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28 march 2012

TIME IS VERY SHORT IT IS TOO SHORT FOR THOSE

WHO ARE LOVERS OF KNOWLEDGE.

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EMPOWERMENT OF TEACHERS

FOR UNDERSTANDING STUDENTS & TEACHING –

LEARNING METHODSBy RK Srivastav

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MULTIPLE

INTELLIGENCE

• MI concepts and VAK learning styles offer simple and accessible methods to understand.

• 8 MI as identified by Gardner.

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MULTIPLE

INTELLIGENCE

1. Verbal- Linguistic Intelligence (WORDSMART)

2. Logical-Mathemetical intelligence (NUMBER/REASONING SMART)

3. Visual-Spatial intelligence (PICTURE-SMART)

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MULTIPLE INTELLIGENCE

4.Bodily-Kinesthic intelligence (BODY SMART)

5.Musical intelligence (MUSIC SMART)

6. Interpersonal intelligence(PEOPLE SMART)

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MULTIPLE

INTELLEGENCE

7. Intrapersonal intelligence(SELF SMART)

8.Naturalist intelligence(NATURE SMART)

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MULTIPLE INTELLIGENCE

Type –Bodily

Description- body movement control

Roles- dancers, actors, sports people, acupuncturists

Tasks- demonstrates a sports technique

Learning style- Physical experience and movement

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MESSAGES

ABOUT MI IN CLASSROOM • 1 TO teach all concepts/subjects using all the intelligences at least 7 ways

• 2 It suffices a certain intelligence – running/moving

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• 3 Use of materials associated with an intelligence as background

.4 Evaluation/grading without regard to context-relative strength in one and weakness in other may be erroneous/premature

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3 positive ways

• 1Cultivate those skills and capacities that are valued in community and broader society eg. English speaking

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• 2 approaching a concept, subject matter/discipline in variety of ways. Eg.key concepts, generative ideas, essential questions Not necessarily 7 ways

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• 3 out comes are-*multiple windows in a

classroom*student beholds that

teacher is expert *Pluralistic approach

opens the possibility of learning

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• 3 Personalization of education

We all are not the same ,We all do not have the

same minds,Strengths are taken into

the minds and not ignored.

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THE UNSCHOOLED MIND •This is what

is MI and the HEART of the theory.

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EMOTIONAL INTELLIGENCE

•What is EI?

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EMOTIONAL INTELLIGENCE

• Is a way of understanding and shaping how we think, feel and act.

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EMOTIONAL INTELLIGENCE

• We all feel similar emotions

• Have similar bodies• Have similar minds with

similar thoughts

Each of it put differently is what makes everyone an individual

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EMOTIONAL INTELLIGENCE • It is believed that human

a soul

• Understanding our soul and how it connects and interacts with personality could be called Spiritual Intelligence.

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EMOTIONAL INTELLIGENCE

• Our emotions are affected by our thoughts and by our physical bodies.

• Those emotions affect our thoughts and our physical bodies.

• There is no separation between these 3.

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EMOTIONAL INTELLIGENCE

• Intellectual intelligence allows us to solve logical problems.

• Spiritual Intelligence allows us to address and solve problems of meaning and value ….to place us in a wider meaning giving context.

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EMOTIONAL INTELLIGENCE

•EI is bridge between the two.

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EMOTIONAL INTELLIGENCE

Why EI is important in the classroom?

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EMOTIONAL INTELLIGENCE

Don’t worry that children don’t listen to you.

Worry that they are watching everything you do.

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EMOTIONAL INTELLIGENCE

• Children learn from adults the way be and not much what they say.

• Behaviours we demonstrate every day play a larger part in the educative process.

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EMOTIONAL INTELLIGENCE

• Children of all ages are very perceptive.

• They observe- consciously and unconsciously and they model

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EMOTIONAL INTELLIGENCE

• Developing Emotional Intelligence improves

• 1.self awareness• 2.motivation• 3.empathy• 4.recognition of choices

and accountability

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EMOTIONAL INTELLIGENCE

• More than IQ emotional awareness and abilities determines your success and happiness.

• Increased EQ skills reduces discipline problems.

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EMOTIONAL INTELLIGENCE

•EI SHAPES AS MUCH AS

70-80% OF SUCCESS

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EMOTIONAL INTELLIGENCE

People in good mood are better at reasoning and creative problem solving

Improved EQ skills increase ‘on task’ behaviours

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EMOTIONAL INTELLIGENCE

• A 3 part model at EI that can help us to understand and apply

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EMOTIONAL INTELLIGENCE • 1 Know ourselves

• 2.Make choices

• 3. Make a positive difference to the world around us/develop emotional wisdom

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EMOTIONAL INTELLIGENCE

•How do I know that Im an EI teacher?

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EMOTIONAL INTELLIGENCE

• 1 Do I appreciate children?

• 2.Do I have self knowledge?

• 3.Am I open?

• 4. Am I warm?

• 5. How accepting I am?

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EMOTIONAL INTELLIGENCE

• 6. Do I support?

• 7. Am I flexible?

• 8.Am I empathic?

• 9.Do I show respect?

• 10. Am I accountable?• 11. Do I set and move

towards goals?

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•This is self science.

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SCHOOLING EMOTIONS

•Let’s have a strange roll call.

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SCHOOLING EMOTIONS

Let the student feel how are they today?

