butwal teachers training final

8/3/2019 Butwal Teachers Training Final

1/190

A Warm Welcome to You

All


2/190

Objectives

Understand the mindset of an EffectiveTeacher/Leader and deal with any issues

with new and fresh perspective and achieveexcellence and success

Inspire and influence student/staff to

motivate and develop themselves Set Compelling Goals and achieve them.

.


3/190

Objectives

Personal Action Planning: making your

learning work for you immediately and

most effectively: Transforming you toan effective Teacher-Leader and

creating positive change in you, your

students and organization.


4/190

During the Training

During the Training keep these questions in mind

1. How and when can I apply this?

2. How can I benefit from this principle, idea, model,tool etc?

3. How can I adapt this to make it more useful?

4. Is there a better approach?5. What opportunities can I use or create to put this

to work?


5/190

Self Introduction

Josh Niraula: Educator, Trainer and SocialDevelopment Worker

Former Principal of St. Xaviers Godavari

Founder Principal of Campion Academy andCollege

Asia Director of Caritas Internationalis

Vice Chairman Kathmandu Valley School

President Elect Rotary Club of Patan South


6/190

Symbol of My Life


7/190

Symbol of My Life


8/190

Heart of a Teacher


9/190

What Do You See?


10/190


11/190


12/190


13/190


14/190


15/190


16/190


17/190


18/190


19/190


20/190


21/190

What do you see?


22/190

You can also see this


23/190

This


24/190

Please Think Back

Who was one of your

best teachers?What made her/him an

effective teacher?


25/190

Your Best Teachers

There was a relationship Inspired and Motivated you

Communicated passion for the subject

Expressed care for you Paid good attention, saw you feel special

Loved what they were doing (passion for

teaching)Were fair in dealing (Just and fair)

Knew the subject/content well (Confident)


26/190

STUDENTS WILL FORGET

MOST OF WHAT YOU

TEACH THEM

BUT WILL

REMEMBERHOWYOU

MADE THEM FEELIN

YOUR CLASS!


27/190

The Black Balloon

Son, it isn't

the color. It'sthestuff

insidethat makes

it rise."


28/190

Stuff Inside

The Stuff that is Insideeach one ofus that makes us go up or down

Is our

Attitude


29/190

Attitude

I can + You can = We can


30/190

THE ICEBERG

HOW MUCH DO YOU SEE OF ANICEBERG?


31/190

THE ICEBERG

ONLY 10% OFANY ICEBERG

IS VISIBLE. THEREMAINING 90%IS BELOW SEALEVEL.


32/190

THE ICEBERG

SEA LEVEL

10 %

90 %

VISIBLEABOVE SEA LEVEL

INVISIBLEBELOW SEA LEVEL


33/190

The Iceberg phenomena is also applicable

on human beings

THE ICEBERG


34/190

THE ICEBERG

SEA LEVEL

KNOWLEDGE&

SKILLS

ATTITUDE

UNKNOWNTO OTHERS

KNOWNTO OTHERS


35/190


36/190

WHAT MAKES YOUR LIFE 100% ?

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26

A T T I T U D E

1 20 20 9 20 21 4 5

K N O W L E D G E11 14 15 23 12 5 4 7 5

H A R D W O R K

8 1 12 4 23 15 18 11

S K I L L S

19 11 9 12 12 19 =

=

=

=

82

96

98

100

Let each letter of the alphabetic has a value equalsto it sequence of the alphabetical order:


37/190

AttitudeThe greatest discovery of my

generation is that human

beings can alter their lives by

altering their attitudeWilliam James


38/190

Total Quality People

TQP

In todays economy the greatestasset is the people.

The success of any organizationdoes not only depend on the TQM

(Total Quality Management) but onTQP (Total Quality People).


39/190

TQPTQP is people with Character,

Integrity, Good Values and Positive

Attitude. Among them Positive Attitude is the

corner stone for successbe it an

individual, community, organization or

country.


