Yüzyıl IşıI Primary English DepartmentAcademic year 2008 - 2009

Tips for TTips for Teachers eachers ininSetting Strategies forSetting Strategies for TeachingTeaching

&&Implementation of Implementation of Curriculum: Years 1Curriculum: Years 1--88

September 4, 2008September 4, 2008Dilek TokayDilek Tokay, SU, CIAD, SU, CIAD

PART I A Touch of General MethodologyPART I A Touch of General Methodology

i.i. ReadingReading

ii.ii. WritingWriting

iii. Portfoliosiii. Portfolios

iv.iv. Listening & Speaking & Presentation SkillsListening & Speaking & Presentation Skills

v.v. Topic Work & VocabularyTopic Work & Vocabulary

vi.vi. Tips on GrammarTips on Grammar

vii.vii. Assessment StrategiesAssessment Strategies

viii.viii. Pros & Cons of ContestsPros & Cons of Contests

PART III PD Workshops within the semesterPART III PD Workshops within the semester

Geared towards the Geared towards the

Primary & Secondary CurriculumPrimary & Secondary Curriculum

PART II Highlights of Feedback on the Syllabi PART II Highlights of Feedback on the Syllabi

Teaching Teaching

isis

a managerial processa managerial process

with humanisticwith humanistic, imaginative,, imaginative, and and

scientific methodology.scientific methodology.

TThe process of management he process of management builds on builds on

the aims tothe aims to

FORECAST FORECAST

PLANPLAN

ORGANIZEORGANIZE

INSTRUCTINSTRUCT

FACILITATEFACILITATE

COORDINATE COORDINATE

FOLLOWFOLLOW--UP UP

ENCOURAGEENCOURAGE

EVALUATEEVALUATE(Rees 1 modified)(Rees 1 modified)

PRE PRE –– CLASSCLASS PHASEPHASE

IN IN –– CLASSCLASS PHASEPHASE

POSTPOST-- CLASSCLASS PHASEPHASE

Which of these are the most Which of these are the most challengingchallenging??

FORECAST FORECAST

PLAN PLAN DesignDesignORGANIZEORGANIZE

INSTRUCTINSTRUCT

FACILITATE FACILITATE Exploit Exploit COORDINATECOORDINATE

ENCOURAGEENCOURAGE

FOLLOWFOLLOW--UPUP

ENCOURAGEENCOURAGE AssessAssessEVALUATEEVALUATE

As teachersAs teachers,, you do the following:you do the following:

PRE PRE –– CLASSCLASS PHASEPHASEFORECAST FORECAST

PLAN PLAN DesignDesignORGANIZEORGANIZE

1. KNOW THYSELF! 1. KNOW THYSELF!

Identify Your Role Identify Your Role aas s aa Guide Guide aandnd FacilitatorFacilitator..

3. KNOW YOUR SUBJECT3. KNOW YOUR SUBJECT

Define Your LongDefine Your Long--term And Shortterm And Short--term Objectives.term Objectives.

2. KNOW YOUR2. KNOW YOUR STUDENTSSTUDENTS..

Identify Identify tthe Grouphe Group –– Age/ Gender/ Level/ Threshold/ Age/ Gender/ Level/ Threshold/ Size.Size.

4. REVIEW YOUR CONTENT MATERIALS4. REVIEW YOUR CONTENT MATERIALS -- Syllabus/ Books/ ManualsSyllabus/ Books/ Manuals

5. REVIEW YOUR PROCESS MATERIALS5. REVIEW YOUR PROCESS MATERIALS -- Exploitation TechniquesExploitation Techniques

6. IDENTIFY YOUR TOOLS6. IDENTIFY YOUR TOOLS -- Board/ Video/ CDs/ Charts/ Posters/ PhotosBoard/ Video/ CDs/ Charts/ Posters/ Photos

8. REVIEW YOUR TIME MANAGEMENT STRATEGIES 8. REVIEW YOUR TIME MANAGEMENT STRATEGIES ..

7. MAKE A LESSON PLAN7. MAKE A LESSON PLAN -- CCritical path analysis of activities/ritical path analysis of activities/ tasks tasks

1. KNOW THYSELF! 1. KNOW THYSELF!

IDENTIFY YOUR ROLE AS A GUIDE AND FACILITATOR.IDENTIFY YOUR ROLE AS A GUIDE AND FACILITATOR.

CHECKLIST: What are CHECKLIST: What are your your most most outstandingoutstanding characteristics?characteristics?

How much do these contribute to your communicationHow much do these contribute to your communication skills?skills?

Consider Consider •• YOUR YOUR PERSONAL FACTORSPERSONAL FACTORS

Physical makePhysical make--up:up: Gender/ AgeGender/ AgeAppeaAppearance/ Posture rance/ Posture Body Body language/ Use of voicelanguage/ Use of voice

Personality/ AttitudesPersonality/ Attitudes affectaffecting ing how how youyou react in different circumstancesreact in different circumstances

shapshapinging your your concept of satisfaction and fulfilmentconcept of satisfaction and fulfilment

Personality typePersonality typeDemocraticDemocratic-------------------------------------------------------------------- AuthoritarianAuthoritarian

IndividualisticIndividualistic--------------------------------------------------------------Affiliative Affiliative

ConformistConformist----------------------------------------------------------------------NonconformistNonconformist

Gentle Gentle -------------------------------------------------------------------------------- AggressiveAggressive

CooperativeCooperative------------------------------------------------------------------ CompetitiveCompetitive

AchievingAchieving--------------------------------------------------------------------------NonNon--achievingachieving

DominantDominant--------------------------------------------------------------------------SubmissiveSubmissive

ExtrovertExtrovert-------------------------------------------------------------------------- Introvert Introvert

Anxious Anxious ---------------------------------------------------------------------------- Poised Poised

SensitiveSensitive---------------------------------------------------------------------------- InsensitiveInsensitive

TactfulTactful-------------------------------------------------------------------------------- TactlessTactless

Understanding Understanding ------------------------------------------------------------ToughTough

ConsiderConsider•• BACKGROUND FACTORS BACKGROUND FACTORS -- KNOWLEDGEKNOWLEDGE

Role geared towards transmissionRole geared towards transmission

Role geared towards interpretationRole geared towards interpretation

Linguistic competenceLinguistic competence

Communicative competence Communicative competence

Ability to transfer information/ to present material or Ability to transfer information/ to present material or

solve problemssolve problems using the theory using the theory

or or

the the techniques with which the students are familiartechniques with which the students are familiar

•• ORGANIZATIONAL FACTORS ORGANIZATIONAL FACTORS -- IDENTIFYING PRIORITIESIDENTIFYING PRIORITIES

Goal Goal -- oriented oriented -- OpenOpen--ended activitiesended activities

Task Task -- oriented oriented -- ClosedClosed--ended activitiesended activities

•• TIME MANAGEMENTTIME MANAGEMENT

Strictly organized/ Strictly organized/ ppromptrompt

Punctual and organized leaving space for Punctual and organized leaving space for interactioninteraction..

