TEACHER SELF DEVELOPMENT By Mehrunissa Aslam. FACTORS TO DEVELOP PERSONALITY PERSISTENCE EMPATHY :...
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Transcript of TEACHER SELF DEVELOPMENT By Mehrunissa Aslam. FACTORS TO DEVELOP PERSONALITY PERSISTENCE EMPATHY :...
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TEACHER SELF DEVELOPMENT
By
Mehrunissa Aslam
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FACTORS TO DEVELOP PERSONAL ITY PERSISTENCE
EMPATHY : imaginative experiencing
RATIONALITY : logical thinking
LEARNING & KNOWLEDGE: Journeys in Personal
development
ATTITUDE : Introspective viewpoint
EMOTIONAL INTELLIGENCE: managing and guiding
emotions
PERCEPTION :Intellectual Game
MOTIVATION : For better performance
QUALITIES TO LEAD A TEAM
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Hierarchy of Needs
growth
emotional
physical
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Hierarchy of Needs
Physiological Needs
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PHYSIOLOGICAL NEEDS
food
water
air
sleep
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Physiological Needs
Hierarchy of Needs
Safety Needs
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Physiological Needs
Love & Belonging Needs
Safety Needs
Hierarchy of Needs
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Esteem
NeedsLove & Belonging
Needs
Physiological Needs
Safety Needs
Hierarchy of Needs
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Love & Belonging Needs
Physiological Needs
Safety Needs
Esteem
Needs
Self-ActualizationNeeds
Hierarchy of Needs
D- NeedsDeficitSurvival
B- Needs(being)Higher needs
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Six C’s of Motivation..
Choices
collaboration
Constructing meaningConsequences
Control
Challenges
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PHYSIOLOGICAL NEEDS
Break fast lunch program
Temperature
Bathroom breaks
Drink breaks
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SAFETY NEEDS
Well planned, structured lessons
Clearly defined processes, procedure, rules and practices
Fair discipline
Consistent expectations
Students feel free to take risk
Attitude of teacher ( accepting, Nonjudgmental, pleasant, non-
threatening)
Provide praise for correct responses intead of punishment
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BELONGING AND LOVE NEEDS (TEACHER STUDENT RELATION AND STUDENT STUDENT RELATIONSHIP)
Use one to one instruction
Use teacher conferencing
Get to know students ( likes, Dislikes, concerns)
Be available for students in need
Be supportive
Listen to students
Class discussion
Provide positive situation requiring mutual trust
Show and tell sharing
Provide positive comments and feedback rather than negative
Teacher personality ; empathetic, considerate, patient, fair, positive attitude
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ESTEEM NEEDS: (SELF ESTEEM)
Develop new knowledge based on background knowledge so as to
help ensure success ( scaffolding)
Pace instruction to fit individual need
Focus on strengths and assets
Take individual needs and abilities into account
Be alert to student difficulties
Be available and approachable
Involve all students in class participantion and responsibilites
When disciplining, do as privately as possible
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RESPECT FROM OTHERS:
Develop an environment where students are positive and non
judgmental
Star of the week, award program
Provide deserved positions of status
Involve students in activities of importance ( cleanup environment,
food drive etc)
Recognition programs for special efforts (helpful citizens of week)
Employ cooperative learning so as to develop trust between group
members
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SELF- ACTUALIZATION
Expect students to do their best
Give students freedom to explore and discover on
their own
Make learning meaningful – connections to “real”
life
Plan lessons involving meta-cognitive activities
Get students involved in self – expressive projects
Allow students to be involved in creative activities
and projects
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TEACHER SELF DEVELOPMENT
Teachers development is defined as
activities that develop an
individual’s skills, knowledge,
expertise and other characteristics
as a teacher.”
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OBJECTIVES OF PROFESSIONAL DEVELOPMENT
To update individuals’ knowledge of a subject in light of recent advances in the area;
To update individuals’ skills, attitudes and approaches in light of the development of new
teaching techniques
and objectives, new circumstances and new educational research;
• To enable individuals to apply changes made to curricula or other aspects of teaching practice;
• To enable schools to develop and apply new strategies concerning the curriculum and other
aspects of
teaching practice;
• To exchange information and expertise among teachers and others, e.g. academics,
industrialists; and
• To help weaker teachers become more effective.
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TYPES OF PROFESSIONAL DEVELOPMENT
• courses/workshops (e.g. on subject matter or methods and/or other education-related
topics);
• education conferences or seminars (at which teachers and/or researchers present their
research results
and discuss education problems);
• qualification programme (e.g. a degree programme);
• observation visits to other schools;
• participation in a network of teachers formed specifically for the professional development
of
teachers;
• individual or collaborative research on a topic of professional interest; and
• mentoring and/or peer observation and coaching, as part of a formal school arrangement.
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IMPACT OF PROFESSIONAL DEVELOPMENT
Self-confidence, teaching ability and KNOWLEDGE
As far as knowledge is concerned there seem to be different ways in which
teachers can develop confidence and improve their general teaching ability:
The subject matter – Above all, teachers should aim to develop their knowledge
of the subject matter they teach. If this is English, teachers can study the language
to further their understanding of how it works, they can enroll in language
development courses, and they can seek opportunities to practise and develop
their ability to listen to, read, speak and write in English, for example, by not
missing the opportunities they have to interact orally with native speakers,
subscribing to EFL/ESL magazines, and participating in synchronic or asynchronic
discussions on the Web. (Ed - such as the onestopenglish forum)
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Theories about learning and teaching – Teachers should also aim at
deepening their understanding of the theories underpinning learning
and teaching practices. This can be achieved by reading about teaching
and learning, attending seminars and workshops regularly, and enrolling
on methodology courses which will enable them to reconstruct their
knowledge of the background to language learning and teaching.
The students – The more teachers know their students, the more
effective their teaching will be. Teachers can get to know students better
by giving them opportunities to talk about themselves, really listening to
what they have to say, encouraging them to give teachers feedback on
anything and everything that happens in the classroom, showing a real
interest in them and above all, by teachers just “being themselves,” i.e.
not pretending to be somebody they are not.
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The workplace – Finally, it is important that teachers
know the context in which they work very well. This
involves academic aspects such as syllabuses, assessment
procedures, and knowledge of the supplementary materials
they can count on, as well as more practical concerns like
the use of audio, video or computer equipment.
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THANK YOU