40/190

The Triple Es of Attitude

Factors that Determine our Attitude

EnvironmentExperience

Education


41/190

Environment

Positive and Negative Influence of:

Home

School/CollegePeer Pressure

MediaTV, Newspapers,

Magazines, Internet etc


42/190

Environment

Cultural, ReligiousBackgrounds

Traditions and Beliefs

Social, Economical and

Political


43/190

Experience

Traveler to the City of Athens

According to our experience with

people and events in our life ourbehavior changes.

Positive experience positiveresponse and vice versa


44/190

Education

Zen Master and Young Educated Pupil


45/190

Education

The formation we went through

: Content and Context of ourknowledge.

Lack of Openness (Fanaticism,Fundamentalism etc)


46/190

Benefits of Positive Attitude

Increased Productivity

Fosters Teamwork and Working

AtmosphereCreates Shared Vision

Improves QualityBreeds Loyalty, Responsibility and

Accountability

C f N ti


47/190

Consequences of Negative

Attitude

Bitterness

Resentment

Ill Health

High Stress

A PurposelessJoylessFutile

Life


48/190


Increased Productivity

Fosters Teamwork and Working

AtmosphereCreates Shared Vision

Improves QualityBreeds Loyalty, Responsibility and

Accountability


49/190


Fosters better Relationship withemployers, employees andcustomers

Gives Job SatisfactionReduces Stress

Health, Wealth, Relationship,Peace and Fulfillment

C n q n f N ti


50/190

Consequences of Negative

Attitude

Bitterness

Resentment

Ill Health

High Stress

A PurposelessJoylessFutile

Life


51/190

OPENAREA

KNOWN

TO

SELF

UNKNOWNTO

SELF

KNOWN TO

OTHERS

UNKNOWN TO

OTHERS

BLINDAREA

ARENA

DARK

H t d th BLIND


52/190

How to reduce the BLIND

AREA?

Others can contribute more in this

area

Solicit feedback

Develop opennessshow

willingness to change


53/190

OPENAREA

KNOWN

TO

SELF

UNKNOWNTO

SELF

KNOWN TO

OTHERS

UNKNOWN TO

OTHERS

BLINDAREA

ARENA

DARK


54/190

OPENAREA

KNOWN

TO

SELF

UNKNOWNTO

SELF

KNOWN TO

OTHERS

UNKNOWN TO

OTHERS

BLINDAREA

ARENA

HIDDENAREA

MASK

DARK

H t r d th HIDDEN


55/190

How to reduce the HIDDEN

AREA?

I have to chose to reduce this area

ShareWith Whom?

Is there any risk?


56/190

OPENAREA

KNOWN

TO

SELF

UNKNOWNTO

SELF

KNOWN TO

OTHERS

UNKNOWN TO

OTHERS

BLINDAREA

ARENA

HIDDENAREAMASK

DARK


57/190

OPENAREA

KNOWN

TO

SELF

UNKNOWNTO

SELF

KNOWN TO

OTHERS

UNKNOWN TO

OTHERS

BLINDAREA

ARENA

HIDDENAREAMASK

UNKNOWNAREAPOTENTIAL

DARK


58/190

OPENAREA

KNOWN

TO

SELF

UNKNOWNTO

SELF

KNOWN TO

OTHERS

UNKNOWN TO

OTHERS

HIDDENAREA

BLINDAREA

ARENA

DARK

MASK

UNKNOWNAREAPOTENTIAL


59/190

POTENTIAL AREABelieve that you have

unexplored territory in you

Solicit feedback and developopenness

WHEN YOU THINK YOU

CAN YOU CAN


60/190

The Wheel of Life


61/190

Why People Do Not Change?

Change is uncomfortable and Painful

Comfort and Courage Zone

But Change in Attitude is Possible withthe Power of Positive Thinking

Change your Thought and you canChange the World


62/190

THINGS I ENJOYDOING

FREEDOM FROM RISK

THINGS IM

ACCUSTOMED TO

COMFORT

ZONE

RELAXATIONSAFETY & SECURITY

EASESURETY


63/190

CHOICES

RESPONSES

OURSELVES

ATTITUDES

CIRCLE

CONTROL

OF


64/190

MBTI


65/190

Personal Development


66/190


Is a source for inner strength,happiness and a way to a better life

Improves the quality of life.