KNOW THYSELF! KNOW THYSELF!

IDENTIFY YOUR ROLE AS A GUIDE AND FACILITATOR.IDENTIFY YOUR ROLE AS A GUIDE AND FACILITATOR.

Evaluation of ROLESEvaluation of ROLES

AWARENESS EXERCISE: Represent the position you feel you have in AWARENESS EXERCISE: Represent the position you feel you have in

each collective group with an Xeach collective group with an X ..Where do you fit?Where do you fit?

FAMILY FAMILY SCHOOL CLASSSCHOOL CLASS

How do your students see you?How do your students see you?

How do your How do your colleagues colleagues see you?see you?

How do your How do your administrators administrators see you?see you?

How do you see yourself?How do you see yourself?

ConsiderConsider •• PERSONAL FACTORSPERSONAL FACTORS

Physical makePhysical make--up:up: Gender / AgeGender / AgeAAppearance/ Body language/ Use of voiceppearance/ Body language/ Use of voice

Personality/ Attitudes: Introvert Personality/ Attitudes: Introvert -- ExtrovertExtrovert

CConformist onformist -- NonconformistNonconformist

CCooperative ooperative -- DominantDominant

•• BACKGROUND FACTORS BACKGROUND FACTORS –– UPBRINGING & UPBRINGING & KNOWLEDGEKNOWLEDGE

Linguistic competenceLinguistic competence

Communicative competenceCommunicative competence

ThresholdsThresholds - Readiness to absorb course contentReadiness to absorb course content

•• INVOLVEMENTINVOLVEMENT

AttendanceAttendance

Interest/ motivation/ Interest/ motivation/ PreparationPreparation

Implicit Implicit versus versus ExplicitExplicit learner contributionslearner contributions

GoalGoal--oriented oriented versus versus TaskTask--oriented oriented learner contributionslearner contributions

SerialSerial versus versus Holistic Holistic learner typeslearner types

ConvergentConvergent versus versus Divergent Divergent learner typeslearner types

2.2. KNOW YOURKNOW YOUR STUDENTSSTUDENTS. .

IDENTIFY THE GROUP AND THE SIZE.IDENTIFY THE GROUP AND THE SIZE.

What do you think about What do you think about YI YI student profile?student profile?

How do students meet at the lowest common How do students meet at the lowest common denominatordenominator??

Background survey of StudentsBackground survey of Students from Student Resourcesfrom Student Resources!!

2. 2. KNOW YOURKNOW YOUR STUDENTSSTUDENTS. .

IDENTIFY THE GROUP AND THE SIZEIDENTIFY THE GROUP AND THE SIZE

CHECKLIST: CHECKLIST: How do How do students students describe describe goodgood teachersteachers? ?

Choose 3 descriptions from the 2 columns and rank tChoose 3 descriptions from the 2 columns and rank the items.he items.

A A good good teacher teacher isis……

knowledgeableknowledgeableclearclear

efficientefficient

organizedorganized

competentcompetentrresourcefulesourceful

sskillfulkillfula learnera learner herself/herself/

a listenera listener

a motivatora motivator

a facilitatora facilitatoraware of learnersaware of learners’’

needsneeds

able to emphatizeable to emphatize fairfair

iintelligentntelligent creativecreative

flexible flexible enthusiasticenthusiastic

ddedicatededicated patientpatient

approachable approachable lovingloving

selfself--confident confident ffriendlyriendlyhelpful hhelpful humorousumorousttolerantolerant ssympatheticympathetic

mentally sound mentally sound assertive assertive

3. Knowledge3. Knowledge--related related

QualitiesQualities

2. Skill2. Skill--related related QualitiesQualities

1. 1. Personal QualitiesPersonal Qualities

From a brainstorming session with teacher trainers SELP National Seminar, Machakos2002

3. KNOW YOUR SUBJECT3. KNOW YOUR SUBJECT

DEFINE YOURDEFINE YOUR LONGLONG--TERM AND SHORTTERM AND SHORT--TERM OBJECTIVES.TERM OBJECTIVES.

QUESTION SHOOTING: QUESTION SHOOTING: How do your How do your goalsgoals differ fromdiffer from

your your objectivesobjectives?? Compare & contrast giving samples.Compare & contrast giving samples.

Locate G & OLocate G & O

2.2. 3.3. 4.4.1.1.

4. REVIEW YOUR CONTENT MATERIALS4. REVIEW YOUR CONTENT MATERIALS

QUESTION SHOOTING: QUESTION SHOOTING: What are your Content Materials? What are your Content Materials?

How does your How does your lesson lesson relate to them?relate to them?

[[ ] ] CurriculumCurriculum Protecting our EnvironmentProtecting our Environment

[[ ]] SyllabusSyllabus

[[ ]] Course BookCourse Book/ Teacher/ Teacher’’s Books Book

[[ ]] ChapterChapter

[[ ]]Module/ Unit Module/ Unit

[[ ]] Articles/ TextsArticles/ Texts/ Picture Packs/ Picture Packs

[[ ]] ResearchResearch

[[ ]] Statistics Statistics

[[ ]]Maps/ Diagrams/ Charts/ GraphsMaps/ Diagrams/ Charts/ Graphs

[[ ]] AlbumsAlbums

[[ ]] AlmanacsAlmanacs

[[ ]] DictionariesDictionaries

??

LessonLesson

5. REVIEW YOUR PROCESS MATERIALS5. REVIEW YOUR PROCESS MATERIALS

EXPLOITATION TECHNIQUES/ STYLE OF YOUR LEEXPLOITATION TECHNIQUES/ STYLE OF YOUR LESSONSSON

SAMPLESAMPLE: Match the activities with the stages.: Match the activities with the stages.

Which of these exploitatWhich of these exploitation stages, do you ion stages, do you

think, are the most chalthink, are the most challenging ? Why?lenging ? Why?

StartStart

Pause Pause

Repeat Repeat

Reformulate / RephraseReformulate / Rephrase II. BODYII. BODY

Exemplify Exemplify

SummariseSummarise

CloseClose

ShiftShift

I. I. OPENINGOPENING

III. CLOSUREIII. CLOSURE

5.5. REVIEW YOUR PROCESS MATERIALS REVIEW YOUR PROCESS MATERIALS

EXPLOITATION TECHNIQUES / STYLE OF YOUR LECTUREEXPLOITATION TECHNIQUES / STYLE OF YOUR LECTURE

If you have If you have 18 18 students, that means,students, that means, you have you have 36 36 EYES watching you, EYES watching you,

and and 36 36 EARS trying to listen to you to respond actively.EARS trying to listen to you to respond actively.

