Tuesday, November 14, 2017

5 Days workshop Revision of Sindhi & Urdu curriculum ( I-V) 14 -18 November 2017@ Hyderabad Club near niaz stadium Hyderabad

5 Days workshop Revision of Sindhi & Urdu curriculum ( I-V) 14 -18 November 2017@ Hyderabad Club near niaz stadium Hyderabad with collaboration with Pakistan Reading Project, Sindh Reading project USAID.

Day wise report
Day -1st
Session started with recitation of holy Qur'an welcome speech on the behalf of director DCAR idress jatoi delivered message.
Mr.Anjum Pervaiz Head of office PRP briefed about Pakistan Reading project.
Mr.Aamir Latif Sidiqui,Maria Soomro and Atria Tabassum Bhutto conveyed that how can integrated reading in language curriculum.
Dr.Tajamul Hussain Shah emphasized importance of curriculum in the broader educational context. It was an excellent presentation about curriculum development.
Thanks dear sir Mushtaque Shahani
Thanks dear Sir Ghullam Asghar Lemon for gave me opportunity for this great task.
Notified curriculum and textbook review committee for subject Sindhi class I -XII
1.Prof. Dr.Ghullam Ali Allana
2.Syed Imdad Hussaini
3.Dr.Abdul Ghafoor Lemon
4.Dr.Noir Afroze Khuwaja
5.Dr.Mohd Ali Manjhi
6.Dr.Altar Jokhio
7.Shed Ghullam Akbar Shah
8.Tahseen Kousar Ansari
9.Dulshad Ahmed Detho
10.Azizullah Panhwar
11.Naheed Shah
12.Zulfiqar Behan
13.Muhammad I dress Jatio


Sunday, November 5, 2017

Elements of classroom management.MISCONCEPTIONS ABOUT CLASSROOM MANAGEMENT and Teaching Strategies



Elements of classroom management.

Although often overlooked, the first element of classroom management is intentional design. Use the positioning of your desks, displays, storage, and equipment to create a warm and welcoming room. Make sure you have removed all unnecessary and distracting items from your classroom. This is also a good time to check your room for safety hazards.
Rules
Develop rules that foster respect, caring, and community in your classroom. Make your expectations for behavior clear at the beginning of the year by reviewing these rules with students. Continue to reinforce your rules throughout the course, and post them in a visible location.
Discipline
Classroom rules must have concrete consequences. Students will test the limitations of each teacher from the very first day of school. Be firm, fair and consistent. Begin by warning a student and having them confirm their knowledge of the classroom rules. Follow-up continued disruption by issuing demerits, detention, or other official reprimands. Never, hit, harass, embarrass or yell at students-this is counterproductive and unprofessional.
Scheduling
Keep your class in order by staying on time and on task. Do classwork during class time, leaving plenty of room for in-class assignments. Cramming work and instruction too close to other activities can lead to disruptive behavior and poor comprehension. There should be space before and after every room change, lunch, and recess for students to settle down. Having a regular daily schedule helps you and your kids prepare for upcoming tasks. Be firm but fair with due dates. Always leave room for extenuating circumstances. Never leave room for procrastination.
Organization
Stay organized inside and out. Keep your student files, assignments, lesson plans and administrative paperwork in order. It sets a good example for your students and keeps you from wasting instructional time looking for materials. Share this system with your students. Post the classroom calendar, homework schedule, and assignments on the board. Allow students to see how you take notes. It helps them distinguish irrelevant information from essential details. Encourage self-directed learning by providing students with their own agenda (notebook). You may require students to have their notebooks checked at home or during class.
Instructional Technique
Although you may not have flexibility over the content of your curriculum, teachers are able to convey information as they see fit. Tailoring your instructional technique to the grade level, subject area, and students is very important. A hands-on demonstration of electricity will keep 8th graders engaged, but may prove chaotic in a 3rd-grade classroom. Vary the style and intensity of your lessons. Follow-up lecture-style sessions with relaxed group activities. Consult your colleagues for ideas for new lessons. Learn about each of your student's learning style. (What is their learning curve? How do they learn best? Do they work well in groups?) These observations are crucial when fitting your teaching style to your student's needs.
Communication
Communication is the most important aspect of classroom management. It is essential to have clear and consistent lines of communication with your administration, colleagues, students, and parents. Without it, you will lose the respect of peers, the attention of students, and the cooperation of parents. Be responsive to the concerns of others. Be flexible and willing to accommodate reasonable requests.




