1. 1
TRAINING FOR TEACHERS
SUMMARY
This course provides teachers with the opportunity to develop their skills in the areas relating to
senior secondary school. It is useful for teachers who wanted to refresh their knowledge in this area
while improving their practical teaching skills. The training program applies a materials-
light approach and works on developing teachers skills in differentiating material for Young
Learners. The ultimate goal is to establish a classroom where students feel bonded and connected to
their teacher, where they are self-managers and good decision makers, and maximum time is
provided to achieve today's high standards.
This training program is designed for teachers but all teachers will benefit as they:
 Examine classroom management strategies for senior secondary teachers with
experience of minimum 5years that will help launch rewarding careers.
 Learn ways to bond and connect students to each other and to the teacher.
 Observe procedures and routines that are rehearsed to promote self-managing students.
 Understand why it is important to clearly define work requirements in holding students
accountable.
 Realize how proactive classroom management is anticipating problems and minimizing
their impact on learning.
 Understand how to create self-managers among students.
 Consider why rights, respect, and responsibility are more productive than a list of rules.
INTRODUCTION
Teaching as a profession has undergone massive change in the last few decades. Adapting to these
changes, especially the technology to engage students has been a key challenge for educators. Our
training program “Classroom Management” enable teachers who have some teaching experience,
with technology tools and effective pedagogy techniques to make the teaching-learning experience
in the classroom effective and enjoyable. Our teacher training program focus on improving
classroom practice through the usage of technology, interactive teaching learning material,
classroom organization skills, lesson planning and appropriate teaching styles. Our customized
teacher training programmes focus on improving the quality of teaching and learning in schools, so
that greater numbers of students achieve increasing levels of proficiency in the core academic
subjects of English, Mathematics and Science.
PURPOSE
The purpose of this training program is to investigate the extent to which new teachers get their
teaching deliver content and provide volunteer candidates with opportunities to practice their
knowledge about classroom management and enhanced classroom management standard. This
training program is not intended to tell teachers how they must teach but rather to provide
information and resources on effective classroom management techniques that they can use as to
examine and refine their own teaching.

2. 2
TRAINING NEEDS ASSESSMENT
KNOWLEGED
 Profession-specific knowledge.
 General knowledge: fundamental
concepts
 Basic computer knowledge
SKILLS
 Good communication
 Clear handwriting
 Problem solving
 Positive attitude
ABILITIES
 Ability to identify what information is
needed and where to find it.
 Application of knowledge to problem
solving and decision making
OUTCOMES
 Enjoyment of learning.
 Learning as a lifelong habit.
TRAINING NEEDS
The training needs are listed below:
 A need for organization.
 Creating positive learning environment in classroom.
 Creating learning student community.
 Communicate expectations, establish routines, and pace instruction according to student
needs.
GOALS and OBJECTIVES
The goals and objectives of this training program:
 Build better understanding about the students
 Building mutual confidence among student- teacher
 Using effective and latest methodology of teaching
 Building favorable attitude and behavior of teacher and student
 Improving standards of teaching
 To focus on the management skills found necessary to be an effective teacher.
PARTICIPANTS DETAILS
Trainer Details The trainers have excellent experience of 10-15years in teaching
to students in school and management training workshops to
different levels and across industry. The trainers are:
 Dr. Smita Rastogi ( IIM, Ahmadabad)
 Dr. Tasleem Khan ( XLRI)
 Dr. Akansha Gulati (ITS, Ghaziabad)
 Dr. Akansha Singh (AIMS, Lucknow)
 Dr. Priyanka Soni (JIML)
Trainee Details The participants or trainees should have minimum full time
teaching experience of 5years to senior secondary school (classes
8-12) who have completed their B.Ed. or PhD in particular
domain subject. The trainees should be teaching in Lucknow
Senior Secondary Schools only.
Topic of Training
Workshop
Effectiveness of Classroom Management
Time 2 days workshop- 5th
January 2016- 6th
January 2016
(9:00 am to 5:00 pm)
Venue Conference Hall, Jaipuria Institute of Management,
Gomti Nagar, Lucknow

