Education for All goals talk about all children but who are the all?

Teaching and education should not be seen only as a technical exercise within a classroom but every teacher should make efforts to reach out to all children in the school.

Willing to do different:Changing Teaching Practices

Research shows that many children who experience learning difficulties become frustrated when they are not effectively supported and eventually drop out.

There is evidence from all over the world that many children do not achieve according to their potential because they find learning to be ‘boring’.

It is indeed a challenge for teachers to ensure that the work that is being done in the classroom is relevant to the children and their contexts

Teachers can also help retain children in classrooms by making their teaching more interesting, appealing and motivating, as well as providing opportunities for learning success.

Dedicated and committed teachers who make a difference in the lives of their students and in their communities through providing important learning opportunities.

Many teachers are demoralised, discouraged and unmotivated due to the lack of support from the education authorities, harsh living and working conditions and many other reasons.

Teachers are doing hard work and they need the support and encouragement that will enable them to grow, develop and use new methods.

The education system at all levels has the responsibility and possibility to make changes despite the challenges and pressures that are faced at different levels.

to satisfy students Stay in touch and Managing By Wandering Around.

listen to them and observe them, and understood their needs.

to create new, original, and compelling value; you find a plenty left to do.

Your most unhappy students are your greatest source of learning, knowing student’s problem is an opportunity to know more about teaching.

Stand in the student’s SHOES

The ‘smell’ of students

Behave with courtesy Take exceptional care of your

students let them know they are important to us

Provide superior service and superior quality of teaching as they are paying for it

Students are simply always delighted by the attention

Parents have to have their cost right, quality right that have to be done for their students’ education.

consider their perception more important than your superior knowledge of service

Common Sense

Believe in your IDEA that can change your students’ life “Picasso said -

'good artists copy, great

artists steal' - and we have always been

shameless about stealing great

ideas.”

An idea changed the world

To do anything they believe it can be done. They are driven to do something new – to

creative, they have a compelling vision, they are courageous, and they are persistent so persistent and services that changes the world.

Bringing knowledge Alive, Sparking Imagination, Creating Possibility and Caring Environment.

Educator:A Special Species

Their action inspire others to dream more, learn more, do more and become more.

They are just what they appear to be. Use their head, but follow their heart.

Know when to work alone, and when to work together. Have ability to build a team of the right students and not students they like.

students see in you what

you see in yourself

Personality of Educator

Curriculum is what is learned and what is taught (context); how it is delivered (teaching-learning methods); how it is assessed (exams, for example); and the resources used (e.g., books used to deliver and support teaching and learning).

What is curriculum?

Teachers can adapt or differentiate the curriculum by changing: the content, methods for teaching and learning content (sometimes referred to as the process), and, the methods of assessment (sometimes referred to as the products). It might mean, for example, dividing the class into four ability Groups or dividing them into mixed-ability groups in which the students with more experience help the students with less experience.

Successful teachers are not negative even on the worst of times. They can always find opportunities even during the most serious crisis and do not give up.

Just because something is difficult mean you shouldn't try, It means you should try HARDER

Have your heart in your teaching, and your teaching in your heart

to be successful

What we are today is a result of our earlier environment 5, 10, 20 years ago and today’s environment will decide what you will be 20 years from now.

“We don’t know everything but we can be creative in solving our problems.”

In teaching there is no beginning or end. It is a process, and as such it continually develops. Therefore, there is no one correct way to do it.

What can we do? We can get to know our students better and use information about their similarities and differences (e.g. what they know about already, what they are interested in)

In teaching there is no beginning or end.

Let’s see how we can get to know our students. We usually start with assessing our students. It is important to know each student—to know what each student already knows and can do, and to know what each student still needs to know and do. This is called formative assessment.

We can observe them, listen to them, and allow them to talk, look at their work, talk to them about their work, ask them questions and use many other means to find out about the students.

Formative assessment

Are there some who do what you tell them and progress through the curriculum? Some who cannot stay in one place For two minutes and have to be attended to all the time? Some who are excellent in mathematics: some who have difficulties in spelling? Some who are misbehaving?But do you really know who they are and what they like? Do you know what your student who cannot spell is good at? Do you know what your students like and what they dislike? Do you know the student who has a hidden Talent in your classroom? Do you know in what ways your students like to learn? Is it by listening, observing, doing, exploring, discussing?

KWL stands for three questions students ask themselves when they are learning new concepts or knowledge:

Question 1.—“K”: “What do I know?” Question 2. —“W”: “What do I want to know?” (“What

do I wonder?”) Question 3. —“L”: “What did I learn?”

K-W-L :A useful way of assessing the prior knowledge and experiences of students is to use ‘KWL’.

The first two questions are asked before the activity. The third is asked after carrying out the learning activity.

K: What do I know? W: What I want to know?L: What did I learn?

K: What do I know? W: What I want to know?L: What did I learn?

K: What do I know? W: What I want to know?L: What did I learn?

factories and traffic contribute to air pollutionwhen it is cold air pollutionis worse air pollution worsensasthma and other allergiesair pollution increases the “greenhouse effect” What is the contribution of different air polluters (in %)?How many people in India suffer from symptoms caused by air pollution?Who are the biggest air polluters globally?(This section is filled in after the informational text is read, viewed, or listened to and various activities are completed. It acts as a summary.)

(This section is filled inafter the informationaltext is read, viewed, orlistened to and variousactivities are completed.It acts as a summary.)What can be done toreduce air pollution?What is Kota municipality’spolicy in reducingAir pollution?

(This section is filled inafter the informationaltext is read, viewed, orlistened to and variousactivities are completed.It acts as a summary.)

Theme – Air pollution (Secondary School) Prompt: What do you know about air pollution?