skills in classroom management

1. 40 Minutes In a Classroom
C G Nagaraja

2. Acknowledgement
I am very grateful to the principals,the teachers, and the studentsof various schoolswho
permittedme to observe theirclassesin progress whichallowedme to make my notes for
this edition.
My sincere thanks to my dear wife,Vanaja Nagaraja, who supported me in bringingout
this edition.
Thanks are due to my daughterswho helpedme,financially,to get thisbook published.
My sincere thanks to the publisher,NotionPress,for accepting to print, publish,and
launch this edition.

3. CONTENTS:
1. Introduction
2. Part I
Prelude
Classroom Practicesand Reality
3. Part II
Personal DevelopmentandBeliefSystem
4. Part III
5. Postlude
6. References

4. Introduction
Teaching nowadays is neithera science or an art. It usedto be believedthatteachingis both an art
and a science.Teachingis a job. It’s a piece ofwork that needsto be completedina giventime
with the help ofa givenplan. The plansare handedover by the authoritiesand teachersneedto
stick to that.
Professional teachersbelievedthatwe had to bring out the excellence inachildand assistthe
childto rich his or her full potential.The presentformat of teachingrestricts both the teacherand
the studentsfrom fullyusingtheir brains.
The current systemforces both the teachers and students to use their resourcesto become
masters of school content (prescribedtextmaterialsin all the subjects).Theyhave to prepare
usingrote learning,practice many examinationpapers,and score high marks.
The author has spentover five decadesin the school ecosystemindifferentcapacities including
teacher,administrator, trainer, advisor, and mentor. He has observedactual classroom teaching
(more than 10,000 lessons) inIndia and in other countries.Everywhere,the emphasisis on
achievinghigh marks beingtop of the list.
The teachingprofessionis no longeran easy environmentto work in. Many issuesand problems
that were neverseenbefore are poppingup in our country.
Schools,especiallygovernmentschools,have not changed in infrastructure.They are unable to
provide the same level ofeducationas private schools.Our country has lakhs of schoolsin villages
and semi-urbanareas. Teaching is not structured to helpchildrendeal with the challengesofthe
ever-changingurban life.
The questioniswho cares about the educationof our youngsters?Parents? Teachers?The
government?Tuitionmasters? Coaching centres?
In this edition,the author shares his experiencesandrequeststhe concernedpersonnel to
considerwhat to do.
Part I dealswith classroom practices. Part II dealswith the personalitydevelopmentofteachersto
match theirattitudes and thinkingto current trends. Ideas from NLP (Neuro-Linguistic
Programming) have beensuggestedinPart II. Part III dealswith the good practicesand innovative
trends inschools in the U.S. The suggestionsmade in this edition are based on methodstestedin
schoolsand the conclusionsof teachers who were taught these methods.
C G Nagaraja.

5. Part I
Classroom Practices and Reality
Prelude
Monday, 8.45 a.m, the first day of the sixworking days of the week.
Nearly1200 students,from the ages of four to fifteen,are convergingon a school assemblyin a
private school in the southernIndian city of Mysuru. Children,bothboys and girls,dressedin the
prescribedschool uniform and carrying bags filledwithbooksand lunch, are slowly enteringthe
openspace in front of the main buildingof the school.They are accompanied by mothers,fathers,
escorts, and drivers.Some ofthe childrenhave travelledinvans and busesfor almost ninety
minutesto reach the school. The teachersare in charge of helpingthe childrenline up for the
morning assembly,a ritual for almost all schoolsin the country. Announcements throughthe
publicaddress systemkeepboth the childrenand the teachersalert as the students form lines
according to gender,height,and grade.After a fewcommands from the PT master, all are ready
for the program which lasts about thirty minutes. The program includesprayers, announcements,
readingsby certain students,and the singingof state and national anthems. Some schools even
enlistthe helpof the school-bandduring the national anthem. Afterthis, childrenpick up their
heavy bags and form a line to go to their classesfor the day’s learning.
For consideration:
This ritual continuesday in and day out for almost two hundreddays ina schoolingyear. As an
educationist,I usuallyask a fewstudents to explainthe meaningof the anthems that they sing
everyday to me.You may not believe it,but99% of the studentssay that theyhave no idea.
What is the purpose ofsingingthese anthems for almost ten years as they progressfrom class 1 to
class 10? Many similar questionscan be raised about this ritual calledthe morningassembly.
As a teacherin the same professionfor over fiftyyears, I have witnessedandparticipated in
countlessmorning assemblyprograms in India,Africa, the Sultanate ofOman, London,and inthe
U.S. Whatchildrenhave gainedor lost from these programs is difficulttorememberand assess.
The precioustime that the morningassemblytakes can be used more productively. Teachers and
other studentscan helpchildrenwho needhelpwithcompletingtheirwork and childrenwho

6. have difficultieswithcertainsubjectsduring thistime. Classroomguidance is helpful, and it would
improve the performance of students.Assembliescanbe conductedonce in a week.
Orientationprograms and workshops have beenorganisedin most schools. Governmentagencies
must provide circulars and instructionsto helpthe managementin schoolsplan the assemblies
betterin order to helpstudents learnthe skillsrequiredfor a good life. What actually happenson
the ground level isverydifferent.
Goingforward, educationistssuggestthat programs be preparedto teach childrenabout life inthe
21st
century. Assemblyprograms will continue to go on though, as many childrendo not
understandwhy theyare subject to such a thing.
Today, most of the teachers are trainedin our school systems.Every year, theyare givenwell
plannedand extensive trainingregardingeffective teachingpractices. Governmentagencieslike
NCERT, DSCERT, Regional Institutesof Education, and private trainingagenciesin collaboration
with individual schoolsconduct programs every year to educate teachers to teach effectively in
accordance with the National Goals of Education. These training programs, orientations,
workshops, and lecturesaim to utilise forty minutesofclass time to teach studentseffectively.
For consideration:
 All these effortsseemto be limitedto paper.
 All teachers, principals,parents,and studentshave their own agenda and goals to achieve.
 Is there any way that we can change this?
The day begins,and the teachersand the students will spendabout six hours inthe school. There
will be eightor nine periodseach day. Each period isfollowedby another,and it continuesthe
whole day like a ritual. The eventsare listed.
Events inthe class
In the short span of forty minutes, many eventsoccur whena teacherengageswith the students
in the class. The most important eventsthat happenare listedforconsideration.
 The entry of the teacher
 The positioningofthe teacher
 Checkingthe attendance of the students
 Preparingthe class for learning

7.  Introducing motivatingactivities
 Introducing the learningtask
 Interactionsand teacher-talk
 Prompting and probinglearning
 Explainingthe contentor the subject matter
 Class managementrelatingto behaviour and learningactivities
 Controlling,judging,and guidingstudentsthrough a task
 Providingtips for exam preparation
 Assigninghomework,assignment,and projects
 Closingthe lesson
These eventshappenconcurrently during a class. The quality of teachingand learningdependson
how and on what level these eventsare managed. Goodpractices require the judicioususe of time
during the interaction with students.
Let’s see what actually happensin the classroom.
9.30 a.m.
Studentsenter theirclassrooms. They take theirallottedseats, keeptheirbags away, and wait for
the teacherto enterthe class.
9.40 a.m. It’s the firstperiodof the day.
Entry ofthe teacher
A subjectteacher of mathematics or science entersthe class. All studentsstand up making noise,
pullingand pushingtheir benchand chairs. Theygreet the teacher a good morningin unison.The
teacher gesturesor asks them to sit down. Usually,the teacher starts the lessonby doing any of
the activitieswhichhe or she thinksis good.
We needto helpteachers understandthat the act of enteringthe class is a very important event
before theystart teaching.
The entry of the teacher is extremelyimportantifone looksat this eventthrough a lens.A
teacher’sattitude, gestures, tone of speaking,dress,and standing and sitting positionsall make an
impressiononthe studentson a sub-consciouslevel.Theyare absorbing nonverbal information
which is recordedin the brain. There are instancesof students rememberingthe teacher’smood,
dress,tone, and other thingsin detail twenty years after leavingschool.According to the NLP

