Reflective teaching journal used in a number of professional development inservice programs. Write, share your thoughts about teaching through these wise prompts. Available here and as a hard cover book -
The document provides guidance on teaching through 25 brief passages. Some key points include:
1) Teachers should be humble and admit when they don't know an answer rather than pretending.
2) Effective teaching comes from imparting knowledge with emotion and personal experience rather than just facts.
3) Asking the right questions is an art of teaching - questions that get at what is true, necessary, and kind.
4) Students must master fundamentals before breaking rules and being creative.
5) There are always two ways forward in teaching - striving and relaxing, finding flow at the right moments.
6) Happiness comes from within, not expensive things, and teachers should help students
Teachers and students provided various metaphors to describe teaching. Teaching was described as trying to sculpt play dough into Michelangelo's David, requiring constant work to keep students engaged like dough that needs to be kept warm and pliable. Another metaphor stated teaching is like parenting, requiring enthusiasm, commitment and patience. A final metaphor stated teaching is like crossing borders, with both teachers and students having something to offer and learn from each other.
This document provides information for a Meet the Teacher Night for the Woodsters 2014-2015 class. It includes an agenda for the night which covers introductions, classroom procedures and philosophy, and sign-ups. It also details the teacher's mission to create an engaging learning environment focused on questioning, passion for learning, and taking risks. Schedules and approaches for various academic subjects are outlined. Homework policies emphasize balance, independence, and fostering a love of reading. Technology tools used in the class are also listed.
The document describes an AGQTP collaborative creative writing project for Year 8 students across 4 schools. Key aspects include:
- 32 students worked in groups of 4 with a guest author over 2 writing days to develop characters and stories from a common scenario.
- Students wrote individual stories from their character's perspective and provided peer feedback on a shared wiki.
- Stories were edited and published as iBooks. Surveys found students benefited from group work, peer feedback, and publishing online.
- Suggested improvements include addressing technology barriers, explicitly teaching collaboration skills, and developing alternative plot structures. Comparing student writing from 2011 to 2013 could assess enhancements to the process.
Half day sessions in Prince Rupert, It's All about Thinking: Collaborating to Support All Learners: gr 4/5, 6/7 core, 8/9 humanities and sec En., secondary
The document provides guidance on teaching through 25 brief passages. Some key points include:
1) Teachers should be humble and admit when they don't know an answer rather than pretending.
2) Effective teaching comes from imparting knowledge with emotion and personal experience rather than just facts.
3) Asking the right questions is an art of teaching - questions that get at what is true, necessary, and kind.
4) Students must master fundamentals before breaking rules and being creative.
5) There are always two ways forward in teaching - striving and relaxing, finding flow at the right moments.
6) Happiness comes from within, not expensive things, and teachers should help students
Teachers and students provided various metaphors to describe teaching. Teaching was described as trying to sculpt play dough into Michelangelo's David, requiring constant work to keep students engaged like dough that needs to be kept warm and pliable. Another metaphor stated teaching is like parenting, requiring enthusiasm, commitment and patience. A final metaphor stated teaching is like crossing borders, with both teachers and students having something to offer and learn from each other.
This document provides information for a Meet the Teacher Night for the Woodsters 2014-2015 class. It includes an agenda for the night which covers introductions, classroom procedures and philosophy, and sign-ups. It also details the teacher's mission to create an engaging learning environment focused on questioning, passion for learning, and taking risks. Schedules and approaches for various academic subjects are outlined. Homework policies emphasize balance, independence, and fostering a love of reading. Technology tools used in the class are also listed.
The document describes an AGQTP collaborative creative writing project for Year 8 students across 4 schools. Key aspects include:
- 32 students worked in groups of 4 with a guest author over 2 writing days to develop characters and stories from a common scenario.
- Students wrote individual stories from their character's perspective and provided peer feedback on a shared wiki.
- Stories were edited and published as iBooks. Surveys found students benefited from group work, peer feedback, and publishing online.
- Suggested improvements include addressing technology barriers, explicitly teaching collaboration skills, and developing alternative plot structures. Comparing student writing from 2011 to 2013 could assess enhancements to the process.
Half day sessions in Prince Rupert, It's All about Thinking: Collaborating to Support All Learners: gr 4/5, 6/7 core, 8/9 humanities and sec En., secondary
Changing Landscape of Teaching - SPS 4500 - April 2014Jeff Loats
The document discusses the effectiveness of different teaching methods, specifically comparing traditional lecture-based teaching to more interactive engagement techniques. It describes a teaching strategy called Just-in-Time Teaching (JiTT) that involves students completing preparatory online assignments before class that help guide instruction. Research shows that JiTT and other active learning methods lead to improved student performance, attendance, and perceptions of learning compared to traditional lecture. While preparatory work is often neglected, JiTT provides accountability and benefits both students and instructors.
The document describes activities from a teaching methods course. It discusses putting teaching roles into practice by having students teach 15 minute lessons on various skills. It then summarizes reflections on teaching a fruit salad preparation lesson. Later activities included analyzing the roles of a teacher in a movie, identifying factors that influence teaching roles, discussing values and attitudes as a teacher, and learning techniques for structuring classroom activities.
The author was motivated to become a tutor based on their educational experiences of both invigoration and intimidation in school. They were excited by learning as a child but also felt intimidated studying Japanese in later years. Their favorite teacher, Mr. Chiu, inspired them through thought-provoking discussions in English class. However, they struggled with speaking Japanese due to anxiety about making mistakes. The author now wants to promote discussion, inquiry-based learning and reduce anxiety in their own tutoring based on these experiences and educational research supporting these techniques.
2010 sept15 LearntoLearn-[m]-Please download first, and then view to apprecia...viswanadham vangapally
This document discusses the importance of lifelong learning. It emphasizes learning to learn, think, change, love, and develop values and spirituality. Some key lessons discussed include learning from mistakes, distinguishing facts, forgiving others, and being enthusiastic, creative, and positive. The document promotes viewing learning as a continuous process that improves with reflection and practice over time.
The teacher used to focus solely on grammar instruction and follow the textbook without reflecting on their teaching. After learning about reflective teaching techniques, the teacher now reflects before, during, and after each class to improve. They prepare detailed lesson plans, observe student participation and behavior, and analyze what went well or needs improvement. While challenges remain like mixed English levels, the teacher is committed to continuous self-reflection and development to become a more effective English instructor.
What Can An Educator Do And Interactive StrategiesReich Cals
The document discusses various strategies that educators can use to engage learners, including modifying activities, rearranging content, combining ideas, and using different teaching methods like direct instruction, group work, questioning techniques, discussions, and interactive activities. It also covers the concept of multiple intelligences and different types of learners such as verbal/linguistic, logical/mathematical, visual/spatial, musical, bodily/kinesthetic, interpersonal, intrapersonal, and naturalist learners.
This document discusses creativity in the classroom and defines what makes a classroom creative. It begins by explaining that a creative classroom focuses on opportunities provided by the teacher rather than seeing creativity as a personality trait. It then outlines three dimensions that define a creative classroom: creative approaches to content, creative teaching and learning practices, and supporting student creativity. Several strategies creative teachers use are described, such as situating learning in a meaningful context. The document also discusses benefits students gain, such as increased motivation, development of thinking habits, and stronger understanding. It concludes by emphasizing that developing a creative classroom requires ongoing effort to incorporate new techniques and take risks.
This document discusses creativity in the classroom and what defines a creative classroom. It addresses three key dimensions of a creative classroom: creative approaches to content, creative teaching and learning practices, and supporting students' creativity. The document outlines specific strategies teachers in creative classrooms employ, such as taking risks, celebrating ambiguity, and modeling a creative spirit. It also notes the benefits students gain, including increased motivation, development of social and thinking skills, and improved performance. Overall, the document suggests teachers can develop more creative classrooms by cultivating a passion for learning and a willingness to try new approaches.
