BCA (Sikkim Manipal University - [SMU], East Sikkim - 2016)
Experience A great teachers once taught me that a good teachers inspires, ignites and enlighten the students. He is a contentious learner and a true student from inside.
He doesn't live for a career but for a mission.
He tries to understand why that child was late to the class because one day someone didn't understand him. He knows why the back-benchers are not always the worst students.
He loves to read, write and share.
He knows when to punish, when to speak and when to avoid.
He knows generation gap will be there, and he will need to learn every day.
Other than my love for my subject I am the one, who want to live for these values.
will you please hire me?
Tutoring Approach Good lesson planning is essential to the process of teaching and learning. A teacher who is prepared is well on his/her way to a successful instructional experience. The development of interesting lessons takes a great deal of time and effort. As a new teacher, you must be committed to spending the necessary time in this endeavour.
It is also important to realize that the best-planned lesson is worthless if interesting delivery procedures, along with good classroom management techniques, are not in evidence. There is a large body of research available pertaining to lesson development and delivery and the significance of classroom management. They are skills that must be researched, structured to your individual style, implemented in a teacher/learning situation, and constantly evaluated and revamped when necessary. Consistency is of the utmost importance in the implementation of a classroom management plan.
All teachers should understand that they are not an island unto themselves. The educational philosophy of the district and the uniqueness of their schools should be the guiding force behind what takes place in the classroom. The schoolâs code of discipline, which should be fair, responsible and meaningful, must be reflected in every teacherâs classroom management efforts. So my approaching is a little bit different.
I am to maintain such practices. So these are:
Establish a positive classroom environment
Make the classroom a pleasant, friendly place
Accept individual differences
Learning activities should be cooperative and supportive
Create a non-threatening learning environment
Organize physical space; eliminate situations that may be dangerous or disruptive
Establish classroom rules and procedures and consistently reinforce them
Begin lessons by giving clear instructions
State desired quality of work
Have students paraphrase directions
Ensure that everyone is paying attention
Ensure that all distractions have been removed
Describe expectations, activities and evaluation procedures
Start with a highly motivating activity
Build lesson upon prior student knowledge
Maintain student attention
Use random selection in calling upon students
Vary who you call on and how you call on them
Ask questions before calling on a student; wait at least five seconds for a response
Be animated; show enthusiasm and interest
Reinforce student efforts with praise
Vary instructional methods
Provide work of appropriate difficulty
Demonstrate and model the types of responses or tasks you want students to perform
Provide guided practice for students; monitor responses and deliver immediate corrective feedback
Use appropriate pacing
Be aware of your teaching tempo
Watch for cues that children are becoming confused, bored or restless; sometimes lesson have to be shortened
Provide suitable seatwork
Seatwork should be diagnostic and prescriptive
Develop procedures for seeking assistance; have a âhelpâ signal
Develop procedures for what to do when finished
Move around to monitor seatwork
Vary methods of practice
Evaluate what has taken place in your lesson
Summarize the lesson and focus on positive gains made by students; use surprise reinforcers as a direct result of their good behaviour
Determine if the lesson was successful; were goals accomplished?
Make a smooth transition into next subject
Have materials ready for next lesson
Maintain attention of students until you have given clear instructions for the next activity
Do not do tasks that can be done by students (i.e. passing out paper or collecting assignments); use monitors
Move around and attend to individual needs
Provide simple, step-by-step instructions
Utilize a freeze and listen signal, when necessary
Develop positive teacher/student relationships
Set a good example; be a positive role model
Create an exciting learning environment for all students
Reward good behaviour; create special activities that children will enjoy doing
Correct misbehaviours; have consequences of disruptive behaviour; communicate them to children
Keep it short and simple (KISS)
Use a warning system
Defer disruptive behaviour proactively (eye contact, close space between you and student, use head/hand gestures)
Help students are successful
Use planned ignoring (and teach another student to also ignore)