Your Your students students will try to identify will try to identify

•• purpose & scope of the purpose & scope of the lesson lesson and topic developmentand topic development

•• relationships among generalizations, hypotheses, and relationships among generalizations, hypotheses, and examples examples

•• your choice of your choice of discourse markersdiscourse markers in signalling in signalling the the

structure of a lestructure of a lesson. sson.

5.5. REVIEW YOUR PROCESS MATERIALSREVIEW YOUR PROCESS MATERIALS

EXPLOITATION TECHNIQUES/ STYLE OF YOUREXPLOITATION TECHNIQUES/ STYLE OF YOUR INSTRUCTIONINSTRUCTION

Your Your students students will focus on your use ofwill focus on your use of

•• MICROMARKERS:MICROMARKERS:

Lower order markers of segmentationLower order markers of segmentation && connectionsconnections

Segmentation Segmentation TemporalTemporal CausalCausal Contrast Contrast EmphasisEmphasisWell,Well,.... For the moment, ..soFor the moment, ..so.. .. ..but.. Obviously....but.. Obviously..

Okay? Okay? After this, ..then.. ..however.. After this, ..then.. ..however.. In fact..In fact..

Right? Right? Next, ..because.. ..on the other hanNext, ..because.. ..on the other hand.. You can see..d.. You can see..

•• MACRO MARKERS:MACRO MARKERS:

Higher order discourse markers signalling Higher order discourse markers signalling

major transitions and emphasismajor transitions and emphasis

Now , weNow , we’’ll see what happens when..ll see what happens when..

The problem here is that,..The problem here is that,..

The next important point is that,..The next important point is that,..

Ref: Jordan, English for Academic Purposes , Cambridge University Press, 1997

5.5. REVIEW YOUR PROCESS MATERIALS REVIEW YOUR PROCESS MATERIALS

EXPLOITATION TECHNIQUES / STYLE OF YOUREXPLOITATION TECHNIQUES / STYLE OF YOUR INSTRUCTONINSTRUCTON

Your Your students students will try to will try to

•• infer RELATIONSHIPS infer RELATIONSHIPS [[comparison/ causecomparison/ cause--effect relationeffect relationshipship]]

•• recognize KEY LEXICAL ITEMS related to recognize KEY LEXICAL ITEMS related to the the subject subject

•• deduce meaning of NEW WORDS FROM CONTEXTdeduce meaning of NEW WORDS FROM CONTEXT

•• recognize recognize the the function of INTONATIONfunction of INTONATION..

TO SIGNAL INFORMATIONTO SIGNAL INFORMATION

Watch yourWatch your

PITCH PITCH PATTERNPATTERN/ VOLUME/ PACE/ STRESS/ VOLUME/ PACE/ STRESS

•• detect your attitude toward subject matterdetect your attitude toward subject matter, that is, that is

your enjoying or not enjoying what you doyour enjoying or not enjoying what you do..

☺☺☺☺☺☺☺☺

6. IDENTIFY YOUR TOOLS6. IDENTIFY YOUR TOOLS

CHECKLIST: Which of these teaching tools, do you CHECKLIST: Which of these teaching tools, do you

think, are the most usethink, are the most useful and practical ? ful and practical ?

Indicate priorities. What determines tIndicate priorities. What determines their utility value?heir utility value?

HARDWARE/ SOFTWARE/ HUMANWAREHARDWARE/ SOFTWARE/ HUMANWARE

[[ ] Board, ] Board,

[[ ] Magnet board] Magnet board

[[ ] Flash cards ] Flash cards

[[ ] Charts/ ] Charts/ maps/ diagrams/ maps/ diagrams/ Grids on Transparency/ Grids on Transparency/ screen/ screen/ Hard copyHard copy

[[ ] Realia/ Objects / Apparatus] Realia/ Objects / Apparatus

[[ ] Tape Recorder and Audiocassettes] Tape Recorder and Audiocassettes

[[ ] Video Player and Video Cassettes ] Video Player and Video Cassettes

[[ ] Computer & Projector] Computer & Projector

[[ ] Over Head Projector [OHP]] Over Head Projector [OHP]

[[ ] PowerPoint Slides on Discs] PowerPoint Slides on Discs/ memory stick/ memory stick, ,

[[ ] DVDs] DVDs

[[ ] ] PicturesPictures/ Flow charts/ Graphs/ Diagrams TO BE DRAWN/ / Flow charts/ Graphs/ Diagrams TO BE DRAWN/

ON THE BOARD [If photocopying helps, then try that]*ON THE BOARD [If photocopying helps, then try that]*

6.6. IDENTIFY YOUR TOOLS IDENTIFY YOUR TOOLS -- WHITE / GREEN BOARDSWHITE / GREEN BOARDS

QUESTION SHOOTING :How would you use theQUESTION SHOOTING :How would you use the

green/white board in your classroom to answer thgreen/white board in your classroom to answer the needse needs

in the most efficient way? Locate on the frame.in the most efficient way? Locate on the frame.

Date Date Highlight pointsHighlight pointsSentencesSentences AssignmentAssignmentssDrawings AnswerDrawings Answers to questionss to questionsStructure patternsStructure patterns & samples& samples

ContextContext-- based based new new vocabularyvocabulary

7. MAKE A LESSON PLAN7. MAKE A LESSON PLAN

A CRITICAL PATH ANALYSIS OF ACTIVITIES/ TASKSA CRITICAL PATH ANALYSIS OF ACTIVITIES/ TASKS

withwithinin

TIMTIMEE SLOTS SLOTS

QUESTION SHOOTING:What would be the sub headings QUESTION SHOOTING:What would be the sub headings

under the given categories?under the given categories?

QUIZ /QUIZ /

HOMEWORKHOMEWORK

ROUNDROUND--UPUP

PRESENTATIONPRESENTATION

P L A N N I N GP L A N N I N G

Academic Year/ Semester: Course/Academic Year/ Semester: Course/ Section:Section:

Objective:Objective:

WARM WARM --UPUP

TIME ALLOTTEDTIME ALLOTTEDTOOLSTOOLSSTRATEGIESSTRATEGIESACTIVITIESACTIVITIES

INTERACTIONINTERACTION

LESSON PLANLESSON PLAN

8. REVIEW YOUR TIME MANAGEMENT STRATEGIES/ PROCEDURES8. REVIEW YOUR TIME MANAGEMENT STRATEGIES/ PROCEDURES

Watch your Watch your

OWNERSHIP OF TIME.OWNERSHIP OF TIME.

Owning your time involves respecting your Owning your time involves respecting your PERSONAL STYLEPERSONAL STYLE

with care for improvement and efficiency.with care for improvement and efficiency.

•• Think about your most creative processesThink about your most creative processes::

Are you a night person versus day person?Are you a night person versus day person?Do you work in a lot of little spurts versus a few long sessionDo you work in a lot of little spurts versus a few long sessions?s?Do you get DISTRACTED very easily?Do you get DISTRACTED very easily?

