2. 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.
3. In a group list down all the things that a
teacher must know & be able to do to make
her teaching interesting.
4. Connect the dots in a puzzle using only 4
straight line without lifting your pen/pencil
off of paper
5. A teacher who is attempting
to teach without inspiring
the pupil with a desire to
learn is hammering on a cold
iron.
Horace Mann
6.
7. Working individually write down whatever
comes to your mind about the term “Power
Teaching.”
8. Power Teaching is a grassroots
educational reform that is
based on interactive teaching
strategies.
9. 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:
10.
11. 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.
12.
13. Classroom procedure are different from
classroom rules.
A procedure is something you want to do
many times a day
14. 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.
15.
16. Use this technique whenever you want to
quickly gain the attention of your class
for maximum effect, occasionally vary of
your tone of voice.
17. 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.
18.
19.
20.
21.
22.
23. 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
24. Frequently reward
for positive
behaviour and
penalize for
negative behaviour
Observe plus/minus
rule and keep
positive and
negative rule
scores within three
points
25. Use this technique
whenever you
want maximum
attention
26. ‘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.
27. Whenever a
student deserve a
reward for a right
answer or good
behaviour, use a
ten finger woo.
28. Using the volume-
o-meter helps in
controlling the
unnecessary sound
in the classroom
29. This strategy is
used when you
need your students
to be intently
focused on what
are you saying
30. 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”
31. 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
33. • 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.)
34. 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.
35. 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…”
36. 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
37. 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
41. The mediocre teacher tells. The
good teacher explains. The
superior teacher demonstrates.
The great teacher inspires
~William Arthur Ward
Jazakallah