How to become a world class teacher in the 21st Century

Dr. Radhakrishna G Pillai

Director, UGC ASC, University of Calicut

Department of Life Sciences

University of Calicut

What are your expectations?

• “What is a teacher?

• I'll tell you:

it isn't someone who teaches something,

but someone who inspires the student to give of her best in order to discover what she already knows.”

― Paulo Coelho,

Brazilian artist-novelist

• “I'm not a teacher: only a fellow traveler of whom you asked the way. I pointed ahead -ahead of myself as well as you.”― George Bernard Shaw

What is there in his hand?

What is he thinking?

?

Now Can you find what he is thinking?

…………………………………………………………………………………………………………………………………………..

What is this?

How is this related to teaching-learning?

Differences in instruction

Which mode of instruction is

better

Dronacharya –Effective teacher?

Is Dronacharya an effective teacher?

Give reason/s to your answer

Non descriminative

Could you consider your own children and your students equals?

Equal opportunity in class rooms

Whom you like the most? Why?

Whom do you like the most? Why?

Learner behaviour

Does your teaching plan include all types of learners?

Ability and types of perception

Two types concrete and abstract• Concrete: register information directly through your

five senses: sight, smell, touch, taste, and hearing.

“I could finish the work in 10 days”

• You are dealing with the obvious

• No attempt to find hidden meanings,

or relationships between ideas or

concepts.

• Perceive what it is

Abstract

• Abstract: This quality allows to understand or believe that which you cannot actually see

• Allow to visualize, to conceive ideas

• Intuition and imagination leads you

• Looking beyond to see more subtle implications. "It is not always what it seems.“

“I could finish the work soon”

Perceptual Quality

• All people have both concrete and abstract perceptual abilities

• Each person is usually comfortable using one more than the other.

• The person whose natural strength in the concrete, for example, may communicate in a direct, literal, no-nonsense manner

• The person whose natural strength is the abstract may use more subtle ways to get a point across.

Dyspraxia

• Dyspraxia is also known as Motor Learning Difficulties

• A person with dyspraxia has problems with movement, coordination, judgment, processing, memory and some other cognitive skills.

• Dyspraxia also affects the body's immune and nervous systems

• Individuals with dyspraxia have difficulties in planning and completing fine motor tasks

• Range from simple motor movements, such as waving goodbye, to more complex ones like brushing one's teeth

Learning Difficulties

• Diagnostic and Statistical Manual of American Psychiatric Association (DSMIV)

• International classification of diseases– Attention Deficit Hyperactivity Disorder (ADHD)

– Dislexia –Language processing disorder• difficulties with accurate word recognition, decoding and

spelling

• problems with reading comprehension and slow down vocabulary growth

• Dyslexia is neurological and often genetic

• Proper support will help dyslexia persons to become good readers and writers

Asperger Syndrome

• Asperger syndrome (AS) is an autism spectrum disorder (ASD)

• Complex neurodevelopment disorder

• Characterized by social impairment, communication difficulties, and restrictive, repetitive, and stereotyped patterns of behavior

• Lack the ability to modulate the volume of their voice to match their surroundings

• Abnormal migration of embryonic cells during fetal development that affects brain structure and “wiring”

Emotional and Behavioural Disorder

• Inability to build or maintain satisfactory interpersonal relationships with peers and/or teachers

• Inability to learn which cannot be adequately explained by intellectual, sensory or health factors

• Consistent or chronic inappropriate type of behavior or feelings under normal conditions

• Displayed pervasive mood of unhappiness or depression

• Displayed tendency to develop physical symptoms, pains or unreasonable fears associated with personal or school problems

Attention Deficit Hyperactivity Disorder

• Diagnosis are;

–Inattention:

–fail to give close attention

–Difficulty in sustaining attention

–Easily distracted

–Difficulty in organising tasks

–Reluctant/dislike to engage in tasks that require sustained attention

–Forget daily activities

Attention Deficit Hyperactivity Disorder

• Hyperactivity:

–Fidgets with hands or feet/squirms in seat

–Move around in class without reason

–Inappropriate movements- running

–talks excessively

–Difficulty in engaging leisurely activities

Attention Deficit Hyperactivity Disorder

• Impulsivity:

– Start answering before questions are finished

–Difficulty in waiting for turn

– Interrupts others

Everyone of us show some or most of the above behaviours

Stressed, tired, bored, not in good mood cause them

Practical ScenarioYou were at the beginning of your lesson

You asked a question on the previous day’s topic

Lakshmy wanted to answer

You turned to another student- no answer

Second student also failed to answer

You went back to Lakshmy

The response from Lakshmy – “What was the question?” – what will be your reaction?