Are you a perfectionist who gets lost with DETAILS?Are you a perfectionist who gets lost with DETAILS?Do you take tasks as BIG CHUNKS?Do you take tasks as BIG CHUNKS?Do you set UNATTAINABLE GOALS?Do you set UNATTAINABLE GOALS?Can you differentiate between PRIORITY & URGENCYCan you differentiate between PRIORITY & URGENCYDo you perform better when you ORGANIZEDo you perform better when you ORGANIZE & WRITE& WRITE

DOWNDOWN??

•• Analyze/ Develop/ improve your personal styleAnalyze/ Develop/ improve your personal style..

Figure out what your style is and ACCEPT it, Figure out what your style is and ACCEPT it,

RESPECT it, WORK with it, and IMPROVE it.RESPECT it, WORK with it, and IMPROVE it.

Ref:http:// ub-counseling.buffalo.edu/timemanage.shtml

8.8. REVIEW YOUR TIME MANAGEMENT STRATEGIES/ PROCEDURES REVIEW YOUR TIME MANAGEMENT STRATEGIES/ PROCEDURES

for all activities for all activities in thein the classroomclassroom

CHECKLIST:CHECKLIST:Evaluate the lesson plan indicating Evaluate the lesson plan indicating

STRENGTHS and ISSUES TO WORK ONSTRENGTHS and ISSUES TO WORK ON

ISSUES TO ISSUES TO

WORK ONWORK ON

STRENGTHSSTRENGTHS

QUIZ /QUIZ /

HOMEWORKHOMEWORK

ROUNDROUND--UPUP

PRESENTATIONPRESENTATION

P L A N N I N GP L A N N I N G

Academic Year / Semester: Academic Year / Semester: YearYear/ / LevelLevel::

Objective:Objective: Date:Date:

WARM WARM --UPUP

Time Time

AllottedAllotted

ToolsToolsStrategiesStrategiesActivitiesActivities

INTERACTIONINTERACTION

LESSON PLANLESSON PLAN

9. 9. BUILD CONFIDENCEBUILD CONFIDENCE

CHECKLIST:Show priority for the activities that may help youCHECKLIST:Show priority for the activities that may help youthe bestthe best to to strengthen your strengthen your confidenceconfidence..

[ ] Be SURE about your content.Be SURE about your content.

[[ ]] Review syllabus. Review syllabus. Be sure that Be sure that you know what is REQUIRED for theyou know what is REQUIRED for the lessonlesson..

[[ ]] Always review content for the day with highlight PROBLEMATIC isAlways review content for the day with highlight PROBLEMATIC issues.sues.

[[ ]] Define OBJECTIVES & goals.Define OBJECTIVES & goals.

[[ ]] Make a LESSON PLAN, and indicate app. time slots for each activMake a LESSON PLAN, and indicate app. time slots for each activity.ity.

[[ ]] Have an image/ SCENARIO of your planned recitation in your mindHave an image/ SCENARIO of your planned recitation in your mind..

[[ ]] Prepare yourself for a Prepare yourself for a CHALLENGING CHALLENGING QUESTIONQUESTION..

[[ ]] Choose an ICEChoose an ICE--BREAKER for the day. DonBREAKER for the day. Don’’t forget delicate humor goes t forget delicate humor goes

hand in hand with intelligence.hand in hand with intelligence.

[[ ]] Know your Know your students students with their NAMESwith their NAMES from the first dayfrom the first day and and with their with their

STRENGTHSSTRENGTHS from the first monthfrom the first month..

[[ ]] Make ties with Make ties with the the PREVIOUSPREVIOUS LESSONSLESSONS..

[[ ]] Meet Meet your students your students outside outside class class for FEEDBACK and FOLLOW UP.for FEEDBACK and FOLLOW UP.

[[ ]] Always discuss issues with yourAlways discuss issues with your colleaguescolleagues. Remember, . Remember, ssenior enior teachers can teachers can

be good mentors be good mentors to share their experiences with you. to share their experiences with you.

[[ ]] Believe that what makes you lovable is your RESPECT Believe that what makes you lovable is your RESPECT for for your job as well your job as well

as your knowledge and managerial skills.as your knowledge and managerial skills.

[[ ]] Believe in what you are doing. You are NEEDEDBelieve in what you are doing. You are NEEDED in this schoolin this school. .

10. 10. AVOID PERFORMANCE ANXIETYAVOID PERFORMANCE ANXIETY

How much do you care for the following ? Indicate priority.How much do you care for the following ? Indicate priority.

Which of these items are absurd?Which of these items are absurd?

[[ ]] Look for improvement rather than perfectionism which demands Look for improvement rather than perfectionism which demands

exceptional results.exceptional results.

[[ ] Prevent perfectionism. This may destroy self] Prevent perfectionism. This may destroy self--esteem if nothing is goodesteem if nothing is good

enough for you.enough for you.

[[ ] Set achievable goals within the realm of your possibilities.] Set achievable goals within the realm of your possibilities.

[[ ] Moderate your expectations.] Moderate your expectations.

[[ ] Shake off procrastination.] Shake off procrastination.

[[ ] Don] Don’’t forgett forget,, procrastination and disorganization are integrally linked.procrastination and disorganization are integrally linked.

[[ ] Plan , organize, and schedule.] Plan , organize, and schedule.

[[ ] Don] Don’’t confuse urgency & priority.t confuse urgency & priority.

[[ ] Don] Don’’t sacrifice priority for urgency/ convenience.t sacrifice priority for urgency/ convenience.

[[ ] Avoid forgetfulness by notes on a card / lesson plan on one s] Avoid forgetfulness by notes on a card / lesson plan on one sheet.heet.

[[ ] Break a task into manageable chunks.] Break a task into manageable chunks.

[[ ] Set some motivational grabbers for your] Set some motivational grabbers for your lessonlesson..

[[ ] Don] Don’’t forget the role of ice breakers.t forget the role of ice breakers.

[[ ] Devise open ] Devise open -- ended questions making your ended questions making your students students feel important.feel important.

[[ ] Set strategies for handling dysfunctional group behaviour.] Set strategies for handling dysfunctional group behaviour.

10.10. AVOID PERFORMANCE ANXIETYAVOID PERFORMANCE ANXIETY

How much do you care for the following ? How much do you care for the following ? Indicate priority by putting numbers. Indicate priority by putting numbers.

[[ ] Do your planning heartily like writing a scenario for a play.] Do your planning heartily like writing a scenario for a play.

[[ ] Hold your head erect/ carry your body with assurance.] Hold your head erect/ carry your body with assurance.

[[ ] Look at your posture in the mirror.] Look at your posture in the mirror.

[[ ] See how your body looks with mimics and gestures.] See how your body looks with mimics and gestures.

[[ ] Listen to your own voice. Practice with your vocal cords to p] Listen to your own voice. Practice with your vocal cords to produce an roduce an

assertive tone with the right pitch patterns for questions assertive tone with the right pitch patterns for questions and confirmation.and confirmation.

