Describes quality of a teacher Teachers role in Technology world Be a friendly teacher Moral values of teacher Use NLP for teaching

1. How to become a world class
teacher in the 21st Century
Dr. Radhakrishna G Pillai
Director, UGC ASC, University of Calicut
Department of Life Sciences
University of Calicut

2. What are your expectations?

4. • “What is a teacher?
• I'll tell you:
it isn't someone who teaches
something,
but someone who inspires
the student to give of her
best in order to discover
what she already knows.”
― Paulo Coelho,
Brazilian artist-novelist

5. • “I'm not a teacher: only
a fellow traveler of
whom you asked the
way. I pointed ahead -
ahead of myself as well
as you.”
― George Bernard Shaw

6. What is there in his hand?

7. What is he thinking?
?

8. Now Can you find what he is thinking?
…………………………………
…………………………………
…………………………………
…………………………………..

9. What is this?

10. How is this related to teaching-
learning?

11. Differences in instruction
Which mode of
instruction is
better

12. Dronacharya –Effective teacher?
Is Dronacharya an
effective teacher?
Give reason/s to your
answer

13. Non descriminative
Could you
consider
your own
children
and your
students
equals?

14. Equal opportunity in class rooms

15. Whom you like the most? Why?

16. Whom do you like the most?
Why?

18. Learner behaviour

19. Does your teaching plan include all
types of learners?

20. Ability and types of perception
Two types concrete and abstract
• Concrete: register information directly through your
five senses: sight, smell, touch, taste, and hearing.
“I could finish the work in 10 days”
• You are dealing with the obvious
• No attempt to find hidden meanings,
or relationships between ideas or
concepts.
• Perceive what it is

21. Abstract
• Abstract: This quality allows to understand or
believe that which you cannot actually see
• Allow to visualize, to conceive ideas
• Intuition and imagination leads you
• Looking beyond to see more subtle
implications. "It is not always what it seems.“
“I could finish the work soon”

22. Perceptual Quality
• All people have both concrete and abstract
perceptual abilities
• Each person is usually comfortable using one more
than the other.
• The person whose natural strength in the concrete,
for example, may communicate in a direct, literal,
no-nonsense manner
• The person whose natural strength is
the abstract may use more subtle ways to get a
point across.

23. Dyspraxia
• Dyspraxia is also known as Motor Learning Difficulties
• A person with dyspraxia has problems with
movement, coordination, judgment, processing,
memory and some other cognitive skills.
• Dyspraxia also affects the body's immune and nervous
systems
• Individuals with dyspraxia have difficulties in planning
and completing fine motor tasks
• Range from simple motor movements, such as waving
goodbye, to more complex ones like brushing one's
teeth

24. Learning Difficulties
• Diagnostic and Statistical Manual of American
Psychiatric Association (DSMIV)
• International classification of diseases
– Attention Deficit Hyperactivity Disorder (ADHD)
– Dislexia –Language processing disorder
• difficulties with accurate word recognition, decoding and
spelling
• problems with reading comprehension and slow down
vocabulary growth
• Dyslexia is neurological and often genetic
• Proper support will help dyslexia persons to become good
readers and writers

25. Asperger Syndrome
• Asperger syndrome (AS) is an autism spectrum
disorder (ASD)
• Complex neurodevelopment disorder
• Characterized by social impairment,
communication difficulties, and restrictive,
repetitive, and stereotyped patterns of behavior
• Lack the ability to modulate the volume of their
voice to match their surroundings
• Abnormal migration of embryonic cells during
fetal development that affects brain structure
and “wiring”

26. Emotional and Behavioural Disorder
• Inability to build or maintain satisfactory interpersonal
relationships with peers and/or teachers
• Inability to learn which cannot be adequately explained
by intellectual, sensory or health factors
• Consistent or chronic inappropriate type of behavior or
feelings under normal conditions
• Displayed pervasive mood of unhappiness or depression
• Displayed tendency to develop physical symptoms, pains
or unreasonable fears associated with personal or school
problems

27. Attention Deficit Hyperactivity Disorder
• Diagnosis are;
–Inattention:
–fail to give close attention
–Difficulty in sustaining attention
–Easily distracted
–Difficulty in organising tasks
–Reluctant/dislike to engage in tasks that
require sustained attention
–Forget daily activities

28. Attention Deficit Hyperactivity Disorder
• Hyperactivity:
–Fidgets with hands or feet/squirms in
seat
–Move around in class without reason
–Inappropriate movements- running
–talks excessively
–Difficulty in engaging leisurely activities

29. Attention Deficit Hyperactivity Disorder
• Impulsivity:
–Start answering before questions are finished
–Difficulty in waiting for turn
–Interrupts others
Everyone of us show some or most of the
above behaviours
Stressed, tired, bored, not in good mood cause
them

30. Practical Scenario
You were at the beginning of your lesson
You asked a question on the previous day’s topic
Lakshmy wanted to answer
You turned to another student- no answer
Second student also failed to answer
You went back to Lakshmy
The response from Lakshmy – “What was the question?”
– what will be your reaction?
What will be your response in this situation?

