1 2 3 4

Apologize Take How will you Ask for

Responsibility resolve this? Forgiveness

1 I am sorry

2 that I ---------------------

3 I will ---------------

4 Will you forgive me?

o You’re on the right track now! o Great thinking. o You make it look easy.
o You’re doing a good job! o PERFECT! o Way to go.
o Now you’ve figured it out. o FINE! o You’re going much better today.
o That’s RIGHT! o That’s it! o I’ve never seen anyone do it better.
o Now you have it. o You’ve figured it out fast. o SUPERB!
o That’s coming along nicely. o You remembered. o You’re getting better everyday.
o That’s great! o You’re really improving. o WONDERFUL!
o GREAT! o I think you’ve got it now. o I knew you could do it.
o FANTASTIC! o Well, look at you go o Keep working on it, you’re getting
o TERRIFIC! o Good work! better.
o TERMENDOUS! o OUTSTANDING! o You’re doing beautifully.
o How did you do that? o I like that o That’s the way to do it.
o That’s better o Couldn’t have done it better o You’re the best.
o EXCELLENT! myself. o Keep on trying.
o That’s the best you’ve ever done. o Now that’s what I call a nice job. o Nothing can stop you now.
o Keep it up! o You did that very well. o You’ve got it made.
o That’s really nice. o CONGRATULTIONS! o You’re very good at that.
o WOW! o SENSATIONAL! o You certainly did well today.
o Keep up the good work. o That’s the best ever. o I’m very proud of you.
o Much better! o You have not missed a thing. o You’re learning fast.
o Good for you! o You’ve just about mastered that. o You’ve just about got it.
o Good thinking! o One more time and you’ll have it. o That’s good.
o Exactly right! o You must have been practicing. o I’m happy to see you working like
o SUPER! o You should be very proud of that.
o Nice going. yourself. o That’s the right way to do it.
o You’re really learning a lot. o That’s better than ever. o That’s quite an improvement.
o I’m happy to see you working like o Your hard work is paying off!
that.
 Pick the best
solution
Explore ---------------
consequences make your plan
Think of solutions ---------------
--------------- What could happen
Say the problem safe and if…
--------------- respectful
without blame
 10% of what we read
20% of what we hear
30% of what we see
50% of what we see and hear
70% of what we discuss
80% of what we experience
95% of what we teach others
William Glasser