[[ ] Think positively and reflect it with a smile.] Think positively and reflect it with a smile.

[[ ] Suppose you are an actor on stage and you are there for a goo] Suppose you are an actor on stage and you are there for a good purpose.d purpose.

[[ ] Have ] Have caring caring eye contact with youeye contact with your studentsr students.. Touch them when needed.Touch them when needed.

[[ ] ] Establish good rapport with Establish good rapport with your students your students believing in the importance of believing in the importance of

what you are doing.what you are doing.

[[ ] ] SSee your strengths.ee your strengths.

[[ ] Never ] Never discourage discourage yourself for not succeeding in one particular area, look yourself for not succeeding in one particular area, look

for different strategies.for different strategies.

[[ ]] Love yourself, love your job, and love yourLove yourself, love your job, and love your studentsstudents!!

IN IN –– CLASSCLASS PHASEPHASE

[WORKSHOP II][WORKSHOP II]

INSTRUCTINSTRUCT

FACILITATE FACILITATE Exploit Exploit COORDINATECOORDINATE

ENCOURAGEENCOURAGE

1. CARE FOR PROMPTNESS1. CARE FOR PROMPTNESS..

Always be in your Always be in your classclassroom 3room 3--5 minutes before the session starts.5 minutes before the session starts.

2. MAKE AN IMPRESSION2. MAKE AN IMPRESSION..

In your first session introduce yourself and let your In your first session introduce yourself and let your students students introduce introduce themselves. themselves.

DonDon’’t forget, t forget,

First ImpressionFirst Impression has a lot of has a lot of iimpact on mpact on studentstudentss’’ Interest.Interest.

Make Make every student every student feel that feel that his/her his/her presence presence

MAKES A DIFFERENCE IN THE GROUP. MAKES A DIFFERENCE IN THE GROUP.

3. 3. Shortly dShortly defineefine WHAT you are going to do and WHY.WHAT you are going to do and WHY.

[Works much better in classes after Year 3][Works much better in classes after Year 3]

44. Explain EXPECTA. Explain EXPECTATIONS briefly, implement them, and stick to them. TIONS briefly, implement them, and stick to them.

Be consistentBe consistent !!

55. . DonDon’’t have double standards for different students.t have double standards for different students.

66. . DonDon’’t show any favourism for any student. t show any favourism for any student.

77.. If you want to praise merits, have variety in different areas,If you want to praise merits, have variety in different areas, notnot

only studentsonly students’’ hard work.hard work.

Eg:Eg:

Punctuality/ reliability/ honesty/ helpfulness/ cleanliness/ efPunctuality/ reliability/ honesty/ helpfulness/ cleanliness/ effort/fort/

Leadership/ partnership/ conscienciousness/ awareness/ curiLeadership/ partnership/ conscienciousness/ awareness/ curiosityosity

8. MONITOR AND GIVE GUIDANCE AS YOU PRESENT AND8. MONITOR AND GIVE GUIDANCE AS YOU PRESENT ANDINTERACT.INTERACT.

Are the following phases clearly observed inAre the following phases clearly observed in your sessionyour session??

Start Start -- Pause Pause -- Repeat Repeat -- Reformulate Reformulate -- Exemplify Exemplify -- Close Close

ShiftShift

Start Start -- Pause Pause -- Repeat Repeat -- Reformulate Reformulate -- Exemplify Exemplify -- CloseClose

Which phase is more dominant?Which phase is more dominant?

Is there a particular reason for this phase being Is there a particular reason for this phase being repeated?repeated?

Which phase includes writing on the board? Why?Which phase includes writing on the board? Why?

9. 9. EXPECT INVOLVEMENTEXPECT INVOLVEMENT

Asking QuestionsAsking Questions•• Ask intelligent questions. Ask intelligent questions.

•• Add humoAdd humouur to questions. r to questions.

•• Make questions precise.Make questions precise.

•• Divide a question into partsDivide a question into parts..

•• Differentiate your tone in the questions.Differentiate your tone in the questions.

•• Pause after asking questions.Pause after asking questions.

•• Ask WH questions rather than Yes/Ask WH questions rather than Yes/ No questionsNo questions after a stageafter a stage..

Responding to Questions & Answers:Responding to Questions & Answers:•• Never leave a question unanswered.Never leave a question unanswered.

•• Create a possibility even for the impossible questions.Create a possibility even for the impossible questions.

•• Give the option of the Give the option of the ““next lessonnext lesson”” for a challenging for a challenging

questionquestion,, but donbut don’’t repeat this very often.t repeat this very often.

•• Avoid answering a question only to one or two studentsAvoid answering a question only to one or two students..

•• If an answer is wrong, state this in a mildIf an answer is wrong, state this in a mild tonetone, , indicate why it isindicate why it is

wrong;wrong; dondon’’t intimidatet intimidate with a sharp with a sharp ““NO!NO!””

1100. CALCULATE THE IMPACT OF TOOLS/ TECHNOLOGY.. CALCULATE THE IMPACT OF TOOLS/ TECHNOLOGY.

What ? Where ? How ? How much? Why ?What ? Where ? How ? How much? Why ?

•• Board, Magnet board, Flash cards, Role cards Board, Magnet board, Flash cards, Role cards

•• Charts, Posters, PicturesCharts, Posters, Pictures

••Maps, Diagrams Maps, Diagrams

•• RealiaRealia

•• Tape recorder and audiocassettesTape recorder and audiocassettes

•• Video player and Video cassettes, Video player and Video cassettes,

•• Computer&Projector,Computer&Projector,

•• Over Head Projector, Over Head Projector,

•• PowerPoint slides onPowerPoint slides on disksdisks, ,

•• Flow charts, Graphs, Diagrams ON THE BOARDFlow charts, Graphs, Diagrams ON THE BOARD

•• DVDs DVDs

Whatever the toolWhatever the tool,, care for practicality,utility, and location.care for practicality,utility, and location.

1111.. COMMUNICATE COMMUNICATE -- GET TO KNOW EACH GET TO KNOW EACH STUDENT STUDENT ININ YOUR YOUR

CLASS.CLASS.

•• Observe knowObserve know--how, and individual skills of individuals. how, and individual skills of individuals.

•• Care for past and present experiences in that environment. Care for past and present experiences in that environment.

•• Listen to individualListen to individual studentstudent’’ss future goalsfuture goals, , anticipationsanticipations or or

problems outside classproblems outside class..

•• Be aware of individualBe aware of individual studentstudent’’s special interes special interests and give sts and give

assignments accordinglyassignments accordingly. .

When /Where/ How do you achieve all these When /Where/ How do you achieve all these

points?points?

1122.. MAKE A ROLE SET ANALYSIS WITH CLASS GOALS, GROUP MAKE A ROLE SET ANALYSIS WITH CLASS GOALS, GROUP

GOALS AND INDIVIDUAL GOALS IN MIND.GOALS AND INDIVIDUAL GOALS IN MIND.