3. 3
Seating Arrangement Normal Conference Seating
Level of Learning Modernized learning concepts with help of technology
Learning Principles  Interactive and participatory sessions
 Doubt clearing sessions
 Experienced Sharing sessions
Instructions to the
participants
 Minimum full time teaching experience of 5years to senior
secondary school (classes 8-12)
 Must have completed their B.Ed. or PhD in particular
domain subjects.
 Must be teaching in Lucknow Senior Secondary Schools
only.
 No travelling and living accommodation will be provided.
Breakfast and Lunch will be provided by the training
institute.
 Rs 1500 cash only will be charged by the per participant
( which included teaching aids and notes)
 Carry only the ID Proof and NOC from the school from
where you are currently teaching.
Registration Details For registration enquiry:
Call: Dr. Priyanka Soni- +91-8956471235 (Between 10:00am –
5:00pm) or
Website: www. Jaipuria_training.ac.in
#Only cash will be accepted on the date of training workshop and
no other means.
Registration Starts on 15th
December 2015
Last Date for
Registration
3rd
January 2015
SCHEDULE TIME
The Teacher training workshop is available for 2days only during the dates starting 05 January 2015
-6th
January 2016.
TRAINING DAY-1 (5th
January 2015)
TIME TOPICS DETAILS
9:00 am to 10:00
am
 Registration time
 Welcoming of trainees and lighting of lamp with bouquets of flowers
to trainer’s
10:00 am to
11:00 am
Interactive sessions with trainers and trainees over breakfast
 Discussion regarding the importance of training conducted for
teachers
 Why classroom management is important for every teacher
11:00 am to 1:00
pm
MODULE 1: Building Positive Relationships with Students
 Braining Storming Activity : Dangerous Educator vs. Effective
Teacher
 Video- audio characteristics of effective teacher
 Experience sharing on Challenges of Classroom Management
1:00 pm to 2:00
pm
LUNCH TIME ( College Mess Area, organized by college)
2:00 pm to 4:00
pm
MODULE 2: The Importance of Teacher Attention, Coaching and
Praise
 Test For Essential Behavior & Classroom Management Practices
 Discussion based upon the scoring

4. 4
Case study will be providing as a home assignment, which will discuss on
next training day.
TRAINING DAY-2 (6th
January 2015)
10:00 am to
11:00 am
 Participation feedback from Training Day-1
 Critical analysis of case study
11:00 am to 1:00
pm
MODULE 3: Maintain the Classroom Conduct
 Why formalize classroom management
 Characteristics of a Well-Managed Classroom
 Techniques for Better Classroom Control
 Pre-Planning Strategies
 Essential Questions every teacher should ask
1:00 pm to 2:00
pm
LUNCH TIME ( College Mess Area, organized by college)
2:00 pm to 4:00
pm
MODULE 4: Decreasing Inappropriate Behavior of Students
 Showing the video audio related to different behaviors’ of students
 Discuss the strategies to overcome them
4:00 pm to 5:00
pm
Trainer’s and Trainees’ Evaluation Assessment tool
Closure of training session with vote of thanks to institute, trainer’s and
trainees’
Closing over tea and snacks.
PROGRAM CONTENT and METHODOLOGY
The Classroom Management training program is to strengthen teacher classroom management
strategies, and promote children’s pro-social behavior. It is divided into 2 full day workshops,
spread out with time in between each module workshop so that teachers have time to practice the
new skills they are learning. The program helps to reduce classroom aggression and non-
cooperation, and promote peer interaction, school readiness, and enjoyment with school activities. It
focuses on ways teachers can effectively collaborate with and support parents’ school involvement,
and promote home-to-school consistency.
MATERIALS Required:
 6 volunteers will be required
 Classroom management videos
 Computer with wireless remote control
 Projector and Projector stand
 Whiteboard, Markers with different colors
 Speakers with 6 wireless mikes
 Training Aids ( notepad, pen, folder, training manual copy, brochure of Jaipuria Institute of
Management copy)
TEACHING MODULE:
What is Classroom Management?
 It’s effective discipline
 It’s being prepared for class
 It’s motivating your students
 It’s providing a safe, comfortable learning environment
 It’s building your students’ self esteem
 It’s being creative and imaginative in daily lessons