MISCONCEPTIONS ABOUT CLASSROOM MANAGEMENT
 In a well-managed classroom, students are disciplined, obey the rules, and are generally organized. But after going over some of the readings on classroom management, I found out that classroom management is more than having a well-behaved group of learners. Discipline in the classroom plays a role but it is only one component of a well-managed classroom. According to Garrett (2014) classroom management is, in fact, a process of five key areas:
 physical design of the classroom
, rules and routines,
 relationships,
 engaging and motivating instruction,
 and discipline.
I also used to think that when a teacher gets to the point where she is able to thoroughly engage her students during instruction (which means she is in control and has applied discipline), then she has a well-managed class. A teacher in control of the class must definitely produce a well-managed class. A common misconception indeed for as Garrett (2014) has mentioned, classroom management is a process consisting of five key areas.
Most teachers think that when they have everything under control, where students are well behaved, disciplined, actively participating in class and doing their work, then they’ve done good classroom management. A classroom like this is, after all, a picture of a well-managed class. But this view is obviously incomplete basing on the key areas pointed out by Garrett (2014) and she notes that the notion that classroom management is largely about discipline is “a misconception held by teachers that can actually interfere with effective teaching.”
An incomplete and incorrect view of classroom management can actually impede effective teaching. Teachers’ misconceptions about classroom management affects how she will teach, handle incidents in the class, and how she will impose discipline on the students. It will even affect how she will physically organize and design the classroom. It is important than that teachers know what real classroom management is. It is not confined to keeping the class under their control and having a disciplined class. It is actually a process involving the elements noted by Garrett (2014), which aims to create an environment for academic learning and social-emotional learning.
Out of the five key areas that Garrett (2014) has enumerated, one strategy I have used in class that has the biggest impact is relationships. Since I started teaching I’ve always focused on building relationships with my students. I believe that this is key in keeping a well-managed classroom. If I establish a good relationship with them where they feel important and valued it opens the door for trust and respect. When I do this I am in fact creating an environment for social-emotional learning. It’s easier to manage a class if you have a connection with the students. It’s easier to make them follow the rules and routines in the class and to engage them in class without needing to employ discipline most of the time.
I invest time on the students inside and outside the classroom. I take time to get to know them and get them to be comfortable enough with me so that they open up. (It also helps that my subject is about character education). I have found this strategy to be effective over the years. If I create an environment where they feel valued and important, it is easier for me to create an environment for academic learning. I plan to continue using this strategy and adapt with the changes along the way. I understand that the set of learners we get are different each year and it’s important to apply what will work for each class and not to apply a one-size-fits-all strategy in classroom management.




Teaching Strategies

1.Cooperative Learning: The Jigsaw

Cooperative learning gives students the opportunity to work with others and see different points of view. Research shows that students learn more effectively when working together rather than apart, and it is also known to improve self-confidence in students. The jigsaw technique is especially effective because each student is responsible for one another’s learning, and students find out really quick that each group member has something equally important to contribute to the group in order to make the task a successful one. Students are exposed to and use many skills throughout this strategy: Communication, problem-solving skills, cognition, and critical thinking -- all of which are essential for a successful academic career.

2.Inquiry-Based Instruction

Inquiry-based learning implies involving students in the learning process so they will have a deeper understanding of what they are learning. We are born with the instinct to inquire -- as babies, we use our senses to make connections to our surroundings. Inquiry-based learning strategies are used to engage students to learn by asking questions, investigating, exploring, and reporting what they see. This process leads students to a deeper understanding of the content that they are learning, which helps them be able to apply these concepts they are learning in new situations.  In order for our students to be able to be successful in the 21stcentury, they need to be able to answer complex questions and develop solutions for these problems. The Inquiry-based learning strategy is a great tool to do just that.

 

 

3. Differentiated Instruction: Learning Stations

Differentiated instruction strategies allow teachers to engage each student by accommodating to their specific learning style. According to Howard Gardner’s Multiple Intelligence Theory, every person has a different mind, and therefore each person learns and understands information differently. Differentiating instruction offers a way to meet all students’ needs. One helpful strategy to differentiate instruction is learning stations. Learning stations can easily be designed to enable students with diverse learning needs. Teachers can set up each station where students will be able to complete the same task, but at the level and style that is specifically designed for them.

