Effective classroom management has little to do with the amount of noise or activity in the room and instead focuses on building and maintaining a learning atmosphere.
Spreading Cultures in China and Southeast Asia.pptChhayaRajeev
GRADE 7 UAE SST
How was culture spread in China?
Belief systems that came from outside China were spread mostly via trade and diplomatic exchange, and almost all of them have been assimilated into Chinese culture. There is a mutual influence in China between the development of traditions and beliefs and the advances in technology and production.
How did Indian culture spread in China?
Thereafter Indian missionaries as well as Chinese scholars translated Buddhist scriptures and other writings into Chinese. Indian missionaries not only preached a new faith but also brought in new cultural influences. Indian mathematics and astronomical ideas enriched Chinese knowledge in these fields.
Where did China get its culture from?
Chinese have traditionally believed that the Huaxia tribe originated Chinese culture. Ancient texts say that the Huaxia lived in the Central Plain near Beijing hundreds of years before the Shang Dynasty (1600–1046 BC) started and spread westwards and southwards along the Yellow River basin.
How did Islam spread to Southeast Asia?
Muslim merchants from the Arabian Peninsula had to pass through these islands of the south via the maritime Silk Roads to reach China's ports. In addition, according to historical accounts, Muslim traders came to the Indonesian islands because of the rare spices present there.
What is the cultural history of China?
China — History and Culture
China is arguably the cradle of Asian civilization, as evidence of human settlements along the Yellow River Valley date back thousands of years. Early China was dominated by feudal lords and warring areas, including the Shang and Zhou dynasties, which were among the most famous early rulers of China.
Effective classroom management has little to do with the amount of noise or activity in the room and instead focuses on building and maintaining a learning atmosphere.
Spreading Cultures in China and Southeast Asia.pptChhayaRajeev
GRADE 7 UAE SST
How was culture spread in China?
Belief systems that came from outside China were spread mostly via trade and diplomatic exchange, and almost all of them have been assimilated into Chinese culture. There is a mutual influence in China between the development of traditions and beliefs and the advances in technology and production.
How did Indian culture spread in China?
Thereafter Indian missionaries as well as Chinese scholars translated Buddhist scriptures and other writings into Chinese. Indian missionaries not only preached a new faith but also brought in new cultural influences. Indian mathematics and astronomical ideas enriched Chinese knowledge in these fields.
Where did China get its culture from?
Chinese have traditionally believed that the Huaxia tribe originated Chinese culture. Ancient texts say that the Huaxia lived in the Central Plain near Beijing hundreds of years before the Shang Dynasty (1600–1046 BC) started and spread westwards and southwards along the Yellow River basin.
How did Islam spread to Southeast Asia?
Muslim merchants from the Arabian Peninsula had to pass through these islands of the south via the maritime Silk Roads to reach China's ports. In addition, according to historical accounts, Muslim traders came to the Indonesian islands because of the rare spices present there.
What is the cultural history of China?
China — History and Culture
China is arguably the cradle of Asian civilization, as evidence of human settlements along the Yellow River Valley date back thousands of years. Early China was dominated by feudal lords and warring areas, including the Shang and Zhou dynasties, which were among the most famous early rulers of China.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Biological screening of herbal drugs: Introduction and Need for
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Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
5. 1. Consistent, proactive discipline is the
crux of effective classroom management.
“Prevention is better than cure”, so
goes the adage. If we are proactive in
our approach to discipline we prevent
unnecessary disciplinary problems from
cropping up. We have not to wait for
disciplinary problems to erupt for us to
take a move.
6. 2.Establish routines for all daily tasks
and needs.
Routinized collection of assignments,
passing of papers, and preparation for
experiments saves as a lot of time and effort.
We have not to explain or instruct our pupils/
students on how to pass papers, collect
assignments, prepare for experiments day in
and day out because we have established the
routines for these everyday tasks. They have
become habitual for each member of the
class.
7. 3. Orchestrate smooth transitions and
continuity of momentum throughout the
day.
Smooth transitions and continuity of
momentum throughout the day ensure
us that every instructional moment is
made use of wisely. No unnecessary lull
is created that will breed classroom
restlessness, which is the father of
disciplinary problems.
8. 4. Strike a balance between variety and
challenge in students’ activities.
A variety of student activities will ensure that
students’ multiple intelligences and varied learning
styles are considered in the conduct of student
activities. Most of the time our activities fall under the
word use, talking, writing will certainly challenge the
linguistically intelligent students but bore the logic
and math wizards and other groups of different
intelligences. When boredom creeps into the
classroom, we have disciplinary problems in our
hands.
9. 5. As classroom manager, be aware of all
actions and activities in the classroom.
Our heightened awareness of everything
that is happening in our classroom puts our
pupils and students on their toes all the time.
While our back faces them when we write on
the board, our “eyes on the back of our
heads” will make our pupils and students feel
that we know what they are doing. This is
what Kounin calls with-it-ness.
