A school will never be better than its facultyand the learning environment never betterthan the teacher creating it. No amount ofresources, equipment or infrastructure cancompensate for a weak teaching staff.

Educationalists Ask:

Teachers’ communication abilities can make orbreak an educational institution. Learning seldomhappens if the teacher doesn’t command likeability,credibility, doesn’t demonstrate sincerity, passion,and persuasiveness, and is perceived to be noteasily approachable.

What to do when the Teacher Education Systemdoesn’t build the most crucial teaching successfactor - ie, ‘Speaking’?

What to do when Teacher CommunicationTraining programs fail to induce the mostimportant teaching skill - ie, ‘Speaking’?

For a Student,Teacher is theCollege.And, Teaching isSpeaking .

The WholeInvestment inEducation goWaste WhenTeachers Fail toSpeak , Engage,& Inspire.

www.EdXcellence.org

An Espoir Worldwide Initiative. www.EdXcellence.org

1. The ability to clearly presentideas, and the ability to organizeclassroom activities.

98% 6. Eliciting, Generating and usageof student ideas. 94%

2. Variability of media, materials,and activities used by the teacher. 82% 7. Justified criticism presented in a

convincing manner 98%3. Enthusiasm, defined in terms ofthe teacher's movement, voice in-flection, etc

100% 8. Use of structuring comments 98%4. Task orientation or businessliketeacher behaviours, structured rou-tines, and an academic focus.

96% 9. Appropriate questions in termsof lower and higher cognitive level 96%

5. The teacher's coverage of thematerial or content in class. 95% 10. Probing or encouraging student

elaboration 98%(Reference: Rosenshine and Furst: Characteristics of Effective Teachers)

What are the “Crucial Factors” that decide teachers’ Success in the classroom?

How do these factors depend on teachers’ ‘Speaking’ skills?

Why Do Teacher Communication TrainingPrograms Fail?

The tragedy is that our society believes anyone whohas acquired a degree in a subject can teach that sub-ject well - even on the very next day of acquiring thatdegree!

Main reasons why Teacher Communication Training Programs Fail.

The belief is so deep-rooted that even the country’s highestexamination for ‘lecturer selection’ is a multiple-choice typeexamination! They never test the most crucial factor thatmakes ‘learning’ happen: Teacher’s ‘Speaking Skill”.

1Most teachers are not convinced that trainingis a “crucial need” as no one has complainedabout their teaching style - ever.

2Teachers don’t trust the program as they haven’tseen any visible success in earlier participants,or thoughtful improvements in methodologies.

3Not engaging. The program consists of usuallectures, YouTube videos and a presentation.There is no ‘do-get feedback-do’ loop.

4There is no convincing, fool-proof process toexpose teachers’ ‘Unconscious Incompetence’and shortcomings in their teaching.

5The program never touches upon crucial issues,therefore, never produces the ‘deep impact’ thatcould produce permanent improvements.

6Old curricula, absence of monitoring and lack offollow-up. After the program, all teachers returnto their pre-program teaching styles.

For more inforamtion, visit www.EdXcellence.org

When we realised…. …we innovated

When we realised that most academically brilliantteachers fail to build credibility, they fail inteaching, they are not even aware of theirshortcomings, and nobody dares to tell them…

…we developed World’s first Teacher CommunicationSimulator. It convinces the teacher about his/her shortcomingswhile interacting in realistic situations. It exposes their‘Unconscious Incompetence’ and guides him/her through thepath of improvement with their whole-hearted participation..

1

When we realised that most teachers don’thave the ‘answering reflex’ to respondmeaningfully on the spot, and this affectstheir Comprehension & Interactive Influencein the classroom…

…we included the innovative feature of realistic ImpromptuSpeaking to Teacher Communication Simulator. It helps theteacher face meaningful random and rapid questions and buildsthe ability to think critically on his/her own feet, and deliverapt responses on the spot.

2

When we realised that teachers’pronunciation, grammar, sentence formation,vocabulary, phrasal verbs, idioms andphrases etc lead to sharp criticism, and inturn they lose respect…

…we introduced interactive communication enhancementfeature in our CBI-Theme based programs. It ensures FasterLearning, Longer Retention and Quicker Recall of all Englishand communication related matters including UK/US accents,Usage of right words and Grammar structures.

3

When we realised that many teachers can’tengage students because they don’t haveany interesting topics to discuss justbecause they never had the habit of ‘extra-reading’ in the past…

…we developed world’s first Blended-learning English program,“Smart Communication through Wit & Wisdom”. Throughthousands of apt stories, anecdotes, quotations and real life facts,teachers can engage their students. It even compensates for thelost time of not reading good books in the past.