4.Graphic Organizers

Graphic organizers are a simple and effective tool to help students brainstorm and organize their thoughts and ideas in a visual presentation. Simply put, they help students organize information so it is easier for them to comprehend. Graphic organizers can be used for any lesson; to structure writing, brainstorming, planning, problem-solving, or decision-making. The most popular organizers are the Venn diagram, concept map, KWL chart, and T Chart.

5. Utilizing Technology in the Classroom

Integrating technology into the classroom is a great way to empower students to stay connected in this technological era. Technology-rich lessons have been found to keep students motivated and engaged longer. Some examples of utilizing technology in the classroom is to create web-based lessons or a Webquest, multimedia presentations such as a video, animation, or some type of graphic, utilizing a tablet or an iPad, taking your class on a virtual field trip, participating in an online research project, or even creating a class website. Any of these technology integration strategies will have a positive impact on student learning.


















Saturday, November 5, 2016

Cashbook Service book Log book Conduct Register Accession book Examination Register Dispatching Register Order book Movement Register Stock Register In word /out word Register Dead stock Register Contingent Register Cash Register Acquaintance Roll Master Roll Attendance Register Daily Dairy Portfolio



Cashbook
Service book
Log book
Conduct Register
Accession book
Examination Register
Dispatching Register
Order book
Movement Register
Stock Register
In word /out word Register
Dead stock Register
Contingent Register
Cash Register
Acquaintance Roll
Master Roll
Attendance Register
Daily Dairy
Portfolio

Monday, October 17, 2016

Date 18 th October 2016


Topic : Classroom management (Repeated )

one again it was class about classroom management today i discussed with my students all bellow things .
yes this material has been taken from wikipedia......


Classroom management is a term used by teachers to describe the process of ensuring that classroomlessons run smoothly despite disruptive behavior by students. The term also implies the prevention of disruptive behavior. It is possibly the most difficult aspect of teaching for many teachers; indeed experiencing problems in this area causes some to leave teaching altogether. 

Brooks reports that effective classroom managers organized their activities on the first day of school consistent with the emerging needs of the students. These middle school student needs were the following:
1.    Am I welcome?
2.    What are we going to do today?
3.    Am I in the right room?
4.    Is the teacher interested in me?
5.    What are the rules for this classroom?
6.    What are the goals, instructional methods and assessment systems for the class?
7.    Is the teacher interested in how I learn best?
8.    What interests does the teacher have that I can relate to?
9.    What are we expected to do for tomorrow?
10.  Will the teacher answer a question I have after class?
In response to these emerging and sequential student needs effective middle school teachers organize the first day activities in the following sequence:
1.    Personally greet students
2.    Advance organizer for the session at the bell
3.    Roll and seating
4.    Student information cards
5.    Introduce 5 core rules (entry, listening, raising hands, leaving other's stuff alone and finally exiting the class)
6.    Describe class goals, instructional methods and grading system
7.    Assess preferred learning styles
8.    self-disclosure
9.    Preview of next session
10.  Access after class.
Middle school teachers that meet these 10 student needs with specific activities tend to communicate competence and effectively communicate behavioral and academic expectations.
Classroom management is closely linked to issues of motivation, discipline and respect. Methodologies remain a matter of passionate debate amongst teachers; approaches vary depending on the beliefs a teacher holds regarding educational psychology. A large part of traditional classroom management involves behavior modification, although many teachers see using behavioral approaches alone as overly simplistic. Many teachers establish rules and procedures at the beginning of the school year. According to Gootman (2008), rules give students concrete direction to ensure that our expectation becomes a reality.
They also try to be consistent in enforcing these rules and procedures. Many would also argue for positive consequences when rules are followed, and negative consequences when rules are broken. There are newer perspectives on classroom management that attempt to be holistic. One example is affirmation teaching, which attempts to guide students toward success by helping them see how their effort pays off in the classroom. It relies upon creating an environment where students are successful as a result of their own efforts. By creating this type of environment, students are much more likely to want to do well. Ideally, this transforms a classroom into a community of well-behaved and self-directed learners.