8. (Neuro-Linguistic-Programme),the sub-modalitiesofourrepresentational systems record
everythingindetail and recall this information in certain situations. Therefore,teachersmust plan
theirentry into the class. They must aim to enter the class in a resourceful mindset.Accordingto
the NLP,beingresourceful involveshavinga positive outlook,energy,goals,a well-plannedclass
subject,and a good understandingof the children. Our training collegesandin-service programs
shouldtrain teachersto adopt the modern trendsof the NLP to helpthem enterthe class in a
resourceful state.
For consideration:
As a teacher,you will enterat least four or five classesa day. Each time you enter the class, you
shouldbe pleasant,motivated,and willingtoteach. Enter all classesin a resourceful state.
Have you everplannedhow you enterthe class?
Have you everthought about what will be the first word you utter?
Have you everthought about whetheryou will stand in front of the desk or sit down in a chair?
Such questionsare to be answeredthrough self-reflection.
Everythingup to thispoint is relativelyeasy. The problembeginsat the commencementofthe
lesson.During the forty minutesofa class, the teacher has to deliveralesson.A teacher would
have prepareda lessonplanusing the knowledge gainedduringtraining,workshops, or
orientationprograms. What is a lessonplan?A lessonplan is an integrated plan involvingcontent
and the modificationof the learner’s behaviour.This makes it very complex.Lessonis a very
loadedword as it encompassesmany ideasrelatingto (a) pedagogy (b) curriculum (c) students(d)
goals (e) beliefsystems(f) ecologyofthe school. In the remainingthirty minutes,there must be
task transaction during whichthe studentshave to learn what the teacher has planned.The task is
a chunk of contentintendedto be learnt by students.The transaction isthe way inwhich the
teacher attempts to helpthe studentlearn.The teacher has to use differenttechniquesand
methods.It’s betterto examine what a teacher plans or what a teacher has to plan for a forty
minute class.
a) Pedagogy

9. Pedagogyis the art and science of teachingin such a way that the studentsenjoy the activitiesand
learn the subject. Differentmethodsofteaching are available to a teacher. The ecosystemofthe
school and the teacher’spersonalitydetermine whya particular method is utilisedto teach the
lesson.
The most convenientmethodfollowedinmost of the rural and urban schools is the chalk and talk,
direct transmissionmode to the whole class. This method is very convenientfor many teaching
situationsbecause it helpsprepare studentsfor examinationsand get good marks. However,this
methodinhibitsthe thinkingand imaginative potential of the students.
The traditional chalk and talk method of teachingthat’s persisted for hundredsof years and used
in a number of our classrooms is now acquiringinferiorresultswhen comparedwith the more
modernand revolutionaryteachingmethods that are available. Modern methodsemphasise more
student-teacherinteraction,the boundariesof teachers’authority beingbroken down, and a focus
on enjoymentovergrades. It’s child-centricand activity based.
As teachers,it’s necessaryto be able to teach and remain engaging.It involvestaking a greater
level ofresponsibilityincreating lessonplans and learningenvironmentsthat truly work. Here are
three teaching methodsthat are making an impact. It’s better to examine lessonstructure and
form so that a teacher has insightsinto the real connectionsthat needto be usedwhile planning
lessons. A teacher getssomewhere between twenty-fiveandthirty minutesto teach in a forty
minute schedule,socareful planningis requiredto allowthe childrento learn and change their
behaviour.
For consideration:
Your training collegesmighthave givenyou a list of pedagogical ideas you needto practice such as
(a) behaviouristideals(b) cognitivist’sideals(c) constructivist’s ideals.
You mighthave plannedvery well,usingall your ideas to go to the class and commence your
lesson,but it doesn’thappenbecause the ecologyis different.Yourprincipal might have givenyou
a piece of advice,or your coordinator might want thingsa differentway.
Whenyou commence your teaching,students behave differently, andyourlessonplan is hijacked.
You must attempt to execute the plan that you want. Make sure it appeals to the studentswho
are in front of you.

10. LessonPlans
A lessonis a miniature curriculum. It’s the sum total of all aspectsof schooling.Teachers needto
followan action based (engagingtype) lessonframework to make teachingproductive. The
various elementsofthe lessonhave to be groupedunder the headingsof frame, form,and act.
The core act of teaching (task, activity, interaction,judgment,and feedback) are framed by
classroom organisation,time,curriculum, classroom routines,rituals,and rules. These elements
are combinedand giventhe form of the lessonplan.Now, we needto consideranother dimension
to lessonplanningwhich is 21st
-century skills. This is why planninga lessonisvery crucial for a
productive class. Teachers needto be aware of the components ofthe lessonand developthe
competencyof planninga lessonwhichincludesall the componentslistedabove to bring out the
best ofthe studentsand prepare them for the 21st century.
It should be assessedhow difficultand time-consumingitisfor a teacherto designa lessonto suit
the studentsinclusive ofall the elementsof a lessonform. Teachersneedto developthe
competencyto designlessonsand execute themwithinthe short span of forty minuteswhile
helpingchildrenlearnthe subject,skills,and social behavioursduring each teaching session.

11. An action-based framework for the analysis of lesson plan for teaching
Frame Form Act
1. Space (classroom)
2. Students
3. Time
4. Curriculum(subjects,
aims,goal)
5. Routines,ritualsand
rulesof the class
1. Lesson 1. Task (teacher)
2. Activity(students)
3. Interaction(T& SSS)
4. Judgement
5. Feedback
It’s here that the teachers of today needto practice lessonsto prepare childrenfor the future. We
have to include the engaging type of lessonswhile we practice our trusted chalk and talk
methodology.
We now will examine what the act of teaching is so that we concentrate and developcompetence.
Task
It’s a chunk ofthe content that has to be deliveredbythe teacher in a class. It’s also called
teachingpoint in our country. It’s what a teacher is supposedto make studentslearn withina
short period. The teacher has to selecta methodologyfor doingthis act. It may be a word
problemin arithmetic,a linearequationin algebra, or the structure of a cell and its function. In a
class of forty minutes,five or six tasks are usuallyplanned. Theymay be acquiringnew
knowledge,restructuringexistingknowledge,applyingexistingknowledge,practice,revision,and
copying from the board. The teacher has the choice to presentthe task. It may be a directmode
of teachingthat is usedto teach the whole class. It may be an interactive mode using teachingaids
and ICT for smallergroups or the whole class. It’s definitelythe activityof the teacher.
A teachermay selectany of the following modesto initiate the task.
 Direct talk by the teacher
 Usingflipcharts
 Usingthe blackboard
 UsingPPTs
 Dictation
 Diagrams, charts, and maps from the textbook
 Discussionand brainstorming

12. Activitiesofthe students
Studentshave a choice of twelve activities(which are determinedbythe teacherdependingon
the task)
1. Listening,lookingat the blackboard, at the teacher, and at the otherstudents
2. Reading silentlyoraloud
3. Talking with otherstudents about the task
4. Answeringthe teacher
5. Usingpens, pencils,and books to write down problemsand copy diagrams
6. Writingdown dictation
7. Workingin groups
8. Usinggeometrical instrumentsto construct diagrams
9. Looking at the map
10. Talking in groups to understandconcepts
11. Individuallysolvingsums
12. Checkinganswers
Interaction and engaging
The teacherdecideswhich aspect ofthe subjectto draw the attentionof the studentsto by
making them answerquestions.
The teachermay initiate a discussionusing a qualitative problem.A diagram or a map may be used
to initiate a dialogue or a discussion.
The teachermay choose to divide the class into smallergroups to encourage collaborative work.
Both the teacher and the whole class or groups of studentsare involved.
Judgment

13. While teachingor interacting,the teacheruses hisor her sensory modalitiesto assesswhetherthe
studentsare learning. By inspectingthe written material during the lessonor by observinghow
studentsinteract during a lesson,a teachercan differentiate andassessthe progress.
Differentiationisthe process of identifyingdifferencesinchildrenas a basis for making decisions
(on the spot) about what and how they should be taught. This will resultin variations in the way
lessonsare plannedand delivered.
Assessmentmay be a mere observationby the teacher basedon the reactions of studentsabout
what they have learned, or it may be an analysis of writtenwork. It may be a continuousor
periodicassessment. Thisis calledCCE (comprehensive and continuousevaluation).
Rituals, rules,and routines
In everyclass, there will be unplannedactivitieswhichmay fall any of the three categories; rules,
routines,and rituals.
Rituals are exemplifiedbychildrenstandingup and greetingthe teacher as he or she enters the
class. This ritual is passedfrom studentto student. It’s not taught, but childrenhave learnt just by
observingtheirclassmates doingit. There may be other similarrituals in schools.
Routineslike the monitor ofthe class keepingthe blackboard clean,writingthe date and the class
numberon the edgesof the board, and keepingthe books openare some examplesofclassroom
routines.
Ruleslike studentsstanding up to ask or answer a question,or raisinga hand to acknowledge that
he or she can answer a questionare very common.
These 3 R’s are not written in the curriculum. They are handedover through practice.
A teacher might have plannedwell using the best ideasand methods.However,whenhe or she
starts teaching,thingsmay or may not go according to plan.
For consideration:

