Teacher Training

1. TEACHER TRAINING WORKSHOP
CONTENTS
• Introduction.
• Our System
• Classroom management
• Effective Teaching
• Ideal Teacher

2. INTRODUCTION
 The School Systems has been inefficient and they have been killing
the Natural Talent, Innovation, Creativity & skills thus producing
People that are like robots having a set of knowledge and
instructions to perform a selective routine work.
 We want to change the traditional method of Education by special
Subjects, Labs, activities and Teaching Methodologies to Nurture
the Natural Talent, Promote Innovation, produce Creativity &
develop skills in students for survival in 21st Century.

3. OUR SYSTEM
COMPONENTS OF OUR SYSTEM

4. Our System
Lab
System
Semester
System
Outcome Based
Education
Special Focus
on Character
&
English Language
Smart Teaching
Smart
Education
• Four Labs a
year.
• Islamic Lab.
• English Lab.
• STEM Lab.
• Character
Lab.
• Practical real
world
Learning.
• Makes group
study
effective
developing
skills.
• Better
understandin
• Fast study.
• Allows
study of
many
subjects &
personalize
d
Education.
• Helps
manage
duration of
a subject.
• Makes
achieving
goals easy.
• More study
due to two
• Increases
efficiency &
improves
results.
• Makes
Education
more
productive.
• Helps achieve
more
Outcomes.
• Character
Building
through
character
Lab,Islamic
Lab &
Environmen
t.
• English
learning
through
English lab.
• Use of different
teaching methods.
• Classroom
management &
Effective Teaching.
• Interest building,
motivation &
inspiration.
• Learning through
Technology.
• Multimedia Lectures,
Online Learning etc.
• Makes learning fun &
helps achieve more
Outcomes.

5. CHARACTER DEVELOPMENT
 The character and moral values are of great importance to a society and
Educational bodies must consider these things in order to produce
good and effective members of society.
 Morality in Islam addresses every aspect of a Muslim’s life, from
greetings to international relations. It is universal in its scope and in its
applicability.
 Students must not only be morally healthy, but must also contribute to
the moral health of society as a whole.They should play the key role in
the development of a beautiful environment.
 Being a teacher you must focus on character of students.
 Your character must be an inspiration to students.

6. OUTCOME BASED EDUCATION
 Every Chapter of book has some Outcomes written at the start of chapter.
 But teachers don’t focus the Outcomes.
 Outcome based Education has started but it is limited to books and not applied.
 Outcomes Based Education along with the Teaching Methodologies serve the base of our
Education System.
 Outcome-based education (OBE) is an educational theory that bases each part of an
educational system around goals (outcomes). By the end of the educational experience,
each student should have achieved the goal.
Or
 Everything teachers do must be clearly focused on what they want students to know,
understand and be able to do.

7. OUTCOME BASED EDUCATION
 Teacher has a set of Outcomes at the end of each class, week, month, semester, session that are to
be achieved.
 Some Outcomes are written at the start of each chapter while some are either decided by teacher
or provided by school/college/university.
 Teacher focus is on Outcomes & He/She daily Evaluates that how much I have achieved the
Outcomes.
 Some Outcomes are achieved through teaching while some through Experiments, Activities, Tasks,
Assignments, Video Lectures, Presentations etc.
 It is upto teacher that He/ She decide that how an Outcome can be achieved easily.
 Teacher must tell the Outcomes of daily lectures to students & at the end analyze that how
much He/She has achieved the Outcomes.

