Interview is an important technique to elicit personal information from the subject in face to face contact. On the basis of interview results most of the selection for different jobs and admission in various courses are made.
Interview is an important technique to elicit personal information from the subject in face to face contact. On the basis of interview results most of the selection for different jobs and admission in various courses are made.
Differences between assessment and evaluationS. Raj Kumar
Assessment is a process of Evaluation is described Collecting, reviewing and using data for the purpose of improvement Evaluation describes as an act of passing judgment basis of evidence
Assessment pays attention‘ to teaching and learning
Evaluation focuses final outcome
Assessment is done at the beginning of the inquiry
Evaluation is usually done at the end
it is diagnostic It is judgmental
It is Formative it is Summative
It is process oriented It is product oriented
Provides feedback on
performance and are as of improvement
Determines to which objectives are achieved.
Based on observation and positive and negative Points Based on the level of quality as per set standard
set by both the parties
jointly (Assessor and Assesseee)
Set by the evaluator
It is absolute. It is comparative
Language is the ability to acquire and use complex systems of communication, particularly the human ability to do so, and a language is any specific example of such a system. The scientific study of language is called linguistics. Questions concerning the philosophy of language, such as whether words can represent experience, have been debated since Gorgias and Plato in Ancient Greece. Thinkers such as Rousseau have argued that language originated from emotions while others like Kant have held that it originated from rational and logical thought. 20th-century philosophers such as Wittgenstein argued that philosophy is really the study of language. Major figures in linguistics include Ferdinand de Saussure and Noam Chomsky.
This is a PPT regrading school readiness programme. Early childhood education is very important stage of education. The meaning, importance and policy provisions were discussed in the PPT.
Introduction
What is Learning
What Is Meant By Positive Learning Environment
Importance of positive learning environment
Strategies for a teacher to Create Learning Environment
Theories of learning environment
Principles of Better Communication
What Is Learning?
Psychologists defined learning as a relatively permanent change in behavior through experiences or observation.
In other words what human beings learn as a result of interaction to environment is named as learning.
What Is Meant By Positive Learning Environment?
A positive learning environment is such an environment that makes the teaching learning process easy and comfortable for both teacher as well as students.
A positive learning environment means that the students feel comfortable, have sense of rapport with their teacher and peers, and believe they can be successful.
Importance Of Positive Learning Environment
Classroom environments are extremely important.
An environment where students do not feel accepted or respected creates a distraction from learning.
Everything from the color of the walls to the arrangement of the desks sends impressions to students and can affect the way a student learns.
Therefore ,A teacher should create a welcoming atmosphere where learning process accurs easily.
COMPONENTS OF THE LEARNING ENVIRONMENT
There are two major components
Physical components
Includes all physical aspects such as classrooms, teaching materials and learning facilities, both inside and outside the classroom
Psychosocial components
They are related to the interaction that occurs between students and students, students with teachers and students with the environment
Benefits Of Positive Learning Environment
Students will feel comfortable
They will feel safe and engaged
More open in expressing their views
Participate actively in the classroom
Develop intrinsic motivation
Differences between assessment and evaluationS. Raj Kumar
Assessment is a process of Evaluation is described Collecting, reviewing and using data for the purpose of improvement Evaluation describes as an act of passing judgment basis of evidence
Assessment pays attention‘ to teaching and learning
Evaluation focuses final outcome
Assessment is done at the beginning of the inquiry
Evaluation is usually done at the end
it is diagnostic It is judgmental
It is Formative it is Summative
It is process oriented It is product oriented
Provides feedback on
performance and are as of improvement
Determines to which objectives are achieved.
Based on observation and positive and negative Points Based on the level of quality as per set standard
set by both the parties
jointly (Assessor and Assesseee)
Set by the evaluator
It is absolute. It is comparative
Language is the ability to acquire and use complex systems of communication, particularly the human ability to do so, and a language is any specific example of such a system. The scientific study of language is called linguistics. Questions concerning the philosophy of language, such as whether words can represent experience, have been debated since Gorgias and Plato in Ancient Greece. Thinkers such as Rousseau have argued that language originated from emotions while others like Kant have held that it originated from rational and logical thought. 20th-century philosophers such as Wittgenstein argued that philosophy is really the study of language. Major figures in linguistics include Ferdinand de Saussure and Noam Chomsky.
