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Background

Teaching is one, stressful, round-the-clock job where the greatest payback comes in the form of appreciation – verbal and non verbal – from administration, peers and, most importantly, students and their parents. However, no matter how good and appreciated a teacher may feel, there is a need for regular refreshing of the cycle of teaching and learning.

It is this need for refreshers or re-orientation that, if skillfully managed, can be a huge value-add to the in-service teacher; schools that take advantage of these opportunities are, in their turn, appreciated by the community – students, parents and teachers themselves.

The Facilitator

Who could do the job better than a person who has been a teacher, a teacher-trainer and a corporate facilitator with 40+ years of experience in the classroom and on the field? A more detailed profile of Leslie Francis D’Gama is attached. What follows are brief glimpses into the various kinds of teaching enhancement programmes that Leslie has run over the years.

The Methodology

The Facilitator uses Participative and Experiential Learning strategies in which participants will bring their own experiences to the program, discuss them in the light of the content that is presented and create action plans for the same. The Facilitator will use examples from real life, stories, group discussions, worksheets and presentations to create the learning environment required

Generic Classroom Management Programmes

These programmes are not restricted to any specific level or group of subjects. The concepts and skills dealt with in each of these workshops are generic in nature and can be applied anywhere. These classroom management programmes are based on the facilitator’s own experiences and training in specific models over time.

Module G1: The Teacher Makes the Difference

Teachers will engage with principles of learning that will help them to see the powerful effect the teacher has on the learning space and the students in his/her care. More specifically, the program will uncover the following ideas:

  • Essential characteristics of effective teachers.
  • Assumptions that teachers make in approaching learning.
  • Steps to becoming more effective as a teacher.
  • Motivating learners in modern classrooms.
  • Teacher behavior that promotes long term learning.

Module G2: Designing Active Lessons

This module demonstrates the various strategies that a teacher can adopt at different points in a lesson to encourage participation and learning. Activities proposed include :

  • Writing and teaching by Objectives and Outcomes.
  • Techniques of Teaching - Practical demonstrations of techniques.
  • Promoting Active Participation through activity, chunking the lesson.
  • Using Questions to encourage thinking, Bloom’s Levels of Thinking.
  • Using Guided and Independent Practice to promote long term learning.

Module G3: Understanding the School Climate, Role of the Teacher

Every school has something unique and exclusive to its position in society. This is manifested in many ways, through students, administrators, society and the teachers. It helps a school to be in sync with the way it is seen in society and orientation of its teachers helps achieve this target.

Teachers should be able to articulate the purpose and vision of the School and the beliefs of the stakeholders. They will also understand the school climate, its position in the community and articulate steps towards maintaining and rebuilding the image where necessary. Topics include:

  • Purpose of a school, position in the social structure
  • Our School – its signs and symbols, meaning for learners
  • The School Climate – aspects of leadership, teaching, learning, home environment, discipline
  • Role of a teacher in developing the school climate.

 

Workshops on Teaching Concepts and Models

Education is constantly under development. New models are conceived and tested over various teaching situations to establish a model that works well in most cases. In keeping with the research our teachers need to be regularly updated with concepts that, once learned are soon forgotten if not practised. Teaching Concepts are Models, when done in a practical, user-friendly manner, empower the participants to try these concepts in their own classrooms.

Module T1: Understanding Bloom’s Taxonomy

Benjamin Bloom left the community with much to think about when he defined his levels of mental complexity. How do we use these in the classroom on a daily basis? How to we vary the use of these levels across subjects and learning levels? This workshop explores some best practices in teaching to the levels of the students while giving some insights on setting of better question papers.

  • Understanding levels of complexity and Bloom’s theories
  • Working with the taxonomy – asking questions, setting tasks
  • Matching learning with behaviour as defined by the taxonomy
  • Setting better questions – a better structured question paper

Module T2: Using Multiple Intelligences in the Classroom

By the end of the workshop participants will be able to

  • explain the basic theories behind MI and its use in the classroom
  • identify the various learning styles adopted by the students in their own classrooms
  • prepare lesson plans that cater to multiple intelligences
  • guide parents in understanding variations in the way their children respond to situations

Module T3: Mathland – Creating Math Cultures in the Classroom

This workshop, based on the works of Jean Piaget, Seymour Papert, Sheila Tobias, Marilyn Curtain-Philips and John Holt is designed for Primary and Middle school teachers who may not be specifically Math teachers but who are teaching math.

General Learning Objectives:

  • To examine the causes of what is generally called “mathophobia” in students and teachers
  • To help teachers overcome their own fear of math and build the confidence to teach math cheerfully
  • To see how creating a conducive environment in the classroom can help inculcate an aptitude for maths, curiosity and scientific temper
  • To help teachers to consciously build a “mathland” within the classroom