8. DIFFERENCE BETWEEN OUTCOME BASED
EDUCATION & CONVENTIONAL EDUCATION
Outcome Based Education
 Outcome (Focus on Outcomes)
 Outcomes decide what needs to improve.
 There are no useless activities and lectures
and every lecture/activity has Outcomes.
 Assessments are more focused and clear
judgement can be made what students
lack.
 For example: Teachers ask a Question
here Teacher would be focused what
Outcome I want to check. If Teacher want
to check Knowledge and Understanding
and he/she thinks that students are weak
at English then he/she will ask Question
verbally or check the understanding
through Mcqs that are easy to understand.
 Teacher checks many Outcomes.
Conventional Education
 Input (Focus on book and Teaching)
 Teacher thinks on his/her part what needs
to be improved.
 Many activities and lectures have very less
Outcomes.
 Assessments are general and do not cover
all outcomes, moreover difficult to analyze
where students lack.
 For example: Teacher ask a Question and
students are unable to answer because they
are not good at english.So teacher will
think that they do not know hence it is
difficult to analyze where students lack.
 Teacher checks One Outcome again and
again.

9. 3 STEPS OF STUDENT LEARNING PROCESS
OBE focuses on student learning by:
1. Learning outcome statements: Explicit statement of what the student is expected to be
able to know, understand or do.
 In the Course outline, In the classroom either at the start of each lecture or at least at the
start of new chapter
2. Providing learning activities: Help the student to achieve the stated outcomes
 During lecturing periods.
3. Assessing: The extent to which the student meets these outcomes through the use of
explicit assessment criteria.
 Through OHTs, quizzes, assignments, exams etc.

10. LEARNING DOMAINS AND TAXONOMY
 Science of classification
 In our context, different levels of learning
 Learning domains divided into levels
mental skills Feeling,
emotions &
attitude
• Taxonomy
Practical skills/
related to
muscles
• Learning Domains

11. LEARNING DOMAINS AND TAXONOMY
Level/ Class Cognitive Affective Psychomotor
1
Remembering Receiving Perception
2
Understanding Responding Set
3
Applying Valuing Guided Response
4
Analyzing Organization Mechanism
5
Develop Characterization Automatic Response
6
Evaluating Adaption
7
Organization

12. LEARNING DOMAINS AND TAXONOMY
Intermediate
Lower Order Higher Order
C1
C2
C3
C4
C5
C6

13. BLOOM’S TAXONOMY - REMEMBERING
 What you remember…usually simple, short answers
 Keywords:
Define, recall, memorize, repeat, match, name, relate, tell, recall, select,
label, choose, find, how, define, show, spell, list, who, what, why, when, omit,
where, which

14. BLOOM’S TAXONOMY - UNDERSTANDING
 being able to construct meaning
Keywords:
 compare, contrast, demonstrate, interpret, explain, extend, illustrate, infer, outline, relater,
ephrase, translate, summarize, show, classify

15. BLOOM’S TAXONOMY - APPLYING
 implement your understanding
Keywords:
 Apply, build, choose, construct, develop, interview, make use of, organize, experiment with,
plan, select, utilize, model, identify, solve

16. BLOOM’S TAXONOMY - ANALYZING
 Think critically about what you know
Keywords:
 Analyze, categorize, classify, compare, contrast, discover, divide, examine, inspect, simplify,
survey, take part in, test for, distinguish, list, relationships, function, motive, inference,
assumption, conclusion, dissect

17. BLOOM’S TAXONOMY - CREATING
 Formulate new structure from existing knowledge and skills.
Keywords:
 Build, choose, combine, compile, compose, construct, create, design, develop, formulate,
imagine, invent, make up, originate, plan, predict, propose, solve, solution, suppose, discuss,
modify, change, original, improve, adapt, minimize, maximize, delete, theorize, elaborate, test,
improve, happen, change, estimate

18. BLOOM’S TAXONOMY - EVALUATING
 Bringing all the pieces together or judge the value for a given purpose
Keywords:
 Award, choose, conclude, criticize, decide, defend, determine, dispute, evaluate , justify,
measure, compare, recommend, rule on, select, agree, appraise, prioritize, opinion, interpret,
explain, support, importance, criteria, prove, disprove, assess, influence, perceive, value,
estimate, influence, deduct, judge, mark, rate

19. TEACHING METHODOLOGIES
 There are different methods of Teaching.
 We can divide the Methodologies into two major groups.
1. Teacher centered Approach
2. Student centered Approach
How many
Teaching tools
you have?

