azeez-unv

[azeez-unv]

தமிழில்

What is our duty in society regarding other people’s "good mood"?

What effect does giving a "good mood" to others have on us?

Paying attention to the topic of a good mood in "social relations" is very important and requires constant vigilance on our part. Perhaps our most important social duty and the most important steps for our personal growth is to help others to be in a good mood and not make anyone feel bad. Do we have anything higher than this? Oppression is a severe form of creating a bad mood in others. Not respecting other people’s rights is also a way of making someone feel bad.

Now, what is the effect of making others feel good? For example, some religious scholars say that if you want to give charity in order to solve one of your own problems, take care of the need of a poor person, who is very needy and doesn't even think that it is possible for you to solve his need, by giving a large amount of charity so that he will feel good. When he feels good very deeply and thanks you, good things will happen for you.

Another example is with regard to parents. We should do something for them. We should not just limit ourselves to not making them upset and respecting their rights. More than this, we should do something to make them feel very good. If a person makes his parents deeply happy, perhaps even if he does this just once, it will have a tremendous impact on his entire destiny in a way that he will see that his life improves afterwards. This is because of the deep happiness he brought to his parents.

Therefore, we have a duty to be careful about other people’s mood. That is, first of all do not do something that makes them feel bad. Secondly, do something to make them feel good. Another example is if you blow your car horn loudly while you are driving and another driver becomes nervous. He will feel bad. Or suppose you brake in front of someone and scare him, this will have a very bad effect on you. Why do you make others feel bad? Stop at a distance and let them be sure that you have seen them so that they may feel safe.

Let's care about each other’s mood.

நமது சமூகத்தில், பிறர் நல்ல மனநிலையில் இருப்பதற்கான பொறுப்பு எவ்வளவு?

மற்றவர்களுக்கு நல்ல மனநிலையை கொடுப்பது நம்மை எப்படி பாதிக்கிறது?

சமூக உறவுகளில் நல்ல மனநிலை என்பது மிக முக்கியமான ஒரு அம்சம், மேலும் இதை தொடர்ந்து கவனத்தில் கொள்ள வேண்டும். மற்றவர்களை மனஅழுத்தத்திற்கு உள்ளாக்காமல், அவர்களுக்கு நல்ல உணர்வை வழங்குவதைப் பற்றிய விழிப்புணர்வும் எப்போதும் எங்களுக்கு இருக்க வேண்டும். நம் முக்கியமான சமூக கடமைகளில் ஒன்று, மற்றவர்களை மகிழ்ச்சியாக இருக்க செய்யவும், அவர்களுக்கு மன வேதனை ஏற்படுத்தாத வகையில் நடந்து கொள்ளவும் செய்வதுதான். இதைவிட மேலான கடமை ஏதேனும் இருக்கிறதா?

ஒருவருக்கு அழுத்தம் கொடுப்பது என்பது அவரை மனஅழுத்தத்திற்கு உள்ளாக்கும் மிக கடுமையான ஒரு செயலாகும். மற்றவர்களின் உரிமைகளை மதிக்காமல் நடந்து கொள்வதும் அவர்களை மனவிலகச் செய்யும் ஒரு வழியாகும்.

மற்றவர்களுக்கு நல்ல உணர்வை கொடுப்பதன் விளைவுகள் என்ன?

எடுத்துக்காட்டாக, ஒரு தீவிர தேவையில் உள்ள ஏழை ஒருவர், அவர் பெற்றுவிடுவேனோ என்று நினைக்காத அளவிற்கு அதிகளவில் தானம் வழங்கப்பட்டால், அவருக்கு ஏற்பட்ட மகிழ்ச்சி உங்களுக்கும் நல்ல பலன்களை அளிக்கும் என்று சில மத அறிஞர்கள் கூறுகிறார்கள். அவர் இதனை உணர்ந்து மனதார மகிழ்ந்து நன்றி தெரிவிக்கும்போது, உங்கள் வாழ்க்கையிலும் நல்ல விஷயங்கள் நடக்கும்.

இதேபோல், பெற்றோர்களை மகிழ்விப்பது என்பது மிக முக்கியம். அவர்களை துக்கப்படவிடாமல் இருக்க வேண்டும் என்பது மட்டுமல்ல, அவர்களை மகிழ்ச்சியடையச் செய்யும் செயல்கள் செய்ய வேண்டும். ஒருவர் தனது பெற்றோர்களை மிக ஆழமாக மகிழ்ச்சியடையச் செய்தால், ஒருமுறை மட்டுமே செய்தாலும் கூட, அவருடைய வாழ்க்கையில் அற்புதமான மாற்றங்கள் நிகழக்கூடும்.

அதனால், மற்றவர்களின் மனநிலையை கவனமாகப் பராமரிக்க வேண்டும். முதலில், அவர்களுக்கு மன உளைச்சல் தரக்கூடாத. இரண்டாவதாக, அவர்களை மகிழ்விக்க ஏதாவது செய்ய வேண்டும்.

மற்றொரு எடுத்துக்காட்டு: வாகனம் ஓட்டும் போது, ஒலியைக் கடுமையாக ஏற்படுத்தும் விதமாக ஹாரன் அடிப்பது, மற்ற ஓட்டுனர்களுக்கு பதற்றம் ஏற்படுத்தும். அதேபோல், திடீரென பிரேக் போட்டால் முன்னால் இருப்பவர்களுக்கு பயம் உண்டாகும். இதனால், உங்களுக்கே ஒரு மோசமான தாக்கம் இருக்கும். அதற்குப் பதிலாக, பிறருக்கு பாதுகாப்பாக இருக்க அனுமதிக்க வேண்டும்.

நாம் அனைவரும் ஒருவரின் மனநிலையைப் பற்றிக் கவலைப்பட வேண்டும். மற்றவர்களை மனஅழுத்தம் ஏற்படுத்தும் விதமாக நடந்து கொள்ளாமல், அவர்களை மகிழ்விக்க முன்வருவோம்!

[azeez-unv]

SDG GOALS: Goal 4 - Quality Education

தமிழில்

Seven Outcomes (Our Targets)

4.1 By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.

4.2 By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education.

4.3 By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.

4.4 By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship.

4.5 By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations.

4.6 By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy.

4.7 By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture's contribution to sustainable development.

Three Means of Implementation.

4a Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all.

4b By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries.

4c By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small Island developing States.

SDG இலக்கு 4 - தரமான கல்வி

ஏழு குறிக்கோள்கள் (நமது இலக்குகள்)

4.1 2030க்குள், அனைத்து சிறுமிகளும் சிறுவர்களும் இலவசமாகவும் சமநிலையானதாகவும் தரமான ஆரம்பக் கல்வியும் இருபருவக் கல்வியும் பெற்றுக் கொண்டு தொடர்புடைய மற்றும் பயனுள்ள கற்றல் விளைவுகளை அடையும் வகையில் உறுதி செய்ய வேண்டும்.

4.2 2030க்குள், அனைத்து சிறுமிகளும் சிறுவர்களும் தரமான ஆரம்பக்கால வளர்ச்சி, பராமரிப்பு மற்றும் முன்கல்வி பெறுவதற்கு அணுகல் இருக்க வேண்டும், இதனால் அவர்கள் ஆரம்பக் கல்விக்கு தயாராக இருக்க வேண்டும்.

4.3 2030க்குள், அனைத்து பெண்களும் ஆண்களும் மலிவாகவும் தரமாகவும் தொழில்நுட்பம் சார்ந்த, தொழில்முறை மற்றும் உயர் கல்வி, பல்கலைக்கழகக் கல்வி உட்பட, பெறுவதற்கான சமவாய்ப்பை உறுதி செய்ய வேண்டும்.

4.4 2030க்குள், தொழில்நுட்ப மற்றும் தொழில்முறை திறன்கள் உட்பட வேலை வாய்ப்பு, நேர்மையான வேலைகள் மற்றும் தொழில் முனைவுக்கு தேவையான திறன்களை கொண்ட இளைஞர்களின் மற்றும் பெரியவர்களின் எண்ணிக்கையை பெரிதாக அதிகரிக்க வேண்டும்.

4.5 2030க்குள், கல்வியில் பாலின இடைவெளிகளை நீக்கி, உடல் ஊனமுற்றோர், நாட்டீய இன மக்கள் மற்றும் பாதிக்கப்படும் சூழ்நிலைகளில் உள்ள குழந்தைகள் உட்பட, அனைவருக்கும் அனைத்து கல்வி நிலைகளிலும் மற்றும் தொழில்முறை பயிற்சிக்கான சம வாய்ப்பை உறுதி செய்ய வேண்டும்.

4.6 2030க்குள், அனைத்து இளைஞர்களும் மற்றும் ஒரு முக்கியமான அளவு பெரியவர்களும் (ஆண்கள், பெண்கள் இருவரும்) எழுத்துத்திறன் மற்றும் எண்ணிக்கை திறன் பெற்றிருப்பதை உறுதி செய்ய வேண்டும்.