10. 6. Resolve minor inattention and
disruption before they become major
disruptions.
The old adage “a stitch on time saves nine”
aptly applies here. We have not to wait until
our class is out of control. Misdemeanor has a
“ripple effect” if not checked early.
Conflagration begins with a spark. Put out the
spark early enough to avoid conflagration. We
ought to respond to inappropriate behavior
promptly.
11. 7. Reinforce positive behavior
Be generous with genuine praise. Some
teachers are quite stingy with praise. These are
the teachers who think will become less when
they praise others. They have the so-called
“subtraction mentality.” Other teachers are
overgenerous with their praise. Their praises
overflow so much that they give praise even
when is not appropriate. For our praise to be
genuine it must be given according to merit. It is
our way of appreciating and recognizing hard
work and good behavior.
12. 8. Treat minor disturbance calmly.
“Do not make a mountain out of a
mole.” If a stern look or gesture can kill
the inappropriate behavior so be it.
That’s the end period! Let us not make a
fuss about it.
13. 9. Work out a physical arrangement
of chairs that facilitates an interactive
teaching-learning process.
There is no doubt that external environment
affects us. The most common arrangement of
tables and chair in the classroom is one where the
teachers’ table and chairs are in front and the
student’s desk or chairs are arranged in rows
facing the teacher. This seat arrangement does not
always enhance interaction among students. Let
us work for a flexible seating arrangement where
we can re-arrange seats or desk to suit our
learning needs and conditions.
14. 10. Make good use of every
instructional moment.
Minimize discipline time to
maximize instructional time.
17. Time is of the essence in learning. How much
students learn depends upon the amount of
time they spend in learning. The impact of
time however on achievement is influenced
also by the quality of instruction and the
learning tasks. No matter what amount of
time is spent, no learning takes place if there
is poor instruction and poorly devised
learning tasks. It is observed that classes
where students are occupied with learning
activities, where time is managed properly,
learn more.
18. HERE ARE SOME RESEARCH-BASED
EFFECTIVE TECHNIQUES TO MAKE WISE ALL
OF TIME:
Orchestrate smooth classroom transitions.
Remain involved with the students during the
entire class period allowing for no idle time.
Use fillers, in case you finish the lesson ahead
of time. Examples of fillers are reciting a favorite
stanza then letting others explain the meaning or
conducting a short contest about the lesson.
19. Use a common place to keep materials such
as scissors, school supplies. This saves time.
You have not to look for them when you need
them.
Follow a consistent schedule and maintain the
procedures and routines established at the
beginning of the year.
Prepare materials in advance.
Make clear and smooth transitions.
Limit disruptions and interruptions through
appropriate behavioral management technique.
Cont…
20. FOR QUALITY OUTPUT WITHIN AN ALLOTTED
PERIOD, HERE ARE SOME SUGGESTIONS:
Schedule all activities with corresponding time
allotment way ahead of time. Early preparations
could avoid haste and confusion.
Provide enough time for everything you expect
to happen.
Avoid rushing since you know you have carefully
allotted required time for every activity. Quality may
suffer.
Anticipate difficulties or failure of some
operations in order to be able to pursue alternative
actions.
21. Be flexible with time assignments. If
students are observed to be so interested
and eager to continue working, allow a little
more time for them to complete and
achieve the objectives with satisfaction.
Set the example by showing that you are
time- conscious. They will develop the
same precision regarding time utilization.
Cont…
22.
23. Discipline is controlled behavior. It
constitutes the next important
concern of teachers as part of good
management. No matter how well-
managed a learning environment
is, students will occasionally
misbehave. Teachers must be
ready to deal with them with utmost
care and consideration.
24. SOME CAUSES OF DISCIPLINARY
PROBLEMS
Unfavorable learning conditions
-The classroom may not be conducive to learning if it is:
•overcrowded with more than the regular number of students
to a class.
• with poor lighting facilities and inadequate ventilation.
• with furniture and storage cabinets disorderly positioned,
making the collection and retrieval of tools less efficient.
•with inappropriate seating arrangement such that
distractions can easily occur
•near sources of noise which obstruct understanding of the
lesson.
25. Teacher’s poor management skills
- The teachers’ lack of adequate knowledge
and skills in handling occurrences of misbehavior
likewise contribute to a trouble-prone setting.
Students’ varied background
- The students bring to the classroom a
surprising record of individual attitudes, interests
and abilities. Said characteristics could be traced
from their differences in: a) family background, b)
physical and mental capacities, and c) emotional
traits among others.
26. HOW TO PREVENT DISCIPLINE
PROBLEMS
To prevent discipline problems, teachers can:
implement group-oriented methodologies
such as: 1) cooperative learning approach, 2)
team learning, 3) peer tutoring, and 4) group
projects and collections.
use varied teaching techniques
develop patience, compassion, genuine
respect and care for the students.
27. Schools differ in how they achieve and maintain
good discipline. Following are some common
practices.