20. TEACHER CENTERED APPROACH/METHODOLOGY
 Teachers are the main authority figure in a teacher-centered instruction model.
 Students are viewed as “empty vessels ” who passively receive knowledge from their teachers
through lectures and direct instruction, with an end goal of positive results from testing and
assessment.
 In this style, teaching and assessment are viewed as two separate entities; student learning is
measured through objectively scored tests and assessments.
 Teacher speaks students listen.(students are involved less)
 This style is adopted at higher level like university level.

21. TYPES OF TEACHER CENTERED APPROACH
Teacher centered Approach can be subdivided into other Approaches.
1. The Authority, or lecture style.
 The authority model is teacher-centered and frequently entails lengthy lecture sessions or
one-way presentations. Students are expected to take notes or absorb information.
 Pros: This style is acceptable for certain higher-education disciplines and auditorium settings
with large groups of students. The pure lecture style is most suitable for subjects like history,
which necessitate memorization of key facts, dates, names, etc.
 Cons: It’s a questionable model for teaching children because there is little or no interaction
with the teacher. Plus it can get a little snooze-y. That’s why it’s a better approach for older,
more mature students.

22. TYPES OF TEACHER CENTERED APPROACH
2. The Demonstrator, or coach style.
 The demonstrator retains the formal authority role by showing students what they need to
know. The demonstrator is a lot like the lecturer, but their lessons include multimedia
presentations, activities, and demonstrations. (Think: Math. Science. Music.)
 Pros: This style gives teachers opportunities to incorporate a variety of formats including
lectures and multimedia presentations.
 Cons: Although it’s well-suited for teaching mathematics, music, physical education, or arts
and crafts, it is difficult to accommodate students’ individual needs in larger classrooms.

23. TYPES OF TEACHER CENTERED APPROACH
3. Flipped Classrooms (High Tech)
 The flipped classroom label describes the teaching structure that has students watching pre-
recorded lessons at home and completing in-class assignments, as opposed to hearing
lectures in class and doing homework at home.
 A key benefit of the flipped classroom model is that it allows for students to work at their own
pace if that is how the teacher chooses to implement it.
 In some cases, teachers may assign the same videos to all students, while in others, teachers
may choose to allow students to watch new videos as they master topics (taking on a more
“differentiated” approach).
 Flipped classroom models are still mostly based on a teacher’s idea of how learning should
happen and what information students need, making it chiefly teacher-centered.
 Both students and teachers need a good internet connection and devices that can access it.

24. STUDENT CENTERED APPROACH/METHODOLOGY
 While teachers are still an authority figure in a student-centered teaching model, teachers and
students play an equally active role in the learning process.
 The teacher’s primary role is to coach and facilitate student learning and overall
comprehension of material, and to measure student learning through both formal and
informal forms of assessment, like group projects, student portfolios, and class participation.
 In the student-centered classroom, teaching and assessment are connected because student
learning is continuously measured during teacher instruction.
 Both teacher and students speak.(50/50 participation)
 It is usuallay applied at lower level like primary level.

25. TYPES OF STUDENT CENTERED APPROACH/METHODOLOGY
Student Centered Approach can be subdivided into other Approaches.
1. The Facilitator, or activity style Or more commonly known as “Inquiry
based learning”.
 Facilitators promote self-learning and help students develop critical thinking skills and retain
knowledge that leads to self-actualization.
 This style trains students to ask questions and helps develop skills to find answers and
solutions through exploration; it is ideal for teaching science and similar subjects.
 Inquiries can be science or math-based such as ‘why does my shadow change size?’ or ‘is the
sum of two odd numbers always an even number?’. However, they can also be subjective and
encourage students to express their unique views, e.g. ‘do poems have to rhyme?’ or ‘should
all students wear uniform?’.
 Challenges teacher to interact with students and prompt them toward discovery rather than
lecturing facts and testing knowledge through memorization. So it’s a bit harder to measure
success in tangible terms.