This is a PPT regrading school readiness programme. Early childhood education is very important stage of education. The meaning, importance and policy provisions were discussed in the PPT.
Introduction
What is Learning
What Is Meant By Positive Learning Environment
Importance of positive learning environment
Strategies for a teacher to Create Learning Environment
Theories of learning environment
Principles of Better Communication
What Is Learning?
Psychologists defined learning as a relatively permanent change in behavior through experiences or observation.
In other words what human beings learn as a result of interaction to environment is named as learning.
What Is Meant By Positive Learning Environment?
A positive learning environment is such an environment that makes the teaching learning process easy and comfortable for both teacher as well as students.
A positive learning environment means that the students feel comfortable, have sense of rapport with their teacher and peers, and believe they can be successful.
Importance Of Positive Learning Environment
Classroom environments are extremely important.
An environment where students do not feel accepted or respected creates a distraction from learning.
Everything from the color of the walls to the arrangement of the desks sends impressions to students and can affect the way a student learns.
Therefore ,A teacher should create a welcoming atmosphere where learning process accurs easily.
COMPONENTS OF THE LEARNING ENVIRONMENT
There are two major components
Physical components
Includes all physical aspects such as classrooms, teaching materials and learning facilities, both inside and outside the classroom
Psychosocial components
They are related to the interaction that occurs between students and students, students with teachers and students with the environment
Benefits Of Positive Learning Environment
Students will feel comfortable
They will feel safe and engaged
More open in expressing their views
Participate actively in the classroom
Develop intrinsic motivation
ABSTRACT: How a teacher responds and communicates to a student often sets the tone, climate, and culture of a person’s educational journey for years to come. This does not just entirely deal with the interactions that take place between a teacher and student for a school term. People’s memories of experiencing a terrific or terrible educator are often etched into their minds. Quite simply, no one forgets a good or bad teacher. The power of hidden language has a lot to do with the type of rapport that will be established between teachers and students.Without it, poor communication, ineffective behavioral responses,and negative attitudes toward learners constantly manifest through the cannons of implicit or explicit language. A teacher’s mannerism, behavior, and expressions to learners convey whether or not the teacher cares for them. Most certainly, students pick up on such a “vibe” whenever an educator is in front of them and “doesn’t like them.” To reaffirm the establishment of an excellent learning environment while supporting the academic needs and excellence of students, patience, support, and love are necessary to build social capital between students and teachers. Student fallibilities should be seen as genuine human responses apart of a person’s learning curve whether than an innate genetic deficit or racial bias lens. Without improving the power of language in a classroom space, cafeteria, or building, negative behaviors between students and teachers will continue to interfere with the teaching and learning process.
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.
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.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
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
Antifertility, Toxicity studies as per OECD guidelines
2. What is Nonverbal
Communication?
• “Nonverbal communication is any communication that occurs
between people, usually within each other’s presence, by means
other than spoken or written words or the signs of a sign language”
(Rowe & Levine, 2009, p. 325).
• Nonverbal cues affect how a student views their teacher and how
well they are able to comprehend the information.
• Nonverbal cues allow teachers to analyze their classroom, to
reflect upon their own teaching abilities, and to get better
acquainted with their students.
5. Kinesics
• Kinesics refers to posture, gestures, and walk.
• The way in which a teacher stands, moves around the
classroom, and uses gestures to accompany verbal messages
can show authority.
• Gestures can accompany, replace, add, and clarify teachers’
speech.
• For the majority of time, the students are sitting while the
teacher is standing. This demonstrates the power the
teacher has.
6. Kinesics
• Mehrabian found that people perceive others who lean
toward them as having a more positive, warm attitude and
having more of an interest in the conversation (Knapp, 1971,
p. 245).
• A teacher who is leaning back and is positioned away from
the student may show disinterest in the topic or a dislike
for the particular student.
• The movements of the head (i.e. nodding) also accompany
the feelings of interest or disinterest on the part of the
teacher.
