1. MAA’RIF FOR EDUCATION & TRAINING
MANARAT INTERNATIONAL SCHOOLS
KINGDOM OF SAUDI ARABIA
MA'ARIF FOR EDUCATION & TRAINING VISION AND MISSION:
Vision: Ma'arif aims at having a pioneering role in preparing innovators to
participate in improving our society.
Mission: Ma'arif's teams work to create a motivating learning environment
which leads to creativity.
In compliance with the above.
THE VISION in our international schools is 'to create an atmosphere which
encourages high educational achievements, develops exemplary character, and
fosters multicultural awareness’ and, with the support of our stakeholders.
THE MISSION of our international schools is 'to provide our students with a
challenging standard of education with a fully integrated curriculum which
develops academic and social skills in a stimulating, technologically modern,
enjoyable, and secure environment.'
4. AIM & FOCUS
I. Explore the Fundamental factors of
Behavior that effect learning.
II.To touch upon the aspects that influence
the abilities , attitude and interest of a
learner.
III. Positive behavior interventions.
5. Education
Education is like a diamond which
appears to be of different colors
when seen from different angles.
Every individual may see a different
color according to his/her
perspective and vision .
6. Educate:
‘E’: means out of
Duco: means ‘I lead’
In other words education
means leading out the inborn power and
potentials of a child and to enable him /her
to become capable of what ever he is
capable of becoming.
7. A teacher should not merely know
his /her subject but also be aware
of various
Stages of child development that
bring about physiological as well as
psychological changes in a child.
8. A teachershouldalsobeawareof his/herownassetsaswellas liabilities
HIGHLIGHTNING THE RESPONSBILITIES OF A
TEACHER
CATER INDIVIDUAL DIFFERENCES
UNDERSTANDING THE LEARNER
UNDERSTANDING DEVELOPMENTAL CHARACTERISTICS
UNDERSTANDING THE NATURE OF CLASS ROOM LEARNING
UNERSTANDING EFFECTIVE METHODS OF TEACHING
9. CURRICULUM CONSTRICTIONS
KNOWLEDGE OF MENTAL HEALTH
DEVELOPING A SCIENTIFIC ATTITUDE
CHARACTER DEVELOPMENT
BRINGING ABOUT CONSTRUCTIVE AND CREATIVE DISCIPLINE
11. Today we would try to increase
our awareness regarding
behavior disruptions that cause
hindrance In learning and result
in lose of time and energy.
12. The 3 pound mass sitting on your shoulder
is a mystery box which poses many
challenges to us.
Let us gear up to know some learners we
might come across in our carrier as
teacher.
13. Loses his temper often
Argues with adults
Deliberately annoys others
Blames others for his own
mistakes
Swears uses obscene language
Oppositional Defiant Disorder
Ali
14. Before you jump to any conclusion you
need to analyze the child carefully.
This disorder is not a mere case of bad behavior
it is a persistent problem that can repeat it self
for a long time.
These kids do not respond to persuasion, they are
oppositional to all authoritative figures ,
especially parents and teachers. Academic
Failure and poor social adjustment are common
complications found in these children.
15. Usually, the students with ODD do not regard
themselves as the problem, but rather blame
others.
Some try to convince parents that their teachers
are
treating them unfairly. Obviously, this can keep
everyone
off balance .
It is important to confirms with Others the reality
of the situation .
16. Dos with such students
1. Provide encouragement, just as you would
with any other student.
2. Use a lot of writing ,journaling and drawing
These activities are great for encouraging
positive expression. They help the student
To sort out their thoughts and feelings.
Focus on the process, rather than the product.
18. Confused Learner
Dyscalculia
Difficulty with number and
order sequences.
Failure to understand the
importance of working left to
right.
Difficulty telling the time on
an analog clock.
Scattering tally marks
instead of organizing them
systematically.
Abdullah
19. Confused by division (e.g., Is it 3 into 6, or 6
into 3?).
In 10s and units, takes the smaller number
from the larger, regardless of position.
Difficulty rounding numbers.
