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Excellent institutions require and demand extra-
ordinary performance from the average man.
In search of Excellence
Quality education and best service
should be delivered by everyone.
 It is the burning desire for the teacher
to be counted their work.
 We have to earn reputation for
reliability, in fact most schools are
fairly ordinary even though they are
so called branded.
 We are very different from the rest of
the schools. Our only natural resource
is the hard work of our people.
 Keep in in mind you are Treating
people not things
Organisation and people are synonymous
 Know your organisation and it’s policy
details.
 The good news comes from treating students
decently and asking them to shine, and from
producing things that work.
Never acquire a business you don’t
know how to run.
 Teachers are not taking job seriously
 We should change our way of teaching as the
time has come to change our ways.
“Do it, fix it, try it.”
 Keep things tidy and under control
Keep distance and decorum of
teacher
 Teachers must show they can
control pupils or weed out
incompetent teachers
 Teachers unable to control
mobile phone in class: check
mobile phones, uniform,
shoes, tie, belt and hair style
Why students are misbehaving?
 Could this misbehaviour be a
result of inappropriate
curriculum or teaching
strategies?
 Could this misbehaviour be a
result of the student's inability
to understand the concepts
being taught?
 The best teachers have an
enthusiasm for their subject
and an understanding of how
children develop.
 If teachers do not have the
ability to convey their
knowledge and passion to
pupils, their academic
brilliance is not going to do
pupils any good.’
The reality of classroom life
 All faculties are confronted with students
who engage in behaviours that are disruptive
to the educational process.
 Students may be late for class, leave early,
talk inappropriately, or sleep during class.
 Recently faculty have reported more
threatening behaviours, physical or verbal
attacks.
The Elusive Spark
 If you were to teach a hundred people to
reproduce the exact brush strokes and colour
composition used by Rembrandt, and if you
provided them with the same quality of
paints, brushes, and canvas as the
master, would you really expect each of them
to produce a masterpiece? What is missing in
this approach is the "vision" of when and where
to apply the techniques—the elusive spark that
makes an artist unique. The talent and genius
lie in the "mind of the maker."
Dressing sense must be appropriate
to give the reflection of teacher
 A 50 years from now, some things
won't matter; how much money was in
my bank account, the size of the
house in which I lived, or the kind of
car I drove around...but the world may
be a better place because I was
important in the life of a child.
"The Teacher's Motto"
a belief that all children can learn, but not all in the
same way.
a belief that teachers are learners and children are
teachers.
a high level of respect for all students.
high expectations for all students, but not the same
for all.
a humanistic approach to classroom control.

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In search of excellence

  • 1. Excellent institutions require and demand extra- ordinary performance from the average man. In search of Excellence
  • 2. Quality education and best service should be delivered by everyone.  It is the burning desire for the teacher to be counted their work.  We have to earn reputation for reliability, in fact most schools are fairly ordinary even though they are so called branded.  We are very different from the rest of the schools. Our only natural resource is the hard work of our people.  Keep in in mind you are Treating people not things
  • 3. Organisation and people are synonymous  Know your organisation and it’s policy details.  The good news comes from treating students decently and asking them to shine, and from producing things that work.
  • 4. Never acquire a business you don’t know how to run.  Teachers are not taking job seriously  We should change our way of teaching as the time has come to change our ways. “Do it, fix it, try it.”  Keep things tidy and under control
  • 5. Keep distance and decorum of teacher  Teachers must show they can control pupils or weed out incompetent teachers  Teachers unable to control mobile phone in class: check mobile phones, uniform, shoes, tie, belt and hair style
  • 6. Why students are misbehaving?  Could this misbehaviour be a result of inappropriate curriculum or teaching strategies?  Could this misbehaviour be a result of the student's inability to understand the concepts being taught?  The best teachers have an enthusiasm for their subject and an understanding of how children develop.  If teachers do not have the ability to convey their knowledge and passion to pupils, their academic brilliance is not going to do pupils any good.’
  • 7. The reality of classroom life  All faculties are confronted with students who engage in behaviours that are disruptive to the educational process.  Students may be late for class, leave early, talk inappropriately, or sleep during class.  Recently faculty have reported more threatening behaviours, physical or verbal attacks.
  • 8. The Elusive Spark  If you were to teach a hundred people to reproduce the exact brush strokes and colour composition used by Rembrandt, and if you provided them with the same quality of paints, brushes, and canvas as the master, would you really expect each of them to produce a masterpiece? What is missing in this approach is the "vision" of when and where to apply the techniques—the elusive spark that makes an artist unique. The talent and genius lie in the "mind of the maker."
  • 9. Dressing sense must be appropriate to give the reflection of teacher  A 50 years from now, some things won't matter; how much money was in my bank account, the size of the house in which I lived, or the kind of car I drove around...but the world may be a better place because I was important in the life of a child.
  • 10. "The Teacher's Motto" a belief that all children can learn, but not all in the same way. a belief that teachers are learners and children are teachers. a high level of respect for all students. high expectations for all students, but not the same for all. a humanistic approach to classroom control.