1. Discipline is the students’ responsibility. If they misbehave,
the teacher accepts no excuses. They must be ready for
the consequences.
2. Discipline is the teachers’ way of establishing a desirable
student- oriented environment for learning.
3. Discipline is coupled with effective teaching strategies and
techniques.
4. Discipline is achieved through the effects of group
dynamics on behavior.
5. Discipline is believed to be the exclusive responsibility of
the teachers.
28. WAYS OF DEALING WITH DISCIPLINE
PROBLEMS
ACCEPTABLE AND EFFECTIVE:
1. Use verbal reinforcers that encourage good
behavior and discourage bad tendencies.
2. Use nonverbal gestures, frown or a hard look to
dissuade them from mischiefs.
3. Dialogues can help in discovering problems and
agreeing on mutually beneficial solutions
4. Focus attention on one who is unruly and is
about to disturb the neighbors.
29. 5. Award merits for good behavior and
demerits for inconsistencies and lapses.
6. A private one-on- one brief conference
can lead to a better understanding of
mistakes that need to be remedied or
improved.
7. Give students the free to express or
explain agitated feelings and misgivings
rather than censure them right away.
30. UNACCEPTABLE AND INEFFECTIVE:
1. Scolding and harsh words as a reprimand will
have a negative effect on the entire class.
2. Nagging and faultfinding, together with long
“sermons” are repugnant and nasty.
3. keeping a student in a “detention area” during or
after classes as a penalty for misbehavior is a
waste of time and occasion for learning. The
shameful experience is not easy to forget.
4. Denying a student some privileges due to
unnecessary hyperactivity can all the more
encourage repetitions.
31. 5.Assignment of additional homework
compared to the rest can make them
dislike the subject.
6.Use of ridicule or sarcasm could
humiliate and embarrass a student.
7.Grades for academic achievement
should not be affected due to
misdemeanor.
32.
33. FURNITURE ARRANGEMENT
Furniture such as chairs and tables for
demonstrations or displays must be positioned
appropriately.
Exhibit shelves are either permanently pinned to
the wall or are made to stand at the sides.
White board for writing and clarifying lesson
discussions, together with bulletin boards, are
available for posting important messages and
outstanding pieces of students work, art and
illustrations.
34. Below are some sample seating arrangements:
Students in rows face front of
classroom (door is in back of room)
Door
1. Traditional rows in
columns are ideal for
establishing classroom
management. This
arrangement allows
students to focus on you
when you are lecturing or
teaching routines and
procedures. It is great for
direct instruction.
35. Students
face center
of
classroom
2. Position student desks
so that they face the
center when you are
facilitating classroom
discussions. The outer
area is ideal for skits, role
playing, and student
demonstrations. It creates
a friendlier atmosphere
and can be used in lieu of
traditional rows.
36. Students
at tables
face front
of room
3. Situate chairs around
tables so that students do
not have their backs facing
you. When it is time for
small group activities, they
can move their chairs to
face each other. This
arrangement is ideal for
cooperative learning
activities. Be aware that
seating students in groups
invites dialogue, which is
great if that is your purpose.
37. Students
desks
grouped
so
students
face each
other
4. This format is
wonderful if you have
desks because you can
rearrange them from
traditional rows into
groups and back again,
depending on your
lesson plan. Teach
students how to quickly
rearrange the desks to
facilitate small group
work.
38. Clean rooms, hallways and surroundings are
wholesome places to stay in. the teacher should
schedule who is responsible for their neatness on a
regular basis.
The physical environment must also be a safe
place where curious, overactive and energetic
children are always o n the go.
During class hours proper lighting and ventilation
must be provided and maintained for everybody’s
comfort.
39.
40. Refers to the established activities or
procedures that are repeatedly done.
1. Teach pupils to learn how to form
various grouping and return to standard
arrangement with minimum confusion.
2. Do not use the first few minutes of the
class session to collect materials when
students are potentially most alert to
instruction.
41. 3. “Overlapping” technique is used for collection
and distribution of materials. It refers to the
teacher’s ability to attend to the task at hand
and at the same time prevent an extraneous
situation from getting out of control.
4. Prepare for transition by planning distinct
types and sequences of teacher- pupil activity e.g.
checking homework assignment, presentation of
new material, giving assignment, monitoring
seatwork. Transition should be quick and quiet.
42.
43. This refers to emotional climate and
communications affecting learning
conditions.
1. Maintain positive climate characteristics
which allow students to choose a variety of
activities to achieve common goals.
2. Develop sense of interdependence, common
bonds, defined group expectations and
relationship qualities that enhance
wholesome emotional climate.
44. 3. Develop communication characteristics
that promote wholesome classroom
relationship like positive constructive
conversations aimed at understanding on
another’s point of view.
4 . Render different forms of assistance by
providing class meetings or students to
have an opportunity to examine the ideas
and feelings that influence value judgment.