Professional Development for Mathematics Teacher - Sai Priya C.
Teaching is a profession and therefore like any other profession there is a need for certain amount of development and to see a growth in the field of profession. Present mathematics teachers and future forth coming teachers need to plan their work-life in such a way that they need to be proficient in their pedagogical subject. In this post I am sharing some areas that will help the mathematics teachers to develop their professional skills. Some areas that will help enhance professional skills are as follows: Reading, Group Discussions, Observations, Seeking timely advice and feedbacks, Taking initiatives, Reflect on daily basis, be a continuous learner, Attend Seminars and Workshops, Take memberships with various mathematics clubs and professional bodies.
- After all Sharing is Caring and Sharing will always help in Professional Development -
CONSTRUCTIVISM - Nikita George
Constructivism is building of knowledge on the basis of previous experiences. The approach is majorly student centric as when practised in the classroom the student is initiated to brainstorm and connect it to the previous experiences.Constructivism promotes a sense of personal agency as the students can take command over their learning and assessment.
Teacher's competencies - Soumyashree Panda
There at present is a plentiful information base to advise us that in schools teachers assume the basic part in student learning and accomplishment. Exploration uncovers that how teachers educate and these collaborations with students is the foundation around which to construct viable schools. An outline of the accessible investigations collected in the course of recent years on key schooling driver, teacher competencies offers commonsense techniques, practices, and rules to direct teachers in approaches to improve guidance that improves student execution and the nature of the work insight. Four groupings of these competencies can help coordinate and essentially for teachers what they have to dominate to boost their presentation: classroom the executives, instructional conveyance, developmental assessment, and individual competencies. These four classifications likewise give the basic center around which leaders can build teacher readiness, teacher recruiting, teacher advancement, and teacher and school evaluations.
Classroom management strategies - Anusha C.R
Classroom management skills will help a teacher build a favorable atmosphere that will make all students have a sense of belonging to feel free to learn and explore further learning within the boundaries and expectations defined by their collaborated efforts between teacher and students. An effective classroom strategy will help the students understand what is required of them, where students will have to lay down rules, routines, and expectations to control actions when handling conduct in the classroom. With this, the students will know what to do in each situation. Effective implementation of the classroom strategies eliminates class disturbances. Teachers should, therefore, aim to anticipate all the potential disturbances and prepare to handle them. For instance, A teacher might be able to predict talkative students' actions and put in place the ideal steps to handle those actions to receive more time to focus on their classroom tasks rather than constantly talking and disturbing the class. If this strategy is taken into consideration, it will increase the time students spend on lesson activities in the classroom, rather than blaming their peer's disruptive behavior.
POSITIVE REINFORCEMENT-By Debasmita Ghosh
Behavioural Psychology states that reinforcement is a consequence which when applied, strengthens an individual’s future behaviour whenever that behaviour is preceded by an antecedent stimulus. This relates with the operant conditioning theory of B.F Skinner. One of the types of reinforcement which is important for a future teacher to practice in school is positive reinforcement. Positive reinforcement increases the chances of a particular behaviour when the ‘reward’ is given to an individual. The ‘rewarding stimuli’ is associated with ‘wanting’ and ‘liking’- (pleasure or desire) and appetitive behaviour acts as positive reinforcers. Eg: When a teacher praises a student after a classroom presentation as ‘“Excellent” and gives him a chocolate, in front of the entire class. This enables the student to perform better in future. As a future teacher, it is important for us to practice positive reinforcement inside the classroom, as it encourages the students to perform better and motivates them to achieve their desired goals. They feel that the teacher loves, supports, encourages them and they feel as a part of their class and not as left outs. It is we, as teachers- who can teach the students about good and bad habits and can also change their behaviour if they misbehave, thereby, shaping their own personality. Therefore, it helps the students to learn a new behaviour.
