
It should be written in cement
8/3/2019 Butwal Teachers Training Final
88/190
THINGS I ENJOYDOING
FREEDOM FROM RISK
THINGS IM
ACCUSTOMED TO
COMFORT
ZONE
RELAXATIONSAFETY & SECURITY
EASESURETY
8/3/2019 Butwal Teachers Training Final
89/190
CHOICES
RESPONSES
OURSELVES
ATTITUDES
CIRCLE
CONTROL
OF
8/3/2019 Butwal Teachers Training Final
90/190
Classroom
Management
St d t Af id f
8/3/2019 Butwal Teachers Training Final
91/190
Students are Afraid of
Failing
Not understanding/being understood
Having to deal with things theyd ratheravoid
Having ignorance exposed/challenged
Looking foolish
8/3/2019 Butwal Teachers Training Final
92/190
Teachers are Afraid of
Judgment of students
Not being effective
Being unappreciated, unrewardedLosing their job
Losing their image/statusEffective teaching requires taking
risks!
Bothe Teachers and Students are
8/3/2019 Butwal Teachers Training Final
93/190
Afraid of
Facing otherness,differentness
Not having controlConflict
Losing identityChange
8/3/2019 Butwal Teachers Training Final
94/190
Classroom Management
Primary purpose is to gain
control of the classroom
Good classroom management
results in high levels of studentengaged time
8/3/2019 Butwal Teachers Training Final
95/190
Behavioristic Approach
There are 3 major categories of actions to
take in establishing a behaviorally-oriented
classroom management program:
1. Structuring/Selecting and Arranging
Activities
2. Monitor Student Behavior
3. Reinforce Positive Behavior/
Redirect Inappropriate Behavior
Structuring/Selecting and Arranging
8/3/2019 Butwal Teachers Training Final
96/190
g g g g
Activities
General Recommendations
Establish Rules and Procedures Early
Select 4 or 5 rules that you will use to setguidelines and limits for behavior in your
classroom.
State the rules in terms of positiveexpectations of behavior you want to see. Be
careful about stating rules in the form of
"Don't.
8/3/2019 Butwal Teachers Training Final
97/190
Dont
Dont make noise = Make Noise
Dont Run = Run
8/3/2019 Butwal Teachers Training Final
98/190
Establishing Rules
General Recommendations
Think about specific examples of behavior
that would demonstrate each rule.
Post the rules in your classroom.
Teach the rules just as you would academic
content using the discussed previously.
Establishing Rules
8/3/2019 Butwal Teachers Training Final
99/190
Sample Rules For College Level
Bring all needed materials to class.
Be in your seat and ready to work when the
bell rings.
Obtain permission before speaking or leavingyour seat.
Complete all assignments on time
Respect and be polite to all people. Respect other people's property.
Take Care of your college
i i i A
8/3/2019 Butwal Teachers Training Final
100/190
Behavioristic Approach
Structuring/Selecting and Arranging Activities
Establish rules and procedures early
Establish consequences
1. reinforcers
2. punishers
E bli hi C
8/3/2019 Butwal Teachers Training Final
101/190
Establishing Consequences
Consequences are environmental stimuli thatincrease or decrease the probability that a
behavior will occur again.
Rewards and punishers should be selected that
match the significance or meaningfulness of theexhibited action.
We want to establish consequences that willeither reinforce or redirect behavior.
8/3/2019 Butwal Teachers Training Final
102/190
Establishing Consequences
The most important aspect of delivering
consequences is the consistency of delivery.
Especially in terms of punishers, any
inconsistency might actually increaserather than decrease the probability
that the behavior will occur again.
E t bli hi C
8/3/2019 Butwal Teachers Training Final
103/190
Establishing Consequences
Level ofSignificance
Reward Penalty
Mild
Smile
Compliment
Motivating
note on
assignment
Eye contact
Have student
state rule broken
E t bli hi C
8/3/2019 Butwal Teachers Training Final
104/190
Establishing Consequences
Level ofSignificance
Reward Penalty
Severe
Recognitionat functions
Write up in
newspaper
Trip to
Principal's office
Warning Letters
Parents informed
Remember
8/3/2019 Butwal Teachers Training Final
105/190
Remember
Dont assume that students will automatically followthe procedures you establish.