67/190


There is no such thing as instant

self improvement.Any inner change takes time, and

there must be motivation, desire,

ambition, perseverance and

dedication (Kaizen)

Kaizen


68/190

Kaizen

Kaizen


69/190

Kaizen


70/190

Introduction toSWOT Analysis

Presentedby

Josh Niraula


71/190

What is SWOT?

It is a planning tool used to identify: Strengths

Weaknesses Opportunities and Threats

involved in a business. It is used as partof Strategic Planning Process. We can useit for Personal Development also.


72/190

Strategic Planning

Strategic Planning helpsorganisation/individual to answer some

basic and critical questions like:a) Where we stand?

b) What is our goal?

c) How to reach the desired goal?d) How to evaluate performance?

Assessment Model: Assessment


73/190

Assessment Model:

S W O T

Assessment

External Assessment: Family, school,

Society, environment that influences you

Internal Assessment: Your knowledge,

skills, attitudes, values and beliefs. Things

that you have within you.


74/190

Strengths

Those things that you do well, the high valueor performance points.

Strengths: Good leadership, strategic insights,people intelligence/skill, Good Communication,Positive Attitude, Cheerful, Friendly, Courageousetc

Often considered Core Competencies Bestleverage points for growth without draining yourresources

Assessment


75/190

WeaknessesAssessment

Those things that prevent you from doingwhat you really need to do.

Weaknesses include: Negative thoughts,

attitudes and behaviors. Lacking inknowledge, skill, attitude. Insufficientopportunities and resources. Example:

tardiness, procrastination, poor imageand self confidence etc.

Since weaknesses are internal, they are

within your control.

Assessment


76/190

OpportunitiesAssessment

Opportunities Potential areas forgrowth and higher performance

Facilities you have in yourenvironments, college you arestudying Society, Training

centers. Timing may be important for

capitalizing on opportunities

Assessment


77/190

ThreatsAssessment

Threats Challenges confronting your growth.

Threats can take a wide range bad influences

(drug, alcohol, gambling). Strikes, change inGovt. policies, new regulations, lack ofdemand etc.

Important to classify or assign probabilities to

threats. The more accurate you are inidentifying threats, the better position you arefor dealing with the sudden ripples of change

Wh SWOT?


78/190

Why SWOT?

Strengths How to leverage? Weaknesses How to overcome? Opportunities How to exploit? Threats How to defend?

SWOT provides clarity on where westand & in which direction we should

move

SWOT leads to development of short-term & long-term objectives.

I th Ab


79/190

In the Absence

Hidden strengths not utilised

Weaknesses not identified &

taken careOpportunities missed

Unprepared to face threats

Whil d i SWOT


80/190

While doing SWOT

Strengths

Modest & Clearlyidentifiable

Weaknesses Exhaustive

Opportunities

Realistic & Identifiable

Threats Clearly identifiable


81/190

After SWOT

Link strengths to action plan to createsustainable competitive advantage

Propose specific action plan toovercome weaknesses

Develop action plan to take advantage

of opportunities Develop action plan to defend the

threats

Creating SMART Goals and


82/190

Creating SMART Goals and

Objectives

S = SpecificM = Measurable

A = AttainableR = Realistic

T = Timely

SMART


83/190

SMART

SpecificW Questions

Whois involved?Whatdo I want to accomplish?WhereIdentify locationWhen - Establish a timeframe

WhichIdentify requirements & constraintsWhySpecific reason, purposeExample: I want to lose weightI want to lose 20 kgs in 3 months by joining a club and

excercising everyday for 2 hrs .

SMART


84/190

SMART

MeasurableHow much?

How many?

How will I know when it is accomplished?

Concrete criteria to measure the progress,direction and the trill of being in track. (Flowchart)

SMART


85/190

SMART

AttainableIdentify Goals most worthy of achieving

Develop positive attitude, self- confidence and self-belief

See new opportunity and creative ways of doing things

Remaining flexible to change and adapt new things

SMART


86/190

SMART

RealisticGoal that you think and believe can achieve and

able to and willing to give 100%

High enough to motive you

Low goals do not bring best in you.