1. Breathe in and out slowly ten times.

2. Squeeze a stress ball.
3. Take a break and get a drink of water.
4. Talk to a grown up.
5. Hug someone.
6. Draw a picture about it.
7. Write about your feelings.
8. Do some stretches.
9. Think of something happy.
10. Read a magazine or book.
TIPS FOR TEACHERS FOSTERING CONNECTIONS
50 WAYS TO ENCOURAGE A CHILD
1. (Thumbs up) 30. Sensational!
2. You’re on the right track now. 31. You must have been practicing.
3. You’ve worked so hard on that. 32. You handled that so well.
4. I heard you say how you feel, that’s 33. I like how you think.
great. 34. Good remembering.
5. Oh, that turned out very well. 35. You know just what to do!
6. That’s coming along nicely. 36. You are really persisting with this.
7. I’m proud of the way you worked today. 37. You expressed yourself so well.
8. You’ve just about got it. 38. You did it!
9. That’s the best you’ve ever done. 39. I knew you two could figure it out
10. You stayed so calm during that problem. together.
11. That’s it! 40. Excellent job saying how you feel.
12. Now you’ve figured it out! 41. I know it’s hard, but you are almost
13. That’s quite an improvement. there.
14. I knew you could do it. 42. Fantastic problem solving!
15. Congratulations! 43. I love hearing your ideas.
16. I love hearing your words. 44. I know that was hard for you, but you
17. What a super star you are. stayed so calm.
18. You solved the problem! 45. Yes!
19. Keep working on it, you’re almost there! 46. Look at how you helped each other!
20. Now you have it! 47. You finished faster because you worked
21. Your brain must be working hard, you together.
figured that out quickly. 48. You kept trying!
22. I’ll bet you are proud of yourself. 49. Excellent try.
23. One more time and you’ll have it. 50. You are a creative thinker.
24. Great idea!
25. You’re amazing!
26. Terrific teamwork!
27. Nothing can stop you now.
28. You have such creative ideas.
29. That’s the way to do it.
 Nine Characteristics of a Great Teacher
By: Maria Orlando, EdD in Philosophy of Teaching
Years ago, as a young, eager student, I would have told you that a great teacher was someone who
provided classroom entertainment and gave very little homework. Needless to say, after many years of K-12
administrative experience and giving hundreds of teacher evaluations, my perspective has changed. My
current position as a professor in higher education gives me the opportunity to share what I have learned
with current and future school leaders, and allows for some lively discussions among my graduate students
in terms of what it means to be a great teacher.
Teaching is hard work and some teachers never grow to be anything better than mediocre. They do
the bare minimum required and very little more. The great teachers, however, work tirelessly to
create a challenging, nurturing environment for their students. Great teaching seems to have less to
do with our knowledge and skills than with our attitude towards our students, our subject, and our
work. Although this list is certainly not all-inclusive, I have narrowed down the many characteristics
of a great teacher to those I have found to be the most essential, regardless of the age of the learner:
1. A great teacher respects students. In a great teacher’s classroom, each person’s ideas and
opinions are valued. Students feel safe to express their feelings and learn to respect and listen to
others. This teacher creates a welcoming learning environment for all students.
2. A great teacher creates a sense of community and belonging in the classroom. The mutual
respect in this teacher’s classroom provides a supportive, collaborative environment. In this small
community, there are rules to follow and jobs to be done and each student is aware that he or she is
an important, integral part of the group. A great teacher lets students know that they can depend not
only on her, but also on the entire class.
3. A great teacher is warm, accessible, enthusiastic and caring. This person is approachable, not
only to students, but to everyone on campus. This is the teacher to whom students know they can go
with any problems or concerns or even to share a funny story. Great teachers possess good listening
skills and take time out of their way-too-busy schedules for anyone who needs them. If this teacher
is having a bad day, no one ever knows—the teacher leaves personal baggage outside the school
doors.
4. A great teacher sets high expectations for all students. This teacher realizes that the
expectations she has for her students greatly affect their achievement; she knows that students
generally give to teachers as much or as little as is expected of them.
5. A great teacher has his own love of learning and inspires students with his passion for education
and for the course material. He constantly renews himself as a professional on his quest to provide
students with the highest quality of education possible. This teacher has no fear of learning new
teaching strategies or incorporating new technologies into lessons, and always seems to be the one
who is willing to share what he’s learned with colleagues.
6. A great teacher is a skilled leader. Different from administrative leaders, effective teachers
focus on shared decision-making and teamwork, as well as on community building. This great
teacher conveys this sense of leadership to students by providing opportunities for each of them to
assume leadership roles.
7. A great teacher can “shift-gears” and is flexible when a lesson isn’t working. This teacher
assesses his teaching throughout the lessons and finds new ways to present material to make sure
that every student understands the key concepts.
8. A great teacher collaborates with colleagues on an ongoing basis. Rather than thinking of
herself as weak because she asks for suggestions or help, this teacher views collaboration as a way to
learn from a fellow professional. A great teacher uses constructive criticism and advice as an
opportunity to grow as an educator.
9. A great teacher maintains professionalism in all areas—from personal appearance to
organizational skills and preparedness for each day. Her communication skills are exemplary,
whether she is speaking with an administrator, one of her students or a colleague. The respect that
the great teacher receives because of her professional manner is obvious to those around her.
While teaching is a gift that seems to come quite naturally for some, others have to work overtime to
achieve great teacher status. Yet the payoff is enormous — for both you and your students. Imagine
students thinking of you when they remember that great teacher they had in college!
Strategies to make reading purposeful for children
It is much more effective to ask children to read for a purpose. This gives them a mission and helps them to
break the story into meaningful chunks so that understanding can be reinforced.
Here are few prompts that will encourage purposeful reading:
 “Read until you get to the part where ____________.”

 “Read to find out what happened when ____________.”

 “Read until you figure out the problem in the story.”

 “Read up to the part where you find the solution to the problem.”

 “Stop reading when you find out ____________.”

 “Put your finger in the page and close the book when you discover ____________.”

 “Flip you book over when you reach the paragraph that describes ____________.”

 “Read to find out where this story takes place.”

 “Read until you discover whether this is a true story or not.”

Once children get to the parts that you wanted them to read to, they can do number of things to build
understanding and oral reading fluency. Here are few suggestions:
 Write to support understanding: Ask the children to write about what they have read or what they

have learned.

 Discuss and respond: Ask the children to talk with their classmates about what they have read.

Children should ask each other questions and look back at the book to defend their opinions.

 Drawing: Ask the children to draw ‘quick picture’ of what they have read in the story.

 Prediction: Ask the children to write or draw a picture of what they think will happen next.

(Note: Teachers should choose the strategy according to the stage of children keeping in mind that all children

are not on the same reading level)

Oxford University Press: Symposium for Teachers 2017

THE EARLY LEARNER

The 20th Century The 21st Century

Knowledge is transferred from Faculty Knowledge is jointly constructed by
to Students Students and Faculty

Students are active constructors,

Students are vessels to be filled by
discoverers and transformers of
Faculty’s knowledge
knowledge

Develop Students’ competencies and

Complete requirements, achieve
talents and focus on continual lifelong
certification within a discipline
learning within a broader system

Impersonal relationship between Transaction between students and

students and faculty faculty

Competitive and individualistic system Cooperative learning in classrooms and

of learning cooperative teamwork with faculty

Climate of conformity and cultural

Acceptance of cultural diversity
uniformity

Faculty exercises power, authority and Power is shared between students and
control faculty. Students are empowered.