26. TYPES OF STUDENT CENTERED APPROACH/METHODOLOGY
2. The Delegator, group style or Learning by doing.
 The delegator style is best suited for curricula that require lab activities, such as chemistry and
biology, or subjects that warrant peer feedback, like debate and creative writing.
 Can also be adopted in class.
 Pros: Guided discovery and inquiry-based learning place the teacher in an observer role that
inspires students by working in tandem toward common goals.
 Cons: Considered a modern style of teaching, it is sometimes criticized as eroding teacher
authority. As a delegator, the teacher acts more as a consultant rather than the traditional
authority figure.

27. TYPES OF STUDENT CENTERED APPROACH/METHODOLOGY
 3. Kinesthetic Learning (Low Tech)
 Sometimes known as tactile learning"or "hands-on learning", kinesthetic learning requires
students to do, make, or create.
 In a kinesthetic learning environment, students perform physical activities rather than listen to
lectures or watch demonstrations. Hands-on experiences, drawing, role-play, building, and
the use of drama and sports are all examples of kinesthetic classroom activities.
 One upside is that kinesthetic learning is rarely based on technology, as the method values
movement and creativity over technological skills. That means it’s cheap and fairly low-barrier
to adopt, as well as a welcome break from students’ existing screen time.
 Kinesthetic learning can be more student-centered than teacher-centered when students are
given the choice of how to use movement to learn new information or experience new skills,
so it’s also adaptable to a teacher’s particular classroom preferences.

28. TYPES OF STUDENT CENTERED APPROACH/METHODOLOGY
 4. Differentiated Instruction
 Differentiated instruction is the teaching practice of tailoring instruction to meet individual
student needs which ensures all children have equal access to public education.
 Focus on every student according to his/her need.
 Today, differentiated instruction is used to meet the needs of all types of learners.Teachers
can differentiate in a number of ways: how students access content, the types of activities
students do to master a concept, what the end product of learning looks like, and how the
classroom is set up.
 Some examples of differentiation include: having students read books at their own reading
levels, offering different spelling lists to students, or meeting in small groups to reteach
topics.
 Though differentiation is focused on individual student needs, it is mostly planned and
implemented by the teacher. And technology, though a potential aid, is not a hallmark of the
differentiated teaching style, making it a fairly traditional, low-barrier method to adopt.

29. TYPES OF STUDENT CENTERED APPROACH/METHODOLOGY
5. Expeditionary Learning
 Expeditionary learning is a form of project-based learning in which students go on
expeditions and engage in in-depth study of topics that impact their schools and
communities or that can be researched by visiting different places/Industries/sites etc.
 The learning in this model includes multiple content areas so that students can see how
problem-solving can happen in the real world--ideally, their own worlds.
 A student in a big city, for example, might study statistics about pollution, read information
about its effects, and travel to sites in their city that have been impacted by the problem.
When they have a good understanding of the circumstances, students and teachers work to
find a solution they can actively implement.

30. TYPES OF STUDENT CENTERED APPROACH/METHODOLOGY
6. Personalized Learning
 Personalized learning is extremely student centered, but teachers are required to teach lessons, look
at frequent assessment data, and meet with students to make any necessary changes to their learning
plans. Students follow personalized learning plans that are specific to their interests and skills.
Student self-direction and choice in the curriculum are hallmarks of personalized learning.
 Assessment is also tailored to the individual.
 Schools and classrooms that implement personalized learning use competency-based progression, so
that students can move onto the next standards or topics when they’ve mastered what they’re
currently working on. That way, students in personalized learning classrooms can progress to work
beyond their grade level as they master topics, while students who need additional help have that
time built into their daily schedules as well.
 Students who don’t require remediation or extension work can instead work with teachers to nurture
social skills and other or 21st-century skills lessons and receive mentoring.
 Students must be guided about using technology and learning from web platforms.

