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	<title>School of Educators &#187; Write Up</title>
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	<description>A perfect resource for Principals, Coordinators, Heads and Teachers</description>
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		<title>Volume 3 Month 5 Day 15  &#8211; Everybody, Somebody, Anybody, And Nobody</title>
		<link>http://schoolofeducators.com/2010/05/everybody-somebody-anybody-and-nobody/</link>
		<comments>http://schoolofeducators.com/2010/05/everybody-somebody-anybody-and-nobody/#comments</comments>
		<pubDate>Sat, 15 May 2010 05:46:49 +0000</pubDate>
		<dc:creator>Vishal Jain</dc:creator>
				<category><![CDATA[Write Up]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2154</guid>
		<description><![CDATA[Everybody, Somebody, Anybody, And Nobody   This is a little story about four people named Everybody, Somebody, Anybody, and Nobody.There was an important job to be done and Everybody was sure that Somebody would do it. Anybody could have done it, but Nobody did it. Somebody got angry about that because it was Everybody&#8217;s job. Everybody thought that Anybody could do it, but Nobody realized that Everybody wouldn&#8217;t do it. It ended up that Everybody blamed Somebody when Nobody did what Anybody could have done Lets not leave work on others but do it ourselves.. Vishal Jain]]></description>
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		<slash:comments>1</slash:comments>
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		<title>Volume 2 Month 11 Day 2 &#8211; Extemporaneous Speech Topics</title>
		<link>http://schoolofeducators.com/2009/11/extemporaneous-speech-topics/</link>
		<comments>http://schoolofeducators.com/2009/11/extemporaneous-speech-topics/#comments</comments>
		<pubDate>Mon, 02 Nov 2009 04:46:08 +0000</pubDate>
		<dc:creator>Vishal Jain</dc:creator>
				<category><![CDATA[Academic resources]]></category>
		<category><![CDATA[Write Up]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=1794</guid>
		<description><![CDATA[The goal of extemporaneous speaking &#8211; also called Extemp &#8211; is to persuade or inform an audience briefly. This is the common general definition of extemporaneous speaking. If you are asking yourself: What should I do in the extemp speech? Then keep this rule of thumb in mind: the speech must answer the question in a school assignment or tournament. Simple and easy. The best extemporaneous speaker can speak almost without any notes. But don&#8217;t do that if you feel not confident enough. There are three types of extemporaneous speeches: High School And College Assignments &#8211; Always do what your teacher asks you to do! Often you have to pick out topics in the form of informative, analytical, international, domestic or economic questions about current events. Your extemporaneous speech topics should answer the question exactly. Check if some written notes are permitted in class room extemps. Tournaments &#8211; An event where speakers receive their topics in the form of questions. Check the tournament entry to see which format and which rules will be used. Successful extempers don&#8217;t use cards. However, if you are allowed to use notes, then use a card for each element in the form below. Just use keywords. Business Presentations &#8211; Considered as difficult by those who must give presentations in business. Here I limit myself to extemporaneous speech topics for school, college and tournaments.     Extemporaneous Speech Preparation In 3 Steps   These three steps for preparing extemporaneous speech topics will help you to do ...]]></description>
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		<title>Volume 2 Month 10 Day 29  &#8211; School Speech Topics</title>
		<link>http://schoolofeducators.com/2009/10/volume-2-month-10-day-29-school-speech-topics/</link>
		<comments>http://schoolofeducators.com/2009/10/volume-2-month-10-day-29-school-speech-topics/#comments</comments>
		<pubDate>Thu, 29 Oct 2009 04:27:50 +0000</pubDate>
		<dc:creator>Vishal Jain</dc:creator>
				<category><![CDATA[Academic resources]]></category>
		<category><![CDATA[Speech]]></category>
		<category><![CDATA[Write Up]]></category>
		<category><![CDATA[School Speech Topics]]></category>
		<category><![CDATA[speech topics]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=1788</guid>