1 no means spirits are low

10 no means spirits are high

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SCHOOLING EMOTIONS

• Sujata 10; I’m excited,it’s strurday Priya 6; happy, I got 1 toast. Anish 9; excited, today it’s a

matchIts all about how the child

feels on the day

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SCHOOLING EMOTIONS

• Self science is-

• Life skills/social development/emotional learning/personal intelligences

• Any one - an adult/ 5th grader needs help being a self observer when they are upset.

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SCHOOLING EMOTIONS

• CONCERN OF THE DAY

• Do you want to talk about why you feel that way?

• What’s troubling you do you want to air?

• Chance for creative options for handling it?

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SCHOOLING EMOTIONS

• Troubles vary with grades of class and they keep it with them ,obsessing about them in night and in the day it becomes topics in self science.

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SCHOOLING EMOTIONS

• The more ways you know to respond to an emotion the richer your life can be.

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SCHOOLING EMOTIONS

• Today’s lesson is

• Identifying feelings• Being able to name feelings• Distinguish between them

• Is the key emotional skill.

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SCHOOLING EMOTIONS

• 6 BASIC EMOTIONS

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SCHOOLING EMOTIONS

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SCHOOLING EMOTIONS

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SCHOOLING EMOTIONS

• Facial – muscle recipes for each emotions.

• Introductory psychology course

• Give lessons/stories teaching emotions, plan it to discipline students who misbehave.

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SCHOOLING EMOTIONS

• TRY THIS

• Guess a no between 1- 10

• Emotional time table of development

• Feeling cube to say when they had such feeling-circle time

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SCHOOLING EMOTIONS

• STOP LIGHT METHOD to develop emotional literacy.

• It helps.

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+ RELATION SHIPS

• HOW TO ESTABLISH + RELATIONSHIPS IN YOUR CLASS?

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+ RELATION SHIPS • Examining our selves

• Examining our language

• The power of praise

• We are human too

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+ RELATION SHIPS

• STARTING WITH YOUR SELF

• Self esteem

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DEMYSTIFICATION• Demystification

• Parents need to be present

• We tell their strength

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TYPICAL

SCHOOL PROBLEMS

• WITHIN ELEMENTRY SCHOOL

• 4 major categories are 1.Aggressive/disruptive

behaviour ( grade 3 on) 2. ADH (hyperactivity) 3. LD 4. MR and multiple

educational handicaps

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TYPICAL

SCHOOL PROBLEMS

• Test /performance anxiety (grade 6 on)

• Depression

• Ask counselor for list of questions to identify the problems

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CO OPERATIVE

LEARNING• CO OPERATIVE LEARNING is a group work.

BUT

All group work is not COOPERATIVE LEARNING

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CO OPERATIVE

LEARNING

CO OPERATIVE LEARNING

TRADITIONAL LEARNING

Positive interdependence is structured

Positive interdependence not structured

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CO OPERATIVE

LEARNING

Individuals show accountability for self and team mates

Individuals are accountable for self and not for team mates

Team membership is heterogeneous

Team membership is homogeneous

Team building activities promote1 trust2 commitment3 cohesion

No team building activities

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CO OPERATIVE

LEARNINGTeam mates share leadership responsibilities

One team mate is the leader

Social skills are1 taught2 practiced and 3 processed

Social skills are lacking

The teacher continually1 monitors groupwork2 documents observation3 provides feedback

The teacher does not do 1 monitoring2 provide feed back

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CO OPERATIVE

LEARNING5 BASIC ELEMENTS OF

COOPERATIVE LEARNING

1 Interdependence2 Accountability3 Face – to – face

interaction4 social skills5 processing

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CO OPERATIVE

LEARNING• ROLE OF TEACHER

• 1 Making decisions before the lesson begins

• 2 Setting the lessons

• 3 Monitoring and intervening during group work

• 4 Evaluating the product and process

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CO OPERATIVE

LEARNING

What makes the teaching go?

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CO OPERATIVE

LEARNINGINSTRUCTIONAL

STRATEGIES

CLASSROOM

MANAGEMENT

INSTRUCTIONAL SKILLS

CONTENT

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SAFETY FIRST

• INDENTIFICATION OF LOCATIONS OF INJURY/MISHAP

SAFETY FIRST

• 1 Classroom• 2 corridors

• 3 STAIR CASE• 4 PLAY GROUND• 5.Laboratories

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SAFETY FIRST

• What to do?

• Who will do?

• How to do?

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SAFETY FIRST

• WHO IS RESPONSIBLE FOR THE INJURIES DONE ?

• SCHOOL• PRINCIPAL• TEACHER

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SAFETY FIRIST

WHO IS ANSWERABLE

TO PARENTS ?

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DOS N DONTS

• DOS

• Take attendance of your class also in subject period, lab, lib, play ground, music, arts.

• Ask for absent students• Check the student• Listen to a students problem,

write in your diary and solve it. A repeation of problem is a concern bring it to the notice of coordinator

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DOS N DONTS

• DO your work in time• Have empathy for all

• DONTS• Talk in groups during

assembly, in the corridors,• leave your class and go to

other class, lab or staff room

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DOS N DONTS

• Reach late to class• Be rude to any one• Hide student’s behavior to

be in his/her good books• Support wrong doings of

students• Cover the colleague's short

comings• Feel bad if your colleague reminds your responsibily

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THOUGHTS• Children do not fail, they only indicate failure of

the school.• Make provisions -- not restrictions, adjust to

the need of the child.• All good practices of teaching are practices of

inclusion.• Learning together is beneficial to the child.• If you want to teach ,learn from the child .• Identify strengths not limitations.

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•THANKS

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