At the beginning of the year spend time teaching
(and reinforcing) the behaviors you wish students to
exhibit. For example, if you expect students to be in their
seats when the bell rings, you will have to be
consistently firm with them at the beginning of the
year. This is true for any expectation you set.
Time spent in teaching and reinforcing your rules at
the beginning of the year will save time all year long.
Structuring/Selecting and Arranging Activities in
8/3/2019 Butwal Teachers Training Final
106/190
g g g g
Brief
State expectations clearly
Focus on positive expectations
Practice "positive" behavior
Establish group cohesiveness and responsibility
Model appropriate behavior
2 M it St d t B h i
8/3/2019 Butwal Teachers Training Final
107/190
2. Monitor Student Behavior
Physical layout: ability to see all students
Teacher movement: move around the room
Group focus::keep students involved
Overlapping: ability to supervise
several activities at once
Monitor Student Behavior
8/3/2019 Butwal Teachers Training Final
108/190
Monitor Student Behavior
Characteristics of teachers that areeffective classroom managers. They
are:Withitness
Overlapping
Signal Continuity
Withitness
8/3/2019 Butwal Teachers Training Final
109/190
Withitness
The ability of a teacher to be aware of activitiestaking place in the classroom.
Some teachers are seemingly unaware of what is going
on in the classroom or laboratory. They are not ignoring inappropriate behavior--they
simply do not know it is occurring. This seemsunbelievable, but it occurs every day.
Good classroom managers have good classroomawareness.
Overlapping
8/3/2019 Butwal Teachers Training Final
110/190
Overlapping
The ability of a teacher to be able to do more thanone thing at a time. (Mothers often seem to havethis trait.)
Monitor the entire class while giving assistance to anindividual student.
Especially important in laboratory situations.
Students describe teachers with this characteristic ashaving eyes in the back of their head.
Teachers have to see the big picture while focusing on
the specific task at hand.
Signal Continuity
8/3/2019 Butwal Teachers Training Final
111/190
Signal Continuity
Maintaining a continuous signal to thestudent that there is no time to waste.
Businesslike behavior
Makes students aware of time constraints
Holds students accountable for completing aspecific amount of work each day.
Makes quick transitions from one learningactivity to another.
Time Management in Classroom
8/3/2019 Butwal Teachers Training Final
112/190
Time Management in Classroom
Instructional time: amount of time assigned to work oninstructional tasks (e.g. 35 minutes during a classperiod).
Time-on-task (also called engaged time): amount ofinstructional time that the learner is doing what they aresupposed to do.
Academic learning time: amount of time that a student
is on-task in learning activities that are at theappropriate instructional level.
Average Use of Time
8/3/2019 Butwal Teachers Training Final
113/190
Average Use of Time
Researchers haveobserved teachers todetermine how time isspent in classrooms. The
results presented are forhundreds of observationsat all levels of education.
Monitoring
Off-task
Organizing
Active
Instruction
Effective Use of Time
8/3/2019 Butwal Teachers Training Final
114/190
Effective Use of Time
Researchers then chose theteachers whose students
had the highest
achievement scores and
determined how they used
time in their classrooms.
The results are presented in
the chart.
Monitoring
Off Task
Organizing
ActiveInstruction
Use of Time
8/3/2019 Butwal Teachers Training Final
115/190
Use of Time
Note: The average teacher spends far too little time actually
teaching, compared to the effective teachers.
Effective teachers are rarely off-task. Effective teachers take care of organizing activities
(checking roll, making assignments, collecting papers,etc.) more quickly.
Is it hard for students to adapt?
8/3/2019 Butwal Teachers Training Final
116/190
Is it hard for students to adapt?
Of course not! They adapt every time theychange classes during the day. It is
doubtful that any two teachers they might
have during the day have exactly the sameclassroom management rules. They are
used to adapting with every class change.
