2. Icebreaker
• Reflect
• Strengths as a Teacher
• Achievements as a Teacher
• Goals as a Teacher
• Speak to a colleague (2 + 2 minutes)
• Share
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3. 21st Century Teacher Roles
Communicator
Learner
Adapter
Collaborator
Model
Leader
Visionary
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4. Are Teachers Born or Made?
Teaching is a
Skill
Skills need retraining & refreshing.
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5. Teacher Skills
Pedagogic skills
Technical skills
Personal skills
Social skills
Management skills
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8. Classroom Management Tools
1. Pair work
2. Group work
3. Good instructions
4. Eliciting
5. Thought provoking questions
6. Activities, Games & Technology
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10. Pair Work
Recall the Icebreaker
Think of advantages of pair work
Form pairs
Share your ideas with partner
Share with class
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11. Pair Work - Advantages
Greater opportunity for Application
Learners gain confidence/overcome fear
Real time feedback/response
Peer learning
Cooperation – a life skill
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12. Pair Work – Review
THINK – make notes
form PAIRS
SHARE with Partner
SHARE with Class
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14. Group Work
Recall Activity -2
Form groups
Discuss advantages of group work
Arrive at consensus
Share with class
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15. Group Work - Advantages
More student participation time
More listening time
More fun
Exchange of ideas
Seeing others‟ points of view
Improved social skills
Improved problem solving skills
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16. Group Work - Review
Explain the activity
Arrange the groups
Set time limit
Give example/demonstration
Move & Monitor
Follow up
Discuss the activity
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18. Good Instructions are . . .
Short
Simple
Precise
Easy to follow
Repeated
Demonstrated
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19. Follow the Instructions!
READ ALL THE INSTRUCTIONS AND FOLLOW THEM CAREFULLY
BEFORE BEGINNING ANSWERING.
Max Time: 2 minutes
1.
Write your name in capital letters at the top of the sheet.
2.
What is the full form of “GDC”?
3.
How long have you been a teacher?
4.
Make a small hole at the bottom with the tip of your pen.
5.
If you are “male”, write “Not F”; if you are female, write “Not M”.
6.
Say loudly the name of the subject that you teach.
7.
How many zeroes are there in a million?
8. If you have finished reading all the instructions,
answer only item 1 and ignore the rest.
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23. Question Types
Yes / No
Information
Closed ended
Open ended
Teacher initiated
Student initiated
Factual
Inferential / Hypothetical
Objective / Impersonal
Subjective / Experiential
LOT / Clarification
HOT / Provocative
Rhetorical
Leading
Direct
Indirect
Essential, Empowering, Selection, Problem-solving, Identification, Tag,
Convergent, Divergent
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24. Evaluation
Include variety
Avoid routine questions
Test application of learning
Encourage imagination
Encourage creativity
Promote further learning
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25. Responding to Questions
•
•
•
•
•
Never ask just for the sake of it
Ask only if you are prepared to listen and respond
Avoid big words
Avoid intimidating
Involve the audience
(do you think that?, have you considered?)
•
•
•
•
Go narrow first, then broaden
Follow up with „why‟ or „how‟
Accept “I don‟t know” as an answer
Have you got any other good tip?
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31. Thank you
Send your comments to
lionnagaraju@gmail.com
This slideshow is available at
www.authorstream.com/tag/lionnagaraju
www.slideshare.net/lionnagaraju
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Editor's Notes
What is it? How is it done? Have you ever used it?
By splitting the students up into small groups, you will instantly increase communication, interaction and engagement because they will have to work with each other to complete the task. Once they have finished their group work, they may feel more comfortable sharing with the entire class because the spotlight will be distributed to three or four of them, instead of resting solely on the shoulders of one student.
Use of appropriately designed teaching aids makes the teaching-learning process highly effective. Each teacher may make a wise choice of the aids depending on factors such as availability of infrastructure, cost effectiveness, reusability, student achievement levels etc.The web is a very rich resource for ready-to-use teaching aids. However, be warned that it is a dense jungle where you may easily get lost, if you do not predetermine your exact needs.Activity: Which ones do you prefer and why?