4.7 2030க்குள், நிலையான வளர்ச்சியை மேம்படுத்த தேவையான அறிவும் திறன்களும் அனைத்து கற்றலாளர்களும் பெறுவதை உறுதி செய்ய வேண்டும். இதில் நிலையான வாழ்க்கை முறைகள், மனித உரிமைகள், பாலின சமத்துவம், அமைதி மற்றும் அக்ரோஷமற்ற கலாச்சாரம், உலக குடியுரிமை, கலாச்சாரப் பல்வகைமை மற்றும் கலாச்சாரம் நிலையான வளர்ச்சிக்கு வழங்கும் பங்கு ஆகியவை அடங்கும்.

மூன்று செயலாக்க முறைகள்

4a குழந்தைகள், மாற்றுத்திறனாளிகள் மற்றும் பாலின சமநிலைக்கு உகந்த கல்வி அமைப்புகளை உருவாக்கி மேம்படுத்த வேண்டும், மேலும் அனைவருக்கும் பாதுகாப்பான, அக்ரோஷமற்ற, உள்ளடக்கிய மற்றும் பயனுள்ள கற்றல் சூழலை உருவாக்க வேண்டும்.

4b 2020க்குள், குறிப்பாக குறைவாக வளர்ந்த நாடுகள், சிறிய தீவுக் நாடுகள் மற்றும் ஆப்பிரிக்க நாடுகளுக்காக, தொழில்நுட்பம், பொறியியல் மற்றும் அறிவியல் திட்டங்கள் உட்பட உயர் கல்விக்கு கல்வித் தகுதிகள் வழங்கும் எண்ணிக்கையை உலகளவில் பெரிதாக விரிவுபடுத்த வேண்டும்.

4c 2030க்குள், குறைவாக வளர்ந்த நாடுகள் மற்றும் சிறிய தீவுக் நாடுகளில் உள்ள ஆசிரியர்களை திறமையாக்குவதற்காக, சர்வதேச ஒத்துழைப்பின் மூலம் தகுதிவாய்ந்த ஆசிரியர்களின் எண்ணிக்கையை பெரிதாக அதிகரிக்க வேண்டும்.

[azeez-unv]

"Maintaining Proper Hairstyle in the School System" தமிழில்

🔘WHY IT'S HAPPENING

Before you can solve the problem of students having improper hairstyles, it's important to understand the root causes. There are two main reasons why students fail to follow school guidelines regarding hairstyles.

REASON 1: THEY DON’T BELIEVE IT MATTERS.

Despite school rules clearly stating the importance of proper grooming, many students do not take these guidelines seriously. They might assume that as long as they are attending school and completing their work, their appearance should not be a concern. At some point, the enforcement of grooming standards might have faded, leading students to believe that the rule is not strictly applied.

If students see that some of their peers get away with improper hairstyles without consequences, they are likely to follow the same path. Over time, they become conditioned to believe that hairstyle rules are flexible, rather than an essential part of the school’s discipline and decorum.

REASON 2: THEY DON’T UNDERSTAND WHAT “PROPER HAIRSTYLE” MEANS.

Although it may seem straightforward, students may have different interpretations of what constitutes an acceptable hairstyle. The school might define it as neat, simple, and in line with dress code policies, while students might think that as long as their hair is clean, any style should be acceptable.

Students coming from different cultural backgrounds or influenced by trends may have differing opinions on appropriate hairstyles. If previous teachers or school authorities have been inconsistent in enforcing the rule, students may not have a clear understanding of the expected standards.

In most cases, both of these factors play a role in students’ reluctance to maintain proper hairstyles. However, rather than labeling them as rebellious, it’s more effective to place the responsibility on educators and school administrators to establish clear expectations and accountability.

WHAT YOU SHOULD BE ABLE TO EXPECT

Some educators may wonder if it’s realistic to expect students to follow strict grooming guidelines. The answer is yes. Regardless of the school’s location or grade level, students should be able to maintain proper hairstyles in accordance with school policies.

That said, schools should also allow some room for personal expression within reasonable limits. Hairstyles should not be overly distracting, unkempt, or against the principles of school discipline. Schools should create an environment that balances individuality with uniformity, fostering a sense of respect and discipline.

THE SOLUTION

If you are looking for a simple yet effective way to enforce proper hairstyles, the solution lies in clear expectations, consistent practice, and fair enforcement of consequences.

STEP 1: DEFINE EXPECTATIONS IN EXPLICIT DETAIL.

▪️The first step in fixing the issue is to define in precise terms what is considered a proper hairstyle. It is not enough to say, “Keep your hair neat.” Instead, describe it in detail. If possible, provide visual examples through posters or school handbooks.

▪️Schools may bring in student volunteers or use images to model both acceptable and unacceptable hairstyles. This gives students a clear picture of what is expected and leaves no room for misinterpretation.

▪️Additionally, explain why these rules exist—whether for hygiene, discipline, or uniformity. When students understand the purpose behind a rule, they are more likely to comply.

STEP 2: HAVE STUDENTS PRACTICE GOOD GROOMING HABITS.

Once students understand what is expected, they should be given opportunities to practice proper grooming. Schools can hold grooming sessions, invite professional barbers or hairstylists to demonstrate easy-to-maintain hairstyles, and encourage students to maintain their hair regularly.

To make this process engaging, schools can introduce grooming awareness campaigns or reward students who consistently follow the hairstyle guidelines. Making it a positive experience rather than a punishment will encourage students to participate willingly.

STEP 3: TEACH THE CONSEQUENCES.

It is important to clearly outline the consequences of not adhering to hairstyle rules. Walk students through the disciplinary steps that would follow if they repeatedly ignore guidelines. Consequences should be fair and consistent, ranging from verbal reminders to more formal actions if necessary.

At the same time, educators should ensure that consequences are not overly harsh. Instead of punishing students, schools should focus on corrective measures, such as providing them with options for acceptable hairstyles or directing them to resources for grooming.

STEP 4: APPLY THE RULES CONSISTENTLY.

Once expectations have been set and students have had the chance to practice proper grooming, it’s time to implement the rules in real scenarios. Teachers and school staff should consistently reinforce the rules without exceptions.

If a student shows up with an improper hairstyle, they should be reminded of the rules and given a chance to correct it. If non-compliance continues, the appropriate disciplinary measures should be enforced. By maintaining consistency, students will understand that the rule is non-negotiable.

STEP 5: CONTINUE TO REINFORCE EXPECTATIONS.

Even after establishing clear guidelines, it is essential to keep reinforcing them. Before any major school event or uniform check, teachers should remind students of the grooming standards.

Encourage teachers to mention hairstyle expectations before any shift in school activities, such as before photo day, formal ceremonies, or sports events. This serves as a proactive measure to prevent violations rather than reacting after they occur.

Taking a preventive approach, rather than a punitive one, helps create a school culture where students willingly comply with grooming standards. By making expectations clear, practicing good habits, and consistently reinforcing the rules, schools can successfully maintain proper hairstyles while fostering a positive and respectful learning environment.

மாணவர்கள் சரியான முடி அலங்காரம் கொண்டிருக்க என்ன செய்யலாம்?

🔘ஏன் இது ஒரு பிரச்சனை?

மாணவர்கள் பள்ளிக்கு செல்லும்போது அவர்களின் உடை, ஒழுங்கு மற்றும் தோற்றம் பள்ளியின் ஒழுங்குமுறைக்கு ஏற்ப இருக்க வேண்டும். ஆனால், சில மாணவர்கள் ஒழுங்கற்ற அல்லது விதிமுறைகளை மீறும் விதமாக முடியை வைத்திருப்பதை காணலாம். இது பள்ளி ஒழுங்கின்மையை ஏற்படுத்தலாம் மற்றும் மாணவர்களின் கவனத்தை மறுப்பதற்கு ஒரு காரணமாக இருக்கலாம்.

இதன் முக்கியமான இரண்டு காரணங்கள் உள்ளன:

1.அவர்கள் இது ஒரு கட்டாயம் என்று நம்பவில்லை

பள்ளி நிர்வாகம் அல்லது ஆசிரியர்கள் சரியான முடி அலங்காரத்தை பற்றி அறிவுறுத்தினாலும், சில மாணவர்கள் அதை மிக முக்கியமானதாகக் கருதமாட்டார்கள். இது ஏற்கனவே தங்கள் பழக்க வழக்கமாக இருக்கலாம் அல்லது விதிகளை மீறினால் எந்த எதிர்விளைவுகளும் ஏற்படாது என நினைக்கலாம்.