3. Reinforce Positive Behavior/
R di t I i t B h i
8/3/2019 Butwal Teachers Training Final
117/190
Redirect Inappropriate Behavior
Anticipate occurrence of positive and
inappropriate behavior
Provide specific feedback regarding
behavior and expectations
Focus on positive behavior; teacher
attention to inappropriate behavior can be
reinforcing
Hold students accountable
Reinforce Positive Behavior/
R di t I i t B h i
8/3/2019 Butwal Teachers Training Final
118/190
Redirect Inappropriate Behavior
Effective praise will:
1. be contingent on display of
positive behavior
2. specify clearly the behaviors being
reinforced
3. be believable by the student
Motivation
8/3/2019 Butwal Teachers Training Final
119/190
Students who are motivated by
1. Learning Goals
2. Performance Goals
Motivation
8/3/2019 Butwal Teachers Training Final
120/190
Students who are motivated bylearning goals: Care about gaining competence
Are motivated to try if there are obstacles
Use self-regulated learning strategies
Are concerned with self-goals, not comparisonswith others
Motivation
8/3/2019 Butwal Teachers Training Final
121/190
Students who are motivated by PerformanceGoals::
Marks/Grade Oriented
Competitive and not Collaborative
Are motivated by reward and punishment
Use other-regulated learning strategies
Are concerned with Exams
Motivation
8/3/2019 Butwal Teachers Training Final
122/190
Discussion Point:1. What is better? Learning or
Performance Goal?2. How to balance them?
Enhancing Motivation
8/3/2019 Butwal Teachers Training Final
123/190
g
Arouse interest
Maintain curiosity
Use a variety of presentation modes Help students set own goals
Express clear, positive expectations
Provide clear, frequent, immediatefeedback
Classroom Management
8/3/2019 Butwal Teachers Training Final
124/190
g
Goal of Classroom Management is to maximizeAcademic Learning Time!
This is done by:
Well-prepared learning activities (good lesson plans)
Established procedures for routine activities such as
distributing and collecting materials from students.
Minimal disruptions due to misbehavior.
Close monitoring of student work with appropriate
feedback.
Ultimate Goal: Improve Student
A hi t
8/3/2019 Butwal Teachers Training Final
125/190
Achievement
Time Factors Related to Student Achievement:Research has shown the following factors to be
positively related to increases in student
achievement:
Well established classroom rules and procedures
Teacher as a time-on-task model (teacher does not waste any
time)
Starting on time
Close monitoring of behavior and performance
Clear and concise directions
Appropriate questioning techniques
Additional Suggestions for Effective
Cl M t
8/3/2019 Butwal Teachers Training Final
126/190
Class Management
Greet students at the door as they enter theclassroom Have students write out their expectations for the
class and their own goals for learning Start the instruction with a puzzle, question,
paradox, or jokes to focus on the topic Elicit student questions and concerns, write them
down on the board, and address during the class Build a break in after 20-25 minutes; tell ananecdote, shift media, refer to a current event
Improving Student Achievement
8/3/2019 Butwal Teachers Training Final
127/190
p g
Research has shown the following factors to benegatively related to increases in student
achievement:
Unprepared students
Delay of response due to disruptions
Too much time spent on non-academic activities
Tardiness
External distractions (noise in the hall, intercom,
visitors at the classroom door, etc.)
Other Teaching Issues:
A d ti Sp i l N d
8/3/2019 Butwal Teachers Training Final
128/190
Accommodating Special Needs
Need to know how to accommodate for: Physical challenges- hearing, sight, attention,
mobility
Gifted learners Other learning challenges
The Four Beliefs of an Effective
T h
8/3/2019 Butwal Teachers Training Final
129/190
Teacher
It is the teacher who makes the difference in theclassroom.
By far the most important factor in school learning isthe ability of the teacher.
There is an extensive body of knowledge aboutteaching that must be known by the teacher.
The teacher must be a decision maker able to translatethe body of knowledge about teaching into increased
student learning.
-- Madeline Hunter
The Art of Giving Feedback
8/3/2019 Butwal Teachers Training Final
130/190
g
The ability to deliver action-oriented,student-tailored feedback is a critical skill
teachers should devote as much attention
to as any other core part of their job.
Feedback has to address each individual's
motivations to bring that person's goals in
line with those of the college.