STUDENT-TEACHER RELATIONSHIP -Haritha Babu
Having a strong student-teacher relationship enhances the student and teacher interest. It can solve possibly all the problems that the educations institutions face today, like- Attendance issues, absenteeism, drop outs, Toxic behaviour, relationships, life habits, etc. Having a teacher with whom the students can share all their views and problems- both academic and personal can help increase not only the liking towards the teacher, but also towards the subject. It will enhance the academic achievement of the students. Not only does the students benefit from it, but also teachers. Once they know that they have built a good rapport with their students, they will have a yearning to teach the students better and be better prepared for the class. On the whole, a strong and positive student-teacher relationship can be beneficial to all the stake holders of education. A good student-teacher relationship can be developed by simple means like, remembering the student’s names, finding extra time to converse with them, getting to know them personally and academically, etc. Anything above a certain limit can be dangerous and so is a student-teacher relationship. Both the teacher and the students need to know where to put a full stop and maintain a distance. Getting into the teacher’s or the student’s personal life to an extreme level can be dangerous. Thus, a balanced relationship has to be maintained and made use of.
VALUE OF HOME ASSIGNMENT : Ashna Maria Antony
“Homework” a word that brings multiple emotions in students. Some enjoy doing homework, some frustrated, many annoyed, and the rest excited. But have you ever wondered about the value of homework? I feel the whole purpose of homework is to teach a student self-discipline, improving cognitive skills, inculcating problem-solving skills, and learning to be more organized. Other than that it also prepares a student for professional careers, develops work ethics at an early age, enhances confidence, builds up responsibility in individuals, and most importantly helps the student to self-evaluate themselves. What is important to know is how much homework is too much. According to the general thumb rule, each grade level requires ten minutes of homework and increases with the grade for example for a third-grader thirty minutes homework is apt. The role of teachers lies in giving age-appropriate homework wherein the students can do their homework independently with minimum help if needed and they look towards getting more home assignments rather than getting annoyed when assigned a homework. It is not only the role of the teacher but also parents who play an important role in students’ academic achievement. They should take part in their student’s work and keep a check on their performance and appreciate it if performed well and help to improve if not. The three together that are the student, teacher, and parents help in building the student and also the institution they are part of, thus making them important contributors to society.
DIFFERENTIATED INSTRUCTION BY SANCHALITA MULLICK
Differentiation means tailoring instruction to meet individual needs. Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction.
At its most basic level, differentiation consists of the efforts of teachers to respond to variance among learners in the classroom. Whenever a teacher reaches out to an individual or small group to vary his or her teaching in order to create the best learning experience possible, that teacher is differentiating instruction.
Teachers can differentiate at least four classroom elements based on student readiness, interest, or learning profile:
Content – what the student needs to learn or how the student will get access to the information;
Process – activities in which the student engages in order to make sense of or master the content;
Products – culminating projects that ask the student to rehearse, apply, and extend what he or she has learned in a unit; and
Learning environment – the way the classroom works and feels.
CLASSROOM MANAGEMENT SKILLS- Aswathy Maria Saju
Back to school time each of us have witnessed to be a part of noisy classroom, and the teacher in charge rushing to the classroom and scolding us as well as punishing the entire class. This is the common scenario that happens during the school time. But have you ever thought the reason for why the teacher march to the class with a cane and scold us? The is answer is to manage the classroom. All that is required is the skill called as Classroom management skills. One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feelings. Classroom management skills include all the skills and techniques used by the teacher to keep the students disciplined, attentive, organized, obedient, attentive and more over to be academically fruitful during the class. This is vital as it paves a way for the teacher to execute the curriculum development and contribute to the students learning process.
Addie Model by Nandini D P
Addie Model is one of the generic instructional design used to create instructional course materials by teachers for their traditional, online and even blended learning instructions. It provides an organized process for designing a new program with clear learning objectives, structed content, by integrated activities and media, and assessment to deliver the desired learning outcome for creating effective training and support tools. Analysis, Design, Development, Implement and Evaluation are the phases which sometimes overlap and can be interrelated for building effective curriculum. The model is iterative basis where evaluation phases contributes to re-analysis and further modification of design and development phases.
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