5. 5
Why is Classroom Management Important?
• Satisfaction and enjoyment in teaching are dependent upon leading students to cooperate
• Classroom management issues are of highest concern for beginning teachers
• Invites students to learn
• Increases positive student behavior
• Prepares students to survive and thrive in society
MODULE 1: BUILDING POSITIVE RELATIONSHIPS WITH STUDENTS
Brainstorming Activity: List down the characteristics of Dangerous Educator and Effective
Teacher, the sample list has been created on the basis of responses of past training sessions
conducted:
Dangerous Educator Effective Teacher
 Believes that this job is not about
relationships
 Believes that this is just a job, and
when the school day is over, the
work’s all done.
 Believes that he/she can handle any
situation, alone.
 Believes that, “It was good enough
for me, by golly, it ought to’ be good
enough for them.”
 Believes that all these kids need is “a
good whipping’.”
 Believes that what he/she does
outside of here has no bearing
 Believes that anger shouldn't be part
of the curriculum
 Never makes time to just sit and listen
 Believes that this kids have no right
to be mad
 Believes that he/she can’t make a
difference
 Believes that punishment is more
effective than discipline
 Thinks you shouldn’t smile until
Thanksgiving.
 Believes that morality and values
should only be taught at home
 Sees the act, not the young person
behind it.
 Believes that strict adherence to the
rules is the most important goal of
any child’s day.
 Forgets he/she is modeling.
 Is a “structure monster”.
 Establishes good control of the
classroom
 Does things right, consistently
 Affects and touches lives
 Exhibits positive expectations for
ALL students
 Establishes good classroom
management techniques
 Designs lessons for student mastery
 Works cooperatively and learns from
colleagues
 Seeks out a mentor who serves as a
role model
 Goes to professional meetings to
learn
 Has a goal of striving for excellence
 Teaches with proven research-based
practices
 Knows the difference between an
effective teacher and an ineffective
one
 Can explain the district’s, schools,
and department or grade level’s
curriculum
 Realizes that teaching is not a private
practice
 Is flexible and adaptable
 Listens, listens, listens
 Understands the research process

6. 6
Possible Classroom Management Challenges:
• Informal & untaught
• Reactive & ineffective
• Disconnected from Study
• Lack of staff fluency
• Lack of durability
• Lack of instructional fluency
MODULE 2: THE IMPORTANCE OF TEACHER ATTENTION, COACHING AND
PRAISE
RULES: Teachers should develop a limited set of positively stated expectations for behavior. These
expectations should not simply be posted in the classroom; rather, they should be explicitly taught
by discussion and practice and applied transparently and equitably.
ROUTINES: Teachers should teach routines and procedures, including specific guidelines for how
to act in a variety of situations (e.g., arriving in the classroom, handing in homework, and working
in groups). These routines should be taught at the beginning of the school year and then revisited
periodically throughout the year. In turn, teachers should sustain momentum for instruction by
orchestrating the management of time and materials by themselves and students, especially in
transitions between activities.
PRAISE: Teachers should reinforce positive behavior using praise and other rewards. Intangible
rewards such as praise10 should be specific (e.g., “Good job finding your seat quickly,” “Great
work sharing your crayons,” “John, Neery, and Dominic all have their homework ready to turn in
— well done”) and abundant.11 Rewards also may be tangible (e.g., a prize like a sticker or pencil,
or a privilege like extra free time). Rewards can be used for individual or group behavior and may
be phased out over time as students’ behavior improves by habit. Praise can be used effectively and
appropriately Perhaps because using praise effectively is more complicated than simply telling a
student “Good job!,” it is frequently neglected in teacher preparation.
MISBEHAVIOR: Just as every parent learns that children will not always follow rules and has in
mind consequences for noncompliance, so, too, do teachers need to determine the appropriate
consequences for misbehavior and apply these consequences consistently. Consequences generally
follow different levels of severity, escalating to one-on-one conferences with the teacher,
detentions, meetings with parents or guardians, and so on.
ENGAGEMENT: This technique is closely linked to the quality of instruction. Teachers should
constantly engage students in the lesson, whether through creating an interesting lesson that holds
students’ attention or through building in frequent opportunities for student participation. Students
who are involved in the lesson generally have less inclination to act out.
Test For Essential Behavior & Classroom Management Practices
1. Actively supervise at all times
 Move continuously
 Scan continuously & overtly
 Interact frequently & positively
 Positively reinforce rule following behaviors
2. Positively interact with most students during lesson
 Vary type of contact (Physical, verbal, visual contact)
 Vary by individual & group