14. Whydo many teachersfail to followtheirlessonplans in the class? They deviate and do
somethingnot planneddue to an eventthat happenswhich is not relatedto the task. Continue
teachingand cover the syllabus requiredforscoring marks in examinations.
Examplesof classroom discourse in real situations:
These observationsare based on videorecordingsmade during forty minute lessonsinsome
schoolsin Mysore,where the author mentorsmany teachers.Observingthese lessonshighlight
what really happensduring the course of a lesson.
Scene: MathematicsLesson
 Class: Primary
 Numberof studentsin the class: 36
 Teacher: A lady teacher (B.Sc., B.Ed.)
 Salary: Rs. 6000
 Subject:Mathematics.
 Time: 10.00 a.m. - 10.40 a.m.
Legend:
T: Refersto the teacherhandling the class
S: Refersto any studentwho raises his or her hand
SSS: Refersto the whole class answeringin unison or raising theirhands at the same time
The teacherenters the class and looksaround. The childrenare still settlingdown after coming to
the class after the morning assembly. Some studentsare standing,some are at theirdesks,and
some are still movingaround the classroom. “Be quietand sit down,” shoutsthe teacher. It takes
the studentsfive minutesto settle down. The teacher stands near the blackboard with her back to
the class and writesnumbers on board using colouredchalk
T: (Raisesher voice) Nowwe shall learn the numbersfrom 50 onwards. 50 and 1 is?
SSS: (All the studentsanswer loudly) 51!
T: 50 and 2 is?
SSS: (They all answer loudlyat the same time) 52!
T: 54 and 1 is?

15. SSS: (They all answer loudly) 55!
The teacherstands near the blackboard and continuesto ask similarquestions relatingto the
additionof numbers.She covers all the numbersfrom 1 to 100. She turns to the class and asks one
boy to approach the blackboard. She points to a numberon the blackboard.
T: Whatnumber is this?
S: (In a shrill voice) 78, ma’am.
T: Correct. Whathave you learnt?
S: 78.
T: (Raisesher voice and addressesthe entire class) What have learnt?
SSS: 78, ma'am.
T: Verygood. Write down the numbers from 50 to 100. Use only a pencil. I will not correct your
work if you use a pen.Do you understand?
The bell rings. The mathematicsteacher leavesthe class without tellingthe studentswhat to do.
The childrenclose theirbooks.
This a typical example of teaching. All the pedagogical ideas,methodsof teaching,lessonplans,
and activity orientedinstructionwere forgotten. The class was reducedto a very elemental form
of transmission.
For consideration:
 The teacherhad a very ambitiouslessonplan in mind to teach numbers, but when she
enteredthe class, the entire planswitched to a direct mode of transmission.The teacher
failedto allow the childrento participate in the learningprocess.All they did was look at
the blackboard and answer in a chorus.
 Any amount of training and orientationgivento teachersseemto be of no use when
teachers followtheirown methodwhile teachingchildren.
 After all,a teacherhas to please the parents. The childrencan now recall the numbers
from 50 to 100. They have chantedthis at leasttwenty-five timesinforty minutes.
Scene: Science Lesson
 Class: Primary
 Numberof studentsin the class: 40
 Teacher: A lady teacher (M.Sc,B.Ed.)
 Salary: Rs. 8000
 Subject:Science
 Time: 10.40 a.m. - 11.20 a.m.
10.42 a.m.
The teacherenters the class at. All the studentsstand up and greetthe teacher.
SSS: Goodmorning!

16. It’s the secondtime they have greeteda teacher. This is a ritual inthe school. Whena teacher
entersthe class, all the studentswill greet the teacher a goodmorning or a good afternoon.
T: Goodmorning. Please sitdown.
The studentssit-down,making noiseswhile pullingandpushingtheir benchesto sit down.
T: Less noise.Now,listento me. Don’t look at your books. I will ask you questionsthat you must
answer. Do you follow?
SSS: (In unison) Yes, ma'am.
T: (Walksbetweenthe benches) Tell me the names of the substances whichcannot be changed?
There is silence.Some studentslook at each other, and some lookat the teacher,indicatingthat
they didnot understand what the questionwas.
T: For example,thischair will not change evenif I sit on it or pull it. Do you follow?Now, tell me
the correct answer?
S: (Raisinghis hand) Stones,fruits, and books.
T: (Lookingat the student) Stonesis correct. (Pointingto another studentwithout confirming
whetherthe other two examplesare correct) Give me two more examplesof solids.Youknow
that solidsdon’tchange their shape.
S: (Gettingup) Ice, spoons,candles,and clothes.
T: Alright,sit-down.(She doesnot confirm whetherthe studentis correct. The childrenare
confused).Yes,theyare solids.
S: Ma’am, clothes change their shape.
There is silence inthe class
T: It’s okay. Sit down. (The teacher doesnot respondto the student.The studentsare confused.)
10.55 a.m.
The teacherwrites a list of tensolidson the blackboard.
T: All of you copy this in your books underthe heading,solids.
The studentscopy the list.Some studentsin the 4th
row near the window cannot see the
blackboard. Theycopy the list from the students nextto them, and some beginto talk.
T: Don’t talk. Carry on. I will write five examplesonthe blackboard. You must tell me whether
they are solidsor liquids.
The teacherwrites the followingwordson the blackboard: water, soap, oil,and milk.
S: Ma’am you have listedonly four liquids.

17. T: Sit down.Write down the four liquids I have listedand add a fifth.
The teacherprobably does not know the 5th
example.
11.00 a.m.
T: Nowyou have learnt about solidsand liquids.
There’ssilence inthe class. The students lookat the teacherwith blank expressions.
T: Now,take down the examplesofgases. Air,oxygen,nitrogen,hydrogen,and ozone.I will
repeat thislist
The teacherrepeats the examplesandall the childrenwrite them down.The teacher goesaround
the class and inspectsthe books.
11.15 a.m.
T: Openyour books and read the topic, matter. Answerthe five questionsat the endof the
chapter as your homework.Do you follow?
SSS: (In unison).Yes,ma'am.
The bell rings,and the teacher walks out of the class withoutcleaningthe blackboard.
For consideration:
 This teacher tendsto ask the students whetherthey followwhat she is saying at the endof
everysentence.
 On beinginterviewedafterthe class, she saidthis is calledthe activity method.She was
just asking very simple questions, andstudentswere giving heranswers. She refrained
from tellingthemwhethertheir answerswere right or wrong.
 The childrenwere in a state of confusionon many occasions.
 The teacher’spreparation lookedvery inadequate, and she didn’tseemclear about what
she wanted to teach.
 The homeworkquestions were not discussedin the class.
 Such scenarios occur in many of our schools. How can childrenlearn what they shouldin
forty minutes? In one academic year, there will be 180 periodsof forty minutesallocated
for science.If the teacher followsthe same methodology,imagine what amount of
knowledge the childrenwouldhave acquired.
 In Karnataka, many schoolshave such situationsin the class. Learningscience is reducedto
the questionand answer method. There are no laboratory activities,opportunitiesto
observe,and no chance of discoveringnewfacts. This scene reflectsthe plight of many
schoolsin our country.