Consider Consider •• PERSONAL FACTORSPERSONAL FACTORS

•• BACKGROUND FACTORSBACKGROUND FACTORS

•• ORGANIZATIONAL FACTORSORGANIZATIONAL FACTORS

Which Which pprocess materials in class or outside, helprocess materials in class or outside, help

you establish good rapport?you establish good rapport?

1133. OBSERVE AND INITIATE MOTIVATION.. OBSERVE AND INITIATE MOTIVATION.

• CalculateCalculate WORK PERFORMANCEWORK PERFORMANCE. .

•• Make careful diagnosis ofMake careful diagnosis of REASONS REASONS for both outstanding performance for both outstanding performance

and poor performance.and poor performance.

•• MatchMatch each studenteach student’’ss STYLESTYLE to situations.to situations.

•• DonDon’’t forgett forget ““SELF AND WORK ACTUALIZATIONSELF AND WORK ACTUALIZATION”” depends on thedepends on the

““NEED TO ACHIEVENEED TO ACHIEVE””..

•• Be aBe a GOOD MODELGOOD MODEL yourself, showing your motivation and energy toyourself, showing your motivation and energy to

keep the group going for progrekeep the group going for progress. ss.

•• Make a list ofMake a list of DISSATISFIERSDISSATISFIERS..

•• Watch forWatch for INTERPERSONAL RELATIONSINTERPERSONAL RELATIONS in the group.in the group.

•• ClarifyClarify WORK CONTENTWORK CONTENT and and TASK PROCEDURESTASK PROCEDURES..

•• ExplainExplain EXPECTANCY EXPECTANCY clearly.clearly.

•• Focus on the ratio betweenFocus on the ratio between LEVEL OF SKILLLEVEL OF SKILL andand

KNOWLEDGE REQUIREMENTS.KNOWLEDGE REQUIREMENTS.

1144. DESIGN QUALITY CIRCLES /GROUPS/ TEAMS WITH. DESIGN QUALITY CIRCLES /GROUPS/ TEAMS WITH

LEADERS/ MODERATORS.LEADERS/ MODERATORS.

Locate your groups !Locate your groups !

How many ?How many ?

Where?Where?

Why?Why?

1155. ESTABLISH EFFECTIVE WORKING RELATIONSHIPS BETWEEN. ESTABLISH EFFECTIVE WORKING RELATIONSHIPS BETWEEN

TEAMS/ TASK GROUPS.TEAMS/ TASK GROUPS.

Observe group membersObserve group members’’ skills, competence, leadership, task fulfilment, and skills, competence, leadership, task fulfilment, and

decision makingdecision making..

GroupGroup

needsneedsIndividual Individual

needsneeds

Task Task

needsneedsTask Task needsneeds

Group Group

needsneeds Individual Individual

needsneeds

Group Group 11

Task Task 11

Group Group 22

Task Task 22

INTERACTION INTERACTION

IN IN

THE CLASSROOMTHE CLASSROOM

YOUYOU

1166. ESTABLISH SAPIENTIAL AUTHORITY. ESTABLISH SAPIENTIAL AUTHORITY

Leadership by virtue of particular expertise = Specialist knowleLeadership by virtue of particular expertise = Specialist knowledge + dge +

knowledge of organizational procedures and processes. knowledge of organizational procedures and processes.

Make a presence withMake a presence with

CAREFUL DIAGNOSIS and PATIENT NAVIGATION.CAREFUL DIAGNOSIS and PATIENT NAVIGATION.

Have a temperament which maximises Have a temperament which maximises

AGREEMENT and MUTUAL BELIEF.AGREEMENT and MUTUAL BELIEF.

Make Make your class your class feel your authority as afeel your authority as a

FACILITATORFACILITATOR,, NOT AS A DICTATOR. NOT AS A DICTATOR.

ESTABLISH HARMONY ESTABLISH HARMONY instead ofinstead of POLARIZATION.POLARIZATION.

WHAT KIND OF A MODEL ARE YOU?WHAT KIND OF A MODEL ARE YOU?

HHeroic leader modeleroic leader model knew all and could do everything and knew all and could do everything and solve all problems.solve all problems.

PostPost--heroic leader modelheroic leader model asks how issues can be solved developingasks how issues can be solved developingothersothers’’ capacity to handle and take part in capacity to handle and take part in

decisiondecision--making.making.

Even young students can help us learn at any levelEven young students can help us learn at any levelas we teach them to learas we teach them to learn!n!

Outside class, share your Outside class, share your classroom classroom experienceexperiencesswith yourwith your colleaguescolleagues..

BrainstormBrainstorm on some issues and try to find the reasons:on some issues and try to find the reasons:

•• How often How often do do you meet and interactyou meet and interact??

•• WhoWho have you naturally chosen have you naturally chosen a mentora mentor??

•• Can you make your voice heardCan you make your voice heard ??

•• How much How much does does your your coordinator help you?coordinator help you?

•• HowHow much are your parents helpful?much are your parents helpful?

•• HowHow much does your HoD support you?much does your HoD support you?

•• Can you reach the administrators?Can you reach the administrators?

17.17. BE ASSERTIVEBE ASSERTIVE AND APPRECIATE THE AND APPRECIATE THE ASSERTIVENESS OF YOUR ASSERTIVENESS OF YOUR STUDENTS STUDENTS

Assertive behaviour involves Assertive behaviour involves BEHAVING OPENLY IN LINE WITH WHAT YOU SAY.BEHAVING OPENLY IN LINE WITH WHAT YOU SAY.

NonNon--verbal assertiveness involves:verbal assertiveness involves:

•• a steady and firm voice neither overa steady and firm voice neither over--loud nor quietloud nor quiet

•• an open facial expressionan open facial expression

•• eyeeye--contact which is firm but not a starecontact which is firm but not a stare--downdown

•• an upright and relaxed posturean upright and relaxed posture

Assertive behaviour aims atAssertive behaviour aims atINCREASED EFFECTIVENESS INCREASED EFFECTIVENESS IN INTERACTIONIN INTERACTION

The crucial question is The crucial question is ::““What is the OUTPUT?What is the OUTPUT?””

SUBJECTIVE GOALS for POPULARITY anSUBJECTIVE GOALS for POPULARITY anddAPPRECIATION APPRECIATION go parallel go parallel withwith

JOB RESPONSIBILITIESJOB RESPONSIBILITIES AND AND TASK GOALSTASK GOALS..

•• Neither one should be sacrificed in need of the other.Neither one should be sacrificed in need of the other.

•• Neither one should be an end in itself.Neither one should be an end in itself.