2.சரியான முடி அலங்காரம் என்றால் என்ன என்பதை அவர்கள் முழுமையாக புரிந்துகொள்ளவில்லை

சில மாணவர்கள் எந்த விதமான முடி அலங்காரம் பள்ளியில் ஏற்றுக்கொள்ளப்படும் என்பதை தெளிவாகப் புரிந்துகொள்ளாமல் இருக்கலாம். உதாரணமாக, "சுத்தமாக முடியை வைத்திருங்கள்" என்று சொல்லும் போது, அவர்கள் முழுமையாக விறைவாக சீவினால் போதும் என நினைக்கலாம். ஆனால், பள்ளியின் விதிமுறைகளின்படி முடி சிறிது குறைந்திருக்க வேண்டும், நேர்த்தியாக இருக்க வேண்டும், மற்றும் வெள்ளை பணியாளர் முடி அலங்கார மாதிரியைப் பின்பற்ற வேண்டும் என்ற நிலை இருந்தால், அவர்கள் அதனை முறையாக விளங்கிக் கொள்ள வேண்டும்.

🔘எதிர்பார்க்க வேண்டிய ஒழுங்குமுறை

பள்ளியில் ஒழுங்கான மற்றும் மரியாதைக்குரிய தோற்றத்தைக் கொண்டிருப்பது கட்டாயமாக இருக்க வேண்டும். மாணவர்கள் பள்ளி நேரத்தில் சரியான முடி அலங்காரத்துடன் இருக்க வேண்டும் என்பதில் எந்த சந்தேகமும் இல்லை.

மாணவர்களுக்கு முடி அலங்காரம் தொடர்பான சில முக்கிய நடைமுறைகள்:

▪️பள்ளி விதிமுறைகளுக்கு ஏற்ப முடியை வெட்டிக்கொள்ள வேண்டும்.

▪️முடியை ஒழுங்காக சீவி, தேவையான அளவுக்கு மட்டும் நீளமாக வைத்திருக்க வேண்டும்.

▪️பள்ளியில் அனுமதிக்கப்படாத ஹேர் ஸ்டைல்களை தவிர்க்க வேண்டும் (எ.கா., நிறமாற்றம், ஸ்பைக், ஒதுக்குமுறை மீற��்).

▪️சிறப்பு சமயங்களில் பள்ளி அனுமதிக்கும் விதத்தில் மட்டும் முடியை அலங்கரிக்க அனுமதி இருக்கலாம்.

🔘பிரச்சனையின் தீர்வு

மாணவர்கள் சரியான முடி அலங்காரம் கொண்டிருக்க வேண்டும் என்பதை உறுதிசெய்ய சிறந்த வழிகள் என்ன?

1.விதிகளை மிகத் தெளிவாக விளக்குங்கள்

மாணவர்கள் எந்த விதமான முடி அலங்காரம் பள்ளியில் எதிர்பார்க்கப்படுகிறது என்பதை தெளிவாக விளங்க வேண்டும்.

அதற்காக:

▪️போதுமான விளக்கங்களுடன் விதிமுறைகளை எழுதி மாணவர்களுக்கும் பெற்றோருக்கும் வழங்க வேண்டும்.

▪️முடி அலங்காரம் எப்படி இருக்க வேண்டும் என்பதற்கான மாதிரி படங்களை காட்டலாம்.

▪️ஒழுங்கற்ற முடி அலங்காரம் எவ்வாறு பள்ளியின் ஒழுங்கினை பாதிக்கக்கூடும் என்பதைக் கூறலாம்.

2.மாணவர்களிடம் பயிற்சி அளிக்க வேண்டும்

ஒரு தடவை விதிமுறைகளை விளக்கிவிட்டால், அதை அவர்கள் நடைமுறைப்படுத்தி இருக்கிறார்களா என்பதை கண்காணிக்க வேண்டும்.

▪️எப்படி பயிற்சி அளிக்கலாம்?

ஒரு செய்முறை விளக்கம் செய்யலாம். உதாரணமாக, சில மாணவர்களை அழைத்து அவர்களது முடி அமைப்பை ஒப்பிட்டு சரியான முறையை விளக்கலாம்.

பள்ளி தலைமை ஆசிரியர்கள் அல்லது நிர்வாகிகள், மாணவர்களுடன் நேரடியாகச் சந்தித்து, முடி அலங்காரம் பற்றிய விழிப்புணர்வை ஏற்படுத்தலாம்.

3.பரிந்துரை மற்றும் எச்சரிக்கை கொடுக்க வேண்டும்

முதல் முறையாக விதிமுறையை மீறிய மாணவர்களுக்கு எச்சரிக்கை அளிக்கலாம். தொடர்ந்து மீறினால், பெற்றோர்களை அழைத்து, அவர்கள் மாணவர்களின் முடி அலங்காரத்தை சரிசெய்வதற்கான அறிவுரை வழங்கலாம்.

4.விளைவுகளை உறுதியாக அமல்படுத்துங்கள்

மாணவர்கள் பள்ளி விதிகளை மீறினால், அதற்குரிய நடவடிக்கைகளை உடனடியாக மேற்கொள்ள வேண்டும்.

ஒழுங்கற்ற முடி அமைப்புள்ள மாணவர்களை கிளாஸ்க்குள் அனுமதிக்காமல், வீட்டிற்கு அனுப்பி, சரி செய்த பிறகு மட்டும் வர அனுமதிக்கலாம்.

பலமுறை மீறுபவர்கள் பள்ளி நிர்வாகத்தினால் தனிப்பட்ட முறையில் கலந்துரையாடப்பட வேண்டும்.

🔘தொடர்ச்சியாக விதிகளை மீண்டும் நினைவுபடுத்துங்கள்

மாணவர்களுக்கு ஒவ்வொரு முறை புதிய செயல்பாட்டிற்குள் செல்லும் முன், அவ்வாறு நடக்க வேண்டும் என்பதை கூறி அவர்களை முன்கூட்டியே தயார் செய்யுங்கள். உதாரணமாக:

முதல் நாள் கூட்டத்தில் முடி அலங்காரம் பற்றிய ஒரு சிறிய நினைவூட்டலை வழங்கலாம்.

பொதுவான தடைகளை நினைவுபடுத்தி, அதனை தவிர்ப்பது எப்படி என்பதையும் விளக்கலாம்.

ஒழுங்கு முறையை கடைப்பிடிக்க மறுக்கும் மாணவர்களுக்கு சிறப்பு கவனம் செலுத்தலாம்.

🔘தீர்மானம்: மாணவர்களின் தோற்றம் மற்றும் ஒழுங்கு என்பது பள்ளியின் கட்டுப்பாட்டில் இருக்க வேண்டிய ஒரு முக்கியமான அம்சம். சரியான முடி அலங்காரம் என்பது ஒழுங்குமுறையின் ஒரு முக்கிய பகுதி என்பதால், இதனை ஆசிரியர்கள், பெற்றோர்கள், மற்றும் மாணவர்கள் இணைந்து செயல்படுவதன் மூலம் உறுதி செய்யலாம். முறையான விளக்கம், விளைவுகள், மற்றும் தெளிவான விதிமுறைகள் மூலம், மாணவர்கள் ஒழுங்காக முடியை வைத்திருக்க செய்யலாம்.

[azeez-unv]

LESSON OBSERVATION FORM

A Lesson Observation Form is essential for evaluating teaching practices and improving educational outcomes. This complete guide provides detailed examples and practical advice on creating an effective Classroom Observation Form. Whether you’re an administrator, mentor, or teacher, understanding how to use a Fillable Form for lesson observation can greatly enhance your evaluation process. Our guide covers key elements to include, best practices for collecting and analyzing data, and tips for providing constructive feedback. By following our comprehensive advice, you can ensure that your observations are thorough, objective, and actionable, ultimately leading to better teaching and learning experiences.

🔘WHAT IS LESSON OBSERVATION FORM?

A Lesson Observation Form is a document used to systematically evaluate classroom teaching practices and student engagement. This Classroom Observation Form includes sections for recording observations, assessing instructional methods, and noting student interactions. It serves as a tool for providing feedback to teachers and identifying areas for professional development. By using a Fillable Form, observers can easily document their findings and ensure that evaluations are comprehensive and consistent. Understanding this form’s purpose and structure helps in making informed assessments that contribute to improved educational practices.

🔘LESSON OBSERVATION FORMAT

▪️TEACHER INFORMATION

Name

Subject

Grade Level

▪️DATE AND TIME

Specify the date and time of the observation.

���️LESSON TOPIC

State the topic of the lesson.

▪️LEARNING OBJECTIVES

Outline the specific objectives of the lesson.

▪️LESSON PLAN

Describe the structure of the lesson.

Introduction

Main Activities

Conclusion

▪️INSTRUCTIONAL STRATEGIES

Detail the methods and strategies used by the teacher.

▪️STUDENT ENGAGEMENT

Describe how students are engaged in the lesson.

▪️CLASSROOM MANAGEMENT

Observe and note the teacher’s classroom management techniques.

▪️ASSESSMENT METHODS

Explain how student understanding is assessed.

▪️STRENGTHS

Highlight the strengths observed during the lesson.

▪️AREAS FOR IMPROVEMENT

Provide constructive feedback and suggestions.

▪️OBSERVER’S COMMENTS

Include any additional comments or observations.

