This document summarizes strategies for dealing with common challenges that may arise during teaching sessions:
1) For students who arrive late, it is best to focus on those who were on time. Whether to allow late students to join depends on how late they are and the audience. Registration should clarify start times.
2) To engage undergraduates, use humor, give problems to solve, involve students through questions, and personalize material with passions.
3) For international students struggling with language, clarify terms, provide written materials, use visual tasks, and form mixed groups for support.
4) When someone interrupts to tell you things, let them speak briefly, continue discussion later, or get group feedback
Social Security Administration Facilitator TrainingConnee
This is an entry into the Non-Profit, Government category. I retired from Social Security Headquarters after 13 years as their sole PowerPoint Specialist.
Have you recently completed your TEFL certificate course? Are you considering a teaching career abroad? If yes, then this is perhaps the most rewarding career choices that you have made. While the prospects might seem bright but you will meet a few challenges along the way. Don’t worry.
Why Should School Teachers Learn English?m nagaRAJU
a presentation made for school teachers to persuade them learn english in the context of the school switching over to english medium to meet the changing demands of the community.
Social Security Administration Facilitator TrainingConnee
This is an entry into the Non-Profit, Government category. I retired from Social Security Headquarters after 13 years as their sole PowerPoint Specialist.
Have you recently completed your TEFL certificate course? Are you considering a teaching career abroad? If yes, then this is perhaps the most rewarding career choices that you have made. While the prospects might seem bright but you will meet a few challenges along the way. Don’t worry.
Why Should School Teachers Learn English?m nagaRAJU
a presentation made for school teachers to persuade them learn english in the context of the school switching over to english medium to meet the changing demands of the community.
Teaching & Learning English under difficult circumstancesGraham Stanley
Workshop given 16th Sep 17:45 in Buenos Aires:
- Dirección Operativa de Lenguas Extranjeras, Ministerio de Educación, CABA
- British Council
- I.E.S. en Lenguas Vivas “Juan Ramón Fernández”
"Many English teachers find themselves teaching in difficult circumstances. Large classes, multiple levels, and demotivated students are just three realities that can make language learning and teaching a challenge. The idea behind this interactive workshop is to examine these difficult circumstances and others, and to use our shared experience as teachers to help each other with classroom strategies and ideas to overcome the challenges we face on a daily basis.."
http://t.co/hfQ9U98Hzr
Introduction To Dealing With Difficult, Defiant And Unmotivated Students Adamsbarbarafadams
As it turns out,, about 85% of the classroom disciplinary issues appear to be caused by >15% of the students. How we deal with this 15% while not disheartening and discouraging the majority of students is the key to creating a working environment for students and teachers, alike.
The Three Pillars Of Your Training DeliverySilvia Tancou
This presentation includes information and tips on how to build and support the three pillars of a successful training delivery: your communication, the training content and your personal preparation. Enjoy the Zen themed content and be sure to check out the links to the resources I have used to create this presentation.
How to Motivate Your Students and Get Them to Listen to You Part 4Rachel Wise
Part 1 of a four part series - This presentation gives 39 effective strategies for classroom management. Created by Rachel Wise: Licensed Behavior Specialist, Certified School Psychologist, and founder of educationandbehavior.com.
This elective workshop is from the Robogals Asia Pacific SINE Conference in 2014. It is an interactive refresher targeted for training managers who can in turn train their chapter volunteers in basic teaching skills & tips for Robogals workshops. This workshop covers Do's & Don'ts for ensuring engaging workshops as well as tips on managing common classroom scenarios.
What To Do When a Green Tree Scares Your Staff: Coping with Technophobia and ...yclibrary
Presentation given by Troy Beckham and Shasta Brewer at the 2012 Evergreen Conference in Indianapolis. What are the signs that someone has technophobia. Training techniques to lessen the stress of students experiencing technophobia. How we train staff in the SC LENDS consortium on Evergreen (an open source ILS)
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
2. How do you deal with students who arrive late - up to half way through a session? We said: Focus should always be on those who were in the room on time Response depends on the audience and also how late the student is If <10 mins may be possible to recap If it is a workshop which students have booked for, when confirming registration, explain to students that the session will be starting at a specific time and they are expected to be there by then If necessary, tell them it is too late to come in (disagreement about this) or suggest they come to an alternative session If not too disruptive, allow them to come in but to sit at the back and wait for handouts etc until a natural break. Do students get credit for attending? If so, cut off time should be clearly defined.
3. What techniques do you use to engage undergraduates with IL activities? We said: Playing very short, humorous, “old” (in their eyes!) video clips really engages attention Give students problems to solve (maybe in a fairly unstructured way) is a good way of getting them interested Plan teaching around student responses eg put numbers under seats so they know they will have to contribute Use small groups with summary to larger group Develop Q&A techniques which work with different learning styles Give them opportunities to chat Personalise it by showing you are not just a “teacher” - use your own passions for demos etc (chocolate, guinea pigs etc)
4. What do you do if there are international students in a session who appear, due to language problems, to have no comprehension of what they are being taught or asked to do. We said: Make sure you know about the composition of the group in advance ( not always easy for library workshops) Discuss and clarify key terms at the beginning of the session Link the above to a handout/ glossary of unusual terms Have tasks written down so that those who cannot understand what you are saying (too fast/accents) might be able to follow the text version Use visual, closed tasks, but is this as effective Put students into small, mixed ability groups where stronger students can guide the weaker
5. How do you deal with someone who thinks they know more than you and keeps interrupting to tell you things (which may or may not be correct and you may not be sure) We said: Let them speak…up to a point Invite them to carry on the conversation afterwards (with anyone interested) Ask people to write down comments/ questions rather than interrupting you and deal with them at the end Ask rest of group what they want to do (if you’re confident they agree with you) In extremis, have a quiet word during a break. Show that you value their contribution by asking them to send you full details afterwards and promising to circulate this information to the rest of the group (giving you time to check accuracy)
6. How do you ask questions which people want to answer (rather than watching tumbleweed blow across the room)? We said: Use SRS handsets – these add an element of fun, allow you to save data and mean responses can be anonymous Start with closed questions, then develop… Break into groups, or pairs in a large group, observe the group dynamics and then ask pairs who seem to have something to say to report back Ask them to write an answer down and swap with neighbour, neighbour reads out responses Use technology such as Twitter or mobile phones for instant feedback – again seen as fun, easy to participate, can be anonymous. ( we need to learn how to do this) If you know the group, pick on people to answer Pre prepare some right and wrong answers on cards which are distributed amongst the group and ask them to read them out and vote on the correct one.
7. What do you do if students are continually talking while you are talking, or alternatively, appear to be asleep? We said They may not realise how loudly they are talking, so don’t assume they are being intentionally rude Ask them to be quiet or give them the opportunity to take the conversation elsewhere Unless they are being disruptive (eg snoring!) ignore For other disruptions eg typing , use resources such as NetSupport School to take over PCs and avoid this.
8. How do you cope when the technology lets you down? We said: Plan ahead, have an alternative ready Do not panic! Try not to rely so much on powerpoint slides for prompts – do we really need them? For live demos, if connections don’t work, have some screen shots prepared or even use software such as Lotus screencam to create videos of demos
9. What do you do if you get through all the material quickly and there’s lots of time left at the end? We said: Consider where any points might need more explanation/ practice Encourage questions Invite them to stay on and speak to you individually – make it seem that you have designed time in for this Be flexible about finishing a little earlier