K-12 full day session with demonstration teachers in Kamloops. First of a 3 day series. UDL and BD. mitosis, gallery walk and criteria walking, grade 1 response writing.
Teacher training course quit keeping-usjackson9007
Find out about attaining qualified teacher status and how teacher training http://teachertrainer.com/ can help you develop the skills you need to become an effective teacher, and to achieve qualified teacher status you need to complete an teacher training course.
Nobility of the Teaching Profession (July 12)Mann Rentoy
The document discusses the nobility and importance of the teaching profession. It provides several quotes emphasizing that teachers have a lifelong impact on students and shape the future. It also notes that teaching should be considered a mission or calling rather than just a job. The document encourages teachers by outlining the four stages of teaching and emphasizing that impact teachers make a difference in students' lives.
This document summarizes a presentation about helping kids with homework. It provides tips for parents and teachers, including making sure the work is at an appropriate level for the child's abilities, providing a conducive study environment, being aware of any learning patterns, breaking work into manageable parts, using reading and writing strategies, and teaching children to become independent learners by using reference materials. The overall message is that with the right attitude, praise, and shared responsibility between parents, teachers and students, kids can be supported to successfully complete their homework.
This document discusses content area literacy and integrating literacy into content area instruction. It describes how teachers can use a workshop approach to teaching literacy that incorporates both fiction and nonfiction texts. The workshop approach includes a mini-lesson where the teacher models strategies, a work time where students practice reading and writing independently and in small groups, and a share time for students to discuss their work. This approach allows for explicit comprehension instruction, more time for students to read and write, rich concept development, and discussion about texts. The document provides an example of how a second grade teacher implements literacy workshops in her classroom.
This document summarizes a poetry course taken by the author. The course explored different types of poems and helped foster self-expression through writing poems. It also showed how teachers can make poetry more relatable and accessible to students. The course provided ways to help students make meaningful connections to poetry. Understanding poetic elements allows students to gain an essence of what makes poetry meaningful and can help facilitate their own writing. Poetry also lends itself to differentiated instruction as there are many forms that allow students to choose formats to best express themselves creatively. The author enjoyed the course and plans to incorporate techniques learned to make poetry a meaningful creative outlet for students.
This document summarizes the key topics and agenda covered in a professional development training for teachers. The training focused on improving instructional strategies to enhance student learning and engagement. Specific topics included examining feedback and assessment practices, building a professional learning community, setting personal goals to improve student outcomes, and exploring teaching methods like inquiry-based and experiential learning. The agenda outlined sessions on backward design, formative assessment, classroom management, questioning techniques, and character education. Overall, the training aimed to help teachers develop as professionals and create optimal learning environments for students.
Module 2: Developing Social - Personal Qualities and Creating Safe and Health...NISHTHA_NCERT123
Learning Objectives
This module will help teachers to:
Build their understanding about the personal-social qualities.
Reflect on their own personal-social qualities for the development of the same in learners.
Develop qualities and skills required to provide guidance in classroom.
Create an environment in schools/classrooms where everyone feels accepted, confident, cared and are concerned about each others well-being.
Proffessional Development classroom managementrhichaGupta
The document provides classroom management strategies and tips for teachers, including being firm but fun with students, using simple and respectful language when redirecting students, establishing clear routines and procedures, finding ways to get students' attention without yelling, building relationships with challenging students, and maintaining consistency in expectations and consequences. It also offers specific techniques for attention getters, transitions, and developing a democratic classroom where student voice is included.
Learners and Learning: Section Three: School learningSaide OER Africa
In Section Three we will build on these ideas with special reference to schooling. In particular, we want to focus on the following question: "Should the kind of teaching and learning that occurs in schools be more like the learning that occurs in everyday life?" How is school learning different from everyday learning, and how can teachers implement good school learning in their classrooms?
The document discusses the author's experience learning to more fully utilize technology tools like Microsoft Office through course assignments that required applying the tools to educational problems. The author learned to "delve beneath the surface" of each tool to understand its applications better. An effective strategy for technology integration discussed is ensuring it benefits student learning in a way that traditional methods could not. The author's goals of creating a webquest, website, and other technology-based assignments helped prepare them to better model technology use for students and increase expectations for students' technology use in the classroom. Completing the coursework made the author feel more equipped to integrate technology appropriately into teaching.
This document appears to be a collection of photo credits from various photographers including rogeriobromfman, GollyGforce, MOHSEN MaSoUmI, VinothChandar, daveynin, candrews, Canon S3 IS in Paris, France, and Sean_Yoda_Rouse. It encourages the reader to get started creating their own presentation using Haiku Deck on SlideShare.
This document contains a series of photo credits from various photographers including Marcin Wichary, Atomic Taco, charliecurve, Anirudh Koul, Earl - What I Saw 2.0, Kuba BoÆæ÷w6¶•, andrewfhart, Hindrik S, and Stuck in Customs. It encourages the reader to get started creating their own Haiku Deck presentation on SlideShare.
Changing Landscape of Teaching - SPS 4500 - April 2014Jeff Loats
The document discusses the effectiveness of different teaching methods, specifically comparing traditional lecture-based teaching to more interactive engagement techniques. It describes a teaching strategy called Just-in-Time Teaching (JiTT) that involves students completing preparatory online assignments before class that help guide instruction. Research shows that JiTT and other active learning methods lead to improved student performance, attendance, and perceptions of learning compared to traditional lecture. While preparatory work is often neglected, JiTT provides accountability and benefits both students and instructors.
The document describes activities from a teaching methods course. It discusses putting teaching roles into practice by having students teach 15 minute lessons on various skills. It then summarizes reflections on teaching a fruit salad preparation lesson. Later activities included analyzing the roles of a teacher in a movie, identifying factors that influence teaching roles, discussing values and attitudes as a teacher, and learning techniques for structuring classroom activities.
The author was motivated to become a tutor based on their educational experiences of both invigoration and intimidation in school. They were excited by learning as a child but also felt intimidated studying Japanese in later years. Their favorite teacher, Mr. Chiu, inspired them through thought-provoking discussions in English class. However, they struggled with speaking Japanese due to anxiety about making mistakes. The author now wants to promote discussion, inquiry-based learning and reduce anxiety in their own tutoring based on these experiences and educational research supporting these techniques.
2010 sept15 LearntoLearn-[m]-Please download first, and then view to apprecia...viswanadham vangapally
This document discusses the importance of lifelong learning. It emphasizes learning to learn, think, change, love, and develop values and spirituality. Some key lessons discussed include learning from mistakes, distinguishing facts, forgiving others, and being enthusiastic, creative, and positive. The document promotes viewing learning as a continuous process that improves with reflection and practice over time.
The teacher used to focus solely on grammar instruction and follow the textbook without reflecting on their teaching. After learning about reflective teaching techniques, the teacher now reflects before, during, and after each class to improve. They prepare detailed lesson plans, observe student participation and behavior, and analyze what went well or needs improvement. While challenges remain like mixed English levels, the teacher is committed to continuous self-reflection and development to become a more effective English instructor.
What Can An Educator Do And Interactive StrategiesReich Cals
The document discusses various strategies that educators can use to engage learners, including modifying activities, rearranging content, combining ideas, and using different teaching methods like direct instruction, group work, questioning techniques, discussions, and interactive activities. It also covers the concept of multiple intelligences and different types of learners such as verbal/linguistic, logical/mathematical, visual/spatial, musical, bodily/kinesthetic, interpersonal, intrapersonal, and naturalist learners.