7. 7
 Mix instructional & social interactions
3. Manage minor (low intensity/frequency) problem behaviors positively & quickly
 Signal occurrence
 State correct response
 Ask student to restate/show
 Disengage quickly & early
4. Follow school procedures for chronic problem behaviors
 Be consistent & business-like
 Pre-correct for next occurrence
 Follow study procedures for major behavioral incidents
 Develop individualized plan for repeated incidents
5. Conduct smooth & efficient transitions between activities
 Teach routine
 Limit to time required for student to be ready
 Engage students immediately
6. Be prepared for activity
 Have filler activities
 Know desired outcome
 Have materials
 Shift phases of learning (Acquisition, fluency, maintenance, generalization)
 Practice presentation fluency
7. Begin with clear explanations of outcome/objective
 Provide advance organizer
 Create focus or point of reference for assessment
8. Allocate most time to instruction
 Fill day with instructional activities
 Maximize teacher-led engagement
9. Engage students in active responding
 Establish & expect behavioral indicator (Write, verbalize, manipulate materials)
 Enable immediate assessment of learning & instructional impact
10. Give each student multiple ways to actively respond
 Vary response type
i. Individual v. choral responses
ii. Written v. gestures
 Use peer-based assistance
11. Regularly check for student understanding
 Vary assessment type
i. Immediate v. delayed
ii. Individual v. group
 Review previously mastered content
 Check for existing knowledge

8. 8
12. End activity with specific feedback
 Scheduled activities
 Academic v. social
 Individual v. group
13. Provide specific information about what happens next
 Describe follow-up activities
i. Homework, review, new activity, choices
ii. Immediate v. delayed
iii. Following lesson
 Describe features of next lesson
14. Know how many students met learning objective/outcome
 Administer probe (Oral, written, gesture)
 Immediately graph/display performance
15. Provide extra time/assistance for unsuccessful students
 Determine phase of learning
i. Acquisition -> re-teach
ii. Fluency -> more practice
iii. Maintenance -> reinforcement/feedback
 Schedule time during/before next lesson
16. Plan activity for next time activity
 Consider phase of learning
i. New outcome
ii. Re-teaching
iii. Practice
iv. Maintenance/generalization
 Modify/select materials
10-13 yes” = Super
10-13 “yes” = So So
<9 “yes” = Improvement needed
MODULE 3: MAINTAIN THE CLASSROOM CONDUCT
Why formalize classroom management?
 Arrange environment to maximize opportunities for
– Academic achievement
– Social success
– Effective & efficient teaching
 Remember that good teaching one of our best behavior management tools
– Active engagement
– Positive reinforcement
Characteristics of a Well-Managed Classroom
 Students are deeply involved with their work
 Students know what is expected of them and are generally successful
 There is relatively little wasted time, confusion, or disruption