Do what you love and love what you do

SMART


87/190

SMART

TimelyMost important in our context

Should be grounded in solid timeframe

Not Some day or First week of Jan put a date

31st Jan 2012 and seal it.

It should be written in cement


88/190

THINGS I ENJOYDOING

FREEDOM FROM RISK

THINGS IM

ACCUSTOMED TO

COMFORT

ZONE

RELAXATIONSAFETY & SECURITY

EASESURETY


89/190

CHOICES

RESPONSES

OURSELVES

ATTITUDES

CIRCLE

CONTROL

OF


90/190

Classroom

Management

St d t Af id f


91/190

Students are Afraid of

Failing

Not understanding/being understood

Having to deal with things theyd ratheravoid

Having ignorance exposed/challenged

Looking foolish


92/190

Teachers are Afraid of

Judgment of students

Not being effective

Being unappreciated, unrewardedLosing their job

Losing their image/statusEffective teaching requires taking

risks!

Bothe Teachers and Students are


93/190

Afraid of

Facing otherness,differentness

Not having controlConflict

Losing identityChange


94/190

Classroom Management

Primary purpose is to gain

control of the classroom

Good classroom management

results in high levels of studentengaged time


95/190

Behavioristic Approach

There are 3 major categories of actions to

take in establishing a behaviorally-oriented

classroom management program:

1. Structuring/Selecting and Arranging

Activities

2. Monitor Student Behavior

3. Reinforce Positive Behavior/

Redirect Inappropriate Behavior

Structuring/Selecting and Arranging


96/190

g g g g

Activities

General Recommendations

Establish Rules and Procedures Early

Select 4 or 5 rules that you will use to setguidelines and limits for behavior in your

classroom.

State the rules in terms of positiveexpectations of behavior you want to see. Be

careful about stating rules in the form of

"Don't.


97/190

Dont

Dont make noise = Make Noise

Dont Run = Run


98/190

Establishing Rules

General Recommendations

Think about specific examples of behavior

that would demonstrate each rule.

Post the rules in your classroom.

Teach the rules just as you would academic

content using the discussed previously.

Establishing Rules


99/190

Sample Rules For College Level

Bring all needed materials to class.

Be in your seat and ready to work when the

bell rings.

Obtain permission before speaking or leavingyour seat.

Complete all assignments on time

Respect and be polite to all people. Respect other people's property.

Take Care of your college

i i i A


100/190

Behavioristic Approach

Structuring/Selecting and Arranging Activities

Establish rules and procedures early

Establish consequences

1. reinforcers

2. punishers

E bli hi C


101/190

Establishing Consequences

Consequences are environmental stimuli thatincrease or decrease the probability that a

behavior will occur again.

Rewards and punishers should be selected that

match the significance or meaningfulness of theexhibited action.

We want to establish consequences that willeither reinforce or redirect behavior.


102/190


The most important aspect of delivering

consequences is the consistency of delivery.

Especially in terms of punishers, any

inconsistency might actually increaserather than decrease the probability

that the behavior will occur again.

E t bli hi C


103/190


Level ofSignificance

Reward Penalty

Mild

Smile

Compliment

Motivating

note on

assignment

Eye contact

Have student

state rule broken

E t bli hi C


104/190


Level ofSignificance

Reward Penalty

Severe

Recognitionat functions

Write up in

newspaper

Trip to

Principal's office

Warning Letters

Parents informed

Remember


105/190

Remember

Dont assume that students will automatically followthe procedures you establish.

At the beginning of the year spend time teaching

(and reinforcing) the behaviors you wish students to

exhibit. For example, if you expect students to be in their

seats when the bell rings, you will have to be

consistently firm with them at the beginning of the

year. This is true for any expectation you set.

Time spent in teaching and reinforcing your rules at

the beginning of the year will save time all year long.