This document discusses creativity in the classroom and defines what makes a classroom creative. It begins by explaining that a creative classroom focuses on opportunities provided by the teacher rather than seeing creativity as a personality trait. It then outlines three dimensions that define a creative classroom: creative approaches to content, creative teaching and learning practices, and supporting student creativity. Several strategies creative teachers use are described, such as situating learning in a meaningful context. The document also discusses benefits students gain, such as increased motivation, development of thinking habits, and stronger understanding. It concludes by emphasizing that developing a creative classroom requires ongoing effort to incorporate new techniques and take risks.
This document discusses creativity in the classroom and what defines a creative classroom. It addresses three key dimensions of a creative classroom: creative approaches to content, creative teaching and learning practices, and supporting students' creativity. The document outlines specific strategies teachers in creative classrooms employ, such as taking risks, celebrating ambiguity, and modeling a creative spirit. It also notes the benefits students gain, including increased motivation, development of social and thinking skills, and improved performance. Overall, the document suggests teachers can develop more creative classrooms by cultivating a passion for learning and a willingness to try new approaches.
K-12 full day session with demonstration teachers in Kamloops. First of a 3 day series. UDL and BD. mitosis, gallery walk and criteria walking, grade 1 response writing.
Teacher training course quit keeping-usjackson9007
Find out about attaining qualified teacher status and how teacher training http://teachertrainer.com/ can help you develop the skills you need to become an effective teacher, and to achieve qualified teacher status you need to complete an teacher training course.
Nobility of the Teaching Profession (July 12)Mann Rentoy
The document discusses the nobility and importance of the teaching profession. It provides several quotes emphasizing that teachers have a lifelong impact on students and shape the future. It also notes that teaching should be considered a mission or calling rather than just a job. The document encourages teachers by outlining the four stages of teaching and emphasizing that impact teachers make a difference in students' lives.
This document summarizes a presentation about helping kids with homework. It provides tips for parents and teachers, including making sure the work is at an appropriate level for the child's abilities, providing a conducive study environment, being aware of any learning patterns, breaking work into manageable parts, using reading and writing strategies, and teaching children to become independent learners by using reference materials. The overall message is that with the right attitude, praise, and shared responsibility between parents, teachers and students, kids can be supported to successfully complete their homework.
This document discusses content area literacy and integrating literacy into content area instruction. It describes how teachers can use a workshop approach to teaching literacy that incorporates both fiction and nonfiction texts. The workshop approach includes a mini-lesson where the teacher models strategies, a work time where students practice reading and writing independently and in small groups, and a share time for students to discuss their work. This approach allows for explicit comprehension instruction, more time for students to read and write, rich concept development, and discussion about texts. The document provides an example of how a second grade teacher implements literacy workshops in her classroom.
This document summarizes a poetry course taken by the author. The course explored different types of poems and helped foster self-expression through writing poems. It also showed how teachers can make poetry more relatable and accessible to students. The course provided ways to help students make meaningful connections to poetry. Understanding poetic elements allows students to gain an essence of what makes poetry meaningful and can help facilitate their own writing. Poetry also lends itself to differentiated instruction as there are many forms that allow students to choose formats to best express themselves creatively. The author enjoyed the course and plans to incorporate techniques learned to make poetry a meaningful creative outlet for students.
This document summarizes the key topics and agenda covered in a professional development training for teachers. The training focused on improving instructional strategies to enhance student learning and engagement. Specific topics included examining feedback and assessment practices, building a professional learning community, setting personal goals to improve student outcomes, and exploring teaching methods like inquiry-based and experiential learning. The agenda outlined sessions on backward design, formative assessment, classroom management, questioning techniques, and character education. Overall, the training aimed to help teachers develop as professionals and create optimal learning environments for students.
Module 2: Developing Social - Personal Qualities and Creating Safe and Health...NISHTHA_NCERT123
Learning Objectives
This module will help teachers to:
Build their understanding about the personal-social qualities.
Reflect on their own personal-social qualities for the development of the same in learners.
Develop qualities and skills required to provide guidance in classroom.
Create an environment in schools/classrooms where everyone feels accepted, confident, cared and are concerned about each others well-being.
Proffessional Development classroom managementrhichaGupta
The document provides classroom management strategies and tips for teachers, including being firm but fun with students, using simple and respectful language when redirecting students, establishing clear routines and procedures, finding ways to get students' attention without yelling, building relationships with challenging students, and maintaining consistency in expectations and consequences. It also offers specific techniques for attention getters, transitions, and developing a democratic classroom where student voice is included.
Learners and Learning: Section Three: School learningSaide OER Africa
In Section Three we will build on these ideas with special reference to schooling. In particular, we want to focus on the following question: "Should the kind of teaching and learning that occurs in schools be more like the learning that occurs in everyday life?" How is school learning different from everyday learning, and how can teachers implement good school learning in their classrooms?
The document discusses the author's experience learning to more fully utilize technology tools like Microsoft Office through course assignments that required applying the tools to educational problems. The author learned to "delve beneath the surface" of each tool to understand its applications better. An effective strategy for technology integration discussed is ensuring it benefits student learning in a way that traditional methods could not. The author's goals of creating a webquest, website, and other technology-based assignments helped prepare them to better model technology use for students and increase expectations for students' technology use in the classroom. Completing the coursework made the author feel more equipped to integrate technology appropriately into teaching.
This document appears to be a collection of photo credits from various photographers including rogeriobromfman, GollyGforce, MOHSEN MaSoUmI, VinothChandar, daveynin, candrews, Canon S3 IS in Paris, France, and Sean_Yoda_Rouse. It encourages the reader to get started creating their own presentation using Haiku Deck on SlideShare.
This document contains a series of photo credits from various photographers including Marcin Wichary, Atomic Taco, charliecurve, Anirudh Koul, Earl - What I Saw 2.0, Kuba BoÆæ÷w6¶•, andrewfhart, Hindrik S, and Stuck in Customs. It encourages the reader to get started creating their own Haiku Deck presentation on SlideShare.
The document is a newsletter from American Lifestyle magazine thanking Andrea and Jon for their support and referrals, and providing them with a complimentary issue of the magazine. The magazine celebrates American culture through articles on travel, design, food and more, and includes gorgeous photography. Recipients are invited to an upcoming event and can share the magazine with friends to help promote the publication.
Original article from the Flevy business blog can be found here:
http://flevy.com/blog/the-highway-of-change-and-a-practical-framework-approach-to-change/
Since Monday, 9 th January 2015, my free Flevy download Practical Framework Approach to Change has been downloaded over 500 times. The document contains just a “snapshot” of my approach, rather than going into any explicit details about the tools and techniques related to each of the framework components. The level of interest shown has spurred me into writing this article to provide a little more “meat on the bone” about the framework.
Aligned with this approach, you may want to pay due respect to some of the many “holistic” change methodologies from the likes of Prosci, Kotter, etc. I have a document on Flevy called A Snapshot Guide to Better Known Change Management Models/Methodologies .
A Short History
Over the last 25-years or so, I have developed and implemented many bespoke Business Change and Transformation Approaches and Strategies for organisations to enable them to drive through change initiatives/programmes and achieve considerable ROI and business benefit.
These bespoke Approaches/Strategies have used as their basis my Practical Framework Approach to Change. This was first developed in 1996, but has been regularly updated and changed based on new learning, acquired knowledge and research through being involved in many diverse change initiatives in a cross-section of different industry sectors between 1996 to present.
First of all, there are two things that you need to know:
1. The framework is modular which means it can be used in its totality or you can “pick and choose” which modules you want to use dependent on the change initiative.
This document provides an overview of various methods that startups can use to generate traffic, including public relations (PR), organic search engine optimization (SEO), content marketing, affiliate programs, lead generation programs, events and conferences, social media marketing, mobile app distribution, paid online advertising, business development partnerships, referral programs, traditional media, and cross-selling to existing customers. The methods discussed range from low-cost options like PR and organic SEO to paid channels like online advertising and lead generation programs.