🔘WHAT DO YOU WRITE IN A LESSON OBSERVATION FORM?

A lesson observation form should include detailed notes on instructional methods, student engagement, and classroom management.

Key points include:

▪️Lesson Objectives: Clearly state the goals of the lesson.

▪️Teaching Methods: Describe the instructional strategies used.

▪️Student Interaction: Note student participation and engagement.

▪️Classroom Management: Assess how the teacher manages the classroom environment.

▪️Feedback and Recommendations: Provide constructive feedback and suggestions for improvement.

🔘HOW TO DO A LESSON OBSERVATION?

Conducting a lesson observation involves systematically assessing the teaching process and student engagement. Key steps include:

▪️Preparation: Review the lesson plan and objectives beforehand.

▪️Observation: Attend the lesson and take detailed notes on key aspects.

▪️Interaction: Observe student behavior and interactions.

▪️Assessment: Evaluate the effectiveness of teaching methods.

▪️Feedback: Provide detailed and constructive feedback to the teacher.

🔘HOW DO YOU FILL OUT A CLASSROOM OBSERVATION FORM?

Filling out a classroom observation form requires capturing comprehensive details of the observed lesson. Key steps include:

▪️Identify Sections: Familiarize yourself with the form’s sections.

▪️Objective Recording: Note the lesson’s objectives and structure.

▪️Detailed Notes: Write specific observations on teaching methods and student engagement

▪️Evaluation: Assess classroom management and instructional effectiveness.

▪️Recommendations: Offer feedback and suggestions for improvement.

🔘WHAT IS A CLASSROOM OBSERVATION CHECKLIST?

A classroom observation checklist is a tool used to ensure all critical aspects of a lesson are evaluated. Key elements include:

▪️Lesson Objectives: Verify the clarity and relevance of the objectives.

▪️Instructional Methods: Assess the variety and effectiveness of teaching methods.

▪️Student Engagement: Observe levels of student participation and interest.

▪️Classroom Management: Evaluate how well the teacher maintains a conducive learning environment.

▪️Learning Outcomes: Check if the lesson meets its stated goals.

🔘HOW DO YOU PREPARE FOR CLASSROOM OBSERVATION?

Preparing for classroom observation involves understanding the lesson plan and setting clear objectives. Key steps include:

▪️Review Lesson Plan: Familiarize yourself with the content and objectives of the lesson.

▪️Set Criteria: Define what aspects you will focus on during the observation.

▪️Gather Materials: Prepare any forms or checklists needed for the observation.

▪️Schedule: Ensure the observation is scheduled at a mutually convenient time.

▪️Communicate Expectations: Discuss with the teacher what will be observed and provide guidelines.

🔘CONTENTS OF A LESSON OBSERVATION FORM

Lesson observation forms often have simple outlines and arrangements as well as fields that need to be answered by the user. Specifically, the form must have a primary section allotted for the observer’s general information along with the schedule of the class that he is observing. Other essential details for this section include the name of the teacher, the length of the observation, and the main purpose why the observation needs to be conducted. After the primary section is the goal and target statements of the observer. The statements will serve as the guide for the observer in determining whether he had acquired his purpose or not.

Notes and instructions are the succeeding sections of this observation form. It is significant that the school enclosed enough instructions as well as etiquette guidelines to remind the observer of how the procedure will be conducted without causing a distraction in class.

After the instructions are sets of questionnaires and standards wherein the observer will be able to write his ratings and evidence. The evidence is the explanation of how and why the rating is at a specific score. The strengths and the weaknesses that need to be developed by the teacher will also be stated along with the ratings.

Lastly, the teacher’s comment that serves as an observational feedback is included in the end section of the form. This will be accompanied by the teacher’s and the observer’s signatures to certify that the observation was successfully conducted within the allotted time period.

🔘LESSON OBSERVATION FORM TIPS

Anyone who is interested in observing a particular subject lesson can use a lesson observation form. Nonetheless, the user must be aware of the basic dos in using the form. The first to always do is to indicate the type of lesson that is to be observed. Writing down the lesson and the subject will allow the user to be wary of what he must be knowledgeable about. Also, it is a necessity that the observer knows about the lesson in order to assure that he will be able to relate to the topic taught by the teacher.

Another tip is to write down only the significant diagrams and notes as well as sketches that the teacher is placing on the board. This action will aid the user to be reminded of the lesson’s details and how the teacher was able to explain the sketches to her students in a manner that they both understand one another.

When using the form, observers must review and reassess the statements that they have written on it. This will help them in removing unnecessary comments and focus on what is significant for the development of the lesson. Additionally, knowing the staff and the teachers who are involved in the lesson observation is also important in succeeding through the observation process since the school’s personnel can be instruments for the observer to acquire a lesson introduction.

With all the information and the tips in this article, any user and observer will be conducting an effective lesson observation. Nonetheless, the completed forms must be kept for documentation so that the subject will acquire a copy of his results whenever he needs a guide through his teaching career.

🔘EXAMPLE OF AN OBSERVATION STATEMENT

An observation statement describes what is seen without interpretation. Example: “The teacher used visual aids to explain the concept,” similar to recording observations on a Coach Observation Form.

🔘TEACHER OBSERVATION FORM FOR TEACHERS

A teacher observation form evaluates instructional methods, student engagement, and classroom management, providing structured feedback for professional development, much like a Hazard Observation Form for safety evaluations.

🔘HOW TO MAKE AN OBSERVATION SHEET

To make an observation sheet, include sections for objectives, methods, student interaction, and feedback, similar to creating a Teaching Feedback Form for comprehensive evaluations.

🔘WHAT DOES A GOOD LESSON OBSERVATION LOOK LIKE?

A good lesson observation includes detailed notes on teaching methods, student engagement, and classroom management, and provides constructive feedback, akin to a well-prepared Lesson Feedback Form.

🔘HOW TO START AN OBSERVATION REPORT?

Start an observation report by outlining the lesson’s objectives and context, then proceed with detailed observations, similar to beginning an Inspection Form for systematic evaluations.

🔘WHAT SHOULD WE WRITE IN OBSERVATION?

In an observation, write detailed, objective notes on teaching methods, student engagement, and classroom management, similar to entries in a Move In Move Out Inspection Checklist.

🔘WHAT MAKES A GOOD OBSERVATION?

A good observation is objective, detailed, and focused on specific behaviors and outcomes, providing actionable feedback, much like a thorough Inspection Report Form.

🔘HOW LONG SHOULD A LESSON OBSERVATION BE?

A lesson observation should last one full class period, typically 30-60 minutes, to capture comprehensive teaching and learning interactions, similar to the duration of an Inspection Form review.

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தமிழில்

501 USEFUL TIPS FOR TEACHERS

Author : Robert D Ramsey Ed. D

51. GIVE STUDENTS CONTINUOUS FEEDBACK. NO POOR GRADE SHOULD EVER COME AS A SURPRISE

Continuous feedback is a cornerstone of effective education. When students receive regular and constructive feedback, they are more likely to stay motivated, understand their progress, and identify areas for improvement. Here are some useful inputs to enhance the process of providing continuous feedback:

▪️KEY STRATEGIES FOR CONTINUOUS FEEDBACK

1.Set Clear Expectations:

- Clearly communicate learning objectives and grading criteria.

- Provide rubrics that outline the criteria for different levels of performance.

2.Timely Feedback:

- Offer feedback promptly after assignments are submitted.

- Schedule regular check-ins to discuss progress and address concerns.

3.Specific and Constructive

- Focus on specific aspects of the student's work.

- Highlight strengths and provide actionable suggestions for improvement.

4.Use Various Feedback Methods

- Incorporate written comments, verbal feedback, and peer reviews.

- Utilize digital tools like learning management systems (LMS) to provide feedback.

5.Encourage Self-Reflection

- Promote self-assessment and reflection activities.

- Guide students to set personal goals and track their progress.

6.Foster a Growth Mindset

- Encourage a positive attitude towards learning from mistakes.

- Reinforce the idea that effort and persistence lead to improvement.

7.Create a Supportive Environment

- Build a classroom culture where feedback is seen as a tool for growth.

- Ensure students feel safe to ask questions and express their concerns.

8.Involve Parents and Guardians

- Keep parents informed about their child's progress through regular updates.

- Encourage open communication between teachers, parents, and students.

▪️IMPLEMENTING CONTINUOUS FEEDBACK

Example Practices

1.Weekly Progress Reports

- Provide brief reports summarizing students' achievements and areas needing attention.

2. One-on-One Meetings

- Schedule individual meetings to discuss progress, set goals, and address any challenges.

3.Interactive Assignments

- Use interactive platforms where students can receive instant feedback on their work.

4.Group Feedback Sessions

- Organize group discussions where students can share their work and receive peer feedback.

CONCLUSION

Continuous feedback is essential for students' academic growth and development. By implementing these strategies, educators can ensure that students are aware of their progress, motivated to improve, and never caught off guard by poor grades. An environment that prioritizes regular, constructive feedback fosters a culture of learning, resilience, and continuous improvement.