Structuring/Selecting and Arranging Activities in


106/190

g g g g

Brief

State expectations clearly

Focus on positive expectations

Practice "positive" behavior

Establish group cohesiveness and responsibility

Model appropriate behavior

2 M it St d t B h i


107/190

2. Monitor Student Behavior

Physical layout: ability to see all students

Teacher movement: move around the room

Group focus::keep students involved

Overlapping: ability to supervise

several activities at once

Monitor Student Behavior


108/190

Monitor Student Behavior

Characteristics of teachers that areeffective classroom managers. They

are:Withitness

Overlapping

Signal Continuity

Withitness


109/190

Withitness

The ability of a teacher to be aware of activitiestaking place in the classroom.

Some teachers are seemingly unaware of what is going

on in the classroom or laboratory. They are not ignoring inappropriate behavior--they

simply do not know it is occurring. This seemsunbelievable, but it occurs every day.

Good classroom managers have good classroomawareness.

Overlapping


110/190

Overlapping

The ability of a teacher to be able to do more thanone thing at a time. (Mothers often seem to havethis trait.)

Monitor the entire class while giving assistance to anindividual student.

Especially important in laboratory situations.

Students describe teachers with this characteristic ashaving eyes in the back of their head.

Teachers have to see the big picture while focusing on

the specific task at hand.

Signal Continuity


111/190

Signal Continuity

Maintaining a continuous signal to thestudent that there is no time to waste.

Businesslike behavior

Makes students aware of time constraints

Holds students accountable for completing aspecific amount of work each day.

Makes quick transitions from one learningactivity to another.

Time Management in Classroom


112/190

Time Management in Classroom

Instructional time: amount of time assigned to work oninstructional tasks (e.g. 35 minutes during a classperiod).

Time-on-task (also called engaged time): amount ofinstructional time that the learner is doing what they aresupposed to do.

Academic learning time: amount of time that a student

is on-task in learning activities that are at theappropriate instructional level.

Average Use of Time


113/190

Average Use of Time

Researchers haveobserved teachers todetermine how time isspent in classrooms. The

results presented are forhundreds of observationsat all levels of education.

Monitoring

Off-task

Organizing

Active

Instruction

Effective Use of Time


114/190

Effective Use of Time

Researchers then chose theteachers whose students

had the highest

achievement scores and

determined how they used

time in their classrooms.

The results are presented in

the chart.

Monitoring

Off Task

Organizing

ActiveInstruction

Use of Time


115/190

Use of Time

Note: The average teacher spends far too little time actually

teaching, compared to the effective teachers.

Effective teachers are rarely off-task. Effective teachers take care of organizing activities

(checking roll, making assignments, collecting papers,etc.) more quickly.

Is it hard for students to adapt?


116/190

Is it hard for students to adapt?

Of course not! They adapt every time theychange classes during the day. It is

doubtful that any two teachers they might

have during the day have exactly the sameclassroom management rules. They are

used to adapting with every class change.

3. Reinforce Positive Behavior/

R di t I i t B h i


117/190


Anticipate occurrence of positive and

inappropriate behavior

Provide specific feedback regarding

behavior and expectations

Focus on positive behavior; teacher

attention to inappropriate behavior can be

reinforcing

Hold students accountable

Reinforce Positive Behavior/

R di t I i t B h i


118/190


Effective praise will:

1. be contingent on display of

positive behavior

2. specify clearly the behaviors being

reinforced

3. be believable by the student

Motivation


119/190

Students who are motivated by

1. Learning Goals

2. Performance Goals

Motivation


120/190

Students who are motivated bylearning goals: Care about gaining competence

Are motivated to try if there are obstacles

Use self-regulated learning strategies

Are concerned with self-goals, not comparisonswith others

Motivation


121/190

Students who are motivated by PerformanceGoals::

Marks/Grade Oriented

Competitive and not Collaborative

Are motivated by reward and punishment

Use other-regulated learning strategies

Are concerned with Exams

Motivation


122/190

Discussion Point:1. What is better? Learning or

Performance Goal?2. How to balance them?