What will be your response in this situation?

ADHD- Different types of students

• Attention defiant disorder

– Oppositional angry student

– Developed cocoon around

– Protect from the comments of teachers or peers

– Challenged- show temper tantrums

• Attention Detachment Disorder

– Completely lethargic

– Passive resistance

– Given up attitude

– Unresponsive to +ve or –ve reinforcement

ADHD- Different types of students

• Attention Dizzy disorder

– Bright and Breezy student

– Zest for life remain undiminished

– Positive

– Enthusiastic in their hyperactive and impulsive learning style

– Pressure of traditional schooling damage their enthusiasm

– May turn into any of the other two types

Ordering ability• Sequential: organize information in a linear, step-by-step

manner• When using your sequential ability, you are following a

logical train of thought, a traditional approach to dealing with information. You may also prefer to have a plan and to follow it, rather than relying on impulse.

• Random: organize information by chunks, and in no particular order

• you may often be able to skip steps in a procedure and still produce the desired result

• You may even start in the middle, or at the end, and work backwards.

• You may also prefer your life to be more impulsive, or spur of the moment, than planned.

Learning styles

• Both ordering abilities are present in each person, but usually a pattern emerges for using one over the other more comfortably

• There are four combinations of the strongest perceptual and ordering ability in each individual:

1. Concrete Sequential (CS)

2. Abstract Random (AR)

3. Abstract Sequential (AS)

4. Concrete Random (CR)

Write a few words or phrases that come to mind when you hear the

word assessment

Continuous assessment

• Listening closely to students

• Observing students while they are learning

• Trying to understand what they understand

• Assessment happening in real time

Summative and formative assessments

Formative:* Continuous•Collection of data happens

while students are learning•Help to inform and form practices

Summative:•Data collected at certain planned interval•Summary of progress over time

Factors in assessment

• The stakeholders Purpose

– Students Guide/change instruction

– Parents Convey expectation

– Colleagues Document progress

– Institution Monitor outcome

– Society Provide basis for planning

– State Allocation of resources

– Nation

Techniques for assessment

Listening closely: their interaction, questions, Findings etc.

Purposeful questioning

Sharing new material

/information

Sparking conversation

Student self assessment

Benefits of continuous assessment

• Benefits instruction

• Enhance student learning

• Provide timely feed back

• Enable teacher’s professional growth

• Provide information to report student progress

• Deepen conceptual understanding of student through sharing data

Formative assessment favour Inquiry

• Inquiry involves;

– Making observation

– Posing questions

– Explore what is already known

– Analyse and interpret data

– Propose answers, explanations and predictions

– Communicating the results

Inquiry requires*. Identification of assumptions

*. Use of critical and logical thinking

*. Consider alternative explanations

Foundation of Inquiry approach• Trust and respect of

students

• Teachers believe that;

– Students come to the class room with strongly held and well developed basic ideas

Teacher believe that students modify their ideas and construct scientifically acceptable understandingStudents need time and materials to explore their ideas and questionsConverse effectively with teachers and peers

Assessment of data

• What is found in the data?

• What do the data tell me about the student?

• Compare the data with the initial concept, process and disposition

• Use information for planning further lessons

• What could I do in the future to promote certain aspects of learning?

• What evidence I need to save?

“Help to reflect on your teaching”

Continuous assessment & professional development

• Class room experience an important vehicle for your Professional Development

• Strive to better understand and guide students’ learning – reflecting

• What do I do to improve students learning /understanding

• Watch or listen to your lessons and reflect

• Request colleagues to observe and comment on your teaching

• Review different classes of yours

Neuro Linguistic Programming (NLP)

A field of study that attempts to build a set of transferable skills by programming the unconscious mind

Neuro Linguistic Programming (NLP)

• NLP is a collection of models, tools and techniques that enables its Practitioners to: – Communicate more effectively– Achieve excellence in their chosen field– Overcome performance-limiting behaviours– Programme their unconscious mind– Programme themselves to improve performance

and results"

Neuro Linguistic Programming (NLP)

"NLP is a therapeutic technique to detect and reprogramme unconscious patterns of thought and behaviour in order to alter psychological responses.