18. Scene: EnglishLesson
 Class: 10th
class, CBSE
 Numberof studentsin the class: 36 (30 boys,16 girls)
 Teacher: A lady teacher with sevenyearsof teaching experience (M.A,M.Ed.)
 Salary: Rs. 9000
 Subject:English
 Time: 12.00 p.m. - 12.40 p.m.
The teacherenters the class at 12.02 p.m. She doesn’tgreet or receive greetingsfromthe
students.She shuts the door, and the studentsare still standing.The teacher goesto the
blackboard and writesthe name of the class. She turns to face the class and angrilyshouts, “Why
are you people still standing?Sit down.” All the students lookat each other,adjust their seats,and
followthe teacher’sinstructions.
12.45 a.m.
T: (Openshertextbook.) Read lessonfive and answer the five comprehensionquestions. No
talking. Do you understand?
S: (Standing up) Ma’am, you haven’t explainedthislesson.
T: (Sittingon the edge of the table and pointing as the student) Do as I say. Sit-down.
The studentsopentheir books. Some of the studentsstruggle to findthe correct page, so theyask
the personnextto them.
T: (Angrily) Shut up. Do your work. Do you understand?
The studentscontinue to discuss amongst themselves. Some lookaround confused.The teacher is
not bothered,she is doing some work at her desk. Occasionally,she yellsat the studentsshouts
to stop making too much noise.The students continue reading.
12.58 a.m.
T: Have you finishedansweringthe questions?
S: No,ma'am. The lessonis too long.I haven'tfinishedreadingit.
T: (Angrily) Ihave beenteaching you fellowshowto read. You’re a setof idle students.Go home,
finishthe lesson,and come back withanswers or I will punishyou.
The bell rings,and the teacher leavesthe classroom without saying anything.
For consideration:
 A very bad classroom interaction.

19.  None of the studentsseemedmotivated.
 The teachercreated a highlynegative environment.
 None of the instructionsencouragedlearning.
 If such teachingcontinues, then the childrenwon’t learn and will be scoldedby their
parents. There will be quarrelsat home,and the parents will sendtheir childto an
engagingprivate teacher.
 This is a typical example of a very bad class.
 Do you have teaching situationslike this in your school?
 Neverteach in thismanner because you’re responsible forstudents.
Scene:
 Class: 10th
class, CBSE
 Numberof studentsin the class: 36 (20 boys and 16 girls)
 Teacher: A male with twelve yearsof teaching experience (M.Sc,B.Ed.)
 Salary: Rs. 10,000
 Subject:Mathematics
 Time: 12.40 p.m. to 1.20 p.m.
12.42 p.m.
The teacherenters the class, carrying some papers. He doesn’tgreetthe studentsor evenlook at
them or give them any instructions.The studentsstand up, wait for the teacher to go to the
blackboard, and then sit down. There are used to this.The teachers writesan algebra problemon
the blackboard without talking. He proceedsto write the eight-stepsolutiontothe problem.He
turns to the class and shouts,“Copydown everystep carefully. Don’t missany of the steps.” The
teacher takes hisseat and doesn’tcheck if any of the studentsare copying the algebraproblem
and solutioncorrectly. He isn’t interestedinany of the students. At 12:55 a.m, there is a noise in
the class as a geometrybox fallsto the ground. A studentopens hislunch box.
T: I say keepquiet.Do your work.
S: Sir, I don’t understand how to do the problem.Please explainitto me.
T: (angrily) You’re verylazy. Go home and do thisfive timesand you will understand.Now, shut up
and sit down.
The teachercalls a particular student. He gives himthe paper and asks him to copy three more
problemsand solutionson the blackboard before the bell rings.The studentbeginsto write, and
the otherconfusedstudentsstart copying the problemintheir books.
S: Sir, one problemisleft out. Whatshall I do?
T: Read loudly.All of you write it down.Dictation. Do you understand?

20. The studentslistento what the other students dictates. Some of them lookaround, unable to hear
because of the noise beingmade by another class that has beenletout early,before the bell.
T: You have to come prepared for a test tomorrow on the sums givenat the end of this chapter.
Do you understand?
The bell ringsat 1:40 p.m. and the teachergets up and leavesthe class without any further
instructions.The studentsclose their books.
For consideration
 This teacher isknowledgeable aboutthe subjectmatter.
 Despite having tenyears of experience,hismethodofteaching the class is questionable.
 This type ofteaching happensin three to foursessionsin a month.
 Studentsof this class will go home and endup beingtense everyday. Theirparents are
very concernedand end up scoldingand sometimesbeatingthe childrenbecause their
homeworkis incomplete.The principal asks the parents to helpthe child learn,and the
parents call the teacher and requestprivate tuitionfor the student.The same teacher
agreesto teach the child while charging the parents a highfee. This is a common situation
in most of the city schools. What a social crime the teacher is committing.He knows the
subjectwell and understands the examinationprocess but refusesto helpthe students in
the class. How many teachers are there of this variety and what is the solutionto
overcome such scenarios?Can the assessmentspattern be modified? Can the curriculum
be reframed?Shouldstudentschoose the subjectsthey study?
Scene: BiologyLesson
Class: 10th
class, CBSE
Numberof studentsin the class: 36 (20 boys and 16 girls)
Teacher: A male teacher with twenty-twoyears of teaching experience (M.A,Life Science Ed.)
Salary: Rs. 10,000
Subject:Biology
Time: 3.40 p.m. - 4.20 p.m.
The teacherenters the class with a smile at 3.41 p.m. He greetsthe students and asks them to sit
down. The studentssettle downand look at the teacher.
T: Well,youall lookvery cheerful eveninthe last period.That’s good. Shall we begin?We have
thirty-five minutestocover a newand very interestingchapter.All of you, please lookat the

21. blackboard while I am writingand we will learn some important things.Try to answer the
questionsbasedon what I am writing. Are you ready?
SSS: Yessir, we are ready.
T: We will learnabout the human digestive system. This isa diagram of the alimentarycanal of the
human body. Please tell me how many parts I I have labelled.
The studentslook at the diagram and count the labellingarrows.
SSS: Eight parts!
The teacherlabelsall the parts, pointingat the parts as he writes.The students repeatthe names
of the parts.
T: Please copydown the diagram using a pencil.You have seenme draw the diagram and also
label it.
SSS: The childrencopy the diagram and name all the parts.
T: Now,let me tell you how the parts associatedwith the alimentarycanal helpin digestion. Look
at the blackboard. Keepyour books and pencilson the bench. Carefullylookat the way I add three
more parts and listenattentively.
The teachercompletesadding three more parts to the alimentary canal.
T: Name the associatedparts I have drawn.
S: Sir, I can tell you two, but I don’t know the third one.
T: That’s okay, I will repeatit.
The teacherrepeats himselfandasks the same questionto a boy in the last row. The boy answers
the questioncorrectly.
At 4.24 p.m, the teacher asks the childrento copy the updated diagram. He explainsthe functions
and givesthe studenthomework
T: Whenyougo home,spendforty minutesansweringthe five questionsonpage sixty-seven.
Read the questions properlyand read the on page sixty-fourcarefully.Anydoubts?
The bell rings,and the childrenstart packing theirbags. The teacher wishesthem goodluck.
For consideration:
 This veteranteacher created a resourceful state oflearning,though it was the last period
of the day.
 The studentswere quite energeticand eager to answer hisquestions.
 The teacherused visual aids to connect with the students.He also aimedto helpthe
studentsdraw the diagram and label it neatly.
 All the studentsfollowedhisinstructions.
 The teacherwas a facilitator, movingaround the class to check whetherthe students were
copying what was written on the blackboard. He also spenttime with the studentswho
had problemswhile labellingthe diagram.

22.  The teacher’stone,pace, and language were in sync with the entire class.
 The body language of the teacherwas pleasant.There was no scoldingand no yelling.
 The studentsappearedcalm and happy learningthe subject,and the classroom interaction
was pleasant.
 The home assignmentwas well planned.
 The class were followingrules whichwere probablydiscussed earlier.After the bell,they
packed theirbooks and leftthe class greetingthe teacher.
 This teacher showedall the qualitiesrequiredfora good and effective teachingand
helpinglearning.Such teachersneedto be Modelled(anNLP concept).
 The teacherreferredbooks to the students,answeredtheir questions,andclearedtheir
doubts.
Scene: Hindi Lesson
Class: 8th
class
Numberof studentsin the class: 36 (25 boys and 11 girls)
Teacher: A lady teacher (M.A,B.Ed.)
Salary: Rs. 10,000
Subject:Hindi
Time: 10.40 a.m. - 11.20 a.m.
The teacherenters the class with a tight-lippedface at 10.42 a.m. and moves to one corner of the
class. She looksat the studentsand greetsthem in Hindi.
T: Please sitdown.
The studentssettle down and look at the teacher. Some childrenlook afraid of the teacher.
The teacherspeaks in a very low voice and instructsthe studentsto do something,butmany
studentsof seatedin the back of the class are unable to hear her. They beginto ask othersin their
vernacular language what the teacherhas said.These students lookconfused.The studentsin the
first two rows of the class opentheir Hindi textbooksand notebooks.Three boys in the last bench
do not have theirbooks. Theyare talkingto the studentsin loud Kannada seatedinfront of them
loudly,in Kannada.
T: We will do composition.
S: Madam, I can’t hear (inKannada).
T: Shut up, sitdown, and take down what I’m saying
The teachercontinuesto dictate.The studentswrite down what she is saying.Some of themcopy
from theirclassmates, and others lookaround, not doinganything.
At 11.10 a.m., the teacher getsup goes to the blackboard. She writesfive sentencesinHindi,
underlinesafew words in each sentence explainstheirmeaningtothe student.The teacher is not