Enhancing Motivation


123/190

g

Arouse interest

Maintain curiosity

Use a variety of presentation modes Help students set own goals

Express clear, positive expectations

Provide clear, frequent, immediatefeedback

Classroom Management


124/190

g

Goal of Classroom Management is to maximizeAcademic Learning Time!

This is done by:

Well-prepared learning activities (good lesson plans)

Established procedures for routine activities such as

distributing and collecting materials from students.

Minimal disruptions due to misbehavior.

Close monitoring of student work with appropriate

feedback.

Ultimate Goal: Improve Student

A hi t


125/190

Achievement

Time Factors Related to Student Achievement:Research has shown the following factors to be

positively related to increases in student

achievement:

Well established classroom rules and procedures

Teacher as a time-on-task model (teacher does not waste any

time)

Starting on time

Close monitoring of behavior and performance

Clear and concise directions

Appropriate questioning techniques

Additional Suggestions for Effective

Cl M t


126/190

Class Management

Greet students at the door as they enter theclassroom Have students write out their expectations for the

class and their own goals for learning Start the instruction with a puzzle, question,

paradox, or jokes to focus on the topic Elicit student questions and concerns, write them

down on the board, and address during the class Build a break in after 20-25 minutes; tell ananecdote, shift media, refer to a current event

Improving Student Achievement


127/190

p g

Research has shown the following factors to benegatively related to increases in student

achievement:

Unprepared students

Delay of response due to disruptions

Too much time spent on non-academic activities

Tardiness

External distractions (noise in the hall, intercom,

visitors at the classroom door, etc.)

Other Teaching Issues:

A d ti Sp i l N d


128/190

Accommodating Special Needs

Need to know how to accommodate for: Physical challenges- hearing, sight, attention,

mobility

Gifted learners Other learning challenges

The Four Beliefs of an Effective

T h


129/190

Teacher

It is the teacher who makes the difference in theclassroom.

By far the most important factor in school learning isthe ability of the teacher.

There is an extensive body of knowledge aboutteaching that must be known by the teacher.

The teacher must be a decision maker able to translatethe body of knowledge about teaching into increased

student learning.

-- Madeline Hunter

The Art of Giving Feedback


130/190

g

The ability to deliver action-oriented,student-tailored feedback is a critical skill

teachers should devote as much attention

to as any other core part of their job.

Feedback has to address each individual's

motivations to bring that person's goals in

line with those of the college.

Communication Model


131/190

Communication Model

We process events through 5 senses 2 million bits of information per second

Chunks down to 134 bits

Nervous system cannot handle it.So it: Deletes

Distorts Generalizes

Works like WWW


132/190

We take information in through a natural preferredcombination of senses (modalities) and hold it in our

minds and create a map (model) of our world.

1.Visual

2.Auditory

3.Kinesthetic (feeling) waysAlso (Olfactory) smell (Gustatory)

Taste

Communication Model


133/190

Communication Model

Use of Language


134/190

I dont want to be late for the meeting.

I want to be on time for the meeting.

I dont want to fail in exams/get less than 8o%I want to excel in exams/get more than 80%

I dont want to be poor after I retire so I save moneyI want to be self reliant after I retire so I save money.

I dont want to be fat/ I want to lose weight

I want to be slim and look sporty / I want to be

healthy

I am not good enough

I am unique

Meaning of Our Communication


135/190

Words = 7%

Tonality= 38%Physiology = 55%

Watch Your Voice


136/190

Volume (loud or soft)

Tone (soft or hard)

Pitch (high or low)

Speed (faster or slower)

Clarity (clear or muffled)

Watch Your Words


137/190

DontBrain does not process negatives.

Dont run = RunDont make noise = Make noise

ButIt negates anything that comes before itYou are smart but you need to work harder. (replace it

with and)

Watch Your Words


138/190

Should/MustThey suggest order, compulsion and gives a

feeling of burden.

Instead use CouldTryIt implies failure or possibility of failure

I will try to finish the raceInstead use: Can and Will

These are Power Words.


139/190

Always, Never, All, Everyone He is always late (Always?)

