29 march 2012
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TRANSCRIPT
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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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