Este documento presenta un resumen del temario de la asignatura "Tópicos Especiales II: Introducción a la Salud Global". El temario cubre siete temas clave relacionados con la salud global, incluyendo la salud materno infantil, la migración humana, las enfermedades emergentes, las desigualdades y la equidad, y la financiación de los sistemas de salud en países de recursos limitados. El objetivo del curso es describir la carga de enfermedades a nivel mundial y evaluar de manera cr
Common Programming Errors by Beginners in JavaRavi_Kant_Sahu
This document discusses 10 common errors that beginners encounter when programming in Java.
1) The "javac is not recognized" error occurs when the Java environment variables are not set correctly.
2) When compiling, the file name must have a ".java" extension.
3) When executing, only the class name should be passed without the ".java" extension, and the class must contain a main method.
4) The "file not found" error occurs when the file is not in the current working directory or the file name is incorrect.
This document defines different types of advanced TV targeting and addressable TV. It discusses addressable TV, which allows different ads to be shown to households viewing the same show. It also discusses audience addressable TV and connected TV. The document notes that addressable TV reaches nearly 50 million US households and allows the same targeting capabilities used online. It outlines four opportunities for creative agencies with addressable TV, including smaller brands becoming TV advertisers, sequencing creative across TV and devices, hyper-targeting tailored creative, and directly tying TV to sales.
Smart Paper Technology a Review Based On Concepts of EPaper Technologyiosrjce
IOSR Journal of Electronics and Communication Engineering(IOSR-JECE) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of electronics and communication engineering and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications in electronics and communication engineering. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Which are best tax saving options under section 80C of income tax act. What are various tax saving options .Which investments are allowed for 80C deduction ELSS, FD, Term Insurance, Medical Insurance, PPF, Tax Saving Schemes, Saving taxes,
The document contains lyrics to several classic Christmas carols and songs sung during the holiday season. It includes "Jingle Bells", "Silent Night", "Rudolph the Red-Nosed Reindeer", "Jingle Bell Rock", "Oh Christmas Tree", "We Wish You a Merry Christmas". The songs tell stories of Christmas traditions like sleigh riding and refer to symbols of Christmas like Rudolph's shining nose and bringing figgy pudding. They express themes of peace, love, and good tidings during the festive season.
1) The document discusses the evolution of wireless technologies from 1G to 5G. 1G used analog signals for voice calls only, while 2G introduced digital networks and text messaging. 2.5G added basic data services via GPRS. 3G increased speeds and added video calling and mobile internet. 4G provides speeds up to 1Gbps for video and cloud-based services. 5G is expected to offer speeds over 1Gbps and enable new applications with low latency.
2) Mobile networks have both circuit-switched and packet-switched cores. The circuit-switched core handles legacy voice and video calls, while the packet-switched core provides access to data networks. The IMS core
Reflective teaching journal used in a number of professional development inservice programs. Write, share your thoughts about teaching through these wise prompts. Available here and as a hard cover book - https://goo.gl/W3RSyG
Available as a beautiful hard cover book and used by teacher development programs. Find out more - http://eflclassroom.com/store/products/zen-and-the-act-of-teaching/
1. The document discusses the concept of a "flipped curriculum" where students learn new content on their own, such as through videos, before class and then class time is used to discuss and apply the new knowledge through various activities.
2. It provides examples of how a flipped classroom might work in practice, with students studying lesson videos at home and then doing performance tasks, group work, and assessments in class with teacher guidance.
3. The document argues that a flipped curriculum shifts the focus from a teacher-centered approach to a more student-centered one where students take responsibility for their own learning, work at their own pace, and learn from each other.
This document provides an overview and introduction for new teachers. It discusses ground rules for presentations and group work, emphasizing punctuality, participation, and respect for others. It also explores definitions of teachers from various sources, highlighting that teachers encourage individual strengths, look beyond surfaces, and make a positive difference in students' lives. Qualities of best teachers include seeing the potential in every child and affecting families. While teaching has challenges like low pay, it also has great rewards in helping students learn and knowing the important impact of the role.
This document provides advice and best practices for teachers. It suggests that teachers should focus on imparting wisdom to students and using techniques to excel at teaching. It emphasizes that teachers will make mistakes but should acknowledge errors and move on. The document also stresses the importance of understanding students' levels, using age-appropriate vocabulary, collaborating with other teachers, modeling good behavior, focusing on student strengths, incorporating hands-on learning, finding real-life applications, and assessing student understanding authentically. Overall, the advice is aimed at helping teachers improve and provide rewarding learning experiences for students.
Help! My classroom is like a barn (LEA Convocation 2013)Drew Gerdes
This document is a presentation about teaching in early childhood education. It discusses how teaching can feel like working in a barn with all the noises, smells, and unpredictability. However, it emphasizes that teaching is important for cultivating the future and that teachers play a key role in children's lives. It provides advice on classroom set up, behavior management, the importance of play, and using inexpensive materials. The overall message is that teachers should focus on building relationships, think creatively, and put children's learning and development first.
This document discusses teaching creativity and the role of imitation in the creative process. It argues that while imitation is a natural way for children to learn, it does not foster creativity or critical thinking skills. The document suggests that teachers can encourage creativity by placing limitations or requirements on assignments, which forces students to think in new ways rather than simply repeating past successes through imitation. It also argues that pure imitation or copy work teaches skills but does not encourage creative thinking. Overall, the document advocates for teaching methods that develop students' ability to observe, problem-solve, and think critically rather than simply imitate.
50 Best Practices for Language Teachers provides advice for new or developing language teachers Comprehensive and get the rest of the lists here - http://eflclassroom.com/store/products/top-50-lists/
Here are some completed sentences about the best teacher:
- When I was at school, the best teacher was Ms. Smith. She made learning fun and always encouraged her students.
- The best teacher I ever met is Mr. Johnson. He was passionate about his subject and really took the time to help students who were struggling.
- The best English teacher is Mrs. Lee. She helped improve my writing and public speaking skills through creative lessons and feedback.
- I think the best English teacher should be enthusiastic, a good listener, and find ways to relate the material to students' lives.
- I want to be an English teacher who inspires students to love reading, thinks of creative ways to teach grammar
The document discusses various perspectives on teaching and learning, including:
1) Teaching is facilitating learning rather than transmitting knowledge. The teacher guides rather than lectures.
2) Learning is an internal process that happens through student activity, not a product of teaching. Students construct their own understanding.
3) Good teaching requires enthusiasm, knowledge, an open mind, and being a good student oneself. Teachers must understand students and vary instruction to promote involvement.
Educaiton lets lecture less. steve mc creaSteve McCrea
Steve tells us how to lecture less.
Examples of how to lecture and how to avoid lecturing include exposure to the work of Richard Clark and the use of quotes in the classroom. Abraham Fischler, founder of Nova University's distance education program, is discussed
Lesson 9 | Real Time – faith | Sabbath School | Second Quarter 2015jespadill
The document discusses different aspects of teaching, including:
1) Dealing with an angry student who received a bad grade by being honest but also understanding of the teacher's perspective.
2) Reflecting on quotes about teaching and learning to determine which views align with biblical principles.
3) Interviews with two teachers sharing both benefits and challenges of the profession, including connecting with students but also dealing with workload, behavior issues, and not reaching all students.
4) The importance of both teachers and students continuously learning and growing throughout life.
How do you get a lesson to stick?
I recently read Made to Stick by Chip Heath and Dan Heath. It was the last in the perfect trilogy of books I read this summer which also included The World Is Flat and A Whole New Mind. It is a book on why some ideas die, and others thrive. They explain how to make an idea “stick.” I wrote many notes as I read the book changing the context of their writing to be more in line with helping me plan a lesson rather than a marketing campaign. All of the ideas in the podcast and PowerPoint are from the book. I decided to type them onto a file so that I would not misplace them and that turned into a PowerPoint document. I am going to post the PowerPoint with music on teachertube.com under the title “How do you get a lesson to stick?” While I don’t consider it done, I know with school starting it is probably as finished as it ever will be and decided to post it as is. Hope it helps make your lessons “stick” this year.
