1. By:
Aasia Awan
Co-ordinator (Usman Public School)
Master trainee (Educational Research Institute)

2. By the end of session, participations would be able:
 To identify the qualities of an effective teacher.
 Understand the meaning of the term power teaching
(whole brain teaching).
 To realize the value of power teaching in their
classroom.
 To gain awareness of elements common to effective
power teaching.
 Will begun using some common power teaching
techniques.

3.  In a group list down all the things that a
teacher must know & be able to do to make
her teaching interesting.

4.  Connect the dots in a puzzle using only 4
straight line without lifting your pen/pencil
off of paper

5.  A teacher who is attempting
to teach without inspiring
the pupil with a desire to
learn is hammering on a cold
iron.
Horace Mann

7.  Working individually write down whatever
comes to your mind about the term “Power
Teaching.”

8. Power Teaching is a grassroots
educational reform that is
based on interactive teaching
strategies.

9.  Students enjoy well- designed
learning games.
 Students respond to
Challenges.
 And can make outstanding
educational progress in the
proper setting.
And
To do this they need:

11. Teachers feel empowered.
Arsenal of teaching strategies make
their students succeed.
Can build a sense of community and
a family feeling for students and
teachers alike.
It makes most challenging students
sit in the class and allow the teacher
to teach and the students to learn.

13.  Classroom procedure are different from
classroom rules.
 A procedure is something you want to do
many times a day

14. The most common procedure are:
 Paying attention to the teachers
 Being seated
 Handing in/out papers/notebooks
 Getting pencil sharpened
 Raising hands
The more orderly your class performs
procedure like these less hair you will
lose.

16.  Use this technique whenever you want to
quickly gain the attention of your class
 for maximum effect, occasionally vary of
your tone of voice.

17.  Follow directions quickly.
 Raise your hand for permission to speak.
 Raise your hand for permission to leave your
seat.
 Make smart choices.
 Keep your dear teacher happy.

23.  It’s a crucial power
teaching skill.
Teachers must learn
to speak more
briefly. The longer
we talk the more
students we lose.
 Research show that
the students learn
the most when they
teach

24. Frequently reward
for positive
behaviour and
penalize for
negative behaviour
Observe plus/minus
rule and keep
positive and
negative rule
scores within three
points

25.  Use this technique
whenever you
want maximum
attention

26.  ‘Its cool’ is the
most easiest and
painless way of
correcting errors.
Telling you class
that it is a difficult
topic and its okay
to make a
mistake.

27.  Whenever a
student deserve a
reward for a right
answer or good
behaviour, use a
ten finger woo.

28.  Using the volume-
o-meter helps in
controlling the
unnecessary sound
in the classroom

29.  This strategy is
used when you
need your students
to be intently
focused on what
are you saying

30.  We never want our
students to say “I
can’t” these are two
of the most mind
crippling words in our
language. Instead of “i
can’t” instruct the
students to say “ I
can’t yet”

31. There are various
reasons for which
students raise
their hands. This
gesture can be
used that the
student wants to
ask a questions.
You can also change
the gesture if you
like

32. The 4Rs
Rights Responsibilities
Rules Choices
Routines
Positive
consequences
Negative
consequences
Unavoidable
situations

33. • Large numbers of children with whom teacher
needs to develop relationships
• Lack of time to spend with individuals
• We find it easier to develop positive
relationships with some. (Why is that?)
• Some children are actively suspicious of, and
unfamiliar with, positive relationships.
(Particularly students who come from the
culture of poverty.)

34.  The importance of positive behavior in a role
model can’t be emphasized enough. Kindness
and humor shown in a business-like, task-
oriented atmosphere is pivotal. When
students feel cared about, they want to
cooperate, not misbehave.

35.  Make eye contact by scanning the entire
room as you speak
 Freely move about all sections of the
room
 Deliberately move toward and be close
to each student in the room
 Attribute ownership of ideas to the
student who originated them “Abdullah
has just added to Abiyah’s idea by
saying that…”

36.  Allow and encourage ALL students to be
part of classroom discussions
 Provide appropriate “wait time.”
 Emphasize right parts of wrong answers
 Encourage collaboration
 Restate or rephrase the question
 Give hints or clues
 Provide the answer and ask for
elaboration

37.  Teacher-student relationships are critical to
the success of the two other aspects of
classroom management – rules and
procedures and disciplinary interventions
 To build good relationships, communicate
appropriate levels of dominance and let
students know you are in control of the class
and are willing and able to lead

39. ~Jean Toomer

41. The mediocre teacher tells. The
good teacher explains. The
superior teacher demonstrates.
The great teacher inspires
~William Arthur Ward
Jazakallah