9. 9
 The climate of the classroom is work-oriented, but relaxed and pleasant
 A task oriented environment
 A predictable environment
 Is ready and waiting for students
Techniques for Better Classroom Control
• Focus attention on entire class
• Don’t talk over student chatter
• Silence can be effective
• Use softer voice so students really have to listen to what you’re saying
• Direct your instruction so that students know what is going to happen
• Monitor groups of students to check progress
• Move around the room so students have to pay attention more readily
• Give students non-verbal cues
• Engage in low profile intervention of disruptions
• Make sure classroom is comfortable and safe
• Over plan your lessons to ensure you fill the period with learning activities
• Come to class prepared
• Show confidence in your teaching
• Learn student names as quickly as possible
A. Productive environment
 Seating- Students are placed in seats where they can best learn science. (Easily
distracted students and needy students sit near the teacher.)
 Organization- A system of procedures is in place and executed by students knowing
what to do when.
 Planning- Teacher operates with a sense of purpose in the classroom.
 Engaging- Students are engaged in the learning activity
B. Positive classroom atmosphere
 Attribution- Students can recognize his/her strengths and operate with a can do attitude.
 Encouragement- Teacher encourages students to meet challenges and exceed
expectations.
 Collaboration- Students help each other to learn while participating in constructivist
learning activities.
C. Cooperative, respectful, and on task students
 Cooperation- Students are following the class guidelines.
 Respect- Student discourse is positive.
 On Task- Students are interested and focused on the assignment
Pre-Planning Strategies:
 Determine the learning styles of your students
 Determine reading levels/skills of students
 Inventory access to technology
 Connect writing to what is being taught
 Focus on academic expectations and core content
 Establish a variety of instructional strategies

10. 10
Essential Questions every teacher should ask:
 What do I want all students to know and be able to do at the end of this lesson?
 What will I do to cause this learning to happen?
 What will students do to facilitate this learning?
 How will I assess to find out if this learning happened?
 What will I do for those who show through assessment that the learning did not take place?
MODULE 4: DECREASING INAPPROPRIATE BEHAVIOR OF STUDENTS
Study of off-task behaviors
• 99% of off-task behaviors take one of several forms:
– Talking out of turn
– Clowning
– Daydreaming
– Moving about without permission
• Antisocial, dangerous behaviors make up a fraction of the time students spend off-task
Proximity and Body Language
• Eye contact, facial expressions, gestures, physical proximity to students, and the way you
carry yourself will communicate that you are in calm control of the class and mean to be
taken seriously.
• Be free to roam
• Avoid turning back to class
Dealing with off-task behaviors:
• Remain focused and calm; organize thoughts
• Either respond decisively or ignore it all together
• Distinguish between off-task behaviors and off-task behavior patterns
• Control the time and place for dealing with off-task behavior
• Provide students with dignified ways to terminate off-task behaviors
• Avoid playing detective
• Utilize alternative lesson plans
• Utilize the help of colleagues
• Utilize the help of guardians
• Do not use punishment
Modifying off-task behavior patterns:
• Specify the exact behavior pattern to extinguish
• Identify positive reinforces for the behavior
• Plan to eliminate positive reinforcement
• Establish a realistic time schedule
• Implement the plan
• Evaluate the effectiveness by observing behavior
• Use the principle of “Shaping”
• Reinforce behaviors that are similar to the behavior to be learned
• Subsequent actions that are more like the behavior to be learned than previous actions are
reinforced
Attention Seeking Behavior:
• Attention-seeking students prefer being punished, admonished, or criticized to being ignored
• Give attention to this student when he or she is on-task and cooperating
• “Catch them being good!” – and let them know you caught them

