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Induction workshop for teachers

  1. Induction Workshop for Personnel with Non-teaching Skills Prepared by: William Nathan Mwaisumo Sumbawanga, Tanzania. Email: March,2010
  2.  This manual is primarily for personnel without teaching skills. It therefore aimed to reach the following objectives: 1. Develop participants’ capacity to plan, organize and conduct teaching activities effectively. 2. Introduce participants to principles and concepts in a teaching profession. 3. Develop participants’ capacity to formulate achievement based objectives in a teaching work. 4. Equip participants with a knowledge of effective teaching methods and aids.
  3. 1.CHARACTER AND PERSONALITY • The teacher must maintain a high ethical standard when enjoying good relationships with colleagues and pupils. Also he should be diplomatic and courteous in all such relationships and mindful of local customs and practices. 2. CONFIDENCE • The teacher must have absolute self confidence to teach successfully.This requires careful preparation of lessons early so that so that he can deliver the lessons efficiently. He should know his abilities and recognize his limitations and be capable of accepting the emotional challenges he will face in his teaching career. 3. APPEARANCE • The teacher should endeavor to dress neatly as other member of staff and encourage his pupils to keep school environment, classroom and tools clean and tidy. 4. COMMITMENT: • The teacher Must be willing to dedicate himself to his job/duties and carry out it to the best of his ability. 5. ATTITUDE • The teacher must adopt the right attitude towards work,colleagues,pupils and the people surrounding the school (Community).He should be cooperative within the school,accept criticism and work for the benefit of the school rather than personal interest.
  4. In secondary schools that encompass O’ level it include:  Teaching classes up to form IV  Prepare lessons that embraces lecture, group work, discussions, project and individual mentoring(in order to ensure classes are interesting and interactive)  Marking work, giving appropriate feedback and maintaining all records  Establishing and maintaining the atmosphere of conducive teaching and learning  Managing pupils’ behavior in and out of the classroom  Providing reports on daily duties and significant developments or accomplishments  Administering tests and examinations
  5.  Understanding the concepts of effective learning is important in order to foster `acquisition and transfer of knowledge and skills to the intended pupils. (Discuss the following figures) Fig. 1
  6. Fig.2
  7. LESSON 3: LESSON PLANNING The explanations and discussions in figure 1-3 can help us much to plan our lessons for effective teaching and learning . MEANING: A lesson plan is the outline of activities the teacher will follow in order to create an effective learning situation. This is a plan fro a teaching job which may take one or more periods to cover:. Lesson planning includes determining: •What to teach •How to teach •When to teach •How long to teach(time) ESSENTIALS OF A LESSON PLAN: This involves the identification of lesson plan heading/title, which may include the following: • Class, Subject, topic, sub-topic and time •Objectives- Should be stated openly the reasons for the lesson e.g pupils should learn/understand a particular aspect of Biology, Chemistry or Agriculture
  8. DEVELOPING A LESSON PLAN The following are the guidelines for developing a lesson plan 1.Identify the Audience 2. What do you want pupils to learn? 3.What are the learning objectives? (e.g. By the end of the lesson pupils will be able to Define…Describe…..Explain……Discuss….etc) 4. What is the most appropriate sequence of the topics and the tasks 5.What are the appropriate teaching methods and strategies 6. How should the teaching and learning be evaluated. 7. Allocate and balance specific time to each part and skills learnt
  9. GUIDELINES FOR LESSON IMPLEMENTATION: -Begin with introduction - include questions to be asked -Include examples -Include activities to be carried out -Prioritize the content in terms of importance and relevance - Use allocated time to each part and skills to be learnt -Evaluate knowledge and skills learnt - In lesson implementation, teachers should consider the following things: 1. Building interest to the pupils- use a lead-off story or interesting visual that captures audience attention. 2. Present initial case problem around which the lecture will be structured. 3. Ask pupils test questions even if they have little prior knowledge. 4. Give examples in real life situations 5. Use headings in lectures and arrange them logically 6. Involve pupils during lectures ( Let them give examples) 7. Illustrate activities throughout presentation to focus on the points you are making.
  10. REINFORCEMENT: AND EVALUATION During lesson implementation, reinforcement and evaluation is an important part as it help the subject teacher to see if he delivered the lesson effectively and determining whether teaching has achieved the objectives and individual improvements. Reinforcing the lecture/lesson include doing the following: 1. Allowing time for feedback comments and questions 2. Posing questions top the pupils 3. Giving self scoring test
  11. LESSON 4: TEACHING METHODS AND TECHNIQUES A teacher can use variety of teaching methods and techniques to make teaching and learning effective: Mostly methods used by teachers are: 1. Demonstration methods- that combines both verbal explanation with practical illustration 2. Discussion method- which involves group of pupils in a class who get together so as to exchange ideas, facts and opinions orally about a given topic. 3. Discovery/problem solving method- it aims to discover the solution to certain problem arise. Normally a teacher provides a source of information.Pupils can be grouped in pairs/groups. 4. Others are : Lectures, Exhibitions,project and Role Play
  12. TEACHING TECHNIQUES These are “Specific devices” used by teachers in addition to other methods. In reality they help pupils to achieve their educational objectives. These techniques include: 1.Questioning 2.Learning through references 3.Assignments 4.Note taking
  13. LESSON 5: CLASSROOM AND UNDESIRED BEHAVIOUR MANAGEMENT CLASSROOM MANAGEMENT: Classroom management is a process of ensuring that classroom lesson run smoothly despite disruptive behaviors by the pupils. Pupils misbehave when: oThey are bored oThey do not understand the task they are given or they can not trust they can do it. oThey do not feel the sense of belonging. oThey do not have a well balanced relationship with the teacher. oThey are not used to certain rules and routine in the classroom. oThey do not trust their teacher’s capacity of the lesson s/he teaches. oThey notice the teacher in unorganized.
  15. LESSON 6: HOW TO MINIMIZE/MANAGE UNDESIRED BEHAVIOUR Undesired behavior can be eliminated or minimized by doing the following things which can also be applicable to both inside and outside of the classrooms: a) Make sure pupils understand very well the tasks. b) Develop a sense of belonging c) Establish classroom rules and consequences with your pupils. d) Assume the role and authority of a teacher, do not try to be the same as them. e) Have a clear, consistent expectation for behavior, look opportunities to reinforce good behavior. f) Prepare and organize well your lessons, avoid to let pupils to become idle, use as much time as possible for instructions and class assignments.
  16. LESSON 6 (Cont..) g) Emphasize respect and choices in the classroom, give pupils responsibilities for their own behaviour,stressing their choices they make. h) Make a learning process enjoyable and avoid pupils talking while teaching. i) Make pupils part and parcel in a teaching process, they are partners in a respective learning activities. j) Solve the disciplinary problems on individual bases (Pupil and a Teacher ) or in a group (Class members and a teacher).
  17. FURTHER READINGS: 1. Froyen,L.A & Iverson,AM (1999) School wide and Classroom Management 3rd Edition. New Jersey. Retrieved from date 02/03/2010. 2. Milican,J.(1992) Reading,Writing & Cultivating: A Resource Book for Post-Literacy trainers based on Experiences in Senegal. Wageningen University ,CESO & CTA, The Hague. 3. Ochapa,O. & Olaitan,S. (1988) Agricultural Education in The Tropics. MIAS , Macmillan Publishers LTD, London. 4. USAID & AED (2005) Training Methodologies and Principles of Adult Learning: ToT Course USAID/AED/LINKAGES. Washington D.C k) Treat pupils fairly. l) Do not take pupils behavior personally