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WELCOME. Please take a piece of paper Write the name of your most beloved teacher in your school days Write the name of the teacher you hated the most.

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Presentation on theme: "WELCOME. Please take a piece of paper Write the name of your most beloved teacher in your school days Write the name of the teacher you hated the most."— Presentation transcript:


2 Please take a piece of paper Write the name of your most beloved teacher in your school days Write the name of the teacher you hated the most Write the name of your most boring teacher Please write in one or two words, why they are considered so?

3 THREE TYPES OF STUDENTS Type A (Academic ) Type B (Emotional) Type C (Creative)

4 THREE TYPES OF TEACHERS Type A (Academic ) Type B (Emotional) Type C (Creative)


6 The children in our class room are infinitely more significant than the subject matter we are teaching them

7 I have come to the frightening conclusion that I am the decisive element in the classroom It is my personal approach that creates the climate It is my daily mood that makes the weather As teacher I possess tremendous power to make a person’s life MISERABLE or JOYOUS. I can be a tool of torture or an instrument of inspiration

8 I can humiliate or humour; hurt or heal. In all situations it is my response that decides whether a crisis will be escalated or de escalated and a person HUMANIZED or DE HUMANIZED


10 Good teachers: are good at explaining things. Do you like to explain how something works, or how something happened? Being comfortable with explaining content to students is an essential skill for teachers.

11 keep their cool. There will be times when you will be tempted to scream or yell at your students, other teachers, parents, administrators, and so on. Good teachers are able to successfully resist this urge.

12 like people, especially students in the age range in which they intend to teach. Most teachers choose an area of specialization such as elementary education, special education, secondary education, or higher education because they have a temperament for students in those age ranges. If you are not comfortable working with young children, don't major in elementary education!

13 have a sense of humor. Research has consistently shown that good teachers have a sense of humor, and that they are able to use humor as part of their teaching methods. Humor, used properly, can be a powerful addition to any lesson.

14 are inherently fair-minded. They are able to assess students on the basis of performance, not on the students' personal qualities.

15 have "common sense” It may sound a bit corny, but good teachers are practical. They can size up a situation quickly and make an appropriate decision. Whether managing a classroom, leading students on a field trip, seamlessly shifting from one instructional procedure to another, assigning detentions, supervising an intern, or dealing with policy and curriculum issues in the school, there is no substitute for common sense.

16 have a command of the content they teach. For elementary school teachers, that means having knowledge of a broad range of content in sufficient depth to convey the information in meaningful ways to the students. For secondary school teachers, it usually means having an in-depth command of one or two specific content areas such as mathematics or biology

17 set high expectations for their students and hold the students to those expectations. If you are thinking about becoming a teacher, you should set high expectations for yourself, and demand excellence not only of yourself, but your students as well

18 are detail oriented. If you are a disorganized person in your private life, you will find that teaching will probably be uncomfortable for you. At the very least, teachers must be organized in their professional and teaching duties. If you're not organized and are not detail oriented, teaching may not be the best choice of a profession for you.

19 are good managers of time. Time is one of the most precious resources a teacher has. Good teachers have learned to use this resource wisely.

20 can lead or follow, as the situation demands. Sometimes, teachers must be members of committees, groups, councils, and task forces. Having the temperament to function in these capacities is extremely important. At other times, teachers assume leadership roles. Be sure you are comfortable being a leader or a follower, because sooner or later, you will be called on to function in those roles.

21 don't take things for granted. This applies to everything, from selecting a college or school of education to filing papers for certification. Good follow-through habits should be cultivated throughout life, but they are never more important than during your teacher education program

22 Effective Teaching Three Research Variables Students and Learning Styles Context of Learning Teacher Characteristics

23 Technical Competence Professional Knowledge about Teaching Personal –Attitude –Communication skills –Creativity –Interpersonal skills


25 Two Dimensions of Teaching INTELLECTUAL EXCITEMENT Exciting Lectures Involving Class Discussions INTERPERSONAL DIMENSION Learning & Using Student Names Being Accessible Designing Active Student Assignments

26 “ Good teaching is about passion. … It’s about being responsive and remembering that each student and each class is different. … It’s about being entertaining and not taking yourself too seriously. It’s about having fun!”

27 Four Needs of People THE FIRE WITHIN TO LOVE SocialKindness TO LIVE PhysicalFairness TO LEARN MentalDevelopment TO LEAVE A LEGACY SpiritualMeaning

28 0 20 40 50 60 70 80 90 100 10% Read 20% Hear 30% See 50% See & Hear 70% Discuss 80% Experi- ence 95% Teach We Learn... William Glasser

29 Developing Your E.Q.  Develop the courage to follow your own feelings  Express your feelings – find out who cares – spend time with them

30 Developing Your E.Q.  Start labeling feelings; stop labeling people & situations  Analyze your own feelings rather than the action or motives of other people

31 Developing Your E.Q. AAsk others how they feel MMake time to reflect on your feelings UUse three word sentences beginning with “I feel”

32  Identify your fears and desires  Identify your unmet emotional needs

33 Developing Your E.Q.  Take responsibility for your emotions & happiness; Stop believing others cause your feelings; Don't expect others to "make" you happy

34 The Research: In every field, your EQ (emotional quotient) is 2 times as important as your cognitive abilities.

35 Questioning  Question Phrasing: Ask- Pause-Call  Wait time– 3-5 seconds before you respond  Signal Responses

36 Set or the Introduction of the Lesson  Involve the learners from the beginning.  Give a statement of learning.  Relate the learning to past, present, and or future learning

37 In one sense, you don't learn to teach by getting a degree and becoming certified. You learn to teach in much the same way you learned to drive -- by driving. You learn to teach by teaching, by making mistakes, learning from them and improving. The purpose of a teacher education program is to get you as ready as possible to learn how to teach by subjecting you to a variety of methods and experiences that have a basis in tradition and research.

38 “I believe the single, most significant decision I can make on a day to day basis, is my choice of attitude. It is more important than my past, my education, my bankroll, my successes or failures, fame or pain, what other people think of me or say about me, my circumstances, or my position. Attitude is that “Single String” that keeps me going or cripples my progress. It alone fuels my fire or assaults my hope. When my attitudes are right, there’s no barrier too high, no valley too deep, no dream too extreme, no challenge too great for me.” Charles Swindoll, Strengthening Your Grip



41 The Starfish There was a young man walking down a deserted beach just before dawn. In the distance he saw a frail old man. As he approached the old man, he saw him picking up stranded starfish and throwing them back into the sea. The young man gazed in wonder as the old man again and again threw the same small starfish from the sand into the water. He ask, “Old man, why do you spend so much energy doing what seems to be a waste of time?” The old man explained that the stranded starfish would die if left in the morning sun. “But there must be thousands of beaches and millions of starfish!” exclaimed the young man. “How can you make any difference?” The old man looked down at the small starfish in his hand and as he threw it to the safety of the sea, he said, “I make a difference to this one.”

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