11. 11
Power Seeking Behavior:
• Power-seeking students attempt to provoke teachers into a struggle of wills
• In most cases, the teacher should direct attention to other members of the class
Behavior: Shyness or Silence -- lack of participation:
 Change teaching strategies from group discussion to individual written exercises or a
videotape
 Give strong positive reinforcement for any contribution.
 Involve by directly asking him/her a question.
 Make eye contact.
 Appoint to be small group leader
Behavior: Talkativeness -- knowing everything, manipulation, chronic whining:
 Acknowledge comments made.
 Give limited time to express viewpoint or feelings, and then move on.
 Make eye contact with another participant and move toward that person.
 Give the person individual attention during breaks.
 Say: "That's an interesting point. Now let's see what other people think."
Behavior: Sharpshooting -- trying to shoot you down or trip you up:
 Admit that you do not know the answer and redirect the question the group or the individual
who asked it.
 Acknowledge that this is a joint learning experience.
 Ignore the behavior
Behavior: Arguing -- disagreeing with everything you say; making personal attacks:
 Redirect question to group or supportive individuals.
 Recognize participant's feelings and move one.
 Acknowledge positive points.
 Say: "I appreciate your comments, but I'd like to hear from others," or "It looks like we
disagree."
Behavior: Overt Hostility/Resistance -- angry, belligerent, combative behavior:
 Hostility can be a mask for fear. Reframe hostility as fear to depersonalize it.
 Respond to fear, not hostility.
 Remain calm and polite. Keep your temper in check.
 Don't disagree, but build on or around what has been said.
 Move closer to the hostile person, maintain eye contact.
 Always allow him or her way to gracefully retreat from the confrontation.
Behavior: Griping -- maybe legitimate complaining:
 Point out that we can't change policy here.
 Validate his/her point.
 Indicate you'll discuss the problem with the participant privately.
 Indicate time pressure.
Behavior: Side Conversations -- may be related to subject or personal, Distracts group
members and you:
 Don't embarrass talkers.
 Ask their opinion on topic being discussed.

12. 12
 Ask talkers if they would like to share their ideas.
 Casually move toward those talking.
 Make eye contact with them.
 Standing near the talkers, ask a near-by participant a question so that the new discussion is
near the talkers.
 As a last resort, stop and wait.
Smile
The oft-repeated recommendation that you should never smile in the first two months of the school
year is hogwash. A smile sends a subtle but powerful message to your class that kindness and
politeness are expected. It also calms nervous energy and builds instant rapport and likability. This
is critically important because when your students like you and are comfortable around you, they’ll
want to please you, listen to you and behave for you. As you meet your class, look them in the eye,
say hello and smile.
Add a dose of fun
It’s easy to get so caught up in teaching your objectives that you forget the importance of making
school fun for students. If there is a secret to classroom management, this is it. When your students
are happy, engaged and look forward to your class, you have powerful leverage to curb misbehavior
because your consequences mean something to them. It is this combination of fun and
accountability that will transform even the most difficult students. This doesn’t mean you always
have to have an interactive game at the ready or spend extra time planning, just be open to sharing a
laugh with your students. Be yourself and never be afraid to show your personality. Tell hard-luck
stories of your youth take attendance in a funny accent; answer a question as an opera singer. Enjoy
your job. Your students will love you for it.
TRAINING METHODS
 Ice-breakers session
 Group Brain storming activity
 Lectures through power point
 Case studies
 Video- audio demos of effective teacher in classroom
 Structured experiences/ critical incidents sharing
 Fishbowl of real situations of students behaviors’

13. 13
TRAINEE’S EVALUATION
Self Assessment--Classroom Management (SACM) TOOL
Classroom management basically involves organizing the activities of 25-35 young people. Few
teachers feel that they have mastered management and often when they do, an extremely
challenging class comes along that disrupts their newfound self- efficacy. Making improvements
in one’s skill level typically involves some assessment of starting skill level, establishing goals,
and then determining specific steps, use of certain strategies, or other actions that one will take to
achieve the goals. Once goals and specific actions steps are identified, teacher reflection and
performance feedback are utilized to monitor progress. This tool was designed to help teachers
who wish to make improvements in their management skills begin the process of self-assessment,
action planning, reflection, and arranging for performance feedback.
Using the Tool
1. Rate yourself on each of the items.
2. The 0 to 3 scale represents a continuum:
0 = I have not yet implemented -- the element described has not been a part of
my management plan.
1 = I have made some attempts at implementation, but overall my effort has not
been strong or sustained.
2 = I have planned and implemented, but struggled with follow-through or
improvements along the way. My initial planning could have been better.
3 = YES, I have implemented and followed through, monitoring and
improving my use of the strategy as needed.
3. After completing the rating, add your total points for each of the 10 areas or
categories. Divide by 3 to get an average.
4. Identify your areas of strength. Plan for ways to maintain these areas of
strength.
5. For those areas that you rated not as strong decide for which areas you might write
goals.
6. For each goal (not more than 2 at a time) write specific action steps (strategy use) that you will
take to assist you in meeting your goals. Include the specific behavior, the frequency and the
duration (e. g., Greet students (each and every) by name at door before each period for 3-4
weeks).
7. You may find resources in your PBS team members or other colleagues.

