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Uploaded byRK Srivastav
29 March 2012
1. The document discusses various topics related to education including multiple intelligences, emotional intelligence, cooperative learning, safety in schools, and teacher responsibilities. 2. It describes Gardner's eight multiple intelligences including verbal-linguistic, logical-mathematical, visual-spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist intelligence. 3. The concept of emotional intelligence is explained as understanding how emotions, thoughts, and behaviors interact and influence each other. Developing emotional intelligence improves self-awareness, motivation, empathy and accountability.
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29 March 2012
- 1. 28 march 2012 TIME IS VERY SHORT IT IS TOO SHORT FOR THOSE WHO ARE LOVERS OF KNOWLEDGE. 1
- 2. EMPOWERMENT OF TEACHERS FOR UNDERSTANDING STUDENTS & TEACHING – LEARNING METHODS By RK Srivastav 2
- 3. MULTIPLE INTELLIGENCE • MI concepts and VAK learning styles offer simple and accessible methods to understand. • 8 MI as identified by Gardner. 3
- 4. 1. Verbal- Linguistic MULTIPLE Intelligence INTELLIGENCE (WORDSMART) 2. Logical-Mathemetical intelligence (NUMBER/REASONING SMART) 3. Visual-Spatial intelligence (PICTURE-SMART) 4
- 5. 4.Bodily-Kinesthic MULTIPLE intelligence INTELLIGENCE (BODY SMART) 5.Musical intelligence (MUSIC SMART) 6. Interpersonal intelligence (PEOPLE SMART) 5
- 6. MULTIPLE INTELLEGENCE 7. Intrapersonal intelligence (SELF SMART) 8.Naturalist intelligence (NATURE SMART) 6
- 7. Type –Bodily MULTIPLE INTELLIGENCE Description- body movement control Roles- dancers, actors, sports people, acupuncturists Tasks- demonstrates a sports technique Learning style- Physical experience and movement 7
- 8. MESSAGES • 1 TO teach all ABOUT MI IN CLASSROOM concepts/subjects using all the intelligences at least 7 ways • 2 It suffices a certain intelligence – running/moving 8
- 9. • 3 Useof materials associated with an intelligence as background .4 Evaluation/grading without regard to context-relative strength in one and weakness in other may be erroneous/premature 9
- 10. 3 positive • 1Cultivate those ways skills and capacities that are valued in community and broader society eg. English speaking 10
- 11. • 2 approachinga concept, subject matter/discipline in variety of ways. Eg.key concepts, generative ideas, essential questions Not necessarily 7 ways 11
- 12. • 3 outcomes are- *multiple windows in a classroom *student beholds that teacher is expert *Pluralistic approach opens the possibility of learning 12
- 13. • 3 Personalizationof education We all are not the same , We all do not have the same minds, Strengths are taken into the minds and not ignored. 13
- 14. THE UNSCHOOLED MIND •This is what is MI and the HEART of the theory. 14
- 15. EMOTIONAL INTELLIGENCE •What is EI? 15
- 16. EMOTIONAL INTELLIGENCE • Is a way of understanding and shaping how we think, feel and act. 16
- 17. EMOTIONAL • We all feel similar INTELLIGENCE emotions • Have similar bodies • Have similar minds with similar thoughts Each of it put differently is what makes everyone an individual 17
- 18. EMOTIONAL INTELLIGENCE • It is believed that human a soul • Understanding our soul and how it connects and interacts with personality could be called Spiritual Intelligence. 18