Techniques
Corporal punishment
Until recently, corporal punishment was widely used as a means of controlling disruptive behavior but it is now illegal in most schools. It is still advocated in some contexts by religious leaders such as James Dobson, but his views "diverge sharply from those recommended by contemporary mainstream experts" and are not based on empirical testing, but rather are a reflection of his faith-based beliefs. 
According to studies taboo physical punishments like spanking or procedures used in Asia in the classroom such as standing do not make students or children more aggressive. Consistency seems to play a greater role on whether outcomes could be negative
Rote discipline
Also known as "lines," rote discipline is a negative sanction used for behavior management. It involves assigning a disorderly student sentences or the classroom rules to write repeatedly. Among the many types of classroom management approaches, it is very commonly used.
Preventive techniques
Preventive approaches to classroom management involve creating a positive classroom community with mutual respect between teacher and student. Teachers using the preventive approach offer warmth, acceptance, and support unconditionally – not based on a student’s behavior. Fair rules and consequences are established and students are given frequent and consistent feedback regarding their behavior.[10] One way to establish this kind of classroom environment is through the development and use of a classroom contract. The contract should be created by both students and the teacher. In the contract, students and teachers decide and agree on how to treat one another in the classroom. The group also decides on and agrees to what the group will do should there be a violation of the contract. Rather than a consequence, the group should decide on a way to fix the problem through either class discussion, peer mediation, counseling, or by one on one conversations leading to a solution to the situation.
Preventive techniques also involve the strategic use of praise and rewards to inform students about their behavior rather than as a means of controlling student behavior. In order to use rewards to inform students about their behavior, teachers must emphasize the value of the behavior that is rewarded and also explain to students the specific skills they demonstrated to earn the reward. Teachers should also encourage student collaboration in selecting rewards and defining appropriate behaviors that will earn rewards.
Good teacher-student relationships
Some characteristics of having good teacher-student relationships in the classroom involves the appropriate levels of dominance, cooperation, and awareness of high-needs students. Dominance is defined as the teacher’s ability to give clear purpose and guidance concerning student behavior and their academics. By creating and giving clear expectations and consequences for student behavior, this builds effective relationships. Such expectations may cover classroom etiquette and behavior, group work, seating arrangements, the use of equipment and materials, and also classroom disruptions. Assertive teacher behavior also reassures that thoughts and messages are being passed on to the student in an effective way. Assertive behavior can be achieved by using erect posture, appropriate tone of voice depending on the current situation, and taking care not to ignore inappropriate behavior by taking action.
Systematic approaches
Culturally responsive classroom management
Culturally responsive classroom management (CRCM) is an approach to running classrooms with all children [not simply for racial/ethnic minority children] in a culturally responsive way. More than a set of strategies or practices, CRCM is a pedagogical approach that guides the management decisions that teachers make. It is a natural extension of culturally responsive teaching which uses students' backgrounds, rendering of social experiences, prior knowledge, and learning styles in daily lessons. Teachers, as culturally responsive classroom managers, recognize their biases and values and reflect on how these influence their expectations for behavior and their interactions with students as well as what learning looks like. There is extensive research on traditional classroom management and a myriad of resources available on how to deal with behavior issues. Conversely, there is little research on CRCM, despite the fact that teachers who lack cultural competence often experience problems in this area.
The Good Behavior Game
The Good Behavior Game (GBG) is a "classroom-level approach to behavior management] that was originally used in 1969 by Barrish, Saunders, and Wolf. The Game entails the class earning access to a reward or losing a reward, given that all members of the class engage in some type of behavior (or did not exceed a certain amount of undesired behavior). The GBG can be used to increase desired behaviors (e.g., question asking) or to decrease undesired behaviors (e.g., out of seat behavior). The GBG has been used with preschoolers as well as adolescents, however most applications have been used with typically developing students (i.e., those without developmental disabilities). In addition, the Game "is usually popular with and acceptable to students and teachers."
Positive classrooms
Robert DiGiulio has developed what he calls "positive classrooms". DiGiulio sees positive classroom management as the result of four factors: how teachers regard their students (spiritual dimension), how they set up the classroom environment (physical dimension), how skillfully they teach content (instructional dimension), and how well they address student behavior (managerial dimension). In positive classrooms student participation and collaboration are encouraged in a safe environment that has been created. A positive classroom environment can be encouraged by being consistent with expectations, using students' names, providing choices when possible, and having an overall trust in students.
Assertive discipline
Assertive discipline is another systematic approach of classroom management. Lee and Marlene Canter discuss the ideas behind this approach in several published books.