31. ADHD- Different types of students
• Attention defiant disorder
– Oppositional angry student
– Developed cocoon around
– Protect from the comments of teachers or peers
– Challenged- show temper tantrums
• Attention Detachment Disorder
– Completely lethargic
– Passive resistance
– Given up attitude
– Unresponsive to +ve or –ve reinforcement

32. ADHD- Different types of students
• Attention Dizzy disorder
– Bright and Breezy student
– Zest for life remain undiminished
– Positive
– Enthusiastic in their hyperactive and impulsive
learning style
– Pressure of traditional schooling damage their
enthusiasm
– May turn into any of the other two types

33. Ordering ability
• Sequential: organize information in a linear, step-by-step
manner
• When using your sequential ability, you are following a
logical train of thought, a traditional approach to dealing
with information. You may also prefer to have a plan and to
follow it, rather than relying on impulse.
• Random: organize information by chunks, and in no
particular order
• you may often be able to skip steps in a procedure and still
produce the desired result
• You may even start in the middle, or at the end, and work
backwards.
• You may also prefer your life to be more impulsive, or spur
of the moment, than planned.

34. Learning styles
• Both ordering abilities are present in each
person, but usually a pattern emerges for using
one over the other more comfortably
• There are four combinations of the strongest
perceptual and ordering ability in each
individual:
1. Concrete Sequential (CS)
2. Abstract Random (AR)
3. Abstract Sequential (AS)
4. Concrete Random (CR)

38. Write a few words or phrases that
come to mind when you hear the
word assessment

41. Continuous assessment
• Listening closely to students
• Observing students while they are learning
• Trying to understand what they understand
• Assessment happening in real time

42. Summative and formative assessments
Formative:
* Continuous
•Collection of data happens
while students are learning
•Help to inform and form practices
Summative:
•Data collected at certain planned
interval
•Summary of progress over time

43. Factors in assessment
• The stakeholders Purpose
– Students Guide/change instruction
– Parents Convey expectation
– Colleagues Document progress
– Institution Monitor outcome
– Society Provide basis for planning
– State Allocation of resources
– Nation

44. Techniques for assessment
Listening closely:
their interaction,
questions,
Findings etc.
Purposeful
questioning

45. Sharing new
material
/information
Sparking
conversation
Student self
assessment

46. Benefits of continuous assessment
• Benefits instruction
• Enhance student learning
• Provide timely feed back
• Enable teacher’s professional growth
• Provide information to report student progress
• Deepen conceptual understanding of student
through sharing data

47. Formative assessment favour Inquiry
• Inquiry involves;
– Making observation
– Posing questions
– Explore what is already known
– Analyse and interpret data
– Propose answers, explanations and predictions
– Communicating the results

48. Inquiry requires
*. Identification of assumptions
*. Use of critical and logical thinking
*. Consider alternative explanations

49. Foundation of Inquiry approach
• Trust and respect of
students
• Teachers believe that;
– Students come to the
class room with
strongly held and well
developed basic ideas
Teacher believe that students modify their ideas and
construct scientifically acceptable understanding
Students need time and materials to explore their ideas
and questions
Converse effectively with teachers and peers

50. Assessment of data
• What is found in the data?
• What do the data tell me about the student?
• Compare the data with the initial concept,
process and disposition
• Use information for planning further lessons
• What could I do in the future to promote certain
aspects of learning?
• What evidence I need to save?
“Help to reflect on your teaching”

51. Continuous assessment & professional
development
• Class room experience an important vehicle for
your Professional Development
• Strive to better understand and guide
students’ learning – reflecting
• What do I do to improve students learning
/understanding
• Watch or listen to your lessons and reflect
• Request colleagues to observe and comment
on your teaching
• Review different classes of yours

52. Neuro Linguistic Programming (NLP)
A field of study that attempts to build a set
of transferable skills
by programming the unconscious mind

53. Neuro Linguistic Programming (NLP)
• NLP is a collection of models, tools and techniques
that enables its Practitioners to:
– Communicate more effectively
– Achieve excellence in their chosen field
– Overcome performance-limiting behaviours
– Programme their unconscious mind
– Programme themselves to improve performance
and results"