7. Kinesics
Classroom Connection
• Use gestures carefully to ensure the correct message is
being conveyed.
• Nod head when talking with others.
• Use hands and arms to gesture when talking.
• Use gestures to add to or replace words.
• Calmly move body around when talking.
• Relax body posture.
• Use American Sign Language or other hand signals to
facilitate classroom management.
9. Affect Displays
• Facial expressions are used to express emotions or affect
displays.
• Of the 93% of nonverbal cues used in communication, facial
expressions are said to make up 55%; therefore making
them the primary source of information (Miller, 2005, p.
29).
• Teachers portray a number of facial movements and
expressions without awareness (i.e. raised eyebrow,
wrinkling the nose, and rolling the eyes.)
• “When there is a contradiction in the message sent, people
tend to believe nonverbal cues over verbal cues. Teachers
need to be aware that even unintentionally, they are
continually sending signals to students that indicate degrees
of interest, enthusiasm, engagement” (Stanulis & Manning,
2002, p.7).
10. Affect Displays
Classroom Connection
• Animate face.
• Use smiles when talking and as positive reinforcements.
• Use frowns to show displeasure.
• Use facial expressions that communicate interest about
questions and concerns.
• Understand students’ affect displays in order to know how
to respond to them appropriately.
12. Eye Movements
• The eyes can be referred to as a component of facial
expressions.
• Eye contact is a main indicator of how open the lines of
communication are between the teacher and the class and
how well the students are absorbing the material.
• People tend to look longer at things they like and less at
things they dislike.
13. Eye Movements
Classroom Connection
• Maintain eye contact and greet students, staff, and other
educators in the hallway to demonstrate respect and build
relationships.
• Establish regular eye contact with individual students and
the group as a whole to communicate honesty and openness.
• Establish frequent eye contact with every student to
ensure they’re attending and understanding the lesson.
• Maintain steady eye contact and focus entirely on what the
student is trying to communicate.
• Recognize that some students’ cultural heritage might
prohibit them from making eye contact with an authority
figure, especially when they’re being reprimanded. (Hansen,
2010, p.38)
15. Physical Appearance
• Physical appearance includes: body shape, height, weight,
hair, skin color, attractiveness, and clothing.
• Physical appearance suggests a lot about a person such as:
gender, age, socioeconomic status, role, personality, and
group identity.
• In 1973, Dion determined that notions of physical beauty
start at a young age. “Preschoolers and young elementary
school children have the same behavioral stereotypes
associated with appearance as do adults and prefer
unfamiliar attractive peers as potential friends, while they
dislike unfamiliar unattractive peers” (Langlois & Downs,
1979, p. 409).
• Society helps people form their opinions about what is
acceptable in certain situations.
16. Physical Appearance
Classroom Connection
• Be aware of the negative assumptions that can affect student
performance.
• Change behavior to avoid showing bias to certain students based
on their appearance.
• Wear clothing that articulates professionalism, confidence, and
competence.
18. Touch
• Touch is one of the most primitive forms of communication.
• From an early age, children learn a lot about their
environment through the sense of touch.
• “Research has shown that younger children tend to learn
significantly more when teachers exhibit touching…” (Miller,
2005, p. 29).
• Many teachers are afraid to touch their students because
of its sexual implications and negative connotations.
• “Teachers can use appropriate touching to communicate
affection toward their students and to establish a caring
classroom community. Positive, appropriate touching
demonstrates that teachers care about students’ well-
being,” (Hansen, 2010, p. 40).
19. Touch
Classroom Connection
• Ask students’ permission before touching them.
• Give them a choice then offer encouragement and support
with a
– pat on the back
– hug
– handshake
– fist bump
– high five
• Limit touching to the students’ heads, shoulders, hands, and
upper backs.
• Leave the classroom door open and avoid being alone with
children.
21. Paralanguage
• The way in which people speak (pace, volume, accent or
diction) is paralanguage.
• Monotone, slow paced and quiet are not qualities one
associates with an effective teacher. Those characteristics
show lack of enthusiasm and boredom.
• The pitch, tone, volume and pace a teacher talks to students
all have an impact on attention span and comprehension.