- 19. • Our emotionsare affected EMOTIONAL by our thoughts and by our INTELLIGENCE physical bodies. • Those emotions affect our thoughts and our physical bodies. • There is no separation between these 3. 19
- 20. • Intellectual intelligence EMOTIONAL allows us to solve logical INTELLIGENCE problems. • Spiritual Intelligence allows us to address and solve problems of meaning and value ….to place us in a wider meaning giving context. 20
- 21. EMOTIONAL INTELLIGENCE •EI is bridge between the two. 21
- 22. EMOTIONAL INTELLIGENCE Why EI is important in the classroom? 22
- 23. EMOTIONAL INTELLIGENCE Don’t worry that children don’t listen to you. Worry that they are watching everything you do. 23
- 24. EMOTIONAL INTELLIGENCE • Children learn from adults the way be and not much what they say. • Behaviours we demonstrate every day play a larger part in the educative process. 24
- 25. EMOTIONAL INTELLIGENCE • Children of all ages are very perceptive. • They observe- consciously and unconsciously and they model 25
- 26. EMOTIONAL INTELLIGENCE • Developing Emotional Intelligence improves • 1.self awareness • 2.motivation • 3.empathy • 4.recognition of choices and accountability 26
- 27. EMOTIONAL INTELLIGENCE • More than IQ emotional awareness and abilities determines your success and happiness. • Increased EQ skills reduces discipline problems. 27
- 28. EMOTIONAL INTELLIGENCE •EI SHAPES AS MUCH AS 70-80% OF SUCCESS 28
- 29. EMOTIONAL INTELLIGENCE People in good mood are better at reasoning and creative problem solving Improved EQ skills increase ‘on task’ behaviours 29
- 30. EMOTIONAL INTELLIGENCE • A 3 part model at EI that can help us to understand and apply 30
- 31. EMOTIONAL • 1 Know ourselves INTELLIGENCE • 2.Make choices • 3. Make a positive difference to the world around us/develop emotional wisdom 31
- 32. EMOTIONAL INTELLIGENCE •How do I know that Im an EI teacher? 32
- 33. • 1 DoI appreciate children? EMOTIONAL INTELLIGENCE • 2.Do I have self knowledge? • 3.Am I open? • 4. Am I warm? • 5. How accepting I am? 33
- 34. • 6. DoI support? EMOTIONAL INTELLIGENCE • 7. Am I flexible? • 8.Am I empathic? • 9.Do I show respect? • 10. Am I accountable? • 11. Do I set and move towards goals? 34
- 35. •This is self science. 35
- 36. SCHOOLING EMOTIONS •Let’s have a strange roll call. 36
- 37. SCHOOLING EMOTIONS Let the student feel how are they today? 1 no means spirits are low 10 no means spirits are high 37
- 38. SCHOOLING EMOTIONS • Sujata 10; I’m excited,it’s strurday Priya 6; happy, I got 1 toast. Anish 9; excited, today it’s a match Its all about how the child feels on the day 38
- 39. • Self scienceis- SCHOOLING EMOTIONS • Life skills/social development/emotional learning/personal intelligences • Any one - an adult/ 5th grader needs help being a self observer when they are upset. 39
- 40. • CONCERN OFTHE DAY SCHOOLING EMOTIONS • Do you want to talk about why you feel that way? • What’s troubling you do you want to air? • Chance for creative options for handling it? 40
- 41. SCHOOLING • Troubles vary with EMOTIONS grades of class and they keep it with them ,obsessing about them in night and in the day it becomes topics in self science. 41
- 42. SCHOOLING EMOTIONS • The more ways you know to respond to an emotion the richer your life can be. 42
- 43. • Today’s lessonis SCHOOLING EMOTIONS • Identifying feelings • Being able to name feelings • Distinguish between them • Is the key emotional skill. 43
- 44. SCHOOLING EMOTIONS • 6 BASIC EMOTIONS 44
- 45.
- 46.
