1. WORKSHOP
for Degree College Lecturers
EFFECTIVE
CLASSROOM
MANAGEMENT
mnRAJU
2. Icebreaker
1 Name & Qualifications
2 Best Teaching Experience • Speak to an
3 Favorite Subjects/Topics unknown or
less known
4 Achievements & Awards colleague
5
• Use ONLY
English
• Do not write
mnRAJU
3. Why Do We Teach?
Knowledge
Skills
Application
Information Literacy
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4. Why Do We Teach?
Higher objectives of education
Learning to Learn
Learning to Live
Learning to be Better
Obligation to nation, college &
students
Professional satisfaction and growth
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10. Activity - 2
Call out L - E - A - R – N
Form five groups & sit in circles
Discuss “What can a teacher
change and what he cannot?”
Spokespersons make short
presentations
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11. A Great Teacher uses
Effective
Classroom
Management
Techniques
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12. TTT vs STT
Decrease Teacher Centred
Teaching Time
Increase Student Centred
Learning Time
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13. Instruction Patterns
1. Teacher Talk
2. Choral Response
3. Close-ended Teacher Questioning
4. Open-ended Teacher Questioning
5. Full Class Interaction
6. Student Initiated Questioning
7. Group Work
8. Pair Work (Collaboration)
9. Individual Work
10. Self Access mnRAJU
14. Modes of Instruction
Mode Participants Live Online
one-to-one teacher-student conversation online chat
student-teacher explanation e-mail
student-student clarification
discussion
one-to-many teacher-students lecture streaming audio
student-students demonstration streaming video
bulletin board
mailing list
many-to-many students-students debate audio-conference
GD video-conference
forum
blog
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15. Interactive classes use
1. Pair work
2. Group work
3. Good instructions
4. Eliciting
5. Thought provoking questions
6. Activities, Games & Technology
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17. Pair Work
Recall the Icebreaker
Think of advantages of pair
work
Form pairs
Share your ideas with partner
Share with class mnRAJU
18. Pair Work - Advantages
Greater opportunity for Application
Learners gain confidence/overcome fear
Real time feedback/response
Peer learning
Cooperation – a life skill
mnRAJU
19. Pair Work - Review
THINK – make notes
form PAIRS
SHARE with Partner
SHARE with Class
mnRAJU
21. Group Work
Recall Activity -2
Form groups
Discuss advantages of group
work
Arrive at consensus
Share with class mnRAJU
22. 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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23. 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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31. Question Types
Yes/No Information
Close-ended Open-ended
Teacher initiated Student initiated
Factual Inferential/
Experiential
LOT HOT
Rhetorical/ Thought-provoking
Leading
mnRAJU
32. Responding to Questions
Let students think and formulate
Do not interrupt
Show interest in answers
Involve other students
Ask follow-up questions
Do not discourage students
mnRAJU
33. Evaluation
Include variety – HOT/LOT/FIVE
Avoid routine questions
Test application of learning
Encourage imagination
Encourage creativity
Promote further learning
mnRAJU
36. Visual Aids
Realia
Models
Photographs, Charts
Transparencies
Slideshows
Video Clips, Multimedia
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37. Go Modern
“Don’t limit a child to your own learning, for he
was born in another time.”
- Rabindranath Tagore
It’s not about the tech.
It is about the teach.
mnRAJU
38. Current Technologies
Internet
Mobile Technologies
Video Transmission
Social Networking
Blogs, podcasts, YouTube etc
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40. Edutainment
Use podcasts, videos, audios,
animation (www.goanimate.com)
Use wikipedia etc
Create your own website
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41. Emerging Technologies
Internet2 (100 times faster)
Wi-fi, Bluetooth, 802.11(versatile plug-ins)
The Tablet PC
Nanotechnology
Thought-controlled Computing
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42. How does it affect you?
Accept Challenges
Exploit Opportunities
Don’t Stop Learning
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43. What you do
TODAY
can IMPROVE
ALL YOUR
TOMORROWS mnRAJU
44. This slideshow is available at
www.slideshare.net/lionnagaraju
www.authorstream.com/tag/lionnagaraju
Send your comments to
lionnagaraju@gmail.com
mnRAJU
Editor's Notes
Welcome to this induction programme for the recently promoted lecturers. I am RAJU, retired lecturer – your facilitator for this session. This 90 minute presentation aims at giving you an idea of what goes into the teaching-learning process, both inside the classroom and beyond the classroom. It touches upon the curricular and co-curricular activities that make the process of teaching-learning more effective. This presentation also aims at giving you an idea of factors relating to student evaluation.
Let’s begin with an icebreaker. Call out the letters L E A R N by turns and form five groups. All Ls together, all Es in one place and likewise. Each group - sit in a circle or in a compact group. Discuss with the members of your group “why do we teach” and shortlist three important reasons. Nominate a spokesperson for your group and make one-minute presentations on your group’s views. Avoid repeating what the previous groups have already listed.
Teaching-Learning should foresee the practical scope for giving students opportunities to know more, comprehend better, acquire both physical and mental skills. It should not just stop there. It should also aim at strengthening the application skills of the learners. This is particularly important because our system usually stops with the imparting of information. Information literacy is a student’s ability to distinguish, classify and tell apart what is what and what belongs where. This ability to discriminate is a basic educational objective.
Expanding the horizons of imagination, inculcating a creative bent of mind and building the right aptitude and attitude are the responsibility of teachers, irrespective of the subject they teach, especially the humanities teachers. Teachers have a very significant responsibility to build right aptitudes and mold positive attitudes. Imagination and creativity need yo be infused into the young minds of our students at every opportunity.
Teaching-Learning process is the next important concept that we need to understand clearly. Teaching-Learning is a comprehensive and all-encompassing term. It includes everything that happens in the sphere of educatoin, starting with the needs analysis and statement of expected outcomes, goes on to a detailed description of objectives for the course, then deals with the choice of educational experiences, teaching-learning content, appropriate materials, effective methodology of delivery and goes on to evaluation and beyond. It may also include thrust areas, value additions etc. Take a few minutes and discuss with your partner which aspects of curriculum does the teacher have a command over and which ones he does not.
Let’s begin with an icebreaker. Call out the letters L E A R N by turns and form five groups. All Ls together, all Es in one place and likewise. Each group - sit in a circle or in a compact group. Discuss with the members of your group “why do we teach” and shortlist three important reasons. Nominate a spokesperson for your group and make one-minute presentations on your group’s views. Avoid repeating what the previous groups have already listed.
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.
Keep these guidelines in mind when you administer any kind of evaluation. A good evaluation includes questions of various kinds – questions that promote both high order thinking and low order thinking. Questions may test the factual, inferential or experiential knowledge of students. Language teachers should include questions on vocabulary and subject teachers should test the knowledge of basic concepts and definitions. Where is this induction training happening? What is the most important objective of this induction? Can you define ‘induction’? How have you benefited from this induction so fare? These are four different kinds of questions. There should be at least a few questions included to test the student’s application, creativity and imagination in the target subject. Keep your students’ entry level behavior and expected exit level behavior in mind while designing evaluation. The answer sheet is a mirror report of the student’s mind.
These four factors should be kept in mind while designing your evaluation tools. Validity refers to whether a test measures what it is supposed to measure. Reliability deals with the trustworthiness of the test results. Washback means the effect of testing on teaching and learning. Negative effects include teaching only to the test and memorizing possible test questions. Positive effects, if the test is valid, include focusing teaching upon what is important. Practicality is a matter of the extent to which the demands of the particular test can be met within the limits of existing resources including time, staff and test administration.
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?