23. happy, and her pace is not in sync with the students. She asks themto underline certain
sentencesintheirnotes. The studentsdon’t do the task givento them, and they beginto talk
amongst each other, making noise.
T: Shut up! Don’t make noise.I will punishyou if you make noise.
The bell ringsand teachertellsthe studentsto complete the work at home.No studentseemsto
understandwhat they must do.
For consideration:
 This teacher seemsto understandthat studentslearn Hindi just by writing down the
preparednotes.
 It appears that the students respecther because of her shoutingat them.
 There was very little interactionbetweenthe teacherand the students.The teacher didn’t
seemconcernedabout the students.
 StudyingHindi is like studyingmathematics for many studentsin the southernpart of
India. This is common in schoolswith studentsfrom non-Hindi speakingfamilies.
 Even though Hindi textbooksare easy to understand, the way it is taught and the
homeworkassignmentsgivento studentsmake it a difficultsubjectto learn.
Scene: Social Science Lesson
Class: 9th
class,CBSE. The classroom isfittedwith two small speakers,a screen,and a projector.
Numberof studentsin the class: 38 (25 boys and 13 girls)
Teacher: A lady teacher (M.A, B.Ed.)
Salary: Rs. 10,000
Subject:Geography.
Time: 11.20 a.m. - 12.00 p.m.
The teacherenters the room at 11.22 a.m. witha bunch of papers.She smilesand movesto the
computer in the class. The teacher adjusts the projecting screenand proceedsto greet the
studentsin Kannada.
T: Please sitdown.
The studentshave to adjust as the room has onlythirty-five seats.
11.59 a.m.
The teachertalks loudlyin Kannada despite the school beingan English mediumschool.She tells
the studentsto look at the lessonon the screenand note down the important points on the topic
which is monsoon.The teachertries to open the lessonon the computerand succeedsin
projectingthe lessononto the screen.

24. S: Ma’am, the sound is not clear. It’s not audible.
The speechfrom the speakers isnot clear enough for the studentsto understandand
comprehend. The accent is not familiarto studentsas the personspeaking inthe lessonhas an
American accent, and the childrenfailedto understand many of the words.
At 12.10 p.m., the teachermoves around the class, watching the students. She doesnot pause the
lessonat any pointand allowsit to run its course.The objective ofhaving a digital classroom is to
have an interactive lessonin whichthe teacher exchangesand exploresideaswithstudents.
However,the learningprocesswasn’t enhancedbecause the teacher used this methodsolelyfor
revision.At 12.40 p.m, the bell rings, but the lessonhasn’t beencompleted.The teacherdoesnot
assign the students work as they leave.Teacher shuts down the computer and locks in the
cupboard where the gadgets are kept.
For consideration:
 It’s unknown how many digital lessonsare deliveredinthismanner.
 Infrastructure misuse is a practice in many schools.
 In most situations,digital classeshave become revisionclassesinwhich both the students
and the teacherswatch the lessonlike a televisionshow.
 The moneyspent on trainingseemsto be of no value.
 Many teachers are not trained to use the interactive mode of teaching usingthe
technologyprovidedby the school.
 This isn’tan isolatedincident;thishappens inmost schools.
So far, some observationsof teaching situations have beenprovided. These are real and accurate
descriptionsofforty-minute sessionsina classroom.The author has visitedmany schools and
interactedwith many teachers. Teachers say they have to cover the syllabus and prepare students
for examinations. This seemsto be the main agenda in most schools.Tension,fear, and anxiety
are the most critical obstaclesto young childrenwho go to school.Who createssuch conditions?Is
it the curriculum?Is it the teachers’ method of teaching?Is it the pressure to score highmarks? Is
it the distance that childrenhave to travel to getto school?
All the suggestionsand policydecisionson classroominteractions providedby the competent
authoritieslike,CBSE, NCERT, and HRD seemsto be well documented. Teaching for 21st
century
studentsseemsto be a dream. The policiesgivenby the NCF in 2005 for upgradingeducation in
schoolsseemsto be to paper.
These sample classroom discourseson what happensduring the forty minutesof a class are based
on actual observationsofclassrooms. This is not limitedto one school in our educational

25. ecosystem.In all schools,teachersare working towards onlyone goal which isstudents scoring
well and gettinggood results intheir examinationto improve the reputationof these institutions.
Up to this point,the focus has beenon the tasks that a teacher has to perform in the forty minutes
allottedto the class. In the limitedtime,a teacherhas to account for many other things such as
helpingstudents,correctingbooks, disciplining difficultstudents,caringfor the slow learners,and
givingstudent assignments.Inshort, the teaching methodsin our schoolsseemto be traditional in
order to suit assessmentprogrammeslike examinations.
Students’ thinkingand decision-makingabilitiesare sacrificedcompletelyornot addresseddue to
the fearof them not scoring well in examinations.
There seemsto be no solutionfor this.
Most educationistsnow emphasise 21st
-centuryskills,orientationprograms, and in-service
programs. Can we overcome our beliefthatmarks are very important and are the only criterion
for a successful schooling?
We have to wait and watch.

26. Part II
Personal Development and Belief Systems
Every teacher has his or her own resourcesto do their duty in the classroom.
Personal resources:
 Knowledge about the students,the school,and the subjects.
 Energy for doingthe job.
 Linguisticabilitiesto communicate and understand with students.
 Professional knowledge of a subject.
 Listening,observing,and writingskills.
 Abilitiesrelatingtoorganising and managing learningtasks.
 Beliefsystems
For consideration:
 Do our faculty ofteachers realise that they can use all these resourcesto helpstudents
become good people?
 How many of the teachers unaware of these resources?
 How many teachersuse onlyone resource and neglectingothers?
 What beliefsystemcan influence themtodo their work?
 Do their belief systemsrestricttheirresources or enhance their resourcesto do effective
work?
Some ideas to ponderover which enhance their powerto be effective:
NLP (Neuro-LinguisticProgramming) ideas
As teachers,it’s necessaryto be able to teach and remain engaging.It involvestaking a greater
level ofresponsibilityincreatinglessonplans and learningenvironmentsthat truly work. Here are
three teaching methodsthat are making an impact.

27. We can use ideasof 21-century skillsand personal development,basedonresearchin the field of
neurosciences,inclassrooms,especiallyfromclasses5-8. These studentsdo not have to contend
with the fear of board examinations.
 Modelling
 Circle of Excellence
 Matching and pacing
 Teaching and re-teaching
 Meta model questions
 The D-3 system
 Rapport
We needto change learningand teaching methodsto prepare childrenfor the new challengesin
our society.Things are changing very fast, and we see these changesin all walks of life.
Technologyhas changed life patterns and work patterns. Technological developmentslike robots
and AI are on the way. Our education systemmust make our children ready to accept new
challengesto cope with the lifestyle of the 21st
century.
Teachers needto master the contentthat theyteach. They also needto master competenciesto
teach childrennewskillslike critical thinking, problem-solvingandother collaborative learning
methods.
The pedagogical aspects,taught in trainingcolleges,are becoming archaic. New and modern
pedagogical ideasneedto be understood.The content providedintextbooks needsto be
integratedwith the latesttechnological advances. Digital science and aspects of neurosciences
focusingon brain functions and learningneedto be taken intoconsiderationto prepare students
for the future.
This image is taken from the Internet.
The image above is very clearand highlightswhichareas teachers needto focus on. Teachersat
differentlevelsneedtochange the way they learn. They shouldunderstand current trends in
education.