This document discusses different philosophies of education and their implications for teaching and learning. It begins by explaining that teachers influence society and their role is important. It then describes seven major philosophies: essentialism values basic skills and discipline; progressivism focuses on experience and problem-solving; perennialism emphasizes classical knowledge; existentialism supports self-definition; behaviorism modifies behavior through environment; linguistic philosophy develops communication; and constructivism supports independent knowledge construction. The document provides details on each philosophy's view of why we teach, what to teach, and how to teach.
The document discusses the author's philosophy of teaching. It begins by acknowledging that students often view school and teachers as something they are forced to do and don't understand the purpose of. The most important aspect of teaching, according to the author, is prioritizing the students and ensuring all classroom activities have a clear purpose that is explained to the students. The author believes education allows humans to learn, think, and explore ideas, which makes us human. English class specifically can explore ideas about human nature by analyzing literature and using creative forms of expression beyond just essays.
Teaching profession: Why have I chosen teaching as professionHina Honey
The document discusses why the presenter chose the teaching profession. It provides definitions of teaching and lists the personal qualities and types of teachers. The top ten reasons for teaching include influencing the future, job security, and summers off. Great thinkers like Aristotle and Einstein emphasized the importance of teaching. The presenter chose teaching because it is a noble profession, allows influencing students, and can reform society. Teaching also provides an opportunity to impart knowledge and earn a halal living.
Teachers play a foundational role in society by educating everyone and serving as role models. They take on many responsibilities, from teaching academic subjects to providing security and support like a parental figure. An ideal teacher makes learning engaging for students by decorating the classroom, seating students in a circle to encourage participation, and motivating students through leadership roles. They also maintain control of the classroom and lead students to understand lessons through thorough explanations. The best teachers create a comfortable environment where students can focus on learning while also entertaining them to sustain interest.
The document discusses challenges in the current education system and ways to improve teaching and learning. It questions whether the system adequately prepares students for the future and makes their childhood a happy time. It emphasizes the need for teachers to inspire students through creative and engaging learning experiences, to develop life skills and global awareness, and to make learning deep and relevant to students' lives. It also addresses curriculum issues like ensuring opportunities for all learners and focusing on skills for the 21st century. The key questions are around how to make the learning environment and teaching methods more dynamic, creative, and tailored to hooking individual students.
Hand gestures can communicate in different ways without words. Some gestures include counting on fingers to indicate numbers, a little hand motion when asking for a small amount of milk in coffee, snapping fingers to urge someone to hurry up, pushing fingers together to appear confident, chest thumping to show being strong and loyal, covering the mouth to express surprise, and blowing a kiss to say "I love you."
Learning is important as it allows people to gain new skills everyday through various means such as reading books, listening to others, and going to school where students learn subjects like math, reading, and painting with help from teachers. Learning can occur at home, school, or on the job, and while it sometimes requires practice when learning new skills, learning is an ongoing process that can also be an enjoyable experience.
Tips and Advice to maintain your health and wellness when teaching remotely / from home. Full description at the blog post. https://eltbuzz.com/staying-teacher-healthy/
This document provides a summary of an individual's background and qualifications. They list their life philosophy, strengths, education history, work experience, references, and publications. Their most proud accomplishments include the courage and persistence they showed through difficult times and their personal growth.
The document provides 15 best practices for online teaching during the COVID-19 pandemic. It recommends consulting educational technology professionals to ensure quality, designing lessons for blended synchronous and asynchronous learning, and ensuring all students have equal access to necessary technology and materials. It also stresses the importance of clear expectations, schedules, accessibility for students, and a commitment to continual professional development for teachers as online education requires adapting to changing technologies.
Slack is a communication and management platform that can be used as a learning management system, allowing teachers to communicate with students, assign and view work, and integrate other tools like Zoom and Google Docs through different channels that organize class topics; it is free to use for an unlimited number of people and offers various pricing plans for additional features; the document provides instructions on setting up a Slack workspace for a class, establishing channels, inviting students, integrating apps, and using Slack's features for teaching.
Slack is a communication tool that allows for integration with services like Google Docs and Zoom. It provides private messaging and is accessible via mobile apps. Slack facilitates efficient communication between educators and students through instant notifications. Setting up a Slack account is easy and only requires completing basic signup steps. Slack can be used as an educational tool by creating channels for different topics to keep communications organized. It allows large groups to communicate in one place and is praised for its customization options and ability to archive interactions over time.
This document contains lyrics to several classic children's songs, including "I've Been Working on the Railroad," "London Bridge," "Kumbaya," "Itsy Bitsy Spider," and others. The songs cover a range of topics from work, bridges, religion, nature, and fun hand clapping games. Many of the songs repeat refrains or have call-and-response elements in their lyrics.
These vocabulary worksheets include activities like matching words to definitions or pictures, drawing and labeling pictures, writing words from memory, and brainstorming related words to build vocabulary knowledge on various topics. There are worksheets designed for researching and testing vocabulary with answer keys provided to check understanding.
Subscribers can access all the lesson materials for each day of the month and these activities on ELT Buzz Teaching Resources. https://resources.eltbuzz.com/
This document outlines the author's educational philosophy, which emphasizes the individuality and experience of each learner. Some key points:
- Knowledge is personal and filtered through individual experience. The teacher's role is to compel students to engage with the world and know themselves.
- All people have the capacity to teach as well as learn. The true role of a teacher is to help students realize their own abilities as teachers.
- The progressive approach puts the student first. The teacher aims to transform society by helping students realize their potential through ongoing learning without walls.
- While having student freedom at its core, the author's philosophy is also pragmatic and utopian, viewing teaching as a calling beyond a job. The
Discussion and email exchange with Michael Griffin about using video in the English language classroom. First appeared in the KOTESOL publication - The English Connection.
The document calls for a new approach to developing English fluency in teachers who teach English as a second language. It argues that teachers need specific English language skills and knowledge related to teaching, not just general fluency. A proposed solution is a "Teaching English in English" course that teaches the classroom-related English vocabulary, expressions, and language teachers need to effectively teach in English. The course would provide situated practice opportunities for teachers to learn and demonstrate their English teaching skills.
The very best photos of all time. With commentary and background. Purchase ppt and more resources for making a lesson with these here - https://payhip.com/b/RxS3
20+ countries highlighted and students use the templates to research and present about their country. A perfect geography based lesson and presentation project. https://payhip.com/b/m3n9
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
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
2. This reflective journal is intended forpracticing
orinservice teachers. It can be used as part of a course orby
teachers themselves.
It is admittedly philosophical and grew out of my
thoughts regarding my own teaching but also
my own use of reflective writing in my teachertraining courses.
Teachers are encouraged to fill out the brief journal
passages based on the prompts. Discussion is
encouraged. Ihope teachers will grow and turn
these mirrors into windows.
Happy teaching,
David Deubelbeiss
3. Every day we look around and feel we have to
"keep up". Keep up to what? Too much of life and
teaching is "flywheel" and not the real, simple
substance. Why? Why are we keeping up and not
thinking of "real" quality and learning. More, more,
more usually equals less.
Do not look at yourcolleagues and think "what a
poorteacheram I". Look at yourself and think -
"what a betterteacherIcan become".
The only competition is with what you could
potentially become given yourinnerqualities. These
qualities do not match any otherteacher's. They are
yourown and unique. Treasure them, waterthem
and let them grow without the noise of
competition...... When you have mastered this, your
students will also discoverit and you.
1
Your only competitor is yourself.
4. Reflect upon your own strengths. Describe what makes
you a great teacher.