- 47. • Facial –muscle recipes for SCHOOLING each emotions. EMOTIONS • Introductory psychology course • Give lessons/stories teaching emotions, plan it to discipline students who misbehave. 47
- 48. • TRY THIS SCHOOLING EMOTIONS • Guess a no between 1- 10 • Emotional time table of development • Feeling cube to say when they had such feeling-circle time 48
- 49. SCHOOLING EMOTIONS • STOP LIGHT METHOD to develop emotional literacy. • It helps. 49
- 50. + RELATION SHIPS • HOW TO ESTABLISH + RELATIONSHIPS IN YOUR CLASS? 50
- 51. + RELATION SHIPS • Examining our selves • Examining our language • The power of praise • We are human too 51
- 52. • STARTING WITHYOUR SELF + RELATION SHIPS • Self esteem 52
- 53. DEMYSTIFICATION • Demystification • Parents need to be present • We tell their strength 53
- 54. TYPICAL SCHOOL • WITHIN ELEMENTRY PROBLEMS SCHOOL • 4 major categories are 1.Aggressive/disruptive behaviour ( grade 3 on) 2. ADH (hyperactivity) 3. LD 4. MR and multiple educational handicaps 54
- 55. TYPICAL SCHOOL PROBLEMS • Test /performance anxiety (grade 6 on) • Depression • Ask counselor for list of questions to identify the problems 55
- 56. CO OPERATIVE LEARNING • CO OPERATIVE LEARNING is a group work. BUT All group work is not COOPERATIVE LEARNING 56
- 57. CO OPERATIVE LEARNING CO OPERATIVE TRADITIONAL LEARNING LEARNING Positive Positive interdependence interdependence is structured not structured 57
- 58. accountability for accountable for CO OPERATIVE self and team self and not for LEARNING mates team mates Team membership Team membership is heterogeneous is homogeneous Team building No team building activities promote activities 1 trust 2 commitment 3 cohesion 58
- 59. CO OPERATIVE Team mates One team mate LEARNING share is the leader leadership responsibilities Social skills are Social skills are 1 taught lacking 2 practiced and 3 processed The teacher The teacher continually 1 monitors groupwork does not do 2 documents 1 monitoring observation 3 provides feedback 2 provide feed back 59
- 60. CO OPERATIVE 5 BASIC ELEMENTS OF LEARNING COOPERATIVE LEARNING 1 Interdependence 2 Accountability 3 Face – to – face interaction 4 social skills 5 processing 60
- 61. CO OPERATIVE • ROLE OF TEACHER LEARNING • 1 Making decisions before the lesson begins • 2 Setting the lessons • 3 Monitoring and intervening during group work • 4 Evaluating the product and process 61
- 62. CO OPERATIVE LEARNING What makes the teaching go? 62
- 63. CO OPERATIVE LEARNING INSTRUCTION CONTENT AL STRATEGIES CLASSROOM INSTRUCTION AL SKILLS MANAGEME NT 63
- 64. SAFETY FIRST • INDENTIFICATION OF LOCATIONS OF INJURY/MISHAP 64
- 65. SAFETY FIRST • 1 Classroom • 2 corridors • 3 STAIR CASE • 4 PLAY GROUND • 5.Laboratories 65
- 66. SAFETY FIRST • What to do? • Who will do? • How to do? 66
- 67. SAFETY FIRST • WHO IS RESPONSIBLE FOR THE INJURIES DONE ? • SCHOOL • PRINCIPAL • TEACHER 67
- 68. SAFETY FIRIST WHO IS ANSWERABLE TO PARENTS ? 68
- 69. DOS N • DOS DONTS • Take attendance of your class also in subject period, lab, lib, play ground, music, arts. • Ask for absent students • Check the student • Listen to a students problem, write in your diary and solve it. A repeation of problem is a concern bring it to the notice of coordinator 69
- 70. DOS N • DO your work in time DONTS • Have empathy for all • DONTS • Talk in groups during assembly, in the corridors, • leave your class and go to other class, lab or staff room 70
- 71. DOS N • Reach late to class DONTS • Be rude to any one • Hide student’s behavior to be in his/her good books • Support wrong doings of students • Cover the colleague's short comings • Feel bad if your colleague reminds your responsibily 71
- 72. THOUGHTS • Children donot fail, they only indicate failure of the school. • Make provisions -- not restrictions, adjust to the need of the child. • All good practices of teaching are practices of inclusion. • Learning together is beneficial to the child. • If you want to teach ,learn from the child . • Identify strengths not limitations. 72
- 73. •THANKS 73
- 74.