28. Another area which isvery important is NLP (Neuro-LinguisticProgramming) whichgivesus
differenttoolsand techniquesto bringout the excellence inouryoung children.NLP is a very vast
area having innumerable books,organisations,and coaches who train teachers.However,they are
not compatible with our schools because of the low incomesof schools.Highlightedbelow,are the
most significanttools and techniqueswhichare essential to our classrooms. Teachers needto
learn and practice these along with theirroutines.
A Brief History of NLP
In the 1970s, Richard Bandler, JohnGrinder,and other psychiatrists inthe U.S. examinedand
studiedpeople whoachievedexcellence intheirrespective professionsandidentifiedcertain
characteristics in such people. Theyobservedthat the communication systemsthat these people
usedwere unique and theymodelledtheircommunicationsystemson these successful
communicationsystems.
It was observedthat the successful people usedaparticular pattern of language to achieve
progress indifferentfieldssuch as physiology,general semantics,linguistics,cognitive psychology,
neurology,and transformational grammar. Bandler and Grinderdevelopedthe conceptof NLP,
neuro-linguistic-programming.Theyusedthismodel they developedtotransform many
individuals,theirway of thinking,theirattitudes, and theirbehaviours.Currently,the ideas,tools,
and strategiesof NLP are widelyusedin differentsettingssuchas corporate training,weight-loss
clinics,therapeutics,and educationby enhancing beliefsandchoosing specificlanguage patterns
that are suitable for theirclients.
NLP ideasare successfullyusedin the schools to incorporate productive learningsin all areas of
education.Bandler and Grinderdevelopedthe NLPcommunication model explainshowpeople
make sense ofa situation. The same situation may be interpretedindifferentwaysbecause the
filtersusedby people may be different. People see theirownworldand not the real world.
What a student understandsmay not be the same as what the teacher has taught because each
personuses filtersand stores,codes,and retrievesinformationdifferently.

29. NLP COMMUNICATION MODEL
According to this model,informationcomesto the mind through five senses.Visual (eyes),
auditory (ears),kinesthetic(feeling),gustatory(taste) and olfactory (smell).The data receivedis
filteredbythe mind unconsciouslybydeleting, generalising,anddistortingthe information,after
which it’sthen stored inthe sub-consciousmindpermanently.The filteringprocessallowspeople
to make sense of the information dependingontheirstate of mind,their beliefs,andvalues.
Teachers are no exceptionstothis model. Whenwe interact in the classroom or enterthe
classroom, our mindsdo filterthe informationwe absorb to make sense of the classroom and the
students.This process isbased on our beliefsandvalueswhich may not be real because much of
this informationhas beendeleted,generalised,anddistortedby our minds to fit our mental map.
By understandingthis, teacherscan interpretthe classroom interactionsand the students’
performancesin a better way, rather than basingthese on the beliefsandvaluesthat theyhave
inheritedfromsociety.
Receive informationat
about 2,000,000 bits per
secondfrom an external
source through the five
senses.
Delete,generalize,
and distort
information.
12
Filterinformation.3
Time/space,
energy,matter,language,m
emories,decisions,metapro
grams,beliefs,values, and
attitudes
126 bitsof
informationis left
internallyafter
filtering
5
Behaviour
modificationand
internal changes,
eithertemporary
or permenant
4
6

30. NLP helpsteacherscommunicate more effectivelybyunderstandingthe way that we access
informationthrough language. A teacher,knowinglyor unknowingly,will be applyingthe
principlesofNLP in routine activitieswhile teachingsituations. It wouldhelpa teacher to
reconnectwith the well-establishedNLPpresuppositionswhichwill helpinproductive learning.
The followingNLPpresuppositions can be used inany teachingsituations.Presuppositionsare the
basic ruleswhich guide people while changingattitudes,thinking, and language patterns in a
classroom situation.
 Establishinga rapport with the whole class.
 Matching the psychological,emotional,andknowledge level ofthe students.
 Practicing behavioural flexibility.
 Usingeffective wordsand language patterns during all communication.
 Usingvisual,auditory, and kinestheticmodesina teaching situation.
 Usingthe chunkingtechnique:chunkingup, chunking down, and chunkinglaterally.
 Employingwell-formedoutcomes.
 Pacing and matching the learningsituationin the class.
 Designingspecificquestionstotest previousknowledge andhelpin anchoring and
connectingconcepts,facts, and other content(reconciliation).
These presuppositionsare not new to a trained teacher; they mighthave learnt these through
practice or in their trainingsessionsin a differentway. However,NLP re-establishesthatifas
teachers,we attempt to practice the NLP ideasconsciously,we will be cultivating a new way of
thinkingin children.
NLP ideasdo not replace the teacher’s command over classroom practices,but it helpsthem to
communicate and understandstudentsbetter.
The momenta teacherenters a classroom and looks at the students,our mindcreates a map of
informationabout the studentsin that class includingtheirattitude, behaviour,learningstate, and
knowledge level.
All these mental calibrationshappen withinsecondsthrough the process of generalisation,
deletion,anddistortion.We then decide howto interact with the class. We developa pattern to
handle that class in the same way throughout the year. It’s here that NLP suggeststhat each time
you enterthe class, you shouldvalidate your informationabout the class, change your thinking,
and establisha rapport, and use effective language patternsto make classroom interactionmore
productive.Childrencopy the teacher’s way of dealing with difficultsituationsand displaythese
tendenciesevenleavingschool.As teachers,we have come across studentsrecollectingthe

31. behaviourof teachers and saying that we are mimickingour teachers. NLP givesus the toolsand
the techniquestomake childrenbettercitizensin the future.
NLP training usedto be mostly givento corporate employeesandmarketing executives.However,
today, NLP courses are offeredinalmost everyfield. In other countries,students,parents,and
teachers are trainedin NLP. Unfortunately,these trainingcourses are very expensive, andour
teachers cannot afford them.
Many authors who enjoyedthe benefitsofNLP aftertheir training have posted many articles and
theirrecommendationson the web,an open source. Teacherscan make use of internetsources to
learn and understandthe usefulnessofNLP.To summarise,the followingparagraphs cover the
salientfeaturesof NLP. Readerscan look for othersources to enhance,explore,elaborate,and
practice NLP concepts to improve their livesas well as to helpstudentslearn to live and adjust to
the constantly changingsociocultural environment.
NLP summary
 Neuro-linguisticprogramming(NLP) isthe study ofhow human beingsmake sense of their
surroundingsand situationsusingtheir sensorysystem.
 It’s a powerful tool that can transform the way we think and act.
 NLP has beengaining popularitysince 1970. It’s now used both for personal and
professional transformation in order to achieve excellence.
 Usingour resources and filters,we can change our behavioursand the way we react to
others.
 Our beliefsmaybe the restricting type or the empoweringtype.Such beliefshave been
developedthroughexperience,andwe use them in the workplace. By replacingrestricting
type beliefswithempowering type beliefs, we can move towards excellence.
 By learning how we process information,we can establisha rapport and reduce confusion
and conflicts.
 Language patterns, cues,and clues can transform our thinkingand increase our abilityto
make others thinkpositively.
 By asking precise questions, we can seekclarity through communication.Questionshelp
improvesself-talk,andthis clears doubts and gaps in understandingin differentsituations.
 Every communicationwill include the deletion,distortion,and generalisationof
informationbased on the experience.These are context-specific,andwe can recognise
patterns which will helpus reach our goals.
 On a neurological level,we can reframe the thoughtsand words we use in our
communicationand establishpositive relationshipsinall walks of life.
NLP is like an ocean. Those who are interestedcanget what theywant by studyingdifferent
resources. As teachers, we can change by understandingthe restricting beliefswe have inherited
through our professionand replace them with empoweringbeliefssothatwe can bringexcellence
to our work.