		<description><![CDATA[School speech topics can be hard to come up with. After all, they need to be appealing to students yet also engaging for the teacher (who, after all, controls the grade). The topic must be appropriate and easy to give a good speech on. Here&#8217;s a few speech topics for school. &#160; Standardized testing. What does it measure? Is it good or bad? What are alternatives? How to cheat and not get caught. Just kidding on this one. Make it the title of an anti-cheating speech and you&#8217;ll catch some ears. History of the school. How did it get it&#8217;s name? How long has the building been around? What neat things have happened there? Best campus food (or dining hall tricks, or cafeteria lines&#8230; anything food-related). Both teachers and students need to eat. Ways to save money while in school. Teacher&#8217;s salaries aren&#8217;t spectacular. Neither are student&#8217;s. Time management. Both teachers and students carry a load. Explore how to balance it more effectively. The value of education. Just don&#8217;t brown-nose too much. The place of technology in education. How do computers help and hinder education? Cell phones? Ipods? What potential have we not yet tapped? Staying fit at school. School involves a lot of sitting and sedentary activity. What can you do to stay physically fit? Practical applications of school subjects. Sometimes the things learned in school can seem somewhat&#8230; useless. Why do they matter? How can you use them? List of moreSchool Speech TopicsGeneral The life and times of ...]]></description>
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		<title>Volume 2 Month 10 Day 27  &#8211; The Wise Speech from Bill Gates</title>
		<link>http://schoolofeducators.com/2009/10/volume-2-month-10-day-27-the-wise-speech-from-bill-gates/</link>
		<comments>http://schoolofeducators.com/2009/10/volume-2-month-10-day-27-the-wise-speech-from-bill-gates/#comments</comments>
		<pubDate>Tue, 27 Oct 2009 03:25:50 +0000</pubDate>
		<dc:creator>Vishal Jain</dc:creator>
				<category><![CDATA[Speech]]></category>
		<category><![CDATA[Write Up]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=1780</guid>
		<description><![CDATA[Love him or hate him, he sure hits the nail on the head with this! Bill Gates recently gave a speech at a High School about 11 things they did not and will not learn in school. He talks about how feel-good, politically correct teachings created a generation of kids with no concept of reality and how this concept set them up for failure in the real world. Rule 1: Life is not fair &#8211; get used to it! Rule 2 : The world won&#8217;t care about your self-esteem. The world will expect you to accomplish something BEFORE you feel good about yourself. Rule 3 : You will NOT make $60,000 a year right out of high school. You won&#8217;t be a vice-president with a car phone until you earn both. Rule 4 : If you think your teacher is tough, wait till you get a boss. Rule 5 : Flipping burgers is not beneath your dignity. Your Grandparents had a different word for burger flipping: they called it opportunity. Rule 6: If you mess up, it&#8217;s not your parents&#8217; fault, so don&#8217;t whine about your mistakes, learn from them. Rule 7: Before you were born, your parents weren&#8217;t as boring as they are now. They got that way from paying your bills, cleaning your clothes and listening to you talk about how cool you thought you were. So before you save the rain forest from the parasites of your parent&#8217;s generation, try delousing the closet in your own room. ...]]></description>
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		<title>Volume 2 Month 10 Day 9 &#8211; ABCD Advertisement</title>
		<link>http://schoolofeducators.com/2009/10/volume-2-month-10-day-9-abcd-advertisement/</link>
		<comments>http://schoolofeducators.com/2009/10/volume-2-month-10-day-9-abcd-advertisement/#comments</comments>
		<pubDate>Fri, 09 Oct 2009 16:09:14 +0000</pubDate>
		<dc:creator>Vishal Jain</dc:creator>
				<category><![CDATA[Write Up]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=1743</guid>
		<description><![CDATA[Deepshikha]]></description>
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		<slash:comments>0</slash:comments>
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		<title>Volume 2 Month 9 Day 19 &#8211; Reflective Teaching</title>
		<link>http://schoolofeducators.com/2009/09/volume-2-month-9-day-19-reflective-teaching/</link>
		<comments>http://schoolofeducators.com/2009/09/volume-2-month-9-day-19-reflective-teaching/#comments</comments>
		<pubDate>Sat, 19 Sep 2009 17:33:44 +0000</pubDate>
		<dc:creator>Vishal Jain</dc:creator>
				<category><![CDATA[Articles]]></category>
		<category><![CDATA[Teachers]]></category>
		<category><![CDATA[Write Up]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=1694</guid>