You will never succeed. (Never?)

I must do it. (What will happen if you do not doit?)

I can not it is impossible. (What stops you?)

We Nepalese are lazy and Chinese arehardworking (All Nepalese? Chinese?)

Non-Verbal


140/190

Alignmentwith: Body - posture Head and Shoulders Facial Expressions: smile, blinking of eyes

Gestures - position of hands Breathinghigh in chest or low in stomach, fast or slow Emotional stateshappy, sad, nervous, fearful etc Space: close or far (lovers Vs enemies)

Values (Long Term) Higher the value you satisfy themore persuasive you are. Success could mean moremoney or more synergetic relationship

Communication Model


141/190

Communication Model

We process events through 5 senses 2 million bits of information per second

Chunks down to 134 bits

Nervous system cannot handle it.So it: Deletes

Distorts

Generalizes

Works like WWW

Deletion


142/190

Finished files are the result of years

of scientific study combined with

the experience of many years ofexperts.


143/190

Deletion


144/190

We delete things that our unconscious mindthinks we do not need to know consciouslyeven though you have asked your consciousmind to count.

The unconscious mind is programmed to deleteanything that is considered unimportant to theconscious mind, because otherwise theconscious mind will be over crowded withinformation.

Deletion Language Pattern (Meta

Model)


145/190

Model)

I was out. (Where exactly?)

She is better than him. (At what?) I need help. (with what?)

She made me angry. (How

specifically?)

Distortion


146/190

A distortion occurs when you misinterpretinformation coming in through your senses

Distortion happens when you take one

aspect of an experience and change itaccording to what is happening for you.

Can be Negative and Positive

Which way the stairs are going ?


147/190

Which way the stairs are going ?

Distort


148/190

Distort


149/190


150/190

Distortion


151/190

Healthy: Works of art, music andliterature/interpret negative situation for yourown good.

Unhealthy: Gossip, rumors,

Distortion Language Pattern


152/190

He comes home late everyday so he does notlove me anymore. (How his not coming homemakes you feel that way)

His face shows he like you (How exactly his faceshows that?)

His voice makes me angry. (How does his voicemake you angry?)

Generalization


153/190


154/190

Healthy: recognize things and events, carry simpletasks

Unhealthy: One bad experience and generalize it.

Generalization


155/190

He is always late (Always?)You will never succeed. (Never?)

I must do it. (What will happen if you do not do

it?) I can not it is impossible. (What stops you?)

We Nepalese are lazy and Chinese arehardworking (All Nepalese? Chinese?)

Feedback


156/190

Give positive feedback often and make sure it'ssincere

Students want to hear that they're doing well,

and their cynicism radar goes up when theybelieve the words are meant to placate them.

Worse, they may lose respect for you as a leader

when they think you can't distinguish betweensuperb and mediocre work. If you catchgreatness, speak up.

The Art of Giving Feedback


157/190

Every teacher has his or her own style ofdelivering feedback, and there is no one rightway of doing it.

I've learned this from consulting with teachersin addition to running my own schools andcolleges.

There are, however, some universal practices anyteacher can adopt and put into action.

Feedback


158/190

Be specific in your praise. Feedback lets people know what they could do more or

less of.

Saying "great job" doesn't accomplish much.

Describe exactly what they did that made the jobdeserving of recognition so they can repeat it and otherscan follow suit.

Example: I really liked and appreciate your project work. It issystematic and concise. You have the ability to writeprofessional programs and projects. Congratulations!

Feedback Process


159/190

1. Build Rapport (Relationship)

2. Be aware of your state (Feeling

in your Mind and Body)

3. Body Language

4. Voice Tone

Evaluation/Feedback


160/190

All Tests and Exams is a form of FeedbackExaminations

- Could be Oral or Written

- Written: Exams, Tests, term paper, report etc

- Could be Objective or Subjective

-Could be Weekly Tests, Monthly, Quarterly , HalfYearly, Semester

- Both have advantages and limitations

Evaluation/Feedback


161/190

Could be Scheduled or Surprise Whatever may be the form their purpose is to

give measurable feedback on the progress of the

students/staff/institution. There is no substitute for

Exams/Evaluation/Feedback

Without timely evaluation and feedback nostudent/staff or institution will survive for long

Evaluation/Feedback


162/190

Institutions should take this matter with greatimportance and care

Proper system of evaluation for students/staff/

and institution in place is utmost requirement Feedback mechanism is the life line of each

individual and organization

For this all members of the organization need tocontribute.

