رفعت بشري عزيز Classroom management and_interactive_teaching_(1)

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Refaat Bushra Aziz رفعت بشري عزيز

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رفعت بشري عزيز Classroom management and_interactive_teaching_(1)

  1. 1. ClassroomManagement & InteractiveTeaching<br />
  2. 2. Characteristicsof an Effective Instructor <br />ModuleI<br />Classroom<br />Management<br />High<br />Expectations<br />Interactive Teaching<br />
  3. 3. Classroom Management & Organization<br />Classroom Management: <br />The set of strategies used to ensure a productive, harmonious learning environment.<br />Classroom Organization: <br />The ways instructors structure time, space, and classroom interactions to promote learning. <br />
  4. 4. Classroom Management Strategies<br />Refer to all of the things that an instructor does to organizestudentsspace, time, and materials so instruction in content and student learning can take place. <br />It is important to:<br />Establish routines and procedures for every task<br />Communicate discipline plan which includes positive and negative consequences.<br />“Effective teachers MANAGEtheir classrooms.<br />Ineffective teachers DISCIPLINEtheir classrooms.”<br />
  5. 5. Innovative Methods of Teaching<br />We think of the effective teachers we have had over the years with a sense of recognition, but those who have touched our humanity we remember with a deep sense of gratitude.<br />
  6. 6. Innovative Methods of Teaching<br />I hear and I forget.<br />I see and I believe.<br />I do and I understand. <br />The empires of the future are the empires of the mind.- <br />Winston Churchill <br />
  7. 7. Where to Start…<br />Start with clear learning objectives/outcomes<br />Helps you plan session and helps participants by providing clear view of the session’s direction <br />Follow an outline <br />Periodically refer to the learning outcomes during the session to remind everyone where you are and prevent people from getting lost<br />
  8. 8. Increase Participation<br />Research shows people will: <br />Listenfor only 15-20 minutes without a break<br />Learnmore when given an opportunity to process what they are learning<br />Retainmore if they review or use the information immediately after learning it<br />
  9. 9. Increase Participation<br />Participantslike to be actively involved<br />Participantswant to share knowledge and ideas<br />You don’t have to be an expert and answer all questions, because learners can address questions as well<br />Keepsgroup’s attentive and involved<br />
  10. 10. Points to Keep in Mind<br />Make more interactive by involving the group by frequently stopping and asking questions<br />Strive for a “30% / 70% split<br /><ul><li>30% lecture/ 70% active discussion
  11. 11. This won’t always be possible</li></li></ul><li>Working in Groups<br />Work groups are the workhorse of interactive teaching<br />Work groups should be standard in every training program!<br />
  12. 12. Using Work Groups<br />Stimulates individual input. <br />Learners obtain feedback from multiple perspectives.<br />Offers opportunity for peer instruction.<br />Allows you to evaluate their learning<br />
  13. 13. How to Utilize Work Groups<br />Explain the procedure <br />Form groups <br />Describe task<br />Specify a time limit<br />Recommend a process<br />Monitor progress<br />Act as a timekeeper & answer questions<br />Process the information <br />
  14. 14. When to Use Group Work<br />Warm ups<br />Practice Session<br />Review<br />Break Up Lectures<br />Complete assignments<br />
  15. 15. Interactive Techniques<br />Think/Pair/Share <br />Question & Answer Period <br />Demonstration<br />
  16. 16. Think/Pair/Share (5-7 minutes)<br />Pose a question or problem. <br />Thisshould require participant to explain a concept in their own words or to apply, synthesize, or evaluate what they’ve learned.<br />Give participants one minute toTHINKabout their answers individually.<br />Have them PAIR with a partner to compare answers.<br />Ask them to SHARE their responses with the class.<br />
  17. 17. Asking Questions<br />Open-Ended Questions<br />Ask questions to get participants to think, analyze, or evaluate<br />Prepare questions ahead of time<br />Questions should not have a single, right answer, e.g., “How could this procedure be improved?” or “What problems might occur with this technique?”<br />Closed-Ended Questions<br />Have a short, definite answers <br />Work best when asked fairly rapidly in a series to break the participants out of a passive mode<br />
  18. 18. Demonstration<br />Demonstrationis one of the most effective teaching methods because of its visual impact.<br />A visual presentation of one or more techniques, processes, skills, etc. <br />You or a participant, often assisted by others, go through the motion of showing, doing, explaining, etc.<br />
  19. 19. Other Proven Techniques<br />Brainstorming<br />Field Trips <br />Assigned reading<br />Discussion<br />Job aids <br />Role play<br />
  20. 20. Summary<br />Telling is not teaching. <br />You must engage participants in learning activities that lead to a higher level of understanding and result in the participant's ability to apply what he learned on the job.<br />Interactive teaching is a two-way process of active participant engagement with each other, the facilitator, and the content. <br />
  21. 21. Summary<br />Keep in mind, however, that interactivity is a means to a greater end – participant learning. The most effective learning involves leading participants to a point of reflection on content<br />What does this mean to me? <br />How can I use this? <br />Is this better than what I'm doing now? <br />This reflection is the goal of interactivity.<br />
  22. 22. TEACHING WITH SENSE OF HUMOUR <br /><ul><li>Laughter is a natural, universal phenomenon, with beneficial effects, both physical and psychological.
  23. 23. Everyone loves a teacher with an infectious </li></ul> sense of humor.<br /><ul><li>Cordialrelationship.
  24. 24. Ability to relax people and reduce tension.
  25. 25. Advertising strategy.
  26. 26. Cartoon
  27. 27. Students enjoys humor in forms of funny anecdotes
  28. 28. When there is a willingness to change, there is hope for progress in any field.</li></li></ul><li>INSTRUCTOR THE GREATEST INNOVATOR<br />Anyone who stops learning is old, whether at twenty or eighty. Anyone who keeps learning stays young. <br />To teach is to learn twice <br />Instructors should guide withoutdictating, and participate withoutdominating<br />The critical factor is not class size but rather the nature of the teaching as it affects learning. <br />LEARNING NEVER ENDS <br />
  29. 29. Thank You!<br />

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