Discipline without Stress, Punishments or Rewards
Discipline without Stress (or DWS) is a K-12 discipline and learning approach developed by Marvin Marshall described in his 2001 book, Discipline without Stress, Punishments or Rewards. The approach is designed to educate young people about the value of internal motivation. The intention is to prompt and develop within youth a desire to become responsible and self-disciplined and to put forth effort to learn. The most significant characteristics of DWS are that it is totally noncoercive (but not permissive) and takes the opposite approach to Skinnerian behaviorism that relies on external sources for reinforcement.
As a process
In the Handbook of Classroom Management: Research Practice and Contemporary Issues (2006), Evertson and Weinstein characterize classroom management as the actions taken to create an environment that supports and facilitates academic and social–emotional learning. Toward this goal, teachers must (1) develop caring, supportive relationships with and among students; (2) organize and implement instruction in ways that optimize students’ access to learning; (3) use group management methods that encourage students’ engagement in academic tasks; (4) promote the development of students’ social skills and self–regulation; and (5) use appropriate interventions to assist students with behavior problems.
Dr. Tracey Garrett also describes classroom management as a process consisting of key tasks that teachers must attend to in order to develop an environment conducive to learning. These tasks include: (1) organizing the physical environment, (2) establishing rules and routines, (3) developing caring relationships, (4) implementing engaging instruction and (5) preventing and responding to discipline problems. Classroom Management Essentials, created by Dr. Tracey Garrett, is the first classroom management app for the iPad, iPhone and iPod touch that guides teachers through the tasks involved in the process of classroom management.
As time management
In their introductory text on teaching, Kauchak and Eggen (2008)Kauchak, D., and Eggen, P. (2008). Introduction to teaching: Becoming a professional (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. explain classroom management in terms of time management. The goal of classroom management, to Kauchak and Eggen, is to not only maintain order but to optimize student learning. They divide class time into four overlapping categories, namely allocated time, instructional time, engaged time, and academic learning time.
Allocated time
Allocated time is the total time allotted for teaching, learning, and routine classroom procedures like attendance and announcements. Allocated time is also what appears on a student's schedule, for example "Introductory Algebra: 9:50-10:30 a.m." or "Fine Arts 1:15-2:00 p.m."
Instructional time
Instructional time is what remains after routine classroom procedures are completed. That is to say, instructional time is the time wherein teaching and learning actually takes place. Teachers may spend two or three minutes taking attendance, for example, before their instruction begins. The time it takes for the teacher to do routine tasks can severely limit classroom instruction. Teachers must get a handle on classroom management to be effective.[19]
Engaged time
Engaged time is also called time on task. During engaged time, students are participating actively in learning activities—asking and responding to questions, completing worksheets and exercises, preparing skits and presentations, etc.
Academic learning time
Academic learning time occurs when students 1) participate actively and 2) are successful in learning activities. Effective classroom management maximizes academic learning time.
Common mistakes
In an effort to maintain order in the classroom, sometimes teachers can actually make the problems worse. Therefore, it is important to consider some of the basic mistakes commonly made when implementing classroom behavior management strategies. For example, a common mistake made by teachers is to define the problem behavior by how it looks without considering its function.
Interventions are more likely to be effective when they are individualized to address the specific function of the problem behavior. Two students with similar looking misbehavior may require entirely different intervention strategies if the behaviors are serving different functions. Teachers need to understand that they need to be able to change the ways they do things from year to year, as the children change. Not every approach works for every child. Teachers need to learn to be flexible. Another common mistake is for the teacher to become increasingly frustrated and negative when an approach is not working.
The teacher may raise his or her voice or increase adverse consequences in an effort to make the approach work. This type of interaction may impair the teacher-student relationship. Instead of allowing this to happen, it is often better to simply try a new approach.
Inconsistency in expectations and consequences is an additional mistake that can lead to dysfunction in the classroom. Teachers must be consistent in their expectations and consequences to help ensure that students understand that rules will be enforced. To avoid this, teachers should communicate expectations to students clearly and be sufficiently committed to the classroom management procedures to enforce them consistently.
"Ignoring and approving" is an effective classroom management strategy. This involves ignoring students when they behave undesirably and approving their behavior when it is desirable. When students are praised for their good behavior but ignored for their bad behavior, this may increase the frequency of good behavior and decrease bad behavior. Student behavior may be maintained by attention; if students have a history of getting attention after misbehavior, they may continue this behavior as long as it continues to get attention. If student misbehavior is ignored, but good behavior results in attention, students may instead behave appropriately to acquire attention.