The basic principle of NLP

“it is in an individual`s power to change their own subconscious programming for the better"

Teaching

• is about relationships as well as pedagogy

• is about feelings as well as facts

• is about what goes in your head as well as in your student’s head

• is about using your senses as well as your subject knowledge

How will NLP help teachers?

• Communicate more effectively

• Develop your influencing skills and approaches

• Manage your emotions and feelings more effectively to help you to build resilience

• Set yourself, and achieve, positive outcomes

• Expand your range of potential behaviours and develop more flexibility

NLP is modelling

Model

• the visible external behaviours/language of highly effective people

• the internal mental processes that they use and the way in which they link

Activity: Identify one of your very effective teacherschoose a few external

behaviours/language of that teacher which make him/her an effective teacher

Could you model this

Excellent teacher?• Know what you want:

– Identify precise and achievable outcomes

– Know the purpose and direction of your communication and action

– Have clear internal pictures, sounds or feelings

• Know if you are getting what you want

– Sharpen the details that you sense and develop sensory acuity

– Notice the response of others – sensory feed back to ensure that you are progressing towards your outcome

Excellent teacher?

Flexible to changeBehaviour, language and internal feelingsContinually adapt in order to influence and involve others in your outcome

Take actionTo fulfil the requirements

Hypnotism and effective teaching

• Be the controller of the thought process of the students during lessons

• How?

Does all communication involve hypnosis?

• Activity• Describe a recent experience to your partner

–Recent holiday

–One pleasant experience

Where your partner able to take you to the occasion –eg to the holiday site- experienced the pleasure/sound/smell of it?

What are the things you expect in a really effective hypnotherapist?

Create positive change for peopleCommunicate effectivelyHelp people to change their behaviourFacilitate learningChange people’s lifeHelp people to overcome difficult past experiencesSupport people to fulfil their potentialHelp people to manage their behaviours

Like a therapist teachers influence their students with words

Do all teachers have same opinion about the same class?

• Why?

One major factor affecting our behaviour

The way in which we think about things affects our behaviour and therefore

affects and influences others around us

What is your first thought about this

Basic principle of NLP

We can’t change

anyone else’s

behaviour

We can only change

our own

Presuppositions in NLP

Communication• We are always communicating

What are the ways we use to communicate?

By wordsFacial expressionWay we standWhere we standClassroom arrangements

Presuppositions in NLP

Communication• Meaning of our communication decide the

response we get

How do you get anyone else to do anything?

What makes you follow another person’s instructions?

Presuppositions in NLP

Communication• Resistance is the result of a lack of rapport

Ask yourselfWhat sort of relationship do

I have with this person?

Think of a situation when you encountered resistance or challenge –share that with your neighbour

Does your partner

agree with your

opinion

Presuppositions in NLPHow to think effectively

• The map that we create in our mind’s eye is not reality

Our experiences and emotions associated with those experiences affect the way we presume situations

Presuppositions in NLPHow to think effectively

How to become aware of what is in your map?

Learn to have flexibility Learn skills to communicate effectively

Presuppositions in NLPHow to think effectively

The person who sets the frame controls the

communication and the actions that happen

How

To

Become

A

Wise Guy

What you need?

• A few minutes in a quiet place

• The directions for this experience

• Your brain (essential!)

• Think of a time when you were having an unpleasant conflict with someone else

(if you've never had one, call me and I'll yell at you).

• This can be your husband, child, student or ANYONE.

• Re-experience this situation

• Notice the other person's reactions, their physical posture, gestures etc

• Clear that image away and now, re-experience the situation as the other person.

• Using the information you gathered in the first stage, step into their shoes and imagine as you progress through the experience, what their feelings and attitudes are.

• After you have processed any new knowledge gained through that experience,you can clear that image away and

Now,

• Re-experience the experience from no one's point of view. In other words, watch the both of you from a neutral space. Notice any new information gained by this new perspective.

• Now what?Gathered lots of the information Enormous value.

• You can now perceive how others see you and how an entire situation can be viewed from a neutral position.

Instead of one way of experiencing the world, -three waysbetter able to empathize with others and make more objective decisions.

Having all this information readily available, is the basis for wisdom

Warning:• While this is a very useful way to experience

and gather information about the world,realize that these are our guessesas to how others are feelingand one should test the waters before jumping in.