31. TYPES OF STUDENT CENTERED APPROACH/METHODOLOGY
7. Game-based Learning
 The core concept behind game-based learning is teaching through
repetition, failure and the accomplishment of goals.
 When students work on game-based learning, they’re probably just
thinking that they’re having fun with a game, but there’s a lot that goes into
crafting the game as a learning tool. The process begins with the curriculum
and the core standards. Before the design even starts, a team of education,
curriculum, and game experts decides on the exact lesson that will be
taught to students.
 It is beneficial for pre primary Education but can be applied to primary and
higher levels.
 Game-based learning requires a lot of time and planning on the teachers’
part.
 Different Games of required knowledge to learn can be found on playstore.
Can you tell
the Approach
through
which you are
learning
now?
What
Approach
you use
most?

32. HOW TO CHOOSE A TEACHING APPROACH
 Use the Approach
according to
learning pyramid,
situation of class
and Outcomes
requirement.

33. CLASSROOM MANAGEMENT
Classroom management refers to the wide variety of skills and techniques that teachers use to
keep students organized, orderly, focused, attentive, on task, and academically productive
during a class.
 A more encompassing or updated view of classroom management extends to everything that
teachers may do to facilitate or improve student learning, which would include such factors
as behavior (a positive attitude, happy facial expressions, encouraging statements, the
respectful and fair treatment of students, etc.), environment (for example, a welcoming, well-
lit classroom filled with intellectually stimulating learning materials that’s organized to
support specific learning activities), expectations (the quality of work that teachers expect
students to produce, the ways that teachers expect students to behave toward other students,
the agreements that teachers make with students), materials (the types of texts, equipment,
and other learning resources that teachers use), or activities (the kinds of learning
experiences that teachers design to engage student interests, passions, and intellectual
curiosity).

34. CLASSROOM MANAGEMENT
 Maintain authority all year long.
 You meant it when you started the year, but it’s easy to relax a bit as the year moves along.
 So make a list of rules that are effective and really matter to you and then share them with your
students you may Post them visibly and refer to them often.
 Be ready to handle any comments.
 Point out/advise/coorect those few students who always try to derail your lessons. Or just ignore
them in a lot of cases!
 Make a rule that tells what would be the reaction of a misbehaviour or disturbance. You may use
slight punishment but talking to student in private is a better option.
 Wait until you have all your students’ attention before you speak. Use clear language when giving
directions.
 Build relationships with students.
 Get to know your students. Know each students Name and psychology also Solve their issues.
 What are their strengths? Their challenges? What are they really into? Investing in them as
individuals builds trust, and that is the key to successful classroom management.

35. CLASSROOM MANAGEMENT
 Behaviour management.
 Implementing an effective behaviour management strategy is crucial to gain your students
respect and ensure students have an equal chance of reaching their full potential.
 Noisy, disruptive classrooms do no encourage a productive learning environment, therefore
developing an atmosphere of mutual respect through a combination of discipline and reward
can be beneficial for both you and your students.
 Examples include fun and interactive reward charts for younger students, where individuals
move up or down based on behaviour with the top student receiving a prize at the end of the
week.
 ‘Golden time’ can also work for students of all ages, with a choice of various activities such as
games or no homework in reward for their hard work.
 Props
 It is the act of publicly recognizing and praising students who have done something good,
such as answering a difficult question or helping a peer. Props is done by the entire class and
is typically a short movement or spoken phrase. The technique is intended to establish a
group culture in which learning accomplishments and positive actions are socially valued and
rewarded.

36. CLASSROOM MANAGEMENT
 Nonverbal Intervention is when teachers establish eye
contact or make gestures that let students know they are off-task,
not paying attention, or misbehaving. The technique helps
teachers efficiently and silently manage student behavior without
disrupting a lesson.
 Tight Transitions is a technique in which teachers establish
transition routines that students learn and can execute quickly
and repeatedly without much direction from a teacher. For
example, a teacher might say “reading time,” and students will
know that they are expected to stop what they are working on,
put away their materials, get their books, and begin reading
silently on their own. This technique helps to maximize
instructional time by reducing the disarray and delay that might
accompany transitions between activities.
Are you good
at class room
Management?