54. Neuro Linguistic Programming (NLP)
"NLP is a therapeutic technique to detect and
reprogramme unconscious patterns of
thought and behaviour in order to alter
psychological responses.
The basic principle of NLP
“it is in an individual`s power to change their
own subconscious programming for the
better"

55. Teaching
• is about relationships as well as pedagogy
• is about feelings as well as facts
• is about what goes in your head as well as in your
student’s head
• is about using your senses as well as your subject
knowledge

56. How will NLP help teachers?
• Communicate more effectively
• Develop your influencing skills and approaches
• Manage your emotions and feelings more
effectively to help you to build resilience
• Set yourself, and achieve, positive outcomes
• Expand your range of potential behaviours and
develop more flexibility

57. NLP is modelling
Model
• the visible external behaviours/language of highly
effective people
• the internal mental processes that they use and
the way in which they link
Activity: Identify one of your very
effective teachers
choose a few external
behaviours/language of that teacher
which make him/her an effective teacher
Could you
model this

58. Excellent teacher?
• Know what you want:
– Identify precise and achievable outcomes
– Know the purpose and direction of your
communication and action
– Have clear internal pictures, sounds or feelings
• Know if you are getting what you want
– Sharpen the details that you sense and develop sensory
acuity
– Notice the response of others – sensory feed back to
ensure that you are progressing towards your outcome

59. Excellent teacher?
Flexible to change
Behaviour, language and internal feelings
Continually adapt in order to influence and
involve others in your outcome
Take action
To fulfil the requirements

60. Hypnotism and effective teaching
• Be the controller of the thought process of the
students during lessons
• How?

61. Does all communication involve
hypnosis?
• Activity
• Describe a recent experience to your partner
–Recent holiday
–One pleasant experience
Where your partner able to take you to the
occasion –eg to the holiday site- experienced
the pleasure/sound/smell of it?

62. What are the things you expect in a
really effective hypnotherapist?
Create positive change for people
Communicate effectively
Help people to change their behaviour
Facilitate learning
Change people’s life
Help people to overcome difficult past experiences
Support people to fulfil their potential
Help people to manage their behaviours
Like a therapist
teachers
influence their
students with
words

63. Do all teachers have same opinion
about the same class?
• Why?

64. One major factor affecting our
behaviour
The way in which we think
about things affects our
behaviour and therefore
affects and influences
others around us

65. What is your first thought about this

66. Basic principle of NLP
We can’t change
anyone else’s
behaviour
We can only change
our own

67. Presuppositions in NLP
Communication
• We are always communicating
What are the ways we use to communicate?
By words
Facial expression
Way we stand
Where we stand
Classroom arrangements

68. Presuppositions in NLP
Communication
• Meaning of our communication decide the
response we get
How do you get anyone else to do anything?
What makes you follow another
person’s instructions?

69. Presuppositions in NLP
Communication
• Resistance is the result of a lack of rapport
Ask yourself
What sort of relationship do
I have with this person?
Think of a situation when you encountered
resistance or challenge –share that with
your neighbour
Does your
partner
agree with
your
opinion

70. Presuppositions in NLP
How to think effectively
• The map that we create in our mind’s
eye is not reality
Our experiences and emotions associated
with those experiences affect the way
we presume situations

71. Presuppositions in NLP
How to think effectively
How to become
aware of what is
in your map?
Learn to have flexibility
Learn skills to communicate effectively

72. Presuppositions in NLP
How to think effectively
The person who sets the
frame controls the
communication and the
actions that happen

73. How
To
Become
A
Wise Guy

74. What you need?
• A few minutes in a quiet place
• The directions for this experience
• Your brain (essential!)

75. • Think of a time
when you were having an unpleasant conflict
with someone else
(if you've never had one, call me and I'll yell at
you).
• This can be your husband, child, student or
ANYONE.

76. • Re-experience this
situation
• Notice the other
person's reactions,
their physical posture,
gestures etc

77. • Clear that image away and
now,
re-experience the
situation as the other
person.
• Using the information you
gathered in the first stage,
step into their shoes and
imagine as you progress
through the experience,
what their feelings and
attitudes are.

78. • After you have processed
any new knowledge gained
through that experience,
you can clear that image
away and
Now,
• Re-experience the
experience from no one's
point of view. In other
words,
watch the both of you
from a neutral space. Notice
any new information gained
by this new perspective.

79. • Now what?
Gathered lots of the
information Enormous value.
• You can now perceive how
others see you and how an
entire situation can be viewed
from a neutral position.
Instead of one way of experiencing the world, -
three ways
better able to empathize with others and make more objective
decisions.
Having all this information readily available, is the basis for
wisdom

80. Warning:
• While this is a very useful way to experience
and gather information about the world,
realize that these are our guesses
as to how others are feeling
and one should test the waters before
jumping in.