Communication Model
8/3/2019 Butwal Teachers Training Final
131/190
Communication Model
We process events through 5 senses 2 million bits of information per second
Chunks down to 134 bits
Nervous system cannot handle it.So it: Deletes
Distorts Generalizes
Works like WWW
8/3/2019 Butwal Teachers Training Final
132/190
We take information in through a natural preferredcombination of senses (modalities) and hold it in our
minds and create a map (model) of our world.
1.Visual
2.Auditory
3.Kinesthetic (feeling) waysAlso (Olfactory) smell (Gustatory)
Taste
Communication Model
8/3/2019 Butwal Teachers Training Final
133/190
Communication Model
Use of Language
8/3/2019 Butwal Teachers Training Final
134/190
I dont want to be late for the meeting.
I want to be on time for the meeting.
I dont want to fail in exams/get less than 8o%I want to excel in exams/get more than 80%
I dont want to be poor after I retire so I save moneyI want to be self reliant after I retire so I save money.
I dont want to be fat/ I want to lose weight
I want to be slim and look sporty / I want to be
healthy
I am not good enough
I am unique
Meaning of Our Communication
8/3/2019 Butwal Teachers Training Final
135/190
Words = 7%
Tonality= 38%Physiology = 55%
Watch Your Voice
8/3/2019 Butwal Teachers Training Final
136/190
Volume (loud or soft)
Tone (soft or hard)
Pitch (high or low)
Speed (faster or slower)
Clarity (clear or muffled)
Watch Your Words
8/3/2019 Butwal Teachers Training Final
137/190
DontBrain does not process negatives.
Dont run = RunDont make noise = Make noise
ButIt negates anything that comes before itYou are smart but you need to work harder. (replace it
with and)
Watch Your Words
8/3/2019 Butwal Teachers Training Final
138/190
Should/MustThey suggest order, compulsion and gives a
feeling of burden.
Instead use CouldTryIt implies failure or possibility of failure
I will try to finish the raceInstead use: Can and Will
These are Power Words.
8/3/2019 Butwal Teachers Training Final
139/190
Always, Never, All, Everyone He is always late (Always?)
You will never succeed. (Never?)
I must do it. (What will happen if you do not doit?)
I can not it is impossible. (What stops you?)
We Nepalese are lazy and Chinese arehardworking (All Nepalese? Chinese?)
Non-Verbal
8/3/2019 Butwal Teachers Training Final
140/190
Alignmentwith: Body - posture Head and Shoulders Facial Expressions: smile, blinking of eyes
Gestures - position of hands Breathinghigh in chest or low in stomach, fast or slow Emotional stateshappy, sad, nervous, fearful etc Space: close or far (lovers Vs enemies)
Values (Long Term) Higher the value you satisfy themore persuasive you are. Success could mean moremoney or more synergetic relationship
Communication Model
8/3/2019 Butwal Teachers Training Final
141/190
Communication Model
We process events through 5 senses 2 million bits of information per second
Chunks down to 134 bits
Nervous system cannot handle it.So it: Deletes
Distorts
Generalizes
Works like WWW
Deletion
8/3/2019 Butwal Teachers Training Final
142/190
Finished files are the result of years
of scientific study combined with
the experience of many years ofexperts.
8/3/2019 Butwal Teachers Training Final
143/190
Deletion
8/3/2019 Butwal Teachers Training Final
144/190
We delete things that our unconscious mindthinks we do not need to know consciouslyeven though you have asked your consciousmind to count.
The unconscious mind is programmed to deleteanything that is considered unimportant to theconscious mind, because otherwise theconscious mind will be over crowded withinformation.
Deletion Language Pattern (Meta
Model)
8/3/2019 Butwal Teachers Training Final
145/190
Model)
I was out. (Where exactly?)
She is better than him. (At what?) I need help. (with what?)
She made me angry. (How
specifically?)
Distortion
8/3/2019 Butwal Teachers Training Final
146/190
A distortion occurs when you misinterpretinformation coming in through your senses
Distortion happens when you take one
aspect of an experience and change itaccording to what is happening for you.
Can be Negative and Positive
Which way the stairs are going ?
8/3/2019 Butwal Teachers Training Final
147/190
Which way the stairs are going ?
Distort
8/3/2019 Butwal Teachers Training Final
148/190
Distort
8/3/2019 Butwal Teachers Training Final
149/190
8/3/2019 Butwal Teachers Training Final
150/190
Distortion
8/3/2019 Butwal Teachers Training Final
151/190
Healthy: Works of art, music andliterature/interpret negative situation for yourown good.
Unhealthy: Gossip, rumors,
Distortion Language Pattern
8/3/2019 Butwal Teachers Training Final
152/190
He comes home late everyday so he does notlove me anymore. (How his not coming homemakes you feel that way)
His face shows he like you (How exactly his faceshows that?)
His voice makes me angry. (How does his voicemake you angry?)
Generalization
8/3/2019 Butwal Teachers Training Final
153/190
8/3/2019 Butwal Teachers Training Final
154/190
Healthy: recognize things and events, carry simpletasks
Unhealthy: One bad experience and generalize it.
Generalization
8/3/2019 Butwal Teachers Training Final
155/190
He is always late (Always?)You will never succeed. (Never?)
I must do it. (What will happen if you do not do
it?) I can not it is impossible. (What stops you?)
We Nepalese are lazy and Chinese arehardworking (All Nepalese? Chinese?)
Feedback
8/3/2019 Butwal Teachers Training Final
156/190
Give positive feedback often and make sure it'ssincere
Students want to hear that they're doing well,
and their cynicism radar goes up when theybelieve the words are meant to placate them.
Worse, they may lose respect for you as a leader
when they think you can't distinguish betweensuperb and mediocre work. If you catchgreatness, speak up.
The Art of Giving Feedback
8/3/2019 Butwal Teachers Training Final
157/190
Every teacher has his or her own style ofdelivering feedback, and there is no one rightway of doing it.
I've learned this from consulting with teachersin addition to running my own schools andcolleges.
There are, however, some universal practices anyteacher can adopt and put into action.
Feedback
8/3/2019 Butwal Teachers Training Final
158/190
Be specific in your praise. Feedback lets people know what they could do more or
less of.
Saying "great job" doesn't accomplish much.
Describe exactly what they did that made the jobdeserving of recognition so they can repeat it and otherscan follow suit.
Example: I really liked and appreciate your project work. It issystematic and concise. You have the ability to writeprofessional programs and projects. Congratulations!
Feedback Process
8/3/2019 Butwal Teachers Training Final
159/190
1. Build Rapport (Relationship)
2. Be aware of your state (Feeling
in your Mind and Body)
3. Body Language
4. Voice Tone
Evaluation/Feedback
8/3/2019 Butwal Teachers Training Final
160/190
All Tests and Exams is a form of FeedbackExaminations
- Could be Oral or Written
- Written: Exams, Tests, term paper, report etc
- Could be Objective or Subjective
-Could be Weekly Tests, Monthly, Quarterly , HalfYearly, Semester
- Both have advantages and limitations
Evaluation/Feedback
8/3/2019 Butwal Teachers Training Final
161/190
Could be Scheduled or Surprise Whatever may be the form their purpose is to
give measurable feedback on the progress of the
students/staff/institution. There is no substitute for
Exams/Evaluation/Feedback
Without timely evaluation and feedback nostudent/staff or institution will survive for long
Evaluation/Feedback
8/3/2019 Butwal Teachers Training Final
162/190
Institutions should take this matter with greatimportance and care
Proper system of evaluation for students/staff/
and institution in place is utmost requirement Feedback mechanism is the life line of each
individual and organization
For this all members of the organization need tocontribute.
Staff play the most vital role.
Questions Teachers Required toAsk Themselves
8/3/2019 Butwal Teachers Training Final
163/190
1. What are the goals and objective of myexams?
2. Have I prepared my students for Exams?
3. Have I spent quality time to prepare
questions for my exams?
4. Have I spent quality time to correct thepaper and give quality
comments/feedback
Questions Teachers Required toAsk Themselves
8/3/2019 Butwal Teachers Training Final
164/190
6. Did I met the objectives and goals I hadset for the exams?
7. Exams are not routine workit is a matter
of life and death for students so take themseriously.
8. If you are serious then only students willbe serious for exams. So set standards
8/3/2019 Butwal Teachers Training Final
165/190
Turn on your speakers!
DONT ACT
LIKE AN
ELEPHANT!From an article by Thomas J. Stevens
Strange statement, isnt it?
8/3/2019 Butwal Teachers Training Final
166/190
LET ME EXPLAIN:
Elephants are used
for manual labor.
But what to do with
them when they arenot working? How
to restrain them?
Their handlers came up with the idea to
program them while they are still very
8/3/2019 Butwal Teachers Training Final
167/190
HOW DOES IT WORK?
When the elephants are stillsmall, weighing around 150kilos they get tied up with avery heavy rope. All day long,
the elephants try to get rid ofit, whine, tug at it and some ofthem even try to chew it. Butthey cant break free.
young by setting self-imposed limits
into their thinking.
Finally the elephant
gives up and the fight
8/3/2019 Butwal Teachers Training Final
168/190
From this moment on,
they strongly believe that
there is absolutely nochance to get rid of the
rope.
gives up and the fight
is over.
They accept the fact that the ropelimits them. And with this imprinted
belief in place, their handlers are able to
8/3/2019 Butwal Teachers Training Final
169/190
tie them with extremely small ropes,
even as adults weighing 4,000 kilos andmore, they never attempt to break free,
because they know they have no
chance at all!
As you can see,the elephants
limits are not realbut exist only in
their mind.
We also have built-in boundaries.
8/3/2019 Butwal Teachers Training Final
170/190
If you truly want tobecome successful youcan change your innerbelief system, yourattitude, and break yourinner boundaries.
They are also not real but exist only in our minds.
But it doesnt have to stay this way. Our negativebelief systems dont have to limit us for good.
You always have the inner strength,
the personal power to change
8/3/2019 Butwal Teachers Training Final
171/190
the personal power to change
everything in your life for the better.
Just Do It!Never give up.
And never act like an elephant!
Limiting Beliefs
8/3/2019 Butwal Teachers Training Final
172/190
I am not good enough I am not smart/talented enough
I am weak in Math/Science/English etc
I can never get 80% in my subject
I can not sing/dance/draw/ speak etc
No one loves me
It is very hard
Common Belief Issues
8/3/2019 Butwal Teachers Training Final
173/190
HopelessnessIt is notpossibletoget what I want.
HelplessnessI am not capabletoget what I want.
WorthlessnessI do not deservetoget what I want.
TransformingLimiting Beliefs
8/3/2019 Butwal Teachers Training Final
174/190
Limiting Beliefs
Hopelessness Optimism
Helplessness Confidence
Worthlessness Self Esteem
Keys to Achievement
8/3/2019 Butwal Teachers Training Final
175/190
8/3/2019 Butwal Teachers Training Final
176/190
8/3/2019 Butwal Teachers Training Final
177/190
GLIMPSE OF MY
VISION OFNEPAL in 2030
KATHMANDU IN 2030
8/3/2019 Butwal Teachers Training Final
178/190
NAGARKOT IN 2030
8/3/2019 Butwal Teachers Training Final
179/190
KATHMANDU - LUMBINI METRORAIL IN 2030
8/3/2019 Butwal Teachers Training Final
180/190
BIRGUNJ DRY PORT IN 2030
8/3/2019 Butwal Teachers Training Final
181/190
BRIDGE OVER BAGMATI IN 2030
8/3/2019 Butwal Teachers Training Final
182/190
LALITPUR IN 2030
8/3/2019 Butwal Teachers Training Final
183/190
BUTWAL IN 2030
8/3/2019 Butwal Teachers Training Final
184/190
8/3/2019 Butwal Teachers Training Final
185/190
LIFE ENDS IF
YOU STOP
DREAMING
STUDENTS WILL FORGET
MOST OF WHAT YOU
8/3/2019 Butwal Teachers Training Final
186/190
MOST OF WHAT YOU
TEACH THEM,
BUT WILL
REMEMBERHOWYOU
MADE THEM FEELIN
YOUR CLASS!
Joy of Transformation
8/3/2019 Butwal Teachers Training Final
187/190
Heart of a Teacher is made
8/3/2019 Butwal Teachers Training Final
188/190
ToTRANSFORM
8/3/2019 Butwal Teachers Training Final
189/190
Students
Thank You
8/3/2019 Butwal Teachers Training Final
190/190