How do you recognise yourself to be a great teacher?
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This document provides questions a teacher should ask themselves to evaluate if they are a great teacher. The questions cover speaking clearly and at an appropriate volume and speed, avoiding filler words, having proper non-verbal communication, using simple language, emphasizing important points logically, being understandable, skillfully preparing easy to understand teaching aids, and having an appropriate presentation style. If the teacher answers yes to most questions, they are an excellent teacher, and if they score over 60% yes, they deserve appreciation for their work.
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Principles of effective communication
Effective communication principles include using clear speech, hand gestures, engaging the audience through questions, avoiding barriers like background noise, and presenting information in multiple ways. Key elements are speaking loudly and clearly, using rhetorical questions, splitting content into understandable sections, ensuring accuracy through proofreading, and using interpreters for language barriers. Distracting elements to avoid include mumbling, facing away from the audience, playing loud music, shouting, adding irrelevant images or effects, and using improper spelling, punctuation or font colors. The goal is to engage the audience and help them understand the content.
Communication Skills for Effective Teaching
The document outlines strategies for effective communication and teaching skills. It discusses forming groups to discuss topics like language skills, communication skills, effective teaching, body language, and interactive teaching. Each group then presents on their assigned topic, covering elements like vocabulary, pronunciation, grammar, teacher behaviors that promote or discourage communication, using visual aids, body language cues, and ways to make classes interactive through techniques like pair work, group work, questions, and activities. The overall document provides guidance to teachers on analyzing their own skills and looking for areas of improvement to enhance their instructional communication abilities.
Speaking Skill
The document discusses various tips and strategies for improving English communication skills, including the importance of practice, listening skills, and mental attitude. Some key points:
- Effective communication involves regular practice, keeping messages simple, and focusing on listening skills.
- Language input and production are related; increasing exposure to English through books, media, conversations can help improve production abilities.
- Speaking regularly is important, even with mistakes, to develop comfort and fluency. Teachers should encourage learners and welcome their questions.
- Trial and error, small steps, and not being discouraged by mistakes are effective learning strategies according to the document.
Better Schools, without the BS
This document discusses hammer teaching, an approach to literacy instruction that explicitly teaches phonics and allows students to move from fluency to comprehension quickly. It notes that SSP is one program based on hammer teaching principles that provides free resources, but that many programs can be effective if they incorporate systematic phonics instruction, differentiated teaching, and make learning fun. The document questions whether school leaders are making decisions that fail students and empower teachers, and provides resources for teachers and parents seeking effective literacy strategies.
Personality Development
Most people think just by born good looking is a good personality, but this is far from the truth, however, good grooming and looks is tiny part of it, the scope of personality development is quite broad.
Personality means characteristics and appearances of a person, his/her way of thought, feeling, behavior, communication ability, how to dress well and interpersonal skills.
The personality can also be modified to a certain extent, as previously people were thinking good personality is by born. But in recent years have seen a variety of efforts by professionals to design courses, that develops certain positive trends in personality. The objective of such courses is to remove those barriers or obstructions that stand in the way of the good personality.
PROMOTING CLASSROOM TALK
The document provides tips for teachers to encourage classroom talk among students. It recommends that teachers (1) use positive reinforcement and encouragement, (2) create a relaxed positive atmosphere, and (3) provide a stimulating classroom environment with centers of interest. Teachers should also (4) improve their own language skills, (5) use language appropriate for students, and (6) speak with the correct tone and body language. It is important for teachers to (7) speak audibly and clearly and (8) remove any barriers to talking like noise or poor use of classroom resources.
Supporting students with communication needs in ks3 including
Supporting students with communication needs in ks3 including.
This was compiled by my Literacy interventions coordinator at Cheney School.
Memories
The document discusses strategies for activating memory in the classroom to help students remember and internalize new language. It emphasizes the importance of repetition and distributed practice over time to aid memorization. The author advocates for teachers to set up speaking activities that encourage students to demonstrate language they have already learned and provide feedback to help students reformulate and improve their language.
How to teach speaking
This document provides guidance on teaching speaking skills. It discusses key sub-skills of speaking like vocabulary, grammar, pronunciation, and listening comprehension. It emphasizes using communicative language teaching approaches that provide meaningful contexts for practice. Some suggested speaking activities are role plays, interviews, discussions, and oral presentations. The document also covers language functions, formulaic expressions, classroom language, benefits of interaction, and teacher roles. It provides tips for balancing fluency and accuracy, including confirmation checks and peer correction.
How to teach speaking
This document provides guidance on teaching speaking skills. It discusses key sub-skills of speaking like vocabulary, grammar, pronunciation, and listening comprehension. It emphasizes using communicative language teaching approaches that provide meaningful contexts for practice. Some suggested speaking activities are role plays, interviews, discussions, and oral presentations. The document also covers language functions, formulaic expressions, classroom language, benefits of interaction, and teacher roles. It provides tips for balancing fluency and accuracy, including confirmation checks and peer correction.
interaction discussion
This is a small group discussion activity for students to talk about types of interaction and norms for communication in academic environments.
Chapter 12 Realizing Speaking Goals
This chapter discusses goals and techniques for promoting children's speech development. It covers setting up the classroom environment, facilitating conversations, asking questions, and encouraging speech through activities like dramatic play, routines, and modeling language. The role of the teacher is to guide children's speaking in a supportive way.
The Professional Presentation
The document provides guidance for developing an effective professional presentation. It discusses key presentation skills like differentiating between spoken and written communication, using visual aids, summarizing information, and body language. It also provides tips for design elements, including using few backgrounds and fonts, left-justifying bullet points, and leaving space around graphics. The document concludes by emphasizing rehearsal, confidence, articulation, eye contact, and focusing on delivering an enjoyable presentation.
Oral-Language-Accross-Languages-TWG.ppt
The document discusses oral language development and strategies for teaching oral language skills. It provides the following information:
1. It outlines features of the K-12 curriculum in the Philippines including being learner-centered, culture-responsive, standards-based, and integrating 21st century skills.
2. It discusses the importance of oral language for literacy development and describes how children learn to talk through exposure to language models, interactions, books, and encouragement to communicate.
3. It describes strategies for improving students' oral language including simplifying language, modeling language, offering choices, relating new concepts to familiar ones, and asking open-ended questions.
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How do you recognise yourself to be a great teacher?
- 1. How would you recognise yourself to be a great teacher?
- 2. If you wish to be a great teacher, please ask yourself the following questions.
- 3. Do you speak clearly? (10) Do you speak loud enough? (10) Do you speak with proper speed? (10) Do you avoid unwanted pauses ‘ums’ or repeated words? (10) Is your non-verbal communication appropriate? (10)
- 4. Do you use soft and easy language? (10) Do you emphasise important points and use logical sequence? (10) Are you understandable? (10) Do you prepare teaching aids skilfully which are easy to understand? (10) Is your style of presentation appropriate? (10)
- 5. If your all answers are ‘YES’, congratulations for being an excellent teacher. If your total score is more than 60 percent, you deserve appreciation.
- 8. By Hare Ram Joshi (Varishtha Adhyapak) , Govt. H. S. School, Paganvisi, Gwalior Mobile no. 9826208009