“Good teachers are costly, but bad
teachers cost more.” – Bob Talbert
5. Teach your mouth to
speak what is in your
heart.
The essence of teaching is "emotion" - the
bottled wisdom and personal digestion of
experience on the part of the teacher.
Knowledge devoid of this is but gristle we
would chew up. Knowledge imparted with
this is energy and life forthose receiving.
There is nothing "dry" about good
teaching.
2
6. “Good teaching is ¼ preparation and ¾ theatre.”
Gail Godwin
How will you “spark” your class? What are some good
activities and ways to engage and connect with
students? Share at least one.
7. Ask the right question and only then, the
answer, the "good" will appear.
In teaching, we should ask these 3
ancient questions of all ouracts, all our
lessons.
1. Is it true? (of the good)
2. Is it necessary? (doesn’t waste time)
3. Is it kind? ( personal, has “voice”)
If we pass through these gates in our
teaching - we are participating in the
Socratic notion of "the good". Let no day
pass without thinking of this good,
so said Socrates when asked forhis own
philosophy.
3
Teaching is the art of asking the right
questions.
8. “The one who asks questions doesn’t lose his way.”
African folk saying
What questions would you ask a fellow teacher about
their lessons or teaching? List as many as you can.
9. Students need to masterfundamentals.
Then, they can break all the rules and
create "theirown", be "theirown".
First, we must organize, plan and
proceed. Once mastered, we can then
lend the world beauty through creative
disorder.
No artist everdrew a great painting
without first learning how to hold the
brush ordraw a straight line.....
4
First you must master all the laws, then
you can break them.
10. “Imagination is more important than knowledge”
Albert Einstein
What do you think are the “fundamentals of teaching”?
What makes a good teacher or “good teaching”?
11. Despite appearances, all "things", all "ideas"
are connected. There is an ALL. There are
invisible strings that bind like to like.
Language reveals this in metaphor, thought
reveals it in poetry and the teacherreveals it
in his orherlessons.
Afterall the facts are learned, the journey is
only a quarterdone. We must fill all the
spaces that separate these stones in the
endless stream of life. Only then can we
bridge and travel between what we knew and
what we want to know. This, we then call
"understanding".
Teach so the spaces are revealed - there are
enough rocks around forthe students to start
making the bridge.
5
Teaching is the art of making the invisible,
visible.
12. “A teacher effects eternity. One can never tell where
his influence stops.” – Henry Adams
Think about a teacher you were inspired by. What was
special about him or her?
13. Sometimes, we think and equate "education"
with money and reputation. Harvard means
you are "better" than “Dodge City College”. A
day at the local amusement park is "better"
than a walk down the local ravine. Nothing
could be more “delusional”.
Value is granted by the processing within.
We are actors in ourown lives, not heads
stuffed full of straw. As teachers, we have to
allow ourstudents to see this natural
disposition for"self fulfillment" and help them
strengthen it. It is not that small oreven
biggeris better. It is not excitement oreven
flash that is better. What is "better" is that
which awakens us, engages ourminds and
makes us part of the beauty of life. We
teachers are "those that awaken the tao" – we
are, one hand clapping....
6
Enjoyment is not expensive. Happiness and
contentment is within and all around.
14. “Don’t let your schooling get in the way of your education.”
Mark Twain
What to you is, “the purpose of education”? Why did
you become a teacher?
15. When you don't know, say so!
A teacherdoesn't "know", a teacher"is".
The greatest teachers are humble and
learn to say they don't know and in doing
so, let theirstudents join them on the
journey of thought ratherthan keeping
them as spectators as the train roars
“bye”.
Wise teachers do not hesitate to say,
"Sorry, Idon't know. Good question!"
7
16. “The future of teaching is learning.”
What are some ways a teacher can improve? Reflect
upon how you might become a better teacher.
17. Teaching entails planning. Especially thinking
through the lesson delivery and content in terms
of the student's vantage point. This is the main
filterthrough which all lessons must pass to
succeed. Yet, a plan is an ideal. The real world,
the enacted curriculum is messy. There are fire
drills and bloody noses. There are lost notebooks
and slow computers. There are those absent and
those present.
To succeed one must be willing to abandon, at
any moment and at any time. It is the present
which is the present and not its relation to the
future. As you teach, teach in that moment. Your
plans are only a map - there are innumerable,
real and unmarked paths to reach your
destination.
8
Plans are only as good as the strength of
the willingness to abandon them.
18. “They must often change, who would be constant in
happiness and wisdom.” - Confucius
What changes to education and in particular, to your
job – would make things better?
19. In all human acts there is a mystery, a hole, a multitude
of othermovements. Same with teaching.
Every teacherhas an objective, a target, a curriculum, a
focus forthe lesson. But is this what is taught? Orwhat is
attempted to be taught?
In language (which is so multifarious like life), most of
the learning is outside of the objective. You aim to teach
past "ed" verbs and one student learns the word
"transitive" anotherthe phrase, "May Igo to the
washroom?”. Learning happens not always as the teacher
wishes noras the goal presents itself....
If the spirit is correct, learning will happen. We need an
objective, we need hands on the steering wheel to keep
ourcart on the trail, we need a destination. But more
important is to be open to the experience of the journey
getting there. My what a view! -- that is learning.
Create a classroom that enjoys the view -- the destination
will then arrive.
9
What we teach is not what we
teach!
20. “The seed is not afraid of the winter.”
Teaching can be a scary proposition. Write about one
of your own “fears” regarding teaching. How might
you overcome them?
21. When teaching (orlearning, the
flip image), there are always two
ways forward. Struggle and effort,
striving and "working" AND
relaxing, letting go, finding flow.
When teaching seek the right
moment. There are times to sweat
and attack the mountain. There
are times to sit on the bench and
enjoy the view. Both are a way
"forward".
1
0There are always two ways forward.
22. “The coldest part of the night is just before the dawn.”
Anxiety is a barrier for learning. Reflect on what you
might do to help your students feel comfortable in
class.
23. "The fox knows many things but the
hedgehog knows one big thing." - a fragment
of verse from Archilochus.
When teaching we often get lost in the
forest. Trees are everywhere, there are so
many fires to put out, there are so many trees
to chop down!
The masterteacheralways acts with the
forest in mind. The big picture is what he/she
understands and each little action is informed
by it. The masterteacheris not a sly,
intelligent fox but a wise, slow and sure
hedgehog. Focus yourteaching from this
perspective - HAPPINESS. It is from there that
all otheractions are made good.
11
See the BIG picture.
24. “From small beginnings come great things.”
The start of a lesson or “engagement” is very
important. How do you think it can best be done?
What has worked for you?
25. When teaching, allow forspace.
When teaching allow forthought.
When teaching pause.
So many teachers really fear
silence in the classroom - they
demand a "quick" answer. Wait
foryourstudents to think before
discussing. The clanging bell rings
no beauty!
Sometimes doing nothing, is
doing something.
12
Nothing is Something.
26. “No man can wade in the same river twice.” - Heraclitus
Think of your teaching “style”. How might you
change? What little things could you improve on?
[voice, stance, movement, posture, eye contact etc…. ]
27. When one sets out on a journey, one
must know in the mind, the panorama
of the journey. Afterthat, each hill
may be tackled, each curve
encountered.
When teaching, begin with the
whole. The music before the notes, the
feeling before the canvas, the idea
before the thing. One must have a
containerbefore one may carry water.
Teach widely and then narrow in.
Only then will the facts find a home to
rest within.
13
The “whole” before the hill.
28. “Learning is what happens when the teacher is making other plans”
You have to teach a full semester. Describe how you
would begin planning the curriculum for your course.
29. When teaching, we too often see the "can't".
A student can't do this and a student can't do
that.... CAN’Tis not something that exists, it is
a phantom, it is illegitimate. There is only CAN
and the manifestation of that into the world
and the classroom.