• Speaking too slow or too soft tends to aggravate students
while speaking at a rapid pace can make it difficult to follow
along with the lesson (Miller, 2005, p.29).
22. Paralanguage
Classroom Connection
• Find synchronicity in the way in which words are spoken and
their actual meaning.
• Find a comfortable pace for yourself.
• Articulate each word properly.
• Change the pitch and tempo of voice.
• Use relaxed tones when talking to students.
• Use a variety of vocal inflections.
24. Proxemics
• Proxemics, the study of man’s use and perception of his
space, plays a vital role in the communication process of a
classroom.
• Proxemics includes: classroom arrangement and teacher-
student distance.
• Rubin (1973) discovered that, “… one’s location in a
classroom can affect one’s communication level and that the
arrangement of classroom furniture can influence the
various communication processes which are constantly
occurring between teacher and students” (Smith, 1979,
p.646).
25. Proxemics
• Teachers can evoke feelings of approval or displeasure
simply by the distance they keep in relation to their
students.
• “Teachers, like most people, tend to get closer to those
they like and maintain a greater distance from those they
don’t like. Creating a supportive learning environment means
not sending messages of rejection through the use of
personal space” (Miller, 2005, p. 30).
26. Proxemics
Classroom Connection
• Be aware of classroom arrangement and communicate closeness.
• Move and stand closer when talking to students.
• Sit closer to students when talking to them.
• Leave the desk behind. Stand among the students.
• Sit side-by-side with parents when conferencing to indicate that
they’re partners in their children’s education.
• Stand near every student every day to increase accessibility,
build relationships, and monitor students’ academic and
behavioral progress. (Hansen, 2010, p.37)
28. Physical Environment
• The environment of a classroom includes everything that
surrounds the students on an everyday basis in the class
such as: lights, the walls, the desks and chalkboard.
• “Studies have shown that factors such as a nice color, good
lighting and cleanliness inspire feelings of comfort, pleasure
and enjoyment for completing tasks, while "ugly" rooms
create reactions such as monotony, fatigue and irritability”
(Miller, 2005, p.29).
29. Physical Environment
Classroom Connection
• Change the environment to improvement student learning.
• Turn off a few lights or use natural sunlight.
• Ensure that the environment is clean, orderly, and safe.
• Make sure the room temperature is comfortable.
• Post students’ work on bulletin boards.
• Establish informal furniture arrangements.
30. Nonverbal Communication
in Schools
• Teachers need to send positive signals that reinforce
learning and avoid negative signals (Miller, 2005, p. 28).
• “Most teachers choose their words carefully, but they also
need to monitor the messages that their bodies are sending
to students through proximity, eye contact, gestures, and
touching. Furthermore, teachers need to learn the
different body languages associated with the cultures
represented in their increasingly diverse classrooms”
(Hansen, 2010, p.36).
• Teachers can utilize the knowledge of nonverbal behaviors
by understanding their effects on students and becoming
better receivers of students' messages.
33. Resources
• Hansen, J. (2010). Teaching Without Talking. Phi Delta Kappan, 92(1), 35-40.
• Knapp, M. L. (1971) . The role of nonverbal communication in the classroom.
Theory into Practice, 10(4), 243-49.
• Knapp, M. L., & Hall, J. A. (2006). Nonverbal communication in human interaction
(6th ed.). Belmont, CA: Thomson Wadsworth.
• Langlois, J. H., & Downs, A. C. (1979). Peer relations as a function of physical
attractiveness: the eye of the beholder or behavioral reality? Child
Development, 50(2), 409-418.
• Miller, P. W. (2005). Body Language in the Classroom. Techniques: Connecting
Education & Careers, 80(8), 28-30.
• Rowe, B., & Levine, D. (2009). A Concise Introduction to Linguistics. 2nd ed.
Boston, MA: Pearson.
• Smith, H. A. (1979). Nonverbal communication in teaching. American Educational
Research Association, 49(4), 631-672.
• Stanulis, R., & Manning, B. H. (2002). The teacher's role in creating a positive
verbal and nonverbal environment in the early childhood classroom. Early
Childhood Education Journal, 30(1), 3-8.