Staff play the most vital role.

Questions Teachers Required toAsk Themselves


163/190

1. What are the goals and objective of myexams?

2. Have I prepared my students for Exams?

3. Have I spent quality time to prepare

questions for my exams?

4. Have I spent quality time to correct thepaper and give quality

comments/feedback

Questions Teachers Required toAsk Themselves


164/190

6. Did I met the objectives and goals I hadset for the exams?

7. Exams are not routine workit is a matter

of life and death for students so take themseriously.

8. If you are serious then only students willbe serious for exams. So set standards


165/190

Turn on your speakers!

DONT ACT

LIKE AN

ELEPHANT!From an article by Thomas J. Stevens

Strange statement, isnt it?


166/190

LET ME EXPLAIN:

Elephants are used

for manual labor.

But what to do with

them when they arenot working? How

to restrain them?

Their handlers came up with the idea to

program them while they are still very


167/190

HOW DOES IT WORK?

When the elephants are stillsmall, weighing around 150kilos they get tied up with avery heavy rope. All day long,

the elephants try to get rid ofit, whine, tug at it and some ofthem even try to chew it. Butthey cant break free.

young by setting self-imposed limits

into their thinking.

Finally the elephant

gives up and the fight


168/190

From this moment on,

they strongly believe that

there is absolutely nochance to get rid of the

rope.

gives up and the fight

is over.

They accept the fact that the ropelimits them. And with this imprinted

belief in place, their handlers are able to


169/190

tie them with extremely small ropes,

even as adults weighing 4,000 kilos andmore, they never attempt to break free,

because they know they have no

chance at all!

As you can see,the elephants

limits are not realbut exist only in

their mind.

We also have built-in boundaries.


170/190

If you truly want tobecome successful youcan change your innerbelief system, yourattitude, and break yourinner boundaries.

They are also not real but exist only in our minds.

But it doesnt have to stay this way. Our negativebelief systems dont have to limit us for good.

You always have the inner strength,

the personal power to change


171/190

the personal power to change

everything in your life for the better.

Just Do It!Never give up.

And never act like an elephant!

Limiting Beliefs


172/190

I am not good enough I am not smart/talented enough

I am weak in Math/Science/English etc

I can never get 80% in my subject

I can not sing/dance/draw/ speak etc

No one loves me

It is very hard

Common Belief Issues


173/190

HopelessnessIt is notpossibletoget what I want.

HelplessnessI am not capabletoget what I want.

WorthlessnessI do not deservetoget what I want.

TransformingLimiting Beliefs


174/190

Limiting Beliefs

Hopelessness Optimism

Helplessness Confidence

Worthlessness Self Esteem

Keys to Achievement


175/190


176/190


177/190

GLIMPSE OF MY

VISION OFNEPAL in 2030

KATHMANDU IN 2030


178/190

NAGARKOT IN 2030


179/190

KATHMANDU - LUMBINI METRORAIL IN 2030


180/190

BIRGUNJ DRY PORT IN 2030


181/190

BRIDGE OVER BAGMATI IN 2030


182/190

LALITPUR IN 2030


183/190

BUTWAL IN 2030


184/190


185/190

LIFE ENDS IF

YOU STOP

DREAMING

STUDENTS WILL FORGET

MOST OF WHAT YOU


186/190

MOST OF WHAT YOU

TEACH THEM,

BUT WILL

REMEMBERHOWYOU

MADE THEM FEELIN

YOUR CLASS!

Joy of Transformation


187/190

Heart of a Teacher is made


188/190

ToTRANSFORM


189/190

Students

Thank You


190/190

butwal teachers training final

Documents