Everything is good. What we view as "bad" is
only ourreaction to it, not the thing itself. The
universe has a reason we know not of. A
masterteacherkeeps things positive and
emphasizes what WECAN. The energy of life
is that of good and we should ask ourselves as
teachers, what Socrates asked so long
ago..."let no day pass without thinking of "the
good". Use sugarand yourstudents will grow
fat with wisdom and intelligence. When they
fall down, they will learn to fall down looking
up. And if you are looking up, you can get up.
Teach with the good on yourmind.
14
Everything is Good.
30. “A teacher’s job is to help those students
who can’t help themselves.”
You have several students in your classroom who have
trouble learning. What can you do to help them?
31. It is by grace that knowledge and
understanding are conveyed. We may "know"
something in an obvious fashion but we won't
understand it until we connect with it in grace,
in spirit and in essence.
A wise teachertransmits knowledge invisibly.
The simple act of a teacherreading alone at
theirdesk teaches students farmore about
reading than any direct phonics lesson. A
teacher's bright face when speaking teaches far
more about mathematics than the obvious lines
and signs on the board. It is by grace, by
essence that all true knowledge multiplies (and
all ignorance also...). Be a teacherwho teaches
as much "invisibly" as "obviously".
The wind is everywhere but who sees it?
15
Latent structure rules obvious
structure.
32. “The best teacher teaches from the heart, not the book.”
What do you think students value in a teacher? What
is important to them and makes them excited about
“that” teacher’s class?
33. When teaching, spend time on
what works. Keep a balance
between the active and the
passive. Don't do too much but
ratherfocus on the experience and
the "harmony" that enables
learning. The knife that finds the
middle way, neverhits bone and
thus, neverdulls. Find the spaces
between yourstudents’ needs and
the curriculum. In this way your
lessons will always be sharp.
16
Keep balance. Too much is the same as
too little.
34. “Teaching is the art of the possible.”
How do you negotiate with students? Is this important
to you? How will you find out about your students’
needs?
35. Teachers we are told, ask and answer
questions. However, the truth and knowledge
stands somewhere between. There is a
mystery to everything.
When you don't know - say so. It is the most
glorious thing in the world, to teach your
students that beyond this moment, beyond this
experience, beyond this content, beyond this
question and answer- there is a vast
playground of unknowing which we can frolic
in.
Teach - "Idon't know" and you will give your
students the gift of curiosity and thought.
17
The most important thing you'll ever
say is, "I don't know".
36. “What we want is often different from what we need”
Reflect on the questions your students might ask at
the beginning of the year. What do they want to know
and find out? Make a list.
37. Imet a genius on the train
today
about 6 years old,
he sat beside me
and as the train
ran down along the coast
we came to the ocean
and then he looked at me
and said,
it's not pretty.
it was the first time I'd
realized
that.
18
I Met a Genius (by Charles
Bukowski)
38. “Every child is an artist. The problem is how to
remain an artist once we grow up.” - Pablo Picasso
Why do you think the author called the boy a
“genius”? What does this say about how we should
think about our students?
39. If you wish to change the actions of any
person, do not lecture, do not tell, SHOW.
Learning is at all times, NOTICING. When the
class is loud - the teachershould not SCREAM
forthem to be quiet. Rather, speak in a low
tone. Put on soft music. Students will notice
and respond.
If you want to get yourstudents reading -
don't tell them. Sit at YOURDESKand read.
They will notice and soon follow.
If you want to get yourstudents motivated --
don't give them all kinds of "candies". Act
motivated yourself - yourpassion will soon rub
off.
But always remember, “You can lead a
student to the classroom but you can’t make
them think.”
19
Practice what you preach.
40. “Students are no longer obligated to
follow teachers – teachers must lead.”
Classroom management is difficult. What do you think
is important to do so that a teacher can successfully
manage the class?
41. Be a good masseuse.
Learning, like life itself, is about the
experience. Haste makes not just
waste but disables us of the important
ability to "notice". All learning is
"noticing", noticing the world around us
and noticing the connections and the
change happening.
Teach so that the lesson is an
experience. Still waters run deep.
Don't rush to the end, there is no end.
Knowledge is everywhere and infinite.
Aim to dive in and not skim across the
waters. All the jewels sink to this
bottom. Bring yourstudents there......
20
Go deep, go slow.
42. “Teaching is not the filling of a pail but, the
lighting of a fire.”- William Butler Yeats
You are teaching about careers/jobs. What will you do
to “connect” the students with the topic and make it
come “alive”?
43. The world is a forest of symbols which we
walk through. We perceive and are acted upon
indelibly by strong and ancient forces which
surround us and demonstrate to us - ways of
being, acting and living. The conscious mind,
that voiced, is but a very small part of "the
force of the world" which acts upon us and
makes us change each step through the forest.
In teaching, we are perfect when in grace, in
quietude we model ways of being. Simply
sitting at yourdesk reading and enjoying
yourself teaches students much more about
"reading" than any lesson voices and volume
evercould. Wheneverpossible, show - don't
tell students. This is the natural and perfect
way of teaching.
21
SHOW - Don't TELL.
44. “Tell me and I’ll forget, show me and I may
remember, involve me and I’ll understand.”
How do you explain to students what you will do in a
class? How do you model activities for your students?
45. At the Thatched Hall of the Ts'ui
Family
It is autumn at the grass hut on Jade Peak.
The airis cool and clear.
Temple bells and chimes echo from the canyons.
Fishermen and woodsmen wind oversunset
trails.
We fill ourplates with chestnuts gathered in the
valley and rice grown in the village.
Forwhat, Wang Wei?
Bamboo and pine, silent, locked behind a gate.
-- Tu Fu
22
46. “A good teacher is like a candle, it consumes
itself to light the way for others.”
Think of this poem. What does it say to you as a
teacher? Reflect and let your pen move!
47. A great teacherdoesn't try - a great teacher
does. There is grace and no greed. All that a
teacherwants is all that they need. No more,
no less. There is no thought about "what if?" or
"Suppose?", only a doing with that at hand.
Teaching is the art of managing necessity and
necessity is about exigency and not about
desire. In ourclassrooms, we should find that
flow which is always there forus to travel
with....we should not bull against and sweat
up a hill of ourown making.
There is grace in all teaching that passes
between a student and a teacher. A grace
made of repose and contentment in
doing/being and not about getting somewhere
and needing some "accomplishment". The
learning which would become a trophy is a
learning that is a mirage - Dorian Gray's face
on the blackboard.
23
Never try, it is the trying that gets in the
way.
48. “The illiterate of the 21st
century won’t be those who can’t read and write,
but those who cannot learn, unlearn and relearn.” – Alvin Toffler
Technology is becoming an important part of teaching.
How do you feel about that? Should you use more
technology in your teaching?
49. How might one do this? Be graceful?
It all begins with acceptance.
Acceptance of yoursituation, your
task, yourstudents and their
comportment/character. Acceptance of
everything, unconditionally. From that
moment of faith, in that act of faith,
the first step in grace can begin.
Nevertry, it is the trying that gets in
the way. Act to create no resistance
and be a knife that will always be
sharp, always sharp - forit never
encounters resistance and always finds
the spaces between things.
23
Never try, it is the trying that gets in the
way.
50. “What counts is not what is poured in
but what is planted.”
What is your favorite lesson or teaching recipe?
Describe it and write why, in your opinion, it works.
51. "The dog barks, the caravan passes".
Too often we believe teaching is what we
say, teaching is what we speak, teaching is
made of words. Nothing could be furtherfrom
the truth. What passes between teacherand
student as knowledge, is not passed by way
of words or"noise". Sound is the aftereffect.
Not the cause but the evidence of learning.
Teaching is about yourlook. It is about your
spirit and about how you stand and "be".