மாணவர்களுக்கு தொடர்ச்சியான பின்னூட்டம் வழங்குங்கள் – எந்தக் குறைந்த மதிப்பெண்ணும் அவர்களுக்கு ஆச்சரியமாக இருத்தல் கூடாது

தொடர்ச்சியான பின்னூட்டம் என்பது திறமையான கல்வியின் அடிப்படை கல்லாகும். மாணவர்கள் முறையான மற்றும் அடிக்கடி பின்னூட்டம் பெறும் போது, அவர்கள் ஊக்கமடைந்து, தங்கள் முன்னேற்றத்தை புரிந்துகொண்டு, மேம்படுத்த வேண்டிய பகுதிகளை அடையாளம் காண முடியும். தொடர்ச்சியான பின்னூட்டம் வழங்குவதற்கான சில பயனுள்ள யுக்திகளை இங்கு காணலாம்:

🔹தொடர்ச்சியான பின்னூட்டத்திற்கான முக்கிய யுக்திகள்

1.தெளிவான எதிர்பார்ப்புகளை அமைக்கவும்:

கற்றல் நோக்கங்கள் மற்றும் மதிப்பீட்டு அளவுகோல்களை தெளிவாக தெரிவிக்கவும்.

மாணவர் செயல்திறன் நிலைகளை விளக்கும் மதிப்பீட்டு கோட்பாட்டை வழங்கவும்.

2.சரியான நேரத்தில் பின்னூட்டம் வழங்கவும்:

மாணவர்கள் செயற்பாடுகளை சமர்ப்பித்த உடன் பின்னூட்டம் வழங்கவும்.

மாணவர்களின் முன்னேற்றத்தைப் பற்றி அவ்வப்போது பேசுவதற்காக நிரந்தர சந்திப்புகளை ஏற்பாடு செய்யவும்.

3.குறிப்பிட்ட மற்றும் தரமான பின்னூட்டம் வழங்கவும்:

மாணவர்களின் வேலைக்குள் முக்கிய அம்சங்களை அடையாளம் காணவும்.

அவர்கள் பலமாக இருக்கும் பகுதிகளைப் பாராட்டி, மேம்படுத்த வேண்டியவற்றிற்கான பயனுள்ள ஆலோசனைகளை வழங்கவும்.

4.பல���வேறு முறைகளைப் பயன்படுத்தவும்:

எழுத்து பின்னூட்டம், வாய்வழி பின்னூட்டம், மற்றும் நண்பர் மதிப்பீடுகளை உள்ளடக்கவும்.

கல்வி மேலாண்மை அமைப்புகள் (LMS) போன்ற டிஜிட்டல் கருவிகளை பயன்படுத்தி பின்னூட்டம் வழங்கவும்.

5.மாணவர்கள் சுயவிமர்சனம் செய்ய உதவவும்:

சுய மதிப்பீட்டு மற்றும் திருத்த செயல்பாடுகளை ஊக்குவிக்கவும்.

தனிப்பட்ட இலக்குகளை அமைத்து, அவற்றை கண்காணிக்க வழிகாட்டவும்.

6.வளர்ச்சி மனப்பாங்கை உருவாக்கவும்:

தவறுகளில் இருந்து கற்றல் என்பது ஒரு வளர்ச்சி வாய்ப்பாக கருதும் மனப்போக்கை ஊக்குவிக்கவும்.

முயற்சி மற்றும் பொறுமை முன்னேற்றத்திற்கான விசையாக இருப்பதை வலியுறுத்தவும்.

7.ஆதரவளிக்கும் சூழலை உருவாக்கவும்:

பின்னூட்டத்தை ஒரு மேம்பாட்டு கருவியாக பார்க்கும் வகையில் வகுப்பறை பண்பாட்டை உருவாக்கவும்.

மாணவர்கள் கேள்விகளை கேட்கவும், சந்தேகங்களை வெளிப்படுத்தவும் பயப்படாத சூழலை உருவாக்கவும்.

8.பெற்றோர்களையும் பாதுகாவலர்களையும் சேர்க்கவும்:

மாணவர்களின் முன்னேற்றத்தைப் பற்றி பெற்றோர்களுக்கு அவ்வப்போது தகவல் தெரிவிக்கவும்.

ஆசிரியர்கள், பெற்றோர் மற்றும் மாணவர்களுக்கு ��டையே திறந்த உரையாடலை ஊக்குவிக்கவும்.

🔹 தொடர்ச்சியான பின்னூட்டத்தை நடைமுறைப்படுத்துவது

உதாரண நடைமுறைகள்

✅வாராந்திர முன்னேற்ற அறிக்கைகள்:

மாணவர்களின் சாதனைகள் மற்றும் மேம்படுத்த வேண்டிய பகுதிகளை சுருக்கமாக விவரிக்கும் அறிக்கைகள் வழங்கவும்.

✅தனிப்பட்ட சந்திப்புகள்:

ஒவ்வொரு மாணவருடனும் தனிப்பட்ட முறையில் சந்தித்து, அவர்களின் முன்னேற்றம் மற்றும் இலக்குகளைப் பற்றிப் பேசவும்.

✅உருவாக்கம் செயல்:

மாணவர்கள் உடனடி பின்னூட்டம் பெறக்கூடிய இடையின்மை செயல்பாடுகளை ஏற்பாடு செய்யவும்.

✅குழு பின்னூட்ட அமர்வுகள்:

மாணவர்கள் தங்கள் வேலைகளைப் பகிர்ந்து கொள்ளவும், மற்றும் ஒருவருக்கொருவர் பின்னூட்டம் வழங்கவும் கூடிய குழு விவாதங்களை ஏற்பாடு செய்யவும்.

🔹முடிவுரை

தொடர்ச்சியான பின்னூட்டம் என்பது மாணவர்களின் அறிவியல் வளர்ச்சிக்கும், முன்னேற்றத்திற்கும் அத்தியாவசியமாகும். இந்தப் பயன்பாட்டு உத்திகளை செயல்படுத்துவதன் மூலம், மாணவர்கள் தங்கள் நிலையை நன்றாகப் புரிந்துகொள்ளலாம், முன்னேற்றத்திற்கு ஊக்கமடையலாம், மற்றும் எதிர்பாராதவிதமாக குறைந்த மதிப்பெண்கள் பெறுவதிலிருந்து தப்பிக்கலாம். தொடர்ந்து பின்னூட்டம் வழங்கும் கல்வி சூழல், ஒரு வளர்ச்சியடைந்த, பொறுமை உடைய மற்றும் நிலையான கற்றல் மனப்போக்கை உருவாக்க உதவும்.

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CONSTRUCTING LEARNING OUTCOMES

🔘CONSIDERING TAXONOMIES

Taxonomies of educational objectives can be consulted as useful guides for developing a comprehensive list of student outcomes.

Taxonomies attempt to identify and classify all different types of learning. Their structure

usually attempts to divide learning into thee types of domains (cognitive, affective, and behavioral) and then defines the level of performance for each domain. Cognitive outcomes describe what students should know.

Affective outcomes describe what students should think. Behavioral outcomes describe what students should be able to perform or do.

🔘BLOOM’S TAXONOMY OF EDUCATIONAL OBJECTIVES

(1956) is one traditional framework for structuring learning outcomes. Levels of performance for Bloom’s cognitive domain include knowledge, comprehension, application, analysis, synthesis, and evaluation. These categories are arranged in ascending order of cognitive complexity where evaluation represents the highest level.

The table below presents a description of the levels of performance for Bloom’s cognitive domain.

Level 1: Knowledge (represents the lowest level of learning)

Description: To know and remember specific facts, terms concepts, principles or theories

Level 2: Comprehension

Description: To understand, interpret, compare, contrast, explain

Level 3: Application

Description: To apply knowledge to new situations to solve problems using required knowledge or skills

Level 4: Analysis

Description: To identify the organizational structure of something; to identify parts, relationships, and organizing principles

Level 5: Synthesis

Description: To create something, to integrate ideas into a solution, to propose an action plan, to formulate a new classification scheme

Level 6: Evaluation (represents the highest level of learning)

Description: To judge the quality of something based on its adequacy, value, logic or use.

🔘USING POWER VERBS

When composing learning outcomes, it is important to rely on action verbs that specify a terminal, observable, and successful performance opposed to passive verbs that are not observable.

For example, the statements "be exposed to," "be familiar with," and "develop an appreciation of," are not observable and would be difficult to quantify.

The table below provides a list of common active verbs for each of Bloom's performance levels.

