By:

Aasia Awan

Co-ordinator (Usman Public School)

Master trainee (Educational Research Institute)

By the end of session, participations would be able:

To identify the qualities of an effective teacher.

Understand the meaning of the term power teaching

(whole brain teaching).

To realize the value of power teaching in their

classroom.

To gain awareness of elements common to effective

power teaching.

Will begun using some common power teaching

techniques.

In a group list down all the things that a

teacher must know & be able to do to make

her teaching interesting.

Connect the dots in a puzzle using only 4

straight line without lifting your pen/pencil

off of paper

A teacher who is attempting

to teach without inspiring

the pupil with a desire to

learn is hammering on a cold

iron.

Horace Mann

Working individually write down whatever

comes to your mind about the term “Power

Teaching.”

Power Teaching is a grassroots

educational reform that is

based on interactive teaching

strategies.

Students enjoy well- designed

learning games.

Students respond to

Challenges.

And can make outstanding

educational progress in the

proper setting.

And

To do this they need:

Teachers feel empowered.

Arsenal of teaching strategies make

their students succeed.

Can build a sense of community and

a family feeling for students and

teachers alike.

It makes most challenging students

sit in the class and allow the teacher

to teach and the students to learn.

Classroom procedure are different from

classroom rules.

A procedure is something you want to do

many times a day

The most common procedure are:

Paying attention to the teachers

Being seated

Handing in/out papers/notebooks

Getting pencil sharpened

Raising hands

The more orderly your class performs

procedure like these less hair you will

lose.

Use this technique whenever you want to

quickly gain the attention of your class

for maximum effect, occasionally vary of

your tone of voice.

Follow directions quickly.

Raise your hand for permission to speak.

Raise your hand for permission to leave your

seat.

Make smart choices.

Keep your dear teacher happy.

It’s a crucial power teaching skill. Teachers must learn to speak more briefly. The longer we talk the more students we lose.

Research show that the students learn the most when they teach

Frequently reward for positive behaviour and penalize for negative behaviour

Observe plus/minus rule and keep positive and negative rule scores within three points

Use this technique

whenever you

want maximum

attention

‘Its cool’ is the

most easiest and

painless way of

correcting errors.

Telling you class

that it is a difficult

topic and its okay

to make a

mistake.

Whenever a

student deserve a

reward for a right

answer or good

behaviour, use a

ten finger woo.

Using the volume-

o-meter helps in

controlling the

unnecessary sound

in the classroom

This strategy is

used when you

need your students

to be intently

focused on what

are you saying

We never want our

students to say “I

can’t” these are two

of the most mind

crippling words in our

language. Instead of “i

can’t” instruct the

students to say “ I

can’t yet”

There are various reasons for which students raise their hands. This gesture can be used that the student wants to ask a questions.

You can also change the gesture if you like

The 4Rs

Rights Responsibilities

Rules Choices

Routines

Positive

consequencesNegative

consequences

Unavoidable

situations

• Large numbers of children with whom teacher needs to develop relationships

• Lack of time to spend with individuals

• We find it easier to develop positive relationships with some. (Why is that?)

• Some children are actively suspicious of, and unfamiliar with, positive relationships.

(Particularly students who come from the culture of poverty.)

The importance of positive behavior in a role

model can’t be emphasized enough. Kindness

and humor shown in a business-like, task-

oriented atmosphere is pivotal. When

students feel cared about, they want to

cooperate, not misbehave.

Make eye contact by scanning the entire

room as you speak

Freely move about all sections of the

room

Deliberately move toward and be close

to each student in the room

Attribute ownership of ideas to the

student who originated them “Abdullah

has just added to Abiyah’s idea by

saying that…”

Allow and encourage ALL students to be part of classroom discussions

Provide appropriate “wait time.”

Emphasize right parts of wrong answers

Encourage collaboration

Restate or rephrase the question

Give hints or clues

Provide the answer and ask for elaboration

Teacher-student relationships are critical to

the success of the two other aspects of

classroom management – rules and

procedures and disciplinary interventions

To build good relationships, communicate

appropriate levels of dominance and let

students know you are in control of the class

and are willing and able to lead

~Jean Toomer

The mediocre teacher tells. The

good teacher explains. The

superior teacher demonstrates.

The great teacher inspires

~William Arthur Ward

Jazakallah