4

When we realised that teachers’ facialexpressions, gestures and postures repulsetheir students, and create an unhealthyperception that the teachers are hostileand unapproachable…

…we included the novel feature of Body-language Recording. Ithelps the teacher realise their body-language while responding torandom, complex situations. This leads teachers fine-tuningtheir their reflexes and enhance their likeability.

5

When we realised that teachers never gettrue feedback, and don’t believe it ifreceived saying the ‘accusations’ are not‘convincing’, and that is the reason for notinitiating improvement actions…

…we developed the Contextual Feedback Module for the TeacherCommunicator Simulator. It presents the teacher with Timely,Factual and Convincing feedback that are Actionable.Moreover, these feedbacks are the basis for the teacher’scustomised communication development program.

6When we realised that traditional teachercommunication skills development programsdon’t produce permanent changes inteaching habits…

…we introduced the Ingraining Feature in TeacherCommunication Simulation & Trainer, Theme-based Learning forEnglish Skills, Experiential Learning & Interactional Hypothesisetc everywhere so that Teaching Excellence becomes theirNature - Not by Memorising, But by Truly Experiencing!

Benefit from the unique blend of advanced learning theories and cutting-edge technologies.How did our researchers do that?

How Does ‘Necessity’ IgniteEducational Innovations?

What is the Result?Educationalists see it as a sure-fire tool for teachers to teach like champions. They leadmeaningfull talk that engages and inspires, thereby weilding high Interactive Influence.

More information on innovations, visit www.EdXcellence.org

CommunicationTeacher

DevelopmentSystem

Launch Your Institutioninto Higher Orbits.

Developed based on Malcolm Baldrige Criteria for Educational excellence and ISO-9000 quality systems at Oxford, England & Ann Arbor, Michigan, UnitedStates. Patents applied for. Information in this brochure is for the Indian edition. To ensure your installation, contact: Espoir Technologies Private

Limited, SAARC Regional Office, 18, Shroff Suyash, Baner, Pune. Mobile: 0-98220-32929 email: smile@espoirtech.com

Swimming can be learned ONLY by real swimming, not by attendinglectures on ‘swimming theory’. Similarly, smart teaching abilities canONLY be acquired by putting oneself into random, meaningfulinteractions - multiple times - until the teacher masters the art, andcommands the powerful ‘Interactive Influence”.

How Does It Work?

Six Years of Research: For You!

How to transform a concrete building into a homeof inspired learning?

EdXcellent Teacher CommunicationDevelopment System is the only sure-fireprogram that ensures your teachers speak‘Excellently’.

“For the things we have to learn before we can do them,we learn by doing them.”

- Aristotle (384 - 322 BC) Greek philosopher and Scientist.

Therefore, EdXcellence program is a THREE-STEP process, thatengages teacher in the iteration of ‘Do-Receive Feedback-Do-Receive Feedback’ (Interactive Hypothesis) supported by latest inlearning theories and multi-media technologies.

Step 1Knowledge Objective: The learning imperatives,

Theories, and the best practices.

One day workshop for all participants.

Objective: To build interaction abilities, throughmeaningful talk that engage & inspire students.

Practice-Feedback-Practice (Flexi-Duration)

Objective: To build language abilities to spreadideas, thoughts that lead to action.

Practice-Feedback-Practice (Flexi-Duration)

Objective: The program produces permanentchanges - excellence becomes second nature.

Monitored Interactions (Flexi-Duration)

Step 2Practice

Step 3Ingrain

Tool Used: Teacher Communication Simulator -Trainer Module.

Tool Used: Smart Communication through Wit &Wisdom.

Important: In Step-2 and Step-3, participating teachers upload theimpromptu captured videos. EdXcellence experts evaluate andprovide feedback, and remedial measures. Step-1 program isconducted by EdXcellence experts.

More details on EdXcellence.org

When a new school/college opens its doors,where does the culture come from? What makesa school feel special to those who spend timethere?All answers lead to theacers’ talk. The teachers ofExcellent institutions speak ‘Excellently’.

It Forewarns teachers about theirprofessional/personal Blind Spots.

It uses Confidential One-on-One Methodfor personalised analysis. Convincingfeedbacks lead to actions.

It blends Latest Learning Theories &Advanced Technologies and deploysthem for Maximum Impact.

It uses Simulator Technology to createrealistic interaction situations that En-gage & Educate teachers.

It uses Content-based Instruction Meth-odology (English through Wit & Wis-dom) to Compensate for the“No-Reading Habit” of the past.

More details on EdXcellence.org

The Brillianceto Bring-out Higher Brilliance!

An Espoir Worldwide Initiative

www.EdXcellence.org