37. EFFECTIVE TEACHING
 Be prepared.
 We teach students to be prepared, and we need to follow this advice, too.
 Even if you aren’t required to submit lesson plans, it doesn’t mean you shouldn’t do them.
There’s a lot to manage throughout the day, and not knowing what you are supposed to be
teaching can easily destroy a good day. Develop plans that work for your teaching style,
accommodate all learners, go along with curriculum standards, and pique the curiosity of
your students. It may sound daunting, but the more you do it, the better you’ll get. A well-
planned day can make the difference between tired and flat-out exhausted.
 Create Interest & Motivate.
 Give students interesting and real world information.
 Involve students in the lecture.
 Interest is the mother of attention.
 So instead of saying attention Please, create it.
 Continuously motivate students & boost them.

38. EFFECTIVE TEACHING
 ENCOURAGE QUESTIONING
 Make it crystal clear that students can, and should, ask questions at any time. As a teacher,
you should not be so focused on your lecture that questions aren’t encouraged. The printed
rules should specify what students need to do to ask questions. Generally, students need to
raise their hands.
 Additionally, invest in finding ways of getting the students interested in the subject matter by
offering relevance to their interests. Ask the students questions and invite them to ask
follow-up questions that steer the discussion in the direction of critical thinking skills
development.
 Of course, all the questions should be answered but not necessarily by you. Encourage
students to volunteer answers to their classmates’ questions. Students often learn better
when the information is explained to them by another student.
 Follow different teaching Methodologies.
 Wisely decide when to use Authority style, Activty Methodology, Demonstrator Methodology,
Delegator Methodology Etc
 Mostly adopt the Methodology that involves students most and is more effective.

39. EFFECTIVE TEACHING
 Be a role model
 You must be a role model for students.
 Make some rules for yourself.
 Speak gently, be polite and don’t abuse students.
 Its you who tell students how a teacher is like.
 keep your sense of humor.
 Explain things and deliver lectures with a smile and put some jokes related to lecture so that
students enjoy while learning and do not get bored.
 You are their role model for all emotions, not just the serious ones.
Do
students
enjoy your
lecture?

40. EFFECTIVE TEACHING
 Outsourcing
 Never rely only on your book, You know what children need So, sometime you may
teach them from outside the book.
 Ask your students to read, research the topics what they like or in what they are weak.
 Ask students to read different student magazines.
 Be fair
 Don’t follow favoritism.
 Give all students equal attention.
 Do fair Marking. Give extra marks for hardwork, neatness etc.
 Good use of whiteboard
 Write necessary details on whiteboard, draw figures, tables, pictures etc.
 Get full benefit from whiteboard. You may ask students to write/draw anything on
whiteboard.
 You can use different color markers to differentiate different words or for other
Are you
making
students
bookworms
?

41. EFFECTIVE TEACHING
Lifelong learning:
An effective teacher continuously improves
himself/herself and struggles to teach in a more
effective way.

42. IDEAL TEACHER
There is a scarcity of teachers who are truly passionate about teaching.
The teacher who wants to be an inspiration to others.
The teacher who is happy with his/her job at all times.
The teacher whose lecture You never forget.
The teacher who every child in the school would love to have.
The teacher kids remember for the rest of their lives.
Are you that teacher?

43. Ideal
Teacher
Focus on
Outcomes
Class room
Management
Skills
Effective
Teaching
Teaching
Methodologies
Motivation
&
Inspiration
Life long
Learning
Manages
classroom
Skilfully
Motivates
and inspires
students
Achieves more
Outcomes
Continuously
improves
Teaches effectively
Wisely adopts a
Method