KNOWLEDGE: define/state, identify, indicate, know, label, list/label, memorize, name, recall, record, relate, duplicate, select, underline, tell, translate, sketch, read, use

COMPREHENSION: classify, describe, discuss, explain, express, identify, locate, paraphrase, recognize, report, restate, review, suggest, summarize, translate, cite, question, distinguish, solve

APPLICATION: apply, compute, construct, demonstrate, dramatize, employ, give examples, illustrate, interpret, investigate, operate, organize, practice, predict, inspect, inventory, articulate, assess, collect

ANALYSIS: analyze, appraise, calculate, categorize, compare, contrast, ples, criticize, debate, determine, diagram, differentiate, distinguish, examine, experiment, propose, set up, infer, solve, test

SYNTHESIS: arrange, assemble, collect, compose, construct, create, design, formulate, manage, organize, perform, plan, prepare, produce, select, value, model, perform, integrate

EVALUATION: appraise, assess, choose, compare, contrast, decide, estimate, evaluate, grade, judge, measure, rate, revise, score, argue, critique, interpret, criticize, defend

🔘OTHER SOURCES FOR LEARNING OUTCOMES

When creating learning outcomes, it may also be helpful to consult professional organizations, similar programs at other universities, methods books, peer institution websites, or banks of learning outcomes on-line. It is also useful to develop ideas for student learning outcomes based on what students have accomplished in previous semesters.

🔘SAMPLE LEARNING OUTCOMES

1.Languages and Literature:

Students will be able to apply critical terms and methodology in completing a literary analysis following the conventions of standard written English.

Students will be able to locate, apply and cite effective secondary materials in their own texts.

Students will be able to analyze and interpret texts within the contexts they are written.

French students will be able to demonstrate oral competence with suitable accuracy in pronunciation, vocabulary, and language fluency.

French students will be able to produce written work that is substantive, organized, and grammatically accurate.

French students will be able to accurately read and translate French texts.

2.Humanities and Fine Arts:

Students will be able to demonstrate fluency with formal vocabulary, artistic techniques and procedures of two dimensional and three-dimensional art practice.

Students will demonstrate in-depth knowledge of artistic periods used to interpret works of art including the historical, social and philosophical contexts.

Students will be able to critique and analyze works of art and visual objects .

Students will be able to identify musical elements, take them down at dictation, and perform them at sight.

Students will be able to communicate both orally and verbally about music of all genres and styles in a clear and articulate manner.

Students will be able to perform a variety of memorized songs from a standard of at least two foreign languages.

Students will be able to apply performance theory in the analysis and evaluation of performances and texts.

Students will be able to analyze and interpret scripts.

Students will demonstrate in-depth knowledge and understanding of contemporary theatre forms and artists.

Students will be able to demonstrate proficiency in a variety of dance styles, including ballet, modern dance, jazz, and tap.

3.Physical and Biological Sciences:

Students will be able to demonstrate an understanding of core knowledge in biochemistry and molecular biology.

Students will be able to apply critical thinking and analytical skills to solve scientific data sets.

Students will be able to apply the scientific method to solve problems.

Students will be able to demonstrate written, visual, and/or oral presentation skills to communicate scientific knowledge.

Students will be able to acquire and synthesize scientific information from a variety of sources.

Students will be able to apply techniques and instrumentation to solve problems.

4.Mathematics:

Students will be able to translate problems for treatment within a symbolic system.

Students will be able to articulate the rules that govern a symbolic system.

Students will be able to apply algorithmic techniques to solve problems and obtain valid solutions.

Students will be able to judge the reasonableness of obtained solutions.

5.Social Sciences:

Students will be able to write clearly and persuasively to communicate their scientific ideas clearly.

Students will be able to test hypotheses and draw correct inferences using quantitative analysis.

Students will be able to evaluate theory and critique research within the discipline.

6.Business:

Students will be able to work in groups and be part of an effective team.

Students will be able to communicate business knowledge both orally and written.

Students will be able to recognize and respond appropriately to an ethical and regulatory dilemma.

Students will be able to recognize and diagnose accounting problems.

Students will demonstrate disciplinary competence in a field of business.

(NOTE: These samples were gathered from a variety of sources including UR assessment plans, program assessment statements at other institutions, etc.)

🔘GROUP EXERCISE TO CREATE LEARNING OUTCOMES

INSTRUCTIONS: Have a group of faculty members in your program complete this exercise. At the end of this process, you should be able to summarize and articulate 3-5 learning outcomes for your program’s assessment plan.

Step 1

Start with a discussion describing what the “perfect student” graduating from your program should be able to demonstrate, represent, or produce.

Step 2

Have each faculty member write down 3-5 learning outcome statements and use the checklist located on page 21 to evaluate them.

Step 3

Conduct a panel discussion about your learning outcomes using a facilitator. Combine all criteria on to one list and have each member anonymously ranks the outcomes as being very, somewhat, or not important. Discuss the results with your faculty and repeat the process until consensus is reached.

Step 4

Map learning outcome statements to courses in the program to ensure educational coherence using the matrix on the following page. This will ensure that every student in your program has sufficient opportunity to achieve every outcome.

Step 5

List your final set of learning outcomes and have faculty use the checklist to make any last changes.

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CREATING LEARNING OUTCOMES தமிழில்

WHAT ARE STUDENT LEARNING OUTCOMES?

Student learning outcomes are statements of the knowledge, skills, and abilities that students should possess and be able to demonstrate upon completion of a learning experience or sequence of learning experiences. Here are some key recommendations for preparing a list of learning outcomes:

1.SPECIFIC AND WELL-DEFINED: Learning outcomes should be specific and well-defined. They should clearly describe the specific skills students should be able to demonstrate, produce, and know as a result of the program's curriculum. Avoid vague statements. For example, instead of saying "Students completing the course should be proficient in the relevant skills of the field," specify what those skills are.

2.REALISTIC: Learning outcomes should be attainable, considering students' abilities, developmental levels, initial skill sets, and the time available to attain these skills (e.g., 4 years). They should align with what is being taught.

3.ACTIVE VERBS IN FUTURE TENSE: Outcomes should be stated in the future tense, describing what students should be able to do as a result of instruction. Use active and observable verbs to make the outcomes measurable. Avoid vague terms like "appreciate" or "be exposed to," as they are difficult to quantify.

4.PROGRAM-FOCUSED: Learning outcomes should address program goals rather than specific course goals. For example, instead of stating, "Students completing Chemistry 101 should be able to," focus on what a graduating senior in Chemistry should be able to demonstrate.

5.SUFFICIENT NUMBER OF OUTCOMES: Include between three to five learning outcomes in your assessment plan. Fewer than three may not provide adequate information for improvements, while more than five may be too complicated to assess.

6.ALIGNMENT WITH CURRICULUM: Learning outcomes should be consistent with the program's curriculum goals. Curriculum mapping can help ensure alignment by plotting learning outcomes against specific program courses. This matrix clarifies the relationship between what is being assessed at the program level and what is being taught in courses.

7.SIMPLE AND NOT COMPOUND: Learning outcomes should be clear and simple. Avoid compound statements that combine two or more outcomes into one. For example, separate outcomes like "Students should be able to analyze and interpret data" and "Students should be able to explain statistics in writing."

8.FOCUS ON LEARNING PRODUCTS: Learning outcomes should focus on expected student performance, not on what faculty intend to do during instruction. For example, instead of stating, "Introduces mathematical applications," specify the expected results, such as "Students should be able to apply mathematical concepts to solve real-world problems."

By following these guidelines, you can create effective learning outcomes that accurately reflect the knowledge and skills students should gain from your program.

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கற்றல் முடிவுகளை உருவாக்குதல்

மாணவர்களின் கற்றல் முடிவுகள் என்ன?

மாணவர்களின் கற்றல் முடிவுகள் என்பது அவர்கள் கற்றல் அனுபவங்கள் அல்லது கற்றல் அனுபவத் தொடர்களை முடிக்கும்போது மாணவர்கள் எடுக்கும் அறிவு, திறன்கள் மற்றும் திறன்களின் அறிக்கைகள் ஆகும். கற்றல் முடிவுகளின் பட்டியலை தயாரிக்கும் முன் பின்வரும் பரிந்துரைகளை கருத்தில் கொள்ளுங்கள்:

1.சிறப்பு மற்றும் நன்றாக வரையறுக்கப்பட்டது: கற்றல் முடிவுகள் குறிப்பிட்டதாகவும் நன்றாக வரையறுக்கப்பட்டதாகவும் இருக்க வேண்டும். அவை மாணவர்கள் கற்றல் திட்டத்தின் விளைவாக காட்டவேண்டும், தயாரிக்கவேண்டும் மற்றும் தெரிந்துகொள்ள வேண்டிய சிறப்பு திறன்களை தெளிவாக விளக்கவேண்டும். மாதிரியாக, "குறைந்தது மூன்று கற்றல் முடிவுகளை உங்கள் மதிப்பீட்டு திட்டத்தில் அடங்கியுள்ளன. மூன்றுக்கும் குறைவாக உங்கள் கற்றல் முடிவுகளை பகுப்பாய்வால் சிக்கலாக இருக்கலாம். அதிகமாகவும், கடந்து ஆறு மேம்படுத்துவதற்கு போதுமான தகவலை வழங்காது."