32. Improving the effectivenessofteachingthroughclear communicationand understandinghow
language can affectand influence studentsisimportant. Teachersmust be able to present
informationclearly inan easy to understandway for everymemberof the class. NLP can improve
and unlock communicationand language skillswhich can make a huge difference tothe classroom
environment.
If studentsare presentedsubjectmatter in an understandable and relatable way; theyare far
more likelyto listenand participate,leadingto a much healthierlearningenvironmentforall
involved.Thistype of NLP can also be very helpful inenablingstudentsto identifythe most
effective formoflearningfor themwhich is particularly helpful duringstressful examperiods.
NLP can helpteachersdeal withchallengingbehaviourfrom studentsand relieve anydifficult
classroom situationsthey may face. Trying to deal with unruly students or studentsthat are slow
learnerscan take up preciousteachingtime and not only negativelyimpactthe badly-behaved
student,but also disrupt the entire teachingenvironmentforall involved.NLP ensuresthat
teachers are betterequippedtodeal with these typesof situationsand gives themthe resources
and the tools to take control during testingtimesand address and eradicate poor study habits and
behaviour.
Findinga learningstyle that suits the studentis a key part of a good learningenvironment.There
are many differentstylesoflearningand teachersneedto be flexible,ratherthan usinga one-size-
fits-all approach for all students. They shouldcommunicate inorder to meetthe needsof each
individual inthe class. NLP helpsteachersidentifythe best learningstylesfor theirstudents and
instructs them on how to apply these inthe best way possible.
NLP can be key to helpingteacherslearn classroom managementtools neededtorun a happier
and more effective learningenvironmentforthe students. This ofteninvolvesbuildingteachers’
confidence,whichcan oftendrop inchallengingsituationsin which theydon’t feel incontrol of
the classroom. Thiscan be dealtwith by developingthe leadershipandmanagementskillsof the
teacher. Part of good classroom managementinvolvesbeingable to engage and builda rapport
with studentsto builda trusting and supportive learningenvironmentwhichwill helpto build
students’confidence andattitude towards education.
NLP is a fantastic tool which can be appliedto a range of life situations, and as you can see from
the listabove, can be very helpful ina classroom environment – not just for the teachersin charge
of the classroom,but for the studentstoo.
NLP’s approach to modellinginvolvesexploringhowa person achievesan outstanding
performance in an endeavoursuch as revisingfor an examinationor playing a game. This
explorationinvolvesnotjust observingbehaviour.It alsoembraces investigatingthe internal and
external factors that prompt the individual tomove forward with a task such as the student’s
beliefsthatrelate to the task, theiremotional and physiological state, and the mental strategies
that enhance theirperformance.
We can use a combinationof:
 Modelling
 Circle of Excellence

33.  Matching and pacing
 Teaching and re-teaching
 Meta model questions
 The D-3 system
Modelling
The stepsin a formal NLP modellingprocessare:
1. Finda studentto be modelled,andthe context in which theyrelate to the capability you wish to
model.
2. Gatherinformationabout how theyundergo the process you wishto model.This can include
experiencingthe processinthe first perceptual position(as ifyou are in their shoes),the second
perceptual position(as a personinteractingwith them),and the third perceptual position(as a
detachedobserver).The findingscan be mapped onto a conceptual framework.
3. Distil the findingsintocognitive and external behavioural patterns.
4. Organize the elementsorpatterns into a logical,coherent structure (the model).
5. Test the usefulnessofthe model for yourselfin differentscenarios.
6. Reduce the model to its simplestand most elegantform.
7. Identifyways to teach the model to others.
8. Determine waysto measure the effectivenessofthe model and the limitsofits usefulness.
In practice, many teachers don’t attempt thisapproach, because theyhave not beeninformedof it
during training.In elicitinginformationandtestingits usefulness,modellinginvolvesbothimplicit
phases(imaginingwhat it’s like to be the person beingmodelled) andexplicitphases(standing
back and seekingto make sense ofthe process beingmodelledthroughobservation).
Circle of Excellence
Circle of Excellence is a very simple and effective technique forgettingchildren intothe right
frame of mindto perform difficulttasks like math problems. This is based on the presupposition
that childrenhave all the resourcestheyneedto succeedindoing math problems. Thistechnique
helpsboost confidence andallows the student to stay calm and relaxed,and overcome the fearof
doing problems.
Stepsinvolvedin usingthis technique:
 Ask the studentto rememberan occasionlike a birthday party.
 Ask the studentto visualise a colouredcircle, about one metre in diameter,onthe
floor infront of them.
 Step forward into it as if you are enteringa birthday party to make sure the
studentremembersthe joy,energy,and eagernessof attendinga birthday party.

34.  Ask the studentto think of that joyful mood wheneverhe or she gets into the
imaginary circle.
 This is calledan anchor in NLP. Make sure he or she recalls the joyful state they
were in during the birthday party.
 Practice this by coming out of the circle ofexcellence andgoingin again.
 Encourage the studentto get into the anchor and rememberall the stepsto do
math problems.
 Through practice, the studentsget rid of the fear and negative feelingsassociated
with solvingmath problems.
Matching and pacing
This NLP technique ishelpful inplanninghow to talk to the class regarding portions. Pacing is
reaching the studentsat their emotional and cognitive level bymatching your level of
understandingto their level.That isto say, your language,tone, and emotional state shouldbe on
the same level as that of the class. Your instructionsshould match their representational systems.
Usingyour perception,you shouldbe able to match your presentationsto suit the needsofthe
students.
Teaching and re-teaching
Difficultconceptsand confusingstatementsneedto be repeatedimmediatelyafterthe first round
of teaching. Re-teachinginvolvesidentifyingstudentswhoappear confusedoverwhat has been
taught. By lookingat theirfacial gestures, a teacher can assess the situation and make the
studentssit-downin groups and explainthe subjectmatter to each group.
This technique helpsstudentsto feel happyand rememberthe content.
Meta model questions
This technique involvesaskingspecificquestionstolocate the gap in the learningsequence.In
NLP, this technique isusedby therapists to uncovermissinginformation. At the school level,we
can use this to determine whichlessonsthe studentsfind difficulttolearn. Questionsand half
sentencescan give us leadsto what the studentneeds.
For example, asking,“Whatpart of the problemdo you not understand?” or “Whichof the six
stepsis difficultto remember?”
Asking simple andspecificquestionswill helpthe teacher determine the difficultiesinlearningto
helpthe studentlearn those parts carefully.
The D-3 system
D-3 stands for diagram, dialogue,and discussion. In any teaching situation,teachersmust practice
usingany of the Ds to start the task and utilise the other two Ds to explainand explore the
content that is beingtaught. By using questions whichare very simple and specificto the content,

35. teachers can enhance the learningand make studentsconcentrate and focus on the task. Ifthe
three Ds are usedin everyclass, learningbecomesinteresting.
These NLP ideasare oftencalledpresuppositions.Teacherscan try these intheir day to day
routinesas class management.

36. Part III
Good practices for teachers
As teachers,it’s necessaryto be able to teach and remain engaging.It involvesa greater level of
responsibilityincreatinglessonplans and learningenvironmentsthat truly work. Here are three
teachingmethods that are essential for the current generation.
Three schools were selected.The studentsand teachers were involvedinthis study without
changing any classroom settings.Lessonsfrom regular teaching planswere usedto practice the
NLP tools and strategies.The studentswere from classes5 to 8.
1. Spaced learning:
This methodinvolvesencouragingstudents to switchthrough activitiesquickly.
Teaching and re-teachingat regular intervals helpstudentsto put the learningsintoLTM (Long
Term Memory).
The key isin the brain cells.They helpthemto create the connectionsthat they need actually to
rememberthe knowledge.Furthermore,ithas the additional benefitofallowingstudentsto relax.
If theyare compressingthe syllabusinto small chunks,then there’sno time to worry. It’s all about
learningbefore movingon to another sessionor activity
2. Flexible teaching:
Sometimesconventional lessontimingsdon’twork as everystudentis differentandthey all have
differentdifficulties.The conceptof flexible daysisthat an in-depthsessionona subject can be
achievedby simplyhaving a whole sessionof mathematics or some other subject.
In flexible lessons,ateachertriesto helpeach studentstudy and learn what is the most difficult
for him or her, personally.It makes it more convenientfor studentsas they can focuson one thing
while in school.It means that studentsdon’t reach a breaking pointby spendinghoursstruggling
alone at home with a subject.
Teachers also findit easieras they can keeptheirlessonplans and simplygo over them again with
a more personal touch. Flexible lessonsare more in-touch withstudents and focus on helping
studentsgrasp difficultconcepts.
Teachers are also able to aid studentsby simplyhaving fast-track weeks.Having a whole weekof
mathematics or Englishcan helpstudentsget through the subjectsin a shorter amount of time.

