Jiayi Education

Mentoring the Trainee Teacher A Supervisor’s Defining of the Role

Mentoring the Trainee TeacherI always looked forward to being asked to supervise trainee teachers during my teaching career. This was because it forced me to look at my teaching. With the constant pressure of the job, I, like many others in the profession, sometimes went back to the old chalk and talk types lessons far too often. The arrival of the trainee teacher reminded me of all the different pedagogue/teaching strategies I could use to stimulate my students’ learning.

So I would look at ways in which I could show the trainee a variety of teaching strategies that increased interest in my students. Their arrival also meant I would endeavour to teach the “perfect” lessons to inspire them and my students.

In doing this I was trying to create an image of how a teacher works in a professional way. As well I would endeavour to give the trainee a wide experience of school life, not just in the classroom but in the staff room and in the playground.

I always provided more opportunities to experience teaching than was mandated by the university education faculty.

During the trainee’s teaching practice, I would ask myself these four questions about the trainee. (This will only come about if I find the trainee is remiss in his/her preparation and loathe doing more than is mandated by the certifying authority).

1. Was teaching the right career for this trainee?

2. Would I want this trainee teaching my own children?

3. Would I like the trainee teaching in the classroom next to me next year?

4. Would I like this trainee teaching my high school class in the lesson before they come to my lesson?

5. Was the trainee prepared to try all the extras I would provide for him/her?

If I felt unhappy about any of these issues, then I felt the trainee was at risk. I would speak to the other supervising teacher to gain his/her opinion. Then, if the other supervising teacher had the same concern, I would inform the school trainee teacher supervisor and the university supervisor of my concern and ask that they look for ways to help the trainee improve or look for another career. This may seem harsh but teaching is a very stressful career and our children deserve the best teachers we can train.

Once I had demonstrated a particular teaching strategy, I would allow the trainee to try that strategy. This would happen several times during the early weeks of the teaching practice. Once the trainee had a series of lessons under his/her belt, I would give him/her an entire unit to plan and teach over several lessons. This meant that they would work out a testing program for that unit to be given at the end of the teaching of that unit. The trainee would mark the assessment instrument, return it to the students, review it with the students and do any necessary re-teaching of the unit.

After each lesson, I would discuss how it went. I would ask the trainee for a personal critique of their lesson. Then we would decide on what he/she had to work on improving during the next lesson. It might be questioning or the use of his/her voice or the board work.

Occasionally, I would ask the trainee if there was some particular skill he/she would like me to observe and critique.

Often there would be students in the class who had missed work. I would have the trainee take small groups of these students to do catch up work with them. As well, I would give them time, in small groups, with the more able students doing problem solving activities while the rest of the class worked on consolidating the present topic.

I would always check and sign their written lesson plan and write comments on that lesson plan at the end of the lesson. I would enlarge on these comments verbally with the trainee to make sure they understood what I was saying.

Towards the end of their teaching practice, I would do two things. Firstly, I would ask the trainee if there was a particular teaching pedagogue/strategy that he/she wanted to try. Secondly, when a lesson with the trainee was underway, I would walk out of the room to give them the chance to teach without me looking over their shoulder. It gave them the opportunity to see how the students reacted to their teaching without my presence. I was always close enough to hear what was going on in the class room in case I had to intervene.

I would always be prepared to intervene in a lesson to add extra information to help the trainee or to clarify a point being made or to add to the answer of a question given by the trainee in a way that implied that we were in team teaching mode. In the area of discipline, I would often walk around the room and stand beside a student who was not on task to give them a silent message that I was not happy with their attitude to the lesson and the trainee.

I tried to instil in my students that it was an advantage to them to have two teachers in the class room. It gave them two resources to offer help.

Finally, I, as head of department, was able to send my trainees to other teachers to observe some special technique these teachers employed in their class room. This also included suggesting the trainee teacher go to staff and department meetings, getting involved in school sport and attending school camps to widen their understanding of the whole school curriculum.

How To Write Top Notch Papers With Assignment Help For Students

Write Top Notch Papers With Assignment Help For StudentsIt is not a well known fact that most students have poor grades owing to their turning in poor assignments. Either their assignments aren’t well researched or they lack in cogency, presentation or arrangement of ideas. All these factors could bring down the grades for their assignments and this would in turn impact their GPA. However, with assignment help online for students, this will no longer be a major concern.

When students seek assignment help from professionals and tutors, they are first given a background on the topic at hand. They are encouraged to research the topic and come up with a rough outline of the assignment. Once this is done, the tutors help them arrange their ideas and then work on a draft. The draft is then scored and evaluated by the tutors and they come up with a list of things that can be modified or corrected.

For instance, if a student only needs minor tweaks, the tutor would work with him and help him make the modifications and work on his presentation skills and writing style to finally come up with a stunning paper. The student not only scores well but also learns how to approach an assignment and how to go about writing it. When a student’s draft is poor in quality, the tutor sits with him to help him understand the topic on which the assignment is based and thus enables him to proceed to work on the assignment.

When it comes to tough topics like accounting, students would indeed need expert help to perform well and in such cases they can seek assignment help accounting services from online platforms which offer tutoring help round the clock and get all their doubts clarified. Students may also opt for full-fledged sessions to learn the topic on hand thoroughly. There are umpteen numbers of options available in such platforms as per the individual requirements of students.

If students want help for programming assignments, that too is available in such platforms. For instance, if a student is not particularly confident in Java and has to submit an assignment in it, he/she could very much avail help online and work on the assignment. When a student gets java programming assignment help, the tutor/expert would help him/her whenever the student is stuck with a particular piece of code or logic. The tutor would help the student think and come up with an algorithm that gets the job done and also would teach him/her about the practices and code modifications for getting efficient subject skills.

Learning online or seeking help online thus widens the exposure level of students and helps them come up with assignments that are of good quality and are plagiarism free. Seeking help online is also easier for students as they can contact the tutors any time and get clarifications for their doubts. Thus, the online platform for education is what students are turning to for better grades and will continue to thrive in the future.

When students seek expert help for assignments, not only do they learn the underlying concepts thoroughly, they also learn the art of writing good assignments. This is sure to help them in higher grades and in college where a lot of importance is placed on assignments and on the grades students secure in them. Thus, assignment help is the key to a better GPA and a bright academic future for students.


Helping Your Students Get a Strong Start on Learning

Helping Your Students Get a Strong Start on LearningLet’s face it; learning is complicated. In fact, the more we learn about learning through research, the more complex and nuanced our understanding of the processes involved gets.

The good news is that we have, in fact, learned a great deal in the past few decades about how the brain goes about committing new knowledge and skills to long-term memory. The bad news? Much of this information is sitting in obscure journals on dusty library shelves and sitting on websites only visited by cognitive scientists, psychologists, and neuroscientists.

For many of us in education–those of us who need this information to inform our daily work with students–some of this information may just as well have never been discovered, since so little of it has made its way into mainstream education channels and teacher training institutions. But never fear; in this article, and those to come in the next few weeks, I will tackle all of this complexity and break it down for you in ways that will allow you to apply the information to your own teaching practice.

Encoding: Initial Conditions are Crucial

The first step in learning anything is encoding, so let’s start there. In this first stage, the learner inputs something (new information, a new idea, a new skill) through his senses. If he deems it worthy of attention, he focuses his consciousness on the material. This means that he pulls the salient aspects of the material, plus any related information from prior knowledge, into working memory and processes it in some way. During and immediately following this processing, the brain undergoes chemical and electrical changes that form a mental representation of the material that is stored in memory.

Encoding is the crucial initial stage of learning anything new. If encoding doesn’t happen, the brain has nothing new to consolidate into long-term memory over the coming hours, and there will be nothing to retrieve from that material later. In other words, without encoding, no learning takes place.

In my mind, there are two crucial roadblocks to encoding that teachers must keep in mind when planning and delivering lessons: attention and prior knowledge. If the student doesn’t bring attention to the material, she doesn’t pull the new material into conscious working memory for processing. If this doesn’t happen, no learning will take place. So making sure students are paying attention to the material is critical.

Students also need to be able to connect the new material to what they already have stored in long-term memory (prior knowledge). Teachers who habitually pre-assess their students for prior knowledge before teaching new material will be in great shape to design effective processing activities because they are already aware of what each student does and does not know about the material to be taught. Teachers who have not pre-assessed for prior knowledge are simply guessing about what their students know–and guessing is never a good teaching strategy.

Armed with good pre-assessment information about their students’ knowledge, teachers can design processing activities that are “just right” for their students. If a processing activity asks students to process something they already know, the activity will be boring. As a result, students will not pay sufficient attention to the material, and encoding won’t happen. If, on the other hand, the activity asks students to process material that is well beyond their current prior knowledge, they will be unable to make connections to the new material, they will struggle, and many of them will give up on the activity. Once again, attention is lost and encoding doesn’t happen.

So, to summarize, if teachers want encoding to take place (and we do), they need to make sure that their students focus attention on the material and make sure that the material they ask students to process is closely enough related to their background knowledge of the topic so they can make connections.

Structure of Interactions vs. Content of Interactions

So, let’s assume a teacher is well aware of the importance of attention and prior knowledge and keeps these issues in mind when she sits down to plan the processing activities to be used during a lesson. Are these the only considerations that she needs to be mindful of in her planning? Not at all.

For one thing, she needs to choose the specific type of activity she will have the students engage in for their processing. At this point, I think I should point out that both the structure of the activity and the content to be processed during the activity are important. By “structure of the activity,” I mean what students are asked to do. A think-pair-share is a structure. A reciprocal reading activity is a structure. A gallery walk is a structure.

When I talk about the “content to be processed,” I’m talking about the material that students will talk about during the think-pair-share, the material the students will be reading during the reciprocal reading, the material students have posted to be shared during the gallery walk.

I know I run the risk of sounding too simplistic here, but I think it’s important to unpack these two aspects of processing activities and look at them separately because each of them impacts learning differently.

When we think about what structure we will choose for an activity, we need to ask ourselves questions such as:

  • Will an individual processing activity be best at this point? A pair activity? A small group activity?
  • Do the students need to move during the activity? If so, how vigorously?
  • Could the students benefit from a social component during the processing? Or would it be best for them to do the initial processing individually, then add the social component with a sharing activity?

These and many other questions need to be entertained when selecting the structure of a processing activity.

What about the content of the activity–that is, the material that students will be processing? Key considerations here have to do with how near or far the material is to students’ prior knowledge and the overall complexity/difficulty of the material. As mentioned previously, if the material is already known by students and is thus too easy, students will be bored and will goof off during the activity. If, on the other hand, the material is too foreign to students or too difficult for their current understanding of the topic, the activity will be frustrating, and students will give up.

So here’s the take-away: choose a structure for your activity that will maximize engagement and attention, and choose content for the activity that aligns with the “sweet spot” of your students’ current understanding of the topic.

The Top Two Factors for Strong Encoding

OK, if a teacher has taken into account everything outlined above as he plans his lesson, he will have pre-assessed his students on the material that he plans to input, he will have carefully chosen structures for his processing activities that will help get and hold students’ attention, and he will have carefully chosen the content to be processed during these activities so that they allow students to make connections to their prior knowledge. And all of that is good–but there are still a couple of factors he can build into his processing activities to ensure that great encoding happens.

Those two key factors are: (1) relevance and (2) emotion. Ask yourself, “In what way or ways is the material relevant right now to my students’ lives outside of school? How can they apply this material in their day-to-day existence?” Find an answer to these questions and build those connections into both the input portions of your lesson and into the processing activities following that input, and you will have a winner! The brain simply pays much better attention to information it deems relevant, so relevance always boosts encoding.

Emotion is also a powerful encoding booster. When we have strong emotions concerning something, our brain chemistry changes in order to maximize the chances that we will learn from the situation. This is why we tend to remember the highest highs in our lives and the lowest lows, but we tend to forget the same-old-same-old everyday experiences.

Now, I realize that it’s not always possible to make a clear connection to relevance with every topic you teach. Similarly, it’s not always going to be possible to raise the level of emotion around every processing activity. But it is certainly worth the effort to try to include these two “encoding boosters” whenever possible.

Pulling It All Together: Your Processing Activity Planning Checklist

So, to pull it all together, here are the elements you want to make sure you consider with every processing activity you plan:

    • Attention (how can I get it, direct it properly, and maintain it at a high level during the activity?)
    • Prior knowledge (how can I pre-assess it, and how can I use the results of that pre-assessment to maximize the chance that my students will be able to make connections between their prior knowledge and the new material?)
    • Activity structure (what structure will keep students engaged with the material?)
    • Activity content (what content should I have the students process? How can I ensure the content I ask them to process is in the complexity/difficulty “sweet spot”?)
    • Relevance (how can I make my students see how this material is relevant to their lives today?)
    • Emotion (how can I add an emotional “hook” to the activity so that students are engaged not just intellectually, but emotionally, as well?)

Use this list as a checklist whenever you sit down to plan your lessons. Simply running through it and asking yourselves the questions will help you make good choices for lesson design that will maximize your students’ initial encoding of the material.

And be on the lookout for upcoming articles, where I’ll go into the steps you need to take to follow up this good initial encoding in order to maximize long-term memory.


Four Secrets to Maximizing Your Professional Development Teaching Skills

Teaching SkillsYour primary goal in becoming a better professional development teacher is to assess the needs of your audience and strategize the best way to break through to them. Communication is the key to addressing their goals on a level that they find helpful. Even more, working with adults is not like working with children; there are several additional layers of effort needed to instruct older individuals. This inherently means more planning, which brings us to our first and foremost tenant.

Plans and Preparation

Planning is perhaps the most influential tool you can use to your ability to overcome challenges like teaching others excellent professional development skills. A good rule to use when trying to manage time in the preparation phase is to “double your chances.” For example, if you wanted to deliver a two-hour speech on an aspect that you felt was important, you should put in at least four hours of research and preparation into the speech. The idea is to develop every point in your timeline, from public speaking to the slides, segues between segments, and so on. This way when the moment arrives, you can excel in the delivery phase.

Controlling Choice

Another aspect of teaching professional development skills is to engage your audience with choices. If individuals listen to instructors for too long without participating, they are liable to neglect to listen. To keep them focused, pose queries that can be rhetorical, but require effort. For example, in the previous scenario of delivering a speech, one might take the time to have participants write down an example of two issues they have and choose between the more important priority for their goals. By doing this, not only do you show them the power of choice, but you also keep them thinking about how it can improve their professional habits.

Experience Changes Interactions

You don’t want to treat adults like children. Patronizing them is usually the fastest way to lose their respect. And just as you’ll want to keep them under the notion that they are controlling their education, you’ll also want to tailor that education to their experiences. One way to fail at this is to take the overused stance of forced accountability, or “guilt tripping.” It is generally not the greatest idea to remind individuals of their past mistakes.

Praise Properly

Praise is an excellent teaching tool, and should never be undervalued. For example, if you’ve been exploring past successes in a group setting, it’s important to highlight the strengths of others. As someone recounts a tale or testimony of their particular professional development skill, they should be lauded for their efforts and strategy, given that they were appropriate. This sort of feedback will encourage others to do the same for you in a meta sense; students will approach you and offer their own feedback on your performance as an instructor. Once you’ve created a positive link on this level of communication, you’ve already taught students an invaluable tool that they’ll use for the rest of their careers.

The Exceptional Qualities of a School Principal

School PrincipalThe School Principal should possess special qualities of being a leader. These qualities will determine him/her of his/her qualifications in managing his/her people in the school vineyard. Without these extra-ordinary strengths or qualities of the school leader, he/she should not be worthy of his/her job as school leaders. This might be the reasons why there are school leaders who fail to functions successfully in their job as School Principal. If only all of School Leaders have the exceptional skills or qualities of being a leader, then we are absolutely sure that our educational system is on the way to standard and excellence.

Being the leader of an educational institution, the School Principal has to possess remarkable qualities which make him/her superb among others in an organization. These qualities are as follows:

a) Transparency
The School Principal should first be transparent in his/her work as school leader. He/She should have the clean conscience of facing the night and day with all the honesty inside and outside of himself/herself. The one that has the drive to teach his/her people to bring back the value of honesty because he/ she is a model of such virtue. Before the School Principal could mandate honesty and transparency among his/her people, he/she should be a paragon of such virtue for others to follow. The old adage “Honesty is the best Policy” is used by the Department of Education (DepEd) as a living reminder to all school leaders in the educational vineyard. Posting this adage to every classroom in the school cascades the virtue of honesty from the school leader to the students. For that, transparency becomes the aftermath of honesty which the school leader should possess.

b) Good Visionary
The School Principal should visualize about the future of the school. This kind of special quality is considered an exceptional one because not all of us can have a good visionary gift. He or she can be a fortune- teller who could guess what happen in the future. But unlike the fortune- teller, the School Principal can guess what will happen in a month or year to come through his/ her anticipating skills, decision- making skills, extra-sensory skill and through his/her experience. My School Principal almost never sleep for the night because even she is about to sleep or even she is already sleeping, she is still bringing with her the plans and the future of her school. I even told her once ” I am sure you are not sleeping Ma’am because every slits and slats of the school issues and concerns you have all the prepared solutions”. She replied “We should always dream. We have to dream big, bigger than our dream!” To prove that, while others including me were already snoring in the deepest silent night, she sent text messages to our cellphones about instructions of our job as coordinators, teaching personnel even to PTA officers of the school. That is a school principal’s additional quality to ponder with.

c) Risk Taker
Another quality of a school leader is being a risk taker not for himself/herself but for his/her constituents. The best leader is the one who tries to cross the unchartered seas and see for himself what lies beyond. This is another exceptional skill of being a leader. Most of the educational leaders are obedient and they conform to the norm of the department. But among those many, someone has to be brave enough to wave his might and risk his job just for the improvement of his/her school and people. The very good example of how the School Principal is risking his career is his/her decision to divert funds for another projects. This is a violation of department’s policy. But sometimes, a leader should do the diversion for school improvement and students’ academic improvement too. The School Principal’s role is not really an easy one because if his/ her decision won’t give the right outcomes, then he/she would find himself/herself in jail. However, many of the School Leaders become successful because they have with them the quality of being a risk taker. They are taking risks in their abrupt decision on matters of immediate solution to a problem. Example to this is sending to hospital an ailing student or a student who meets an accident inside the school premises without parent’s permit. Another is to report to Department of Social Worker and Development (DSWD) personnel of student’s case of parental abuse and to uniformed men of drug addiction problem. These are only few instances of the risk- taking decisions of School Principal in his/her journey of leadership.

d) An Eye and Heart for his/her People
The School Principal should capitalize his/her own personnel. He/She should know who his /her potential personnel are. He/She should not leave those non-performing ones but tries to think of remedies/ solutions in making these people in his/her vineyard the best as possible. While giving better opportunities to those the performing ones, best challenges or opportunities will also be given to the later. Aside from that, the School leader should think of what joy, comfort, reward, incentives and award he/she could exhaust from his/her leadership for the betterment of his/her human capital. The feeling of self-awareness of people’s emotion should be profoundly considered by School Principal in order that the harmonious relationship exists within the organization. School Principal should accept his/her weakness and should listen to his/her people so that everyone has a place in an organization. By this, School Principal should not have only an eye for the school problems but an eye for his/her people’s potentials, emotions and needs.

Do you have these exceptional qualities? Then, you are now a sure candidate for school principal’s job.

Teaching TEFL English Made Simple for the Novice Teacher

Teaching TEFL EnglishTeaching English to people who are just beginning to learn English (second-language learners) can be quite a challenge, especially when the novice teacher has not studied languages herself. Teachers should be mindful that language learners have a variety of learning styles much like all students in the regular classrooms. Some students prefer writing while others prefer social interaction as a setting for learning. Visual learners need unique stimulation in the forms of pictures, drawings, and designs; whereas, kinesthetic learners need to employ body movement. For that reason, one would be advised to ask questions to determine the student’s level, his preferences, and his cultural background. The correct methodology to be utilized in class depends somewhat upon the learner’s and the teacher’s preferences. No matter which of the following strategies you should employ to teach your new students, it is preferable to try more than a single strategy and to mix as many as needed.

Presentation, Practice, Production

The Three P’s Strategy is commonly used in classrooms to teach all subjects. First, the teacher presents the topic of the day, week, or month. He sets up a situation that elicits and models language. Presentation techniques vary. I would recommend jotting down some notes on a whiteboard. Perhaps, the teacher will stand at a podium or move around the classroom. He might utilize a projector for a PowerPoint presentation or for drawing diagrams. Next, students practice what they have learned, often through simple drills, and then they “produce” a tangible project such as a written paragraph or a diagram to be explained to the class. The Production Stage utilizes some authentic (real life) materials and encourages students to use language in a real-life context. The PPP Strategy often integrates a variety of the other techniques because it is basically a means of organizing and presenting a lesson.

The Communicative Language Teaching Approach

The Communicative Language Teaching Approach is often employed together with the PPPs. The CLT approach evolved naturally to encourage open communication and interaction between teachers and their students. As a teacher, you will focus on communicative competence rather than on grammatical structure. Students will use the language in a quasi-authentic context in which the teacher elicits responses from them while also paying attention to fluency and accuracy. The goal of CLT is to achieve communicative ability while thinking of English as a form of communication. The teacher will ask questions to get to know the students. His questions will elicit topics that will introduce the class to new vocabulary as well as new idioms. The learning activities that you choose should be interesting to the learners and related to the authentic (real) world in which people live.

The Grammar Approach

Some people call it the “grammar-translation” approach. Learning the rules of grammar and translating interesting writings still has much value and is not to be derided. The mother tongue of the learner can be employed to discuss the grammatical structure of a writing in English. Nevertheless, in most cases the native-speaking teacher only speaks English to explain the grammar of a phrase or text. Even without good knowledge of grammatical structure, at some point learners will discover how useful this component of learning can be. Therefore, I would suggest teaching a grammar point or eliciting the students’ observations of grammar rules that become apparent while teaching through the communicative approach. The two approaches intertwine quite well if we permit them to do so.

Phonics, Reading and Literary Approaches

Depending upon your student’s level, you might decide to implement a reading program. For beginners, you might teach phonics or the sounds of letters. Students will benefit from some readings that are not much higher than their current reading levels. Such levels vary between students. As students progress, the teacher might ask questions on the readings to check for understanding. Online resources and computer programs are helpful nowadays in the areas of phonics, reading, and literature because computers sound out the letters for students in a delightful way while making learning become more like a game.

Total Physical Response

Total Physical Response (originally by James J. Ascher) is a technique that utilizes commands requiring students to use their bodies to show understanding of terminolgy. TPR can be used to review vocabulary as well as to practice authentic situations. You should prepare by selecting commands carefully before utilizing them in class. It will be a part of the lesson-planning process. Although many teachers say TPR is efficient at any level, I recommend using this form of instruction mostly for the lower levels. I recently used TPR in a class when I asked my student to stand up, to put her hand up, to turn around and to sit down. It was very effective, but as the lessons advanced I used less TPR. At any point in a lesson, no matter what the level, the kinesthetic learners will appreciate the movements of TPR.

The Natural Approach

In the Natural Approach, beginning learners are exposed to excellent models of language, namely, their teachers. It is through the subconscious and natural acquisition of language that learners best acquire English. Therefore, students need to be relaxed in the learning environment where they are encouraged to use the language naturally. This can be accomplished by telling an anecdote to the class and listening for how students respond. You may teach your class by playing games with them, by sharing personal experiences, and by solving a problem like “which dress code would be best for the school.”

Online Resources

The teacher with whom the student interacts is the best classroom resource. That is why I would not put students in front of computers for the entire class period. On the other hand, there are thousands of resources that you can find on the Internet to use for teaching English language learners. Teachers often share their handouts for free online, and there are publishers who share free materials for both ESOL and TEFL classrooms. I would suggest exploring the Internet for additional ideas and materials. Students might benefit from some assignments and tests that you will find on the Web.

No matter which techniques you choose, be mindful of learning styles and seek to meet the needs of individual learners. If you begin with a short story and then you ask your students open-ended questions on a simple topic, you will be on the right track to being an effective teacher of English language learners (ELLs).

Importance of Empathy for Dealing With Students

Importance of Empathy for Dealing With StudentsThe word Empathy comes from Greek and means ‘what suffers’ or what is the same, the ability of a person to understand the emotions of another.

The concept of empathy is of great importance when you relate and interact with your students in the class. The better you understand them, the more you receive from them in return. This interpersonal intelligence, in the opinions of Howard Gardner, directly reverses many of the actions that your students are held during the school days.

Perhaps, you observed during your school years that there were teachers who could connect very quickly with students while others maintained a relationship with their students something more complicated. They were not connected with the students- with their emotions. These teachers were less empathetic.

Another aspect that should not be confused with the fact that- being an empathetic teacher has nothing to do with being a cool teacher or rolled teacher. This is not true at all. Empathy is something deeper sense to be “cool” or “rolled”. In fact, the teachers with good empathy can start a very good relationship with students.

Here are five simple but useful actions that can enhance empathy with your students:

    • Learning the names. Knowing your students’ name is important. Sometimes we find some teachers who, after several months, still do not know the name of he/his students or confuse them regularly. Teachers might complain that they have many students and that takes the time to know all the names. That is not true. In a few days, you can get them all if you really want to. There are lots of tricks to learn the names of the students. Avoid calling your students by their last name. It has been observed that a lot of the students hate to be called by their last name. There may be several exceptions and in such cases the students can be called by the last names. But calling a student by his surname may create a rift between you and the student due to excessive formality.
    • Have a good memory. Good memory is important for being empathetic to your students. Ask your students about the party weekend, congratulate them on the achievements, hear about their pets, show interest after an illness or accident. You will be surprised to see the happy faces of your students.
    • Maintain eye contact. At the beginning or end of class, students approach you to ask a question very often. At that time if you only keep your eyes on school supplies and neglect showing the visual contact the student who speaks, then you miss many things. If you look to your student during his question, you will be able to capture student’s emotion more and understand what he is asking and also what he cannot ask but whirling in his mind.
    • Listen rather than hear. Active listening is very crucial. HEAR is simply perceived sounds while LISTEN is to understand the speech. Listen to be empathetic.
    • Change the closed questions to open questions. One factor that can help you empathize with your students is the way you ask questions. When interacting with a student, there is a difference between asking if you are concerned or to ask why is concerned. While the first question is answered with a simple yes or no, the latter implies a reason to create an emotional bond between you and the student must take advantage of.

Are Your Children Studying Really Well

Are Your Children Studying Really WellMost of the students seem to be overconfident due to the availability of employment opportunities. The economic reforms process initiated in most of the countries of the world are responsible for enhanced employment avenues. Though there is a considerable decrease in the government jobs, there has been an increase in the private sector jobs. For instance, at present, there are new private players in all the three sectors of the economy. Hence, there is an increase in demand for human resources too.

According to a survey, many students do not have command over the English language even after completion of their graduation!. Some students seem to be negligent and do not pay attention to the teachers in the class rooms.

The developments in information technology are not being utilised effectively by the ignorant and innocent children!.

Parents of children are either illiterate or busy with economic work. in some cases, there is a slight negligence by the parents. Thus, the children seem to be enjoying the freedom as they are unaware of career development and their contribution to the economic development.

Some students are attracted to the tutorial centres. They are thus do not concentrate in the class rooms. There are a few students who do not even know the names of their teachers, parents occupation, etc. They are also ignorant of their future!.

Many students do watch useless stuff on television channels, instead of utilising the growing number of channels for their own development!.

The students do carry so many books to the educational institutions and there are also so many periods or classes. But it seems they are not acquiring adequate knowledge!.

During the examinations, many students do involve in malpractices. In other words, they try to show a false result to their parents. Mugging up, copying, asking other students, enquiring the examination supervisors, taking slips, etc are some of the methods being practiced by innocent children.

Playing e-games by using the cell phones, watching live sports shows, movies, chatting with their friends, etc are some of the latest issues in the class rooms.

The students must understand that all the subjects are equally important and play a dominant role in their future life. For instance, the knowledge of economics does play a role in the life of a civil engineer too!

They need guidance from the teachers and the parents. The parents must allocate some time to assess their children at home. The teachers alone cannot transform the disturbed minds of ignorant children.

If the students are neglected, and do not receive counselling at an appropriate time, their future might be in doldrums!.

Virtues of the Modern Teacher

Virtues of the Modern TeacherVirtue as it Be

Virtue has been defined as ‘a conduct of life with principles of morality’. A virtue can be acquired by the cultivation of regular actions, which build up to a habit, which fall in accordance to these principles. Virtue is somehow innate of the nature of mankind. Therefore, it is necessary for a teacher to pertain to several sets of virtues, which can be very crucial in understanding the diligence of lacking the way education is being passed on to the generations of the human race. This understanding will help in efficient outcomes of the end goal of any teaching that is to be done.

The basic ones

There are lot of principles that a teacher must adapt to, but not negotiating on the basic ones can help them in turning resilient to the ills of teaching. They furthermore add value to the entire system and its co-existence with quality. The basic ones cannot be neglected as they turn out to be the epitome of the relation between any student and teacher and wipe out the crucial resistance from the dynamics. The virtue, or, what comes to the same thing, the qualities and characters of a good teacher are:-

1. Gravity, a virtue which regulates the exterior if a teacher, conformable to modesty, politeness and good order.

2. Wisdom, a virtue that gives a teacher knowledge of most exalted things through the most excellent principles.

3. Patience, a virtue that makes a teacher care less for the whims and becomes inseparable from the education of youth.

4. Prudence, a virtue that makes a teacher understand that what he/she needs to do and what he/she needs to avoid.

5. Generosity, a virtue that makes a teacher sacrifice voluntarily his/her personal interest to those of their students.

The Great Irony

In spite of the commandants, which a modern teacher is well aware of, justified by the fact that the societal superiorities embody them to be an educationist, are not able to amidst the functionality or their own percipience. Rather they are occupied within the occurrence of the manageable stature of any institution and are not focused on what they have been embarked for. For such an era, the technology can be justified and entrusted upon for such aspects and installing a school management software could the righteous answer to the situation rather than, fixing these modern teachers from their entitlement. This could solve the situation to some extent and help in changing the scenario and bring in better ways of imparting education and making teachers more valuable.

Five Successful Teaching Tactics Which Never Fail

Five Successful Teaching TacticsMy simultaneous experience as a teacher and a student makes it convenient to experience the difficulties and problems on both sides. Efficient learning requires dedication and no short term strategies could work. To estimate a person’s caliber, capacity or capability in a single meeting would be an irrational approach. It’s a matter of understanding and setting up the goals accordingly. However, often we observe a quite formal behavior with false colors of diligence and efficiency at first, but shortly the hidden secrets about the borrowed masks begin to melt, and the potential of both sides could be explored.

• Co ordination

Tutors provide expertise, experience and encouragement. They do not provide answers but rather assist in problem solving. While teaching, annoyance and impatience may crop up due to the difference in approach, mental level or learning. Here the important factor is the co ordination, not only in speed, style but also in the studying material. The teacher here needs to show patience as well as teaching tactics to take out the student from that burden by giving essential understanding in the lessons making it easier to learn.

• Well-Preparation

Never think of seeing your learner without preparation. Your ability to satisfy the queries of the student will not only increase your esteem but also motivate the student to be equally efficient. A single lethargic expression from the teacher deflates the entire spirit of progress. If the instructor does not have interest in what’s going on then the student will likely switch off. Sometimes the class might veer off on a different path. Do not panic if this happens. As long as you keep on topic in some form, the class is a success. Consistency in demanding result and feedback from the student is necessary.

• Avoid Rigidity

Anyone can make a mistake even the teacher is not an exception. It is entirely silly to stick to a mistake and prove yourself right. This rigidity will create problems in the development of a healthy relationship which otherwise is sure to bring benefits for each of the participant. Make it clear to your student that s/he is most welcome to pinpoint if something sounds wrong. This trend will serve multi purposes, like active participation, better preparation, lots of self-confidence and a bundle of encouragement for the student.

• Active participation

Try to involve the students in the lesson equally. Simply listing off a load of information would not help it to stick in their heads. Assign them some research work and hold them responsible for its completion. Respect that your student has different learning style and appreciate the efforts though they might not be up to the mark. Constant suggestions will uplift the student to required level.

• Friendly Environment

Show yourself always full of energy which will boost up your disciple. A smiling, energetic and genial face is always better than a sad, tired and lazy presence. Speeding up the student or bringing to required level is a little bit difficult but harshness could never solve this problem. Constant appreciation and encouragement is more effective and the real achievement is amelioration on both sides. There is potential in every person, the need is to identify, and channelize it in the right way.

Master’s degree in English Literature has excelled me not only in this particular niche but overall in standard writing of all kinds. The quality writing, with the object of sharing knowledge, observations and feelings, has earned me Platinum Expert Author within a short span of time. I love to write about the moments and events of life, which we miss in our fast-paced life.


Scroll To Top