2.உண்மையானது: கற்றல் முடிவுகள் அடையக்கூடியதாக இருக்க வேண்டும், மாணவர்களின் திறன்கள், வளர்ச்சியின் நிலைகள், தொடக்க திறன்கள் மற்றும் இந்த திறன்களை அடைய பயன்படுத்தப்படும் நேரத்தை (உதாரணமாக 4 ஆண்டுகள்) மதிப்பீட்டு திட்டத்தில் அடங்கியுள்ளதாக இருக்க வேண்டும்.

3.எதிர்கால காலத்தைச் சேர்ந்த செயல்பாட்டு வினைச்சொற்களை நம்ப வேண்டும்: கற்றல் முடிவுகள் கற்றல் விளைவாக மாணவர்கள் என்ன செய்யக்கூடியவராக இருக்கும் என்பதை எதிர்கால காலத்தில் குறிப்பிட வேண்டும். செயல்பாட்டு மற்றும் கண்கூடிய வினைச்சொற்களை பயன்படுத்தி முடிவுகளை அளவிடவும்.

4.பாடத்திட்டத்துடன் இணைந்தது: கற்றல் முடிவுகள் விரிவான படிகுறி கோட்பாடுகளுடன் படிகுறி வரைபடத்தில் திட்டமிடப்பட்டுள்தாக இருக்க வேண்டும். இது உங்களுடைய கற்றல் முடிவுகள் மற்றும் நீங்கள் பாடங்களில் கற்பிக்கும் உள்ளடக்கம் அடையும் தொடர்பை விளக்க உதவும்.

5.எளிமையானது மற்றும் சேர்க்கப்படாதது: கற்றல் முடிவுகள் தெளிவான மற்றும் எளிமையானதாக இருக்க வேண்டும். இரண்டு அல்லது அதற்கு மேற்பட்ட முடிவுகளை ஒன்று சேர்த்து வெளியிடுவதை தவிர்க்கவும்.

6.கற்றல் விளைவுகள் இல்லாமல் கற்றல் விளைவு மே��ானது: கற்றல் முடிவுகள் எதிர்பார்க்கப்படும் மாணவர்களின் செயல்திறனை குறிப்பிட வேண்டும், ஆசிரியர்கள் வேண்டியவற்றை குறிப்பிடக்கூடாது.

பின்வரும் பரிந்துரைகளை பின்பற்றுவதன் மூலம், உங்கள் திட்டத்தின் விளைவாக மாணவர்கள் பெறவேண்டிய அறிவு மற்றும் திறன்களை சரியாக பிரதிபலிக்கும் கற்றல் முடிவுகளை உருவாக்க முடியும்.

ஆதாரங்கள்:

1. Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. Allyn & Bacon.

2. Biggs, J., & Tang, C. (2011). Teaching for Quality Learning at University: What the Student Does. McGraw-Hill Education.

3. Mager, R. F. (1997). Preparing Instructional Objectives: A Critical Tool in the Development of Effective Instruction. Center for Effective Performance.

4. Suskie, L. (2009). Assessing Student Learning: A Common Sense Guide. Jossey-Bass.

5. Bresciani, M. J., Gardner, M. M., & Hickmott, J. (2009).Demonstrating Student Success: A Practical Guide to Outcomes-Based Assessment of Learning and Development in Student Affairs. Stylus Publishing.

6. Wolf, P., & Hughes, J. C. (Eds.). (2007). Curriculum Development in Higher Education: Faculty-Driven Processes and Practices. Jossey-Bass.

7. Diamond, R. M. (2008). Designing and Assessing Courses and Curricula: A Practical Guide. Jossey-Bass.

8. Walvoord, B. E. (2004). Assessment Clear and Simple: A Practical Guide for Institutions, Departments, and General Education. Jossey-Bass.

[azeez-unv]

FOCUSSED LEARNERS தமிழ்

▪️Is your child overwhelmed by their workload?

▪️Is your child performing poorly in school despite being highly intelligent?

▪️Does your child lack the motivation to follow through on projects?

▪️Is your child regularly neglecting assignments or forgetting to bring home materials?

▪️Is your child disorganized and often running late?

▪️Does your child have difficulty following a schedule and remembering daily routines?

If you answered yes to two or more of these questions, then your child needs attention and focus.

ON THE OTHER HAND

Focused learners are individuals who exhibit a high level of concentration and dedication towards their studies or tasks. They often employ various strategies to maintain their focus and enhance their learning experience.

Here are some key aspects of focused learners:

▪️Goal Setting: Focused learners set clear, achievable goals. This helps them stay motivated and provides a roadmap for their learning journey.

▪️Time Management: They manage their time effectively, often using schedules or planners to allocate specific time slots for different tasks.

▪️Organization: Keeping their study space and materials organized helps them avoid distractions and stay on track.

▪️Active Learning: Engaging actively with the material, such as through discussions, practice problems, or teaching others, helps them retain information better.

▪️Self-Monitoring: They regularly assess their progress and adjust their strategies as needed to ensure they are meeting their goals.

▪️Healthy Habits: Maintaining a balanced lifestyle with proper sleep, nutrition, and exercise supports their cognitive functions and overall well-being.

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முனைப்புடன் கற்றுக்கொள்ளும் மாணவர்கள்

▪️உங்கள் குழந்தை அவரது பாடப்பயிற்சியால் மிஞ்சப்பட்டு விட்டாரா?

▪️உங்கள் குழந்தை மிகுந்த அறிவாற்றல் படைத்திருந்தாலும் பள்ளியில் முறையாக செயல்படவில்லையா?

▪️உங்கள் குழந்தை திட்டங்களை பின்பற்��� முனைப்பைக் குறைவா?

▪️உங்கள் குழந்தை முறையாக பணிகளை கவனிக்கவில்லையா அல்லது பாடப் பொருள்களை வீட்டிற்கு கொண்டு வர மறந்துவிட்டாரா?

▪️உங்கள் குழந்தை முறையே இல்லாமல், ஒவ்வொரு நேரத்திலும் தாமதமாக உள்ளாரா?

▪️உங்கள் குழந்தை ஒரு குறிக்கோள் திட்டத்தை பின்பற்றவும், தினசரி நடைமுறைகளை நினைவுபடுத்தவும் சிரமப்படுகிறாரா?

இந்தக் கேள்விகளுக்கு இரண்டு அல்லது அதற்கு மேல் திங்கள் என்று பதிலளித்தால், உங்கள் குழந்தைக்கு கவனமும், முன்னைப்பும் தேவை.

மறுபுறம்

முனைப்புடன் கற்றுக்கொள்ளும் மாணவர்கள் அவர்கள் படிப்புகளுக்கோ அல்லது செயல்களுக்கோ மிகுந்த கவனம் மற்றும் அர்ப்பணிப்பை காட்டுகிறார்கள். அவர்கள் தங்கள் கவனத்தை மேற்கொண்டு கற்றல் அனுபவத்தை மேம்படுத்த பல முறைமைகளைப் பயன்படுத்துகிறார்கள்.

இங்கே முனைப்புடன் கற்றுக்கொள்ளும் மாணவர்களின் சில முக்கிய அம்சங்கள் உள்ளன:

▪️குறிக்கோள் நிர்ணயம்: முனைப்புடன் கற்றுக்கொள்ளும் மாணவர்கள் தெளிவான, அடையக்கூடிய குறிக்கோள்களை நிர்ணயிக்கிறார்கள். இது அவர்களை ஊக்கப்படுத்தி, அவர்கள் கற்றல் பயணத்திற்கு ஒரு வழிகாட்டியாக அமைகிறது.

▪️நேர மேலாண்மை: அவர்கள் தங்கள் நேரத்தை சிறப்பாக மேலாண்மை செய்கிறார்கள், பல நேர அட்டவணைகளையோ அல்லது திட்டக்களைப் பயன்படுத்தி பல்வேறு பணிகளுக்கான குறிப்பிட்ட நேர இடங்களை ஒதுக்குகிறார்கள்.

▪️அமைப்பு: அவர்கள் படிக்கும் இடம் மற்றும் பொருட்களை முறையாக வைத்திருப்பதால் கவனச்சிதறல்களை தவிர்த்து, பாதையை தொடர உதவுகிறது.

▪️செயலில் கற்றல்: பேச்சுவார்த்தைகள், பயிற்சி பிரச்சினைகள் அல்லது பிறருக்குப் பயிற்றுவிக்கும் போன்றவற்றின் மூலம் மேல் விடலான முறையில் செயலில் ஈடுபடுவது அவர்களுக்கு தகவலை அதிகமாக நினைவில் வைக்க உதவுகிறது.

▪️சுய-கண்காணிப்பு: அவர்கள் தங்கள் முன்னேற்றத்தை முறையாக மதிப்பீடு செய்து, தங்கள் குறிக்கோள்களை அடைய வேண்டிய வகையில் தங்கள் முறைமைகளை சரிசெய்கிறார்கள்.

