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November 2017
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  1. Teacher / Child – centered classroom

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    Picture of two classrooms

     

    Teacher-Centred Classroom

    Teacher gives instruction and expects children to obey and be disciplined.• Children listen while the teacher teaches.

    • Teacher reads the textbook or writes questions and answers on the blackboard and students copy these. At times one child reads the textbook aloud while others listen.

    • Children memorise facts given in the textbook or as told by the teacher.

    • Teacher controls what happens in the class. Children’s participation is minimal.

    • Children generally learn individually.

    • Timetable is fixed.

    • Seating arrangement is fixed.

    • Material is only for display.

     

    • Children look bored and disinterested.

     

    Child-Centred Classroom

    Teacher provides learning opportunities and guides learning.• Children participate actively in different activities/tasks.

    • Teacher provides learning situations that give children an opportunity to observe, explore, question, experience and develop their own understanding of various concepts.

    • Children construct knowledge on their own, based on their experiences in and outside the school.

    • Children work both individually and also in groups, discussing, sharing, co-operating and respecting others’ viewpoints.

    • Timetable is flexible, depending on what children want to do.

    • Seating arrangement changes according to the activity.

    • A variety of materials, aids and equipments are available and used by children.

     

    • Children do not get distracted when visitors come in or the teacher goes out as they are engrossed in what they are doing.

     

    Vishal Jain / Bindu Sharma

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  2. Recognizing Special Educational Needs

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    Recognizing Special Educational Needs Recognizing special educational needs of a child is complex and it requires the knowledge of basic terms and difference between the terms. The focus should be turned on identifying the special educational needs of the child rather than mere identification of child that results in labeling... Comment
  3. Make a Difference

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    Re-energize your workplace culture–and inspire greater loyalty–using the power of compassion. Despite what some may think, working harmoniously with challenging people will not be won on the front lines by changing specific techniques and processes at the “be nice” level. Rather, it’s a culture of compassion and understanding that makes... Comment
  4. Strategies for Teaching

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    Strategies for Teaching SOSE Here is a list of strategies that could be used throughout the different phases of learning. 1.   Negotiation 2.   Strategic Questioning 3.   Four-step questions 4.   Discussion 5.   Brainstorming 6.   Action Planning 7.   Concept Map 8.   Conflict Resolution 9.   Consequence Wheel 10.  Flow Chart 11.  Focused Learning... Comment
  5. NUEPA Training

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    Training in NUEPA for principals was an eye opener for all of us. The modules which NUEPA team headed by a visionary Vice Chancellor – Prof. Ved Prakash and co headed by Prof. Najma Akthar and their team members naming Dr. Y. Josephine, Dr. R.S.Tyagi, Dr. Manju Narula covered were:  School Leadership... Comment
  6. Study Skills

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    Study Skills for School Success Students’ success in school depends on how well they organize their study skills. Practicing good study habits ensures success in school. A well-organized student always does well. Effective study skills save time that is wasted due to mismanagement. Study skills and organizational skills do not... Comment

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