Teaching is complex and requires

Any expert can teach
considerable training
Teacher’s responsibilities in the classroom:
 Make sure that the classroom is properly ventilated. i.e. Check the windows and fans
according to the weather conditions.
 Check that the lights are on according to the weather conditions.
 Check that the chairs and tables are properly arranged in the classroom.
 Make sure that bags and water bottles are properly hanged or placed.
 Be aware of the clothing comfort of children according to the weather. (wearing of
caps, jackets, leggings etc.)
Holidays homework:
 Holidays homework should be checked and marked. Also inform the children that these
marks will be included in final grading.
Copy work:
 The answers should not be dictated, discuss with the children and help them write
their own. Teacher guidance in correct sentence formation is compulsory.
 For filling the blanks, write all the answers on white board. Children will choose the
correct answers from the options given on the board.
 Date should be written on left hand side and day on extreme right hand side, class
work and homework should be mentioned in the middle and lesson name should be
written.
Copy checking:
 Check the work with blue pen.
 Sign the notebook in the left hand column.
 Never tick on child’s work.
 Underline the mistakes and make corrections separately.
Teacher’s attitude in the classroom:
 B e a good friend, counselor, actor and a story teller.
 Always be active in the classroom and use your body language to grab children’s
concentration.
 Never discourage the child, even if he/she is wrong. Use good and polite words to make
the correction.
 Do not conduct the class in bad frame of mind (unwell or not I good mood.) take your
time outside the classroom.
 Never scold or misbehave with the children. Always be calm and cheerful.
Clarification of doubts:
 Clear all the doubts and concepts before delivering the lecture. Do not hesitate to
seek knowledge from your seniors, as it is the part of learning.
Noise level in the classroom:
 Before starting the lesson, point out the noise level in the chart placed on the wall,
required at that time.
Personal hygiene:
 As by Hadith: “Cleanliness is half of the faith.”
 Keep yourself clean and your clothes should not be stinking in any manner.
 Regularly use deodorants or anti-perspirants.

The Teacher’s Responsibilities to the Students:

 1. The teacher shall give foremost consideration to the student’s well being.
2. The teacher shall forward in her students honesty, integrity, and consideration for
others and shall do nothing to discredit these qualities.
3. The teacher shall recognize that each child is an individual and that children can differ
in what is required for the promotion of their education. Moreover, the teacher shall
not compare one child with another.
4. The teacher shall recognize that she should work with parents to promote the welfare
of students, particularly by consulting and involving parents, whenever this is desirable.
5. The teacher shall not intentionally expose the student to embarrassment and criticism.
6. The teacher shall not use professional relationships with students for private
advantage. It shall not be correct for any teacher to accept gratuity, gift or favour.
7. The teacher shall not leave the institution before the completion of term/session as it
is unfair with children and harms their concentration and learning.

The Teacher’s Responsibilities to her Colleagues and the Teaching

Profession.
1. The teacher shall respect the professional rank and opinions of her colleagues and shall
maintain her relations with them to the highest standards of professional courtesy.
2. The teacher shall be prepared to help her junior colleagues and those in training in all
the possible ways.
3. The teacher shall accept the authority of senior professional colleagues while keeping
the right to express professional opinion.
4. The teacher shall recognize her duty to noticeable responsibility, individual initiative
and honesty in her teaching and other professional actions within guidelines laid down
for the profession.
5. The teacher shall not knowingly make a false statement concerning the qualifications
and competence.
6. It shall not be correct for any teacher to blame other teachers or to criticize their
work.
7. It shall not be correct for any teacher to bring her school in which she works into
disrepute.
8. It shall not be correct for any teacher to discuss the personal matters of other
teachers in the school staff room.
9. Senior professional colleagues shall give a teacher all support and help that is in their
power to make the teacher’s work effective, consult and inform her on matters
affecting her work and treat her with justice and dignity, not least when it becomes
necessary in the interest of students and other colleagues to attain greater efficiency
and more ethical professional behaviour.

PAPER CHECKING POLICY

In addition to the previous procedure/instructions on paper checking policy,

please note the following points for better understanding.

1. Over writing/cutting and use of Blanco is not allowed on the answer paper.
 2. Teacher will solve and fill in question paper on the teacher’s copy/spare sheet as

required and show the solved (answer key) to the concerned head.

3. New teachers shall check papers in pencil. However after the recheck the marking has

to be redone with “Blue or Red ball pen” and pencil marks are to be erased.

4. Check Papers only with pencil and get the ok approved from Vice Principal/Senior

Teacher/Coordinator before marking on red.

5. Recheck you marked paper before handing over to the exam Incharge/Coordinator.

6. Use small ticks ( ) underline the mistakes in the paper and if there is a need to

write the correction it should be written above the corrected word in open space.

Paper should be checked immediately and handed over for rechecking the following day.

7. Papers should preferably be checked ant school and no excuse of leaving papers at

home should be given.

8. Before checking the paper marking policy should be clarified from Vice

Principal/Coordinator.

9. Teacher should be clear of grammatical skills before marking papers.

10. In the last assessment an entire set of English papers were missing from the office.

Someone had taken them home, forgotten to bring them the next day, resulting in

unnecessary anxiety for the entire staff. Please be very vigilant and organized with

your work habits.

Note: Senior and experienced teachers who have already been following instructions are

exempted to go through the checking process step by step.