14. 14
Self Assessment of Classroom Management (SACM)
Classroom Management
Practice
Rating 0=Not yet
implemented 1=Some attempt to
implement
2=Implement but struggle w/follow-through
3=Implement, follow-through, monitor and improve
1. Maximize structure and predictability in the classroom Sect. total /3 =
a) I establish and explicitly teach student procedures. 0 1 2 3
b) I arrange my room to maximize (teacher to-student) proximity and
minimize crowding and distraction.
0 1 2 3
c) I actively supervise (move, scan, interact, reinforce). 0 1 2 3
2. Establish, teach, and positively stated classroom
expectations.
Sect. total /4 =
a) My rules are stated as “do’s” instead of “nos” or “don’ts.” 0 1 2 3
b) My classroom rules are aligned with the school-wide
expectations.
0 1 2 3
c) I actively involve students in establishing classroom rules. 0 1 2 3
d) I explicitly teach and review the school-wide
expectations in the context of routines and as broad
concepts.
0 1 2 3
3. Manage behavior through effective instructional
delivery.
Sect. total /4 =
a) I conduct smooth and efficient transitions between activities. 0 1 2 3
b) I am prepared for lessons/activities (materials readied, fluent
presentation, clear directions, anchor activities).
0 1 2 3
c) I provide a clear explanation of outcomes/objectives. 0 1 2 3
d) I end lessons/activities with specific feedback. 0 1 2 3
4. Actively engage students through use of varied instructional
strategies.
Sect. total /3=
a) I use varied engagement techniques and offer multiple
engagement opportunities during teacher directed instruction
(ie. Response cards, choral responding, think-pair-share,
movement, manipulative, writing, and other methods)
0 1 2 3
b) I regularly implement a variety of student centered
instructional strategies (ie. Cooperative learning, critical
thinking skills, culturally responsive teaching, and
differentiated instruction)
0 1 2 3
c) Students are frequently and observably engaged in
instruction—(students are “doing” things that can be
seen, i.e. communicating, manipulating, creating,
reflecting etc.)
0 1 2 3
5. Evaluate Instruction. Sect. total /3=
a) At the end of the activity, I know how many students have met
the objective(s).
0 1 2 3
b) I provide extra time and assistance for students who struggle. 0 1 2 3
c) I consider and note needed improvements (to lesson) for next
time.
0 1 2 3

15. 15
6. Maximize positiveinteractions. Sect. total /3=
a) I maintain a ratio of 4:1 positive interactions 0 1 2 3
b) I positively interact with every student at least 2-3 times per hour
on average.
0 1 2 3
c) After correcting rule violations, I use acknowledgement and
positive reinforcement for rule following
0 1 2 3
7. Use a continuum of strategies to acknowledge expected behavior. Sect. total /3=
a) I provide specific and immediate contingent acknowledgement for
following classroom expectations.
0 1 2 3
b) I also use multiple systems to acknowledge expected behavior
(teacher reaction, group contingencies, behavior contracts, or
token systems).
0 1 2 3
c) I use differential reinforcement strategies to address behavior that
violates classroom rules. 0 1 2 3
8. Use a continuum of strategies to respond to rule
violations.
Sect. total /3=
a) I provide specific, contingent, and brief corrections (i.e. stating
expected behavior) for academic and social errors.
0 1 2 3
b) In addition, I use the least restrictive procedure to discourage rule
violating behavior (non-verbal’s, proximity, anonymous
corrections, re-teaching, etc.) and proceed to more restrictive
procedures.
0 1 2 3
c) I respond to rule violating behavior in calm, emotionally objective
and business-like manner.
0 1 2 3
9. Develop caring and supportive relationships. Sect. total /4=
a) I learn, use and can correctly pronounce student names by the end
of week 2.
0 1 2 3
b) I use explicit activities to learn about students and their cultural
backgrounds.
0 1 2 3
c) I communicate with students/families before school starts and
continue frequent contact.
0 1 2 3
d) I speak to students with dignity and respect—even when
providing correction
0 1 2 3
10. Teach about responsibility and provide opportunities for
students to contribute to the functioning of the classroom.
Sect. total /4=
a) I use general classroom procedures and student jobs to enhance
student responsibility.
0 1 2 3
b) I provide students with self-control and self-monitoring strategies. 0 1 2 3
c) I provide social skills instruction and problem solving strategies. 0 1 2 3
d) I provide specific activities for students to get to know one another
and solve problems collaboratively.
0 1 2 3