Teaching is about a thousand small things that
flow into a moment and then the next
moment. It is what can't be immediately
verified and thus lasts forever.
Learn to teach from yourbeing and not your
mouth and you will learn to teach well.
24
Teaching is not the same as speaking.
52. “The art of teaching is the art of
assisting discovery.” – Mark van Doren
What makes you feel proud of being a teacher? What
empowers you and makes you happy to be doing the
job you do?
53. The wind is everywhere but who can say how
much there is? In teaching, we many times think
there is no progress. Students don't get good results,
they repeat the same mistakes, they can't speak a
correct sentence, they ......
We grow frustrated. But just because we can't see
orrecord the growth does not mean it isn't there.
Sometimes, like the lotus, it will all come to bloom
in one great swoop of beauty. A rivermay look still
but underneath, there is always a current moving
forward. Students are ALWAYS learning - this is a
condition of being human.
Be patient and keep going ahead. With faith, you
will one day measure all that which you were
unable to record. You will measure it in a student
standing before you who knows, knows more than
knowledge but how to get knowledge. Those that
are impatient and who want to measure what can't
be recorded, will be left at the side of the road.
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What you can't record can still be
measured.
54. “You can pass a test but fail in life.”
What is your opinion about “marks”? Do you compare
students, use standards? What is the role of
assessment in teaching?
55. A teacherworks with human clay - not just
knowledge orsubject. Every day we encounter
the human spirit, the mystery of existence that
asks us to participate is some great plan we
know not of.....
Teachers must rememberthis. Seek forthat
which is permanent. Education is what remains
afterall else is forgotten. Aim forthis "green
forever" and you will succeed.
"The whole country devastated
only mountains and rivers remain.
In springtime, at the ruined castle,
the grass is always green. "
-- Tu Fu
26
What you teach is not only what you
teach.
56. “Teachers don’t teach a subject, they teach students.”
Think of a student that was very important to you.
Why? What did that student mean to you?
57. Teaching is about helping others learn.
People learn both the obvious and that which
isn't obvious – the thing and its shadow. The
iceberg above and below the water.
When we learn "freedom", we also learn
about what is imprisoned. When we learn to
count, we also learn what can’t be counted.
When we learn how to make coffee, we learn
about ourneed forcoffee.
The teachermust be aware of both the
visible curriculum and that which is not visible.
We neverjust teach one thing but should
attempt to teach that which appears and that
which is behind.
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We always learn 2 things.
58. “A single moment of understanding can
flood a whole life with meaning.”
What “life lessons” do you think we can teach through
the regular curriculum? Reflect on what is important
for students to learn beyond the regular curriculum.
59. The wise teacherknows that the way
to accomplish anything is to choose the
weakest point and go from there. Do
not meet powerwith powerorbutt
heads - strength to strength.
Choose yourbattles - the ones which
will make a difference. Be blind to all
others. Conserve yourstrength and
attack at the weakest point. Here, a
student can be "got" and a lifetime of
learning/being lit. Do not win battles
but win the war.
Everyone has a crack - that's how the
light gets in.....
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Pick Your Battles.
60. “To someone with a hammer, everything
looks like a nail.” – Mark Twain
What are the challenges you face working with
administration? What battles do you have to fight –
outside of your interactions with students?
61. A teacher, like any artist, seeks to
disappear. If one does theirjob
perfectly, there is only learning and no
teaching. If one does theirjob
gracefully, long enough, they will no
longerbe needed. Just like the mother
who alone must shed a tearand let her
child go out into the world, so too the
teacher.
This is ourgoal as teachers - to seek
ourown demise - and be happy about
that. Do not cling to yourego as a
teacher, but let it go and let the
students find theirown corners of
learning.
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Seek your own demise.
62. “Be the guide at the side, not the sage on the stage.”
What are some ways that a teacher can “disappear”
and be less of the focus in the classroom?
63. "Whatonelearns fromme, onecan't
learnfromsomeoneelse."
Every teacherbrings a unique
manner, a unique spirit to the table of
learning. The content may be the
same, the administration may demand
objectives but something else is
taught, is transferred. It is this which
flavors learning and makes it alive.
Every teacher, teaches something
different. It is this which makes our
profession a “human” art and gives it
flavor. It is this which is oursalvation.
30
Everyone is a teacher.
64. “If a child can’t learn the way we teach, maybe we
should teach the way they learn.” – Ignacio Estrada
Cooperative learning is an important part of learning. How
can teachers get students “teaching each other” more?
65. Oneday, ateachercametoseearetiredprincipal
togetsomeadvice.
Heasked, "I'mreallyhappywhereI amteaching.
Ilovemyjobandthinkmystudents arewonderful.
However, Ihaveagreatopportunityatanother
school. I'mwonderingwhattodo? WhatwillIfind
atthis newschool- maybeI'mgettingmyself intoa
badsituation?"
Theprincipaltookadrinkof his coffeethen
answered, " Oh, forsure, youwillfindevenbetter
students andevenbehappierthanyouarenow!"
(cont…..)
31
What is IS.
66. Nextweek, theprincipalhadanotherteacher
visit. Hehadaquestionandneededadvice.
Heaskedtheprincipal, "I'mreallysadand
depressedatmypresentschool. Thestudents are
horrible, Ihateteachingthem. I'veappliedfora
transferandwillmoveschools soon. However, I'm
reallyworriedaboutwhatIwillfindthere. Whatdo
youthink?"
Theprincipal's eyes litupandhesmiled. He
answeredquickly, "Oh, forsure, youwillfindeven
worsestudents andbeevenmoredepressedthan
youarenow!"
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What is IS.
67. “Attitude is a little thing that makes a big difference.”
Winston Churchill
What was the principal’s wisdom? Reflect on its
meaning and what it means to you and your teaching.
68. A teacherthat "knows" how to teach,
does not know how to teach. All
knowledge is in flux and cannot be
grasped. All teachers are learners, all
alive is in the process of being alive.
Nothing stands still and can be seen.
Each class, each day is new and must
be learned again.
As the Buddha said to a follower
who said they understood - "He who
knows the Buddha, does not know the
Buddha". Wisdom can't be pointed at
orstopped. It can only be felt, tasted,
touched, loved......
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He who knows, does not know.
69. “Be the change you want to see in the world.”
Mahatma Gandhi
What do you plan on doing in the future to keep
learning and develop professionally? What is your
“SMART” goal this year?
70. Irememberall those thousands of hours
that Ispent in grade school watching the clock,
waiting forrecess orlunch orto go home.
Waiting: foranything but school.
My teachers could easily have ridden with Jesse James
forall the time they stole from me.
33
The Memoirs of Jesse James
(by Richard Brautigan)
71. “Learning is something students do, not
something done to students.” – Alfie Kohn
Have you ever felt like the author of the poem? What
implications does this have for classroom practice?
72. The secret of teaching hinges upon one’s
ability to keep what you give. Teachers give a
lot. We give of ourselves, in time, in emotion,
in knowledge and understanding. The trick lies
in being able to get energy from this, to be
constantly renewed by ones giving. To NOT
have energy sucked from oneself but to be
constantly reenergized by the act of teaching.
You have to keep what you give. How? In
letting go. Just letting go and being immersed
in the process. To stop counting what you get
and give. To swim in the ALL.
34
Keep what you Give.
73. “Teaching is the greatest act of
optimism.” – Colleen Wilcox
Reflect on your life outside of teaching. What renews
you? What do you do to recharge your teaching
batteries?
74.
75.
76.
77.
78.
79.
80.
81.
82.
83.
84. Find more wisdom and support from
fellow teachers at
EFL Classroom 2.0.
Zen and the Act of Teaching
Theauthor isaveteran teacher trainer, author
and speaker with over 20 yearsteaching
experiencein numerouscountriesaround the
world. Find out moreabout David at his
portfolio site– http://eflclassroom.com/david