▪️சுகமான பழக்கங்கள்: முறையான தூக்கம், உணவு மற்றும் உடற்பயிற்சியைக் கொண்டிருக்கலாம் என்பது அவர்களின் அறிவுப் பொறுப்புகள் மற்றும் நலமாக இருக்க உதவுகிறது.

[azeez-unv]

Happy Examinations

Happiness is your last exam paper

Dear Children,

During this period, your Principal and teachers must have given you ample valuable suggestions and guidance, and inspiring messages to boost up your confidence. My first suggestion to you is, accept their advice with grace; for I know, they sincerely wish the best for all of you.

Time is precious and now that the examination is fast approaching, it has become very precious! All through the year, you may have been giving a step motherly treatment to the syllabus. But now the month of March is approaching - it is the 'testing time' for you. Even at this stage, if you realise the true worth of your inherent power, without doubt you can give a spectacular performance in your exams!

Draw your time-table, budget your time according to the importance of the subjects, and make the best use of the hours and minutes, which are now in short-supply. That apart, you need to take proper care about your food and nutrition, physical exercises etc. This too is very important. This along, pay proper attention to your fundamental strengths. Give them top priority. Be linked to your soul power and self-confidence. Take genuine interest in the subjects incorporated in your syllabus. They are very important to you! Let your concentration be so sharp, the brain cells are able to understand what is read easily, thoroughly and perfectly.

But then, how to find the expression of such qualities in your personality? We know, resolution, self-confidence, soul-force, concentration- it is easy to pronounce these weighty words. However, to put them into practice is so difficult! If we make the practical assessment, it is not very easy to emulate these qualities. Just by pronouncing the word, 'Concentration', you will not be empowered with concentration. The book is open right in front of you. Your eyes run through the lines and paragraphs. The tongue is wagging desperately to learn so many things by heart. Yet, you are unable to grasp the meaning of what you have read! You sincerely wish to concentrate, but cannot! It wanders in tens of directions. What do you do then? In fact, in the real sense, this lack of concentration is the basic problem with you students. This is the root cause of all your difficulties!

So, according to me, it is not enough to give you merely the suggestion, "Concentrate! Make proper resolutions! Be brilliant among the brilliants etc.” The proper suggestion would be- How to concentrate? How to unfold brilliance? How to be enthusiastic from within? How to read the syllabus with concentration and dedication? You need to know such a procedure through which such qualities can grow and bloom in your heart; you get the sparkle from within! You need to follow a unique technique with which such qualities find their expression and illuminate you from within!

Presently, several such procedures are in vogue, like Deep Breathing, Auto Suggestion, Yogic exercises, Pranayams etc. But these exercises strengthen, calm, and relax our mind only to some extent, and for some time. For, these disciplines and procedures have their own limitations.

However here, in this Organisation, we, working at the various fronts, have gained a remarkable experience in this field. In so doing, we have reached to a conclusion that the effectual technique to achieve the objective is meditation 'based upon the Pineal Gland- the Divine Eye!' This is not our self-invented technique. This procedure has been followed since ages by the Revered Holy Masters and their pupils! In the Vedic Gurukuls (schools), under the quiet and invigorating shade of the trees, the sages taught their disciples on the basis of the same procedure. The result was - able and brilliant students, viewed from any angle.

All the sacred texts describe the same procedure. In the battlefield of Kurukshetra, Lord Krishna rejuvenated and inspired the dejected and sorrowful Arjuna too with the same procedure! You must have read Shrimad Bhagavad Gita; if not, you must have definitely viewed the T.V. Serial- 'Mahabharata'.

From all sides, Arjuna could hear only war cries and tumultuous sounds of war trumpets. In front of him, stood the awesome formations of the enemy columns, battle-ready and all in a get-set-go position! That was a moment of the toughest test for him. In fact, much more than that! Because there, 'pass' or 'fail' meant 'live' or 'die'! But what happened at that crucial juncture? Arjuna's powerful shoulders that were ready to strike for the fight, to show their might and valour, began to tremble. The great bow "Gandeeva" slipped from his hand. His face became pale and mouth dried up. Each and every part of his body began to shiver. He experienced burning sensations in the skin. His confidence withered away. He literally felt like collapsing, so sat at the back portion of the chariot.

Indecision at the critical time often leads to defeat and Arjuna was going in that direction only. According to Psychology, the state of mind of Arjuna was that of stress and depression. The similar physiological changes are observed in the tension-ridden children before the exams. To lift Arjuna out of this mental morass, Lord Krishna delivered a brilliant sermon packed with motivational and inspirational push-ups. He taught him the truth ingrained in principle of selfless service. He explained to him in depth about the eternal soul, the concept of the sin and the sacred, Dharma and Adharma (unrighteouness), action and inaction, with appropriate examples and valid arguments. This was indeed a sort of psychological counselling. That too from the All-Knowing, the Ultimate-psychiatrist!

Even then, what was the net result? Arjuna was caught in the net of words. He rattled questions after questions. But he failed to erect the arrow on the Gandeeva! So, through this divine play, the Preceptor of the Universe, Lord Krishna, gave the appropriate and relevant message that merely by the jugglery of the words and suggestions, you can not instill 'life' within a dejected being! For the purpose in view, you need the practical technique. In the eleventh chapter, Lord Krishna himself elucidated and bestowed this practical technique. He declared, "Divyam Dadami Te Chakshu" and opened the 'Divine Eye' of Arjuna. (The result was instant and direct experience of the God-Consciousness!) The transformed Arjuna recouped his original physical as well as mental health and became a dynamic individual again. With great enthusiasm, he blew his conch, "Devadatta". The terrific twang of his bow "Gandeeva" sent shivers in the enemy camp. Hearing its reverberations, the concerned trembled! Arjuna fought the battle with all his skill, and emerged as the final victor!

Not only the proclamation in Gita, all the Realised Souls equivocally declared that this is the only procedure. Swami Ramtirth was the Professor of Mathematics. While explaining the intricate theorems of Mathematics, he used to say, "Only the Third Eye is wanted, an eye on the head, Mahadeva's third eye to discover the complete success and glory." To achieve success and to attain total glory of life, the Third Eye i.e. the Divine Eye is needed. According to our sacred texts, this Divine Eye is placed on the forehead, in between the brows! This is not within our gross body; it is the 'part' of the subtle body. Therefore, it is not visible. Concentrating, through this Third Eye, one delves deep within his inner self, whereupon his scattered thought-currents get focussed. Henceforth, with this focussed mind, one may concentrate on anything with ease, be it a tedious subject book!

This apart, by doing meditation through the Third Eye, the seeker begins to experience freshness, enthusiasm, better orientation for action, heroism, better decision-making, encouragement etc… and the dynamic energy flows through him. This is not just the philosophical truth. This is the experimented truth and as such, it stands the scrutiny of Science. Science also has put the stamp of acceptance on this philosophical proclamation.

According to Science, there exists a gland in the human brain called the Pineal gland. In spiritual vocabulary, we call this gland, 'The Third Eye' or 'The Divine Eye'. In his book, 'Physiology' the scientist Guyton writes, "According to Embryology, at the initial stage of growth, there exists three eyes in the 'Embryo'. As the growth progresses, two eyes take shape and position right below the forehead and one eye takes its place behind the forehead, in the cave of the brain, and it becomes the pineal gland." Guyton further writes, this gland secretes a special type of hormone called Melatonin. Melatonin provides power and enthusiasm to us, from within. It sharpens our intellect and makes us lustrous. The qualities of decision-making and fearlessness sprout within us.

As per an experiment conducted in the laboratory, when the rats were given Melatonin injection- rats turned brave and 'lion-hearted' to an extent that they even attacked the cats! Such are the qualities and specialties that a success-craving student must attain!

Now, the question arises, when and how to get this Melatonin? According to the Scientists, Pineal gland secretes this hormone in only one ideal condition - When the mind is at complete rest! Absolute rest! When this non-minding state of the mind is achieved? When does the 'mind' rest in the state of thoughtlessness? Normally, we achieve this state when we are deep asleep, that too for 6-10 minutes only! For the rest of the night, the mind is in a dream state. The criss-cross currents of thoughts continue to engulf us from within. Thus, the Melatonin secretion happens for a very short duration. The powerful impact of even this short span secretion is visibly felt in the morning, when we rise with our body and mind rejuvenated!

If the secretion of this Melatonin is caused to be increased, mental weakness, negative emotions and intellect's dullness can be given a go! The Scientists also accept this fact. The quantity of secretion can only be increased with the process of meditation. In the sleeping state, we are not even conscious of the body. How then we can empty the thought-basket of the mind? But this state can be easily secured through meditation, only after the opening of the Third Eye. When the Perfect Master opens the Third Eye, meaning thereby, when He activates the Pineal Gland, you can dive deep into your Inner Self by meditation. Your mind becomes calm and you achieve the state of thoughtlessness.

The net result is, you get additional secretion of Melatonin. That too according to your need and will! