be an excellent teacher
TRANSCRIPT
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.