Easily overloaded by pages/worksheets full
of figures.
Make copies of work/shapes inaccurately.
20. What can we do
Provide one-on-one support
Help student stay organized
Teach students functional meaning of
words
21. Teach students to count and name
the shapes out loud.
Use language as a key to think ahead
Teach times tables on form of a
pyramid
22. A Student with ADHD
Attention Deficit Hyperactivity
Disorder
Rushes into task
Demands attention
from adults
Moody
Is often disorganized
Anas
23. Is often lost, and dumb
Weak time orientation
Makes same mistake again and again
Acts before thinking
Hits or grabs first
Blurts out inappropriate comments
24. What can you do
These students may have trouble mastering language,
reading ,math or performing hand writing .
These students need understanding and
accommodation.
Maintain a positive attitude.
Repeat instructions if necessary
Make list of what you need to do
25. Establish your routines and stick to them
Create a routine.
Reinforce positive behavior
Rechannelize negative behavior .
Avoid threat
Incorporate more hands on activities
26. Activities that may Enhance Positive Discipline
Objective :To help students and teachers become aware
Of their uniqueness and uniqueness of others.
Materials
Masking tape
Piece of paper in shape of T-shirt (one for each student)
Instructions written on flip chart or the board :
Create Your T-Shirt
27. Instructions :
1. Write your name at top of the shirt.
2. In the middle of the shirt, write one word that
describe you.
3. All over the shirt write words that describe some of
your characteristics and special interests.
4. Across the bottom of the shirt, write one thing about
you that most people probably don’t know
28. Direction :
1. Allow about 10 min for students to create their T- shirt.
2. Have students form groups of three to five and share
their T-shirt with their group.
3. Let students tape their T-shirt on their clothes.
4. Have the students walk around the class and find
Others with similar characteristics and interests.
29. At the end of the activity, ask questions as
What did you learn from this activity ?
How many of you found someone who is similar to you
How many of you found people who have talent that could
be used to help others ?
How many of you found others who have strengths that
could be helpful to you ?
30. Problem solving alternative
Objective : To provide teachers with a problem
solving alternative .
Comment : Children feel empowered when they are
included in creation of choices . When
they have ownership in the process.
Activity -2
31. Wheel of choice
Shake hands and
Take turns apologize
Use an “I “
Message
Count To Ten To
cool off
Tell Them To
Stop
Go to Another Game
Try at least two of these ideas when there is
a problem
32. It’s a Jungle Out There
Objective : To help students understand That not everyone
is the same .
To build a team by appreciating different strengths in
everyone.
Materials :Pictures Of a lion , a turtle, and a chameleon
(Instead of pictures you may use stuffed animals or
words on a large piece of paper.
4 flip chart pages prepared in advance (The other three wil
have one of the other four animals at the top with the
remaining three in the bottom half of the sheet.
ACTIVITY 3
33. Why We want To Be the Lion
Why We Didn’t Choose
Eagle Turtle Chameleon
34. Directions :
1. Hang the sheets of paper in different corners of the
room. Place a marking pen near each sheet.
2. Tell students that you are going to play a game that
Helps people understand that not everyone is the
same or thinks the same way.
3. Ask, “How many of you sometimes think there is
always a right or wrong answer ?
35. 4. How many of you sometimes feel embarrassed to
raise your hand because you think everyone knows
the answer but you? Let us Experiment with an
activity that will demonstrate that there are at least
four different ways to look at things
5. Ask,” If you could be one of these animals for one
day which one would you like to be ? Once students
make their decision , divide them into four groups, one
For each animal. Ask them to go stand by the flip chart
Sheet for their animal.
36. 5. Have the children record the characteristics
They like about the animal . This should be done
only on top half of the chart.
Then in other half of the chart let them record
All the reason they didn’t choose to be the other
animal.
This activity can then be helpful to show why
anyone can find the positive or
negative of any animal if that is their focus
37. Highlight through this activity that similar to these
animals every individual can have positive as well as
negative points.
Some see only good things others see only bad.
But it is our focus that matters .