37. It’s beneficial forboth teachersand studentsbecause eventhough a lessonlasts an hour, a
quarter of the hour goesto waste.There’sthe preparing for class and putting thingsaway to take
into account, and students are not always the quickestat performingthese tasks.
Teachers shouldchoose what methodis more appropriate for hisor herstudents: spacedlearning
or flexible lessons.
3. Engagement:
Undera newteaching methodcalled“engagement”,studentsare urgedto engage with the real
world and analyse everythingthat happensin the differentspheresoflife.Insteadofconventional
teachingmethods,students are taken to malls,markets, hospitals and railway stations to witness
how the knowledge theyacquire is appliedto the real world.
Many days were setaside for this practice, and all studentswere requiredto participate in this
program. The idea was to get studentsto connecttheir learningto the real world.If teachers can
show themhow their lessonsconnect to the real world, thentheir chances ofremembering
informationwould be higher.
Teachers needto developcompetenciesinapplyingthe ideasof helpingchildrento identifyand
developpersonal excellence.Inthis matter, NLP plays a greater role. Our teachersneedto learn
and apply certain key ideasin the classroom situation where childrenexperience newwaysof
learning.
4. 5-E Approach:
Based on experiences in teaching and training, the author has designed the following PPTs which
use the 5-E model of teaching and learning.
Teachers all over are trying to tap into the thinkingof studentsso that theyare ready to
participate inthe working ecosystemsoon aftertheir studies.We in Indiamust also change our
teachingstrategiesfrom the teacher explainingeveryaspectof the lessonto the think and learn
strategy. The 5-E model that was very successful duringthe 1970’s has made a comeback in many
schoolsin the USA,today. We inIndia are trying to promote this approach in the training colleges
like the Regional Institute of Education in Mysuru.We hope that teachers in otherschools also put
this approach into practice at leastin certain lessons.
Constructivismis a learningstrategy that draws on students' existingknowledge,beliefs,and
skills.Through the constructivistapproach, students synthesise newunderstandingfromprior
learningand new information.
The constructivistteacher sets up problemsand monitors studentexploration,guidesstudent
inquiry,and promotes newpatterns of thinking. Working mostlywith raw data, primary sources,

38. and, interactive material,constructivist teachingrequiresstudentsto work with their own data
and learn to conduct their own explorations.Ultimately,studentsbegintothink of learningas
accumulated, evolvingknowledge.The constructivistapproach works well withlearnersof all
ages, includingadults.
The 5 E'sis an instructional model basedon the constructivist approach to learning, whichholds
that learnersbuildor construct newideas on top of theirold ideas.The 5 E’s can be usedby
studentsof all ages,includingadults.
Each of the 5 E’s describesa phase of learning,and each phase beginswith the letter"E".The 5 Es
are engage,explore,explain,elaborate,andevaluate.
The 5 Es allow studentsand teachers to experience commonactivitiestouse and buildon prior
knowledge and experience andconstruct meaningto assess theirunderstandingof a concept
continually.
Engage: This phase of the 5 E’s starts the process. An “engage” activityshoulddo the following:
Make connectionsbetweenpastand presentlearningexperiences.Anticipate activitiesandfocus
students' thinkingon the learningoutcomesof current activities.Studentsshouldbecome
mentallyengagedin the concept, process,or skill to be learned.
Explore:This phase of the 5 Es providesstudentswith a common base ofexperiences.They
identifyand developconcepts,processes,andskills.During this phase,studentsactively explore
theirenvironmentor eventextbook material.
Explain:This phase of the 5 Es helpsstudentsexplainthe concepts theyhave been exploring.They
have opportunitiestoverbalise theirconceptual understandingor to demonstrate newskillsor
behaviours.This phase also providesopportunitiesfor teachersto introduce formal terms,
definitions,andexplanationsforconcepts, processes,skills,or behaviours.
Elaboration: In this phase,the teacher can use othermaterials like library searches, the Internet,
and textbooksto findout more about the topic in question. Thishelpsextendstudents'
conceptual understandingand allowsthem to practice skillsand behaviours.Through new
experiences,the learnersdevelopadeeperandbroader understandingof major concepts, obtain
more informationabout areas of interest,and refine theirskills.
Evaluate: This phase of the 5 Es encourageslearnersto assesstheirunderstandingand abilities,
and lets teachersevaluate students' understandingof keyconcepts and their skill development.
Appendix-IALessonFormat is givenas an example
5. Collaborative Learning:
Studentsmay be happy to learnin groups. Teachers may divide the class into groups ofthree or
four studentsbased on socio-metricgroupingor based on achievementcriterion. A task is
assignedto each group. This helpsindevelopingteamspirit,exchangingideas,time planning,and
responsibilitydistribution.

39. More interestinginformationisavailable in OpenSource. The author is limitedto those he isgood
at and has practised.
Appendix-IIListof situationsthat mightaffect the quality of teaching
Appendix-I 5- E Lesson Format.
Appendix-
II List of
5 E’S Lesson Plan
5- E Lesson Format
Activity Students Teacher
Engage
Use
topic/object/situation/
images/newspaper
cuttings/
story/drama/ role play
etc
Collects data/
relate to
Previous
knowledge
Puts
prompting
questions.
Well
planned
talk/short
story,etc.,
Explore
Use different sources to
collect more data on the
given subject.
Use different
sources to
collect more
information on
the given topic
Facilitates,
guides,
monitors.
Explain
Dialogue/discussion/brain
storming/presenting
information collected.
Explains what
has been
collected from
different
sources.
Can bring in
text books
materials
for
explaining
more
information.
Elaborate
Assignments/home work/
project work.-Internet,
Maintains a
report/ activity
record/ present
some working
models etc.
Helps in
completing
the project
individually
or group
wise.
Evaluate
Checking/directing/
assessing products/
written or finished
models.
Rewrites/
Explains/Recites
Facilitates.
Judges.
Encourages.
Feedback

40. situationsthat might affectthe qualityof teaching
Human Nature That AffectSchool Ecosystem
 Hatred betweenteachersdue toworkissues.
 Jealousydue tonearnessandpopularity amongstudents,parentsandmanagement.
 Suspicionaboutthe workof students,goodworkto be consideredasdone byhome work
teacher.
 Lose Talks infrontof studentsinthe school premises,school transport.
 Poisonouscommentsinthe staffroom,indirecttalksaboutotherstaff,connectingtwo
individuals.
 Workshopsleadstothe ideaof increasingworkload.
 Work allotmentstoteachermightleadtobadfeelings.
 Praise forgood workduringstaff meetingsleadstojealousy.
 Infrastructure Add- onlike thumbattendance,CCTV inclassroomleadsto grumblingand
anger.
 Confrontexpertssome teachersalwaysoppose anyideasinthe meetings.
 Instigatorsespeciallyduringcelebrationsandsportsactivities.
 Rumourspreadingaboutstudentsandstaff.
These situationsare verycommoninthe school ecosystem. These negative activitieswill be
undercurrentsinthe school,these thingsif notcontrolledmightaffectthe workinthe classof 40
minutes.

41. Postlude
The presentgenerationof school students are much more exposedto social mediacompared to
the teacherswho teach them. This leadsto unacceptable situations inthe classroom. Studentsin
general show disinterest,are inattentive,are disrespectful,andsometimesdisruptive. We,
teachers, needto find ways and means to re-adjustour designsto tackle these situations.
The improvementofteaching practicesis a continuousand interestingprocess. Teachers needto
developa passionfor that. No amount of material benefitswill help. Teachersmust prepare
studentsfor challengingsituations.Teachers can be creative and use good pedagogical methodsif
they reallyare interestedinsuccessful practices.Teaching and spendingforty minutesin a
classroom will be veryinterestingifone enjoys learninghow each batch of studentsbehave and
learn the same subjects.There will be ups and downs, frustrations and politicsin the teaching
ecosystem.Parents may abuse teachers, but the love and affectionthat one gets from satisfied
studentsis invaluable.
A successful teacheris differentfroma teacherwho brings out the excellence instudents.Inspite
of adopting the age-old‘chalk and talk’ method that is common in our classrooms, a teacher can
change the classroom ecosystem.Forty minutesof structured discourse in a class will bring out the
hiddenpotential of the younger generation.
As a teacherfor forty years, I have beenasking the studentswho go leave school after the 10th
or
the 12th
class, one question,which is,“Whatdid you learn in school during your time here?” The
answer I always get is, “Sir,I learnt math, physics,English,and informationtechnologyetc.” To my
surprise,not a single studentso far has said I learntto :
 Be honest
 Take initiative to do my work
 Be organisedand effectivelymanage time
 Be independentandtake responsibility
 Be responsible formy mistakes
 Be consistentand humble
I hope the spirit of the words of a past Indian president,the late,S. Radhakrishnan, who said,
“Teachingis a noble profession,” inspiresstudentstolearn many good traits requiredfor a
peaceful existence will be attemptedbyand carried forth by our counterparts.

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