		<description><![CDATA[Becoming an Effective Teacher   Teaching What does it mean to teach? Moore (2001) defines teaching as “the actions of someone who is trying to assist others to reach their fullest potential in all aspects of development”. Teachers must be mentors, effective subject matter experts, counselors and social psychologists. Teachers teach students. The intent is to bring about learning. Therefore, to maximize learning, one must take into account student needs, differences and abilities. Effective Teaching Teaching requires a large stock of skills and the ability to put these skills to use in different situations. Good teachers provide learning without rehearsal. Not one approach works equally well all the time and in all situations. The need is to be flexible according to situations. In short, effectiveness depends on the subject, students and environmental conditions. Effective teaching is complicated. The better teacher, however, are proactive, that is they are active information processors and decision makers. They are strongly committed to the importance of content delivery and tend to be task oriented. They understand the demand of teaching their content, the characteristics of their students, and the importance of decision making in keeping students on task. Research suggests that teacher knowledge of subject matter, student learning and teaching methods are important elements of effective teaching. To be effective, teachers must inquire into students’ experiences and build an understanding of learners and a capacity to analyze what occurs in classrooms and in the lives of their students. The need is to become a reflective ...]]></description>
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		<slash:comments>0</slash:comments>
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		<title>Volume 2 Month 8 Day 19 &#8211; State profile of children in India</title>
		<link>http://schoolofeducators.com/2009/08/volume-2-month-8-day-19-state-profile-of-children-in-india/</link>
		<comments>http://schoolofeducators.com/2009/08/volume-2-month-8-day-19-state-profile-of-children-in-india/#comments</comments>
		<pubDate>Wed, 19 Aug 2009 06:45:42 +0000</pubDate>
		<dc:creator>Vishal Jain</dc:creator>
				<category><![CDATA[Research]]></category>
		<category><![CDATA[Write Up]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=1647</guid>
		<description><![CDATA[&#8220;Fate gives all of us three teachers, three friends, three enemies, and three great loves in our lives. But these twelve are always disguised, and we can never know which one is which until we&#8217;ve loved them, left them, or fought them.&#8221; India has one of the largest child population in the World, so children constitute an important human resource. Today the stress is on promoting the Rights of children including education and other important areas. In this respect, this publication is useful in providing district-wise information on children from 35 States/UTs of the country. It covers the demographic profile of children, sex ratio of general population and child nutritional status, coverage and infrastructure for child education, manpower for education of children, coverage of child labour under National Child Labour Projects under various States of the country and incidence of crimes against children&#8230;&#8230;..The document will be of interest to professionals, academicians and researchers. Download :  Profile Deepshikha]]></description>
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		<slash:comments>0</slash:comments>
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		<title>Volume 2 Month 8 Day 16 &#8211; Scheme for UNESCO Related Activities &#8211; UNESCO Programmes and Activities &#8211; Grants in Aid</title>
		<link>http://schoolofeducators.com/2009/08/volume-2-month-8-day-16-scheme-for-unesco-related-activities-unesco-programmes-and-activities-grants-in-aid/</link>
		<comments>http://schoolofeducators.com/2009/08/volume-2-month-8-day-16-scheme-for-unesco-related-activities-unesco-programmes-and-activities-grants-in-aid/#comments</comments>
		<pubDate>Sun, 16 Aug 2009 14:04:46 +0000</pubDate>
		<dc:creator>Vishal Jain</dc:creator>
				<category><![CDATA[Articles]]></category>
		<category><![CDATA[Forms and Reports]]></category>
		<category><![CDATA[Write Up]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=1626</guid>
		<description><![CDATA[Request for proposals for grant under the Scheme for   UNESCO Related activities -UNESCO Programme and activities- Grants in- Aid for the year 2009-10. UNESCO grant form Vishal Jain]]></description>
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		<slash:comments>0</slash:comments>
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		<title>Volume 2 Month 7 Day 22 &#8211; Classroom Rules for Behavior &amp; Seating Charts</title>
		<link>http://schoolofeducators.com/2009/07/volume-2-month-7-day-22-classroom-rules-for-behavior-seating-charts/</link>
		<comments>http://schoolofeducators.com/2009/07/volume-2-month-7-day-22-classroom-rules-for-behavior-seating-charts/#comments</comments>
		<pubDate>Wed, 22 Jul 2009 05:23:09 +0000</pubDate>
		<dc:creator>Vishal Jain</dc:creator>
				<category><![CDATA[Articles]]></category>
		<category><![CDATA[Teachers]]></category>
		<category><![CDATA[Write Up]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=1525</guid>
		<description><![CDATA[The very first thing a teacher should do in a new class is to establish behavior rules. They should be reasonable and doable. There is no better time than the first day to establish these rules. First, attendance should be taken. Then a seating chart, already filled out, should be used. On the first day students are waiting to see what happens. The seating chart, is part of their first day experience. When a seating chart is established later, it disrupts at least some of the students in their routines, makes some unhappy with the changes, and signals that the teacher is having difficulty controlling the class. A seating chart the first day establishes that the teacher is in charge of the physical environment of the classroom as well as the academic environment. This understanding is particularly useful when dealing with &#8216;kinesthetic&#8217; students who are often those who first need discipline. To avoid placing students in the class alphabetically, as they may have been since kindergarten, students can be assigned alphabetically in diagonal row order. That is, students can be assigned from the bottom left corner of the seating chart to the upper right corner, diagonally. The assignments can work upward or downward from there. The purpose is simply not to have the same people sitting next to each other who are very familiar with each other. As a result, students with &#8216;early alphabet names,&#8217; may be seated in the back of the class and some whose names usually come ...]]></description>
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		<title>Volume 2 Month 7 Day 7 &#8211; Delinking Stress from Exams&#8230;&#8230;</title>
		<link>http://schoolofeducators.com/2009/07/volume-2-month-7-day-7-delinking-stress-from-exams/</link>
		<comments>http://schoolofeducators.com/2009/07/volume-2-month-7-day-7-delinking-stress-from-exams/#comments</comments>
		<pubDate>Tue, 07 Jul 2009 09:42:56 +0000</pubDate>
		<dc:creator>Vishal Jain</dc:creator>
				<category><![CDATA[Articles]]></category>
		<category><![CDATA[Students]]></category>
		<category><![CDATA[Teachers]]></category>
		<category><![CDATA[Write Up]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=1568</guid>
		<description><![CDATA[Delinking Stress from Exams&#8230;&#8230; Mrs Archna Sharma * Published in CBSE &#8211; CENBOSEC  &#8211; Jan-Mar 2009 “Only a month to go for my final exams. My whole routine is changed. I do not have time for recreation. I do not spend enough time with my parents and friends. I am expected to study 24&#215;7 till my exams are over.” “I have to cram the exact answer dictated in the class otherwise it would be marked wrong.” These two examples clearly show that the pressure a child is under to fulfil the expectations of his/her family, friends and school. This leads us to an analysis of various exam related factors which induce an inordinate level of anxiety and stress that at times results in nervous breakdown and suicides. Instead of panicking about exams only when these are approaching, we need to be proactive.The teachers and the students have to be convinced that learning in schools should not be viewed only as exam oriented. The main focus should be more on the requisite problem solving skills than on the accumulation of knowledge. The students who develop a proper attitude to learning, study, good techniques and habits will never feel overstressed during examinations. This attitude has to be inculcated amongst the students by the school as well as the parents. But, are we ourselves prepared for this paradigm shift? In spite of several reminders from the Board, students are still discouraged to think beyond textbooks and form solutions on their own. They are ...]]></description>
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