16. 16
SUMMARY FOR TALLYING SCHOOL-WIDE AREAS OFNEED
Classroom
Management Practice
Rating 0=Not yet implemented
1=Some attempt to implement
2=Implement but struggle /follow-through
3=Implement, follow-through, monitor and
improve
Section Average
1. Maximize structure and predictability in the classroom.
2. Establish, teach, and positively stated classroom
expectations.
3. Manage behavior through effective instructional delivery.
4. Actively engage students through use of varied instructional
strategies.
5. Evaluate Instruction.
6. Maximize positiveinteractions.
7. Use a continuum of strategies to acknowledge expected
behavior.
8. Use a continuum of strategies to respond to rule violations.
9. Develop caring and supportive relationships.
10. Teach about responsibility and provide opportunities for students
to contribute to the good functioning of the classroom
ACTION PLAN
Current Strength
Area
Maintenance Strategies
Goals Improvement Strategies (Specific Action Steps)

17. 17
TRAINER’S EVALUATION
Dear participants!
We would like to ask you to evaluate the workshop.
This is an anonymous questionnaire.
Please mark(x)allstatementtowhichyouagree
There were statements in the course which are useful for my work.
no don't know more
yes
yes
Participating in this course helped to deepen my knowledge
no don't know more
yes
yes
I think I will use some elements of the course in my volunteer service.
no don't know more
yes
yes
The course was well-organized.
no don't know more
yes
yes
Why?
Which elements of the course were of the least use for you?
Whichelementsshouldbeaddedtotheworkshop?
Thankyouforyourhelp!

18. 18
RECOMMENDATIONS
Effective teaching can be defined, very simply, as activities that promote student learning. It
encompasses all of those instructor behaviors that foster student learning of the instructor’s and/or
of the institution’s educational objectives. Ideally, the students will also share at least some of these
objectives. This definition of effective teaching includes curriculum and course development,
advising, and supervision of student research as well as classroom performance. Given this broad
definition, no single approach is sufficient for evaluating effective teaching. Rather, student ratings,
self-reviews, peer evaluations, and objective criteria such as student performances and
improvements are all useful tools for evaluating different aspects of teaching.
Our educators and parents did not grow up with computers and have not been schooled in their use.
If we are to gain the many benefits technology offers our children in learning and their futures, our
teachers must be provided with ongoing opportunities to develop their understanding of the value of
technology to themselves personally and professionally and effective uses in the classroom.
 Incentives and Support for Teacher Training
 Teacher-Directed Training
 Adequate Access to Technology
 Ongoing Informal Support and Training Opportunities
How Students WillBenefit
 Increased academic achievement
 Increased responsibility and self-control
 More desire to cooperate and learn
 Increased ability to work in group situations
FINANCIAL DATA
PARTICULAR ITEMS EXPECTED AMOUNT (RS)
 Fees of each trainers ( for 2 days* 5 trainers,
each Rs 25, 000)
1,25,000
 Printing and Stationary expenses 5,000
 Food expenses (including, tea / coffee,
breakfast, water and lunch with sweet)
5,000
 Transportation and Lodging charges of Trainers’ 1,00,000
 Commission to the JIML 10,000
TOTAL 2,45,000