Workshops & Training Programs (for faculty)

Workshops for teachers conducted by experts for In-Service Training and Orientation Programmes are regular features. The programs are  held to keep abreast of  pedagogy, assessments, latest technology, communication skills and personality development to contribute towards the professional growth of the teachers..

Classroom  Management includes a variety of skills and technique

Classroom  Management includes a variety of skills and techniques that teachers use to keep students organized, orderly, focused, attentive, on task, and academically productive during a class.
When classroom-management strategies are executed effectively, teachers minimize the behaviours that impede learning for both individual students and groups of students, while maximizing the behaviours that facilitate or enhance learning.
 Effective teachers tend to display strong classroom-management skills, while the hallmark of the inexperienced or less effective teacher is a disorderly classroom filled with students who are not working or paying attention.
For Effective classroom management teachers should focus largely on “rules and strategies to make sure students are sitting in their seats, following directions and listening attentively.
A good Classroom management extends to everything that teachers may do to facilitate or improve student learning, which would include the factors -

  • Behaviour (a positive attitude, happy facial expressions, encouraging statements, the respectful and fair treatment of students, etc.).
  •  Environment (for example, a welcoming, well-lit classroom filled with intellectually stimulating learning materials that’s organized to support specific learning activities).
  • Expectations (the quality of work that teachers expect students to produce, the ways that teachers expect students to behave toward other students, the agreements that teachers make with students).
  • Materials (the types of texts, equipment, and other learning resources that teachers use).
  •  Activities (the kinds of learning experiences that teachers design to engage student interests, passions, and intellectual curiosity).

Poorly designed lessons, uninteresting learning materials, or unclear expectations, for example, could contribute to greater student disinterest, increased behavioural problems, or unruly and disorganized classes.
In practice, classroom-management techniques may appear deceptively simple, but successfully and seamlessly integrating them into the instruction of students typically requires a variety of sophisticated techniques and a significant amount of skill and experience.
 Some basic techniques to help in maintaining an effective classroom management -

  • Entry Routine is a technique in which teachers establish a consistent, daily routine that begins as soon as students enter the classroom—preparing learning materials, making seat assignments, passing in homework, or doing a brief physical “warm-up” activity would all be examples of entry routines. This technique can avoid the disorder and squandered time that can characterize the beginning of a class period.
  • Do Now is a brief written activity that students are given as soon as they arrive in the classroom. This technique is intended to get students settled, focused, productive, and prepared for instruction as quickly as possible.
  • Tight Transitions is a technique in which teachers establish transition routines that students learn and can execute quickly and repeatedly without much direction from a teacher. For example, a teacher might say “reading time,” and students will know that they are expected to stop what they are working on, put away their materials, get their books, and begin reading silently on their own. This technique helps to maximize instructional time by reducing the disarray and delay that might accompany transitions between activities.
  • Seat Signals is a technique in which students use nonverbal signals while seated to indicate that they need something, such as a new pencil, a restroom break, or help with a problem. This technique establishes expectations for appropriate communication and helps to minimize disruptions during class.
  • Props is the act of publicly recognizing and praising students who have done something good, such as answering a difficult question or helping a peer. Props is done by the entire class and is typically a short movement or spoken phrase. The technique is intended to establish a group culture in which learning accomplishments and positive actions are socially valued and rewarded.
  • Nonverbal Intervention is when teachers establish eye contact or make gestures that let students know they are off-task, not paying attention, or misbehaving. The technique helps teachers efficiently and silently manage student behaviour without disrupting a lesson.
  • Positive Group Correction is a quick, affirming verbal reminder that lets a group of students know what they should be doing. Related techniques are Anonymous Individual Correction, a verbal reminder that is directed at an anonymous student; Private Individual Correction, a reminder given to an individual student as discretely as possible; and Lightning-Quick Public Correction, a quick, positive reminder that tells an individual student what to do instead of what not to do.
  • Do It Again is used when students do not perform a basic task correctly, and the teacher asks them to do it again the correct way. This technique establishes and reinforces consistent expectations for quality work.
  • Always enter your classroom with a smile.
  • Engage students in some activities in between which are interesting to avoid boredom if the topic is lengthy or theoretical to keep them focused.
Workshop on life skills
  • Communication and interpersonal skills. This broadly describes the skills needed to get on and work with other people, and particularly to transfer and receive messages either in writing or verbally. Decision-making and problem-solving. This describes the skills required to understand problems, find solutions to them, alone or with others, and then take action to address them. Creative thinking and critical thinking. This describes the ability to think in different and unusual ways about problems, and find new solutions, or generate new ideas, coupled with the ability to assess information carefully and understand its relevance. Self-awareness and empathy, which are two key parts of emotional intelligence. They describe understanding yourself and being able to feel for other people as if their experiences were happening to you. Assertiveness and equanimity, or self-control. These describe the skills needed to stand up for yourself and other people, and remain calm even in the face of considerable provocation. Resilience and ability to cope with problems, which describes the ability to recover from setbacks, and treat them as opportunities to learn, or simply experiences.

Teaching Methodology

  • Always encourage thr students. Take them in a positive manner.
  • Never rebuke the students in the class.If we do this, our students will feel insulted and may give opposite result.
  • During teaching in the class be flexible with students because in this way the students feel free to ask questions without fear or hesitation.
  • During explanation of the chapter try to maintain the class atmosphere entertaining to reduce the boredom of students.
  • Through different realistic incidents and stories try to encourage the habit of honesty among the students.
  • Trainthe students to face the problem in any circumstance.
  • Helpthe students to be aware of their own understanding.
  • Some games should be kept among students in the class to be friendly.
  • Quiz should be organized on different topics to increase the knowledge of students.
  • If teachers give respect to their students,you will be able to get back respect.
  • If students are notgiving,appropriate answers to your questions, do not discourage them and motivate them to answer it differently.
Keep your calm and always handle the situation in class patiently.