1188. CARE FOR CAREFUL MANAGEMENT OF TIME. CARE FOR CAREFUL MANAGEMENT OF TIME

Allocate proportionate time for the following:Allocate proportionate time for the following:

A c t i v i t i e s A c t i v i t i e s M i n u t e sM i n u t e s

WarmWarm--upup

PresentationPresentation

Use of the BoardUse of the Board

Other Aids/Other Aids/ ActivitiesActivities

Practice: Practice:

Use of the Use of the BBoardoard

Other Aids/Other Aids/ ActivitiesActivities

Problem Solving:Problem Solving:

Instructions for activitiesInstructions for activities

Harmony in classHarmony in class

RoundRound--up:up:

Spare 5 minutes for unexpectedSpare 5 minutes for unexpected issuesissues

1919. ADOPT A SYSTEM OF . ADOPT A SYSTEM OF ““QUALITY MANAGEMENTQUALITY MANAGEMENT””OF YOUR OWN.OF YOUR OWN.

•• Calculate WORK PERFORMANCE. Calculate WORK PERFORMANCE.

•• Ensure everyoneEnsure everyone’’s COMMITMENT for continuous development.s COMMITMENT for continuous development.

•• Pursue everyonePursue everyone’’s needs ensuring s needs ensuring A STANDARD OF QUALITY.A STANDARD OF QUALITY.

•• Decrease the gap between ASPIRATION and ACHIEVEMENT.Decrease the gap between ASPIRATION and ACHIEVEMENT.

•• Ensure Ensure ““ EMPOWERMENTEMPOWERMENT”” as well as as well as ““DELEGATIONDELEGATION””through QMthrough QM -- SWOTSWOT : : SStrengths,trengths,WWeaknesses, eaknesses, OOpportunities,pportunities,TThreats.hreats.

•• Ensure ongoing feedback through gestures, mimics, questions, Ensure ongoing feedback through gestures, mimics, questions, answers, and remarks.answers, and remarks.

What is your SWOT Analysis?What is your SWOT Analysis?

Recitation : Recitation : Date:Date:

SS

WW

OO

TT

2200. GIVE ENCOURAGEMENT FOR IMPROVEMENT .. GIVE ENCOURAGEMENT FOR IMPROVEMENT .

This will show itself inThis will show itself in

LOYALTY TO THE GROUPLOYALTY TO THE GROUP ..

Establish Establish AA SENSE OF BELONGING, SENSE OF BELONGING,

enriched with enriched with

UNDERSTANDING, SUPPORTUNDERSTANDING, SUPPORT, , AND MOTIVATIONAND MOTIVATION. .

CARE FOR PROGRESS WITH GROUP SPIRIT.CARE FOR PROGRESS WITH GROUP SPIRIT.

TeacherTeacher’’ss TeacherTeacher’’s s TeacherTeacher’’ssFormative Background InputCharacteristics Experiences Age Education ManagerialAge Education ManagerialGender Gender Accumulated skillsAccumulated skillsAttitudes knowledge CommunicativeAttitudes knowledge CommunicativeUpbringing Upbringing skillsskillsIntelligence MotiIntelligence MotivationvationPersonality Personality InvolvementInvolvementtraitstraits

StudentsStudents’’ StudeStudentsnts’’ StudentsStudents’’ Immediate LongImmediate Long--termtermFormative Background Input Formative Background Input Achievements AchievementsAchievements AchievementsCharacteristics ExperiencesCharacteristics Experiences

Skills development Skills development Age Age Learning Improved knowLearning Improved know--how Academichow AcademicGender Skills Development Gender Skills Development style Grasp of the style Grasp of the developmentdevelopmentAttitudes Knowledge Motivation Attitudes Knowledge Motivation subject mattersubject matterUpbringingUpbringing InvolvementInvolvementIntelligenceIntelligencePersonality traitsPersonality traits

Institution/ Class Activity Institution/ Class Activity Contexts Contexts Contexts Contexts Group size Tasks /ResponsibilitiesGroup size Tasks /ResponsibilitiesSocial climate Content materialsSocial climate Content materialsComposition Performance Composition Performance

( Dunkin and Biddle’s model modified))

PRESAGE VARIABLESPRESAGE VARIABLES

II

NN

TT

EE

RR

AA

CC

TT

II

OO

NN

CONTEXT VARIABLESCONTEXT VARIABLES

PRODUCT VARIABLESPRODUCT VARIABLES

I N T E R A C T I O NI N T E R A C T I O N

POSTPOST-- CLASSCLASS PHASEPHASE

[WORKSHOP III][WORKSHOP III]

1. GET FEEDBACK THROUGH ORGANIZED ACTIVITIES:1. GET FEEDBACK THROUGH ORGANIZED ACTIVITIES:Do you have Do you have ““EEstablished Feedback Sessionsstablished Feedback Sessions””??

Do YOU Do YOU design the meetingsdesign the meetings with your studentswith your students??

•• Monthly group conferences withMonthly group conferences with your studentsyour students

Teacher or a student chairing the meetingTeacher or a student chairing the meeting on rotationon rotation ??

•• OneOne--toto--one conferences withone conferences with studentsstudents

•• Monthly/ biMonthly/ bi--weekly wholeweekly whole--group meetings group meetings with your colleagueswith your colleagues

Coordinator chairing the meeting or a Coordinator chairing the meeting or a rotating chair?rotating chair?

The following tips may be helpful for The following tips may be helpful for the the evaluation of evaluation of

interaction interaction for sound feedbackfor sound feedback

•• Alternate chair/ discussion leaders based on group decision forAlternate chair/ discussion leaders based on group decision for

evaluation conferences.evaluation conferences.

•• Prepare and distribute Evaluation Sheets for self Prepare and distribute Evaluation Sheets for self --improvement.improvement.

•• Give a resume of points discussed in feedback meetings withGive a resume of points discussed in feedback meetings with

your classyour class secretarysecretary..

FOLLO W FOLLO W -- UP UP

EVALUATE EVALUATE AssessAssessENCOURAGEENCOURAGE

2. EVALUATE YOURSELF/ YOUR EXPLOITATION STRATEGIES2. EVALUATE YOURSELF/ YOUR EXPLOITATION STRATEGIES

BASE EVALUATION /ASSESSMENT ON STRENGTHS. BASE EVALUATION /ASSESSMENT ON STRENGTHS.

Indicate WEAKNESSES as Indicate WEAKNESSES as ““ISSUES TO WORK ONISSUES TO WORK ON””..

Refer to your weekly SWOT AnalysisRefer to your weekly SWOT Analysis

•• Set ““Terms of ReferenceTerms of Reference”” to clarify theto clarify the naturenature andand limits of a task.limits of a task.

•• Work on a simple CHECKLIST:Work on a simple CHECKLIST:

YEAR/ LEVELYEAR/ LEVEL: : DATE: DATE:

OBJECTIVE IN THE OBJECTIVE IN THE LESSONLESSON::What was the AIM of theWhat was the AIM of the LESSONLESSON??

How much did the participants and I contribute?How much did the participants and I contribute?

CONTENT:CONTENT: WHAT WHAT topic topic was dealt with?was dealt with?

METHODOLOGY:METHODOLOGY: HOW was the HOW was the topic topic dealt with?dealt with?

TECHNOLOGY/ AIDS:TECHNOLOGY/ AIDS: What What AIDS AIDS wwereere used/ WHY?used/ WHY?

STRENGTHS :STRENGTHS :

ISSUES TO WORK ON :ISSUES TO WORK ON :

3.3. USE YOUR INSTITUTIONAL EVALUATION USE YOUR INSTITUTIONAL EVALUATION QUESTIONNAIRES TO REVIEW PERFORMANCEQUESTIONNAIRES TO REVIEW PERFORMANCE

[if you have any][if you have any]

““YOUYOU”” AS THE AS THE TEACHER/ TEACHER/ FACILITATORFACILITATOR

Planning StrategiesPlanning StrategiesPresentation StratPresentation Strateegies gies Explanation/ Exploitation StrategiesExplanation/ Exploitation StrategiesProblem SolProblem SolvvingingAsking QuestionsAsking QuestionsAnswering QuestionsAnswering QuestionsRoundRound--up/ Summarizing Strategies up/ Summarizing Strategies Evaluating/Evaluating/ Grading Papers/ Assignments/Grading Papers/ Assignments/ QuizQuizzzeses

““STUDENTS STUDENTS ”” IN YOURIN YOUR CLASSCLASS

Motivation/Motivation/ Involvement Involvement Active ParticipationActive ParticipationAcademic Academic ThresholdsThresholdsGroup Dynamics/ DisciplineGroup Dynamics/ Discipline

OVERALL LEARNING ACTIVITY IN THE RECITATIONOVERALL LEARNING ACTIVITY IN THE RECITATION

Efficiency of InteractionEfficiency of InteractionLevel of SatisfactionLevel of Satisfaction

4. SET COUNSELLING OPPORTUNITIES. 4. SET COUNSELLING OPPORTUNITIES.

Consult your Consult your COLLEAGUES COLLEAGUES for difficulties. for difficulties.

Get suggestions/ guidelines to deal with problematic casesGet suggestions/ guidelines to deal with problematic cases. .

Get guidelines for knowledgeGet guidelines for knowledge--based issuesbased issuesfrom your moderator/ from your moderator/ colleagues colleagues andand

do research if needed.do research if needed.

If you realize that there are learning obstacles due toIf you realize that there are learning obstacles due to readinessreadiness

establish bridges to get to knowestablish bridges to get to know studentsstudents’’ needsneeds

and direct those students with and direct those students with

special learning or skills formatiospecial learning or skills formationn problemsproblems to to

SPECIALISTSSPECIALISTS’’ EXPERTISE.EXPERTISE.

Get support fromGet support from INDIVIDUAL COUNSELORSINDIVIDUAL COUNSELORS..

Establish all links as aEstablish all links as a NATURAL CONSEQUENCENATURAL CONSEQUENCE of of feedback, evaluation, and followfeedback, evaluation, and follow--up.up.

5. ESTABLISH A CODE OF BEHAVIOUR BY MUTUAL 5. ESTABLISH A CODE OF BEHAVIOUR BY MUTUAL UNDERSTANDING. UNDERSTANDING.

Tips for cases of inappropriate behaviour:Tips for cases of inappropriate behaviour:

Before any form of action start with Before any form of action start with CAREFUL DIAGNOSIS.CAREFUL DIAGNOSIS.

Check all the facts and listen to the reasonsCheck all the facts and listen to the reasons. .

Your aim should always be a Your aim should always be a DESIRED CHANGE OFDESIRED CHANGE OF BEHAVIOURBEHAVIOUR,,

NOT PUNISHMENT.NOT PUNISHMENT.

DONDON’’T ANTAGONIZET ANTAGONIZE / HUMILIATE/ HUMILIATE

students students by using pressure on themby using pressure on them

IN PUBLICIN PUBLIC..

Before taking any formal measures use the Before taking any formal measures use the INFORMAL ORAINFORMAL ORAL L WARNINGWARNING in ain a FACEFACE--TOTO--FACE SESSIONFACE SESSION.

DonDon’’t forget, t forget, ““DISCIPLINARY PROBLEMSDISCIPLINARY PROBLEMS”” are a symptom of are a symptom of organizational problems such as organizational problems such as

LACK OF EFFECTIVE SUPERVISION AND MANAGEMENTLACK OF EFFECTIVE SUPERVISION AND MANAGEMENTduring upbringingduring upbringing..

Establish links as aEstablish links as a NATURAL NATURAL reason reason for for feedback,feedback, evaluation, and followevaluation, and follow--up.up.

Use your midUse your mid-- semester or semestersemester or semester--end evaluationend evaluationaass aa ““Needs AnalysisNeeds Analysis”” frame frame for the following semester.for the following semester.

Review the semester syllabus to see the relevance of contentReview the semester syllabus to see the relevance of contentorganization.organization.

Review theReview the choicechoice and and availability ofavailability of course materials.course materials.

Review theReview the availability availability and and adequacyadequacy of supplementary of supplementary materials.materials.

If need may be, make adjustments, modifications, and revisionsIf need may be, make adjustments, modifications, and revisionsin the overall planning or choice of materials.in the overall planning or choice of materials.

Be Instrumental in Change for ImprovementBe Instrumental in Change for Improvement

Change strategies, or devise/ design new strategies in Change strategies, or devise/ design new strategies in your your groupgroup, , following the guidelines of your following the guidelines of your

course designercourse designers/ s/ coordinatorcoordinator / HoDHoD with harmony & consensus!with harmony & consensus!

5. ESTABLISH 5. ESTABLISH LINKS & CARE FOR FEEDBACKLINKS & CARE FOR FEEDBACK

Reference:Reference:Rees, W. David. Rees, W. David. The Skills of ManagementThe Skills of Management. London: Int. Thomson Business Press,199. London: Int. Thomson Business Press,1999 Rev9 Rev..

All Charts/ Grids/ EVA Forms are Dilek TokayAll Charts/ Grids/ EVA Forms are Dilek Tokay’’s, tailored for s, tailored for Teacher Training& MethodologyTeacher Training& Methodology

workshops and can be used by the permission of the author.workshops and can be used by the permission of the author.

Think about your ROLES in the institutionThink about your ROLES in the institution as you as you share your share your

CLASSROOM CLASSROOM EXPERIENCEEXPERIENCES,S,

KNOWLEDGE, SKILLS, EXPERTISEKNOWLEDGE, SKILLS, EXPERTISE

with yourwith your colleagues, coordinators, and the HoDcolleagues, coordinators, and the HoD..

Volunteer for Volunteer for

team leadership/ membership asteam leadership/ membership as

tester/ curriculum developer/ materials producertester/ curriculum developer/ materials producer

mentormentor

assistant to coordinatorassistant to coordinator

andand

Professional Development Facilitator!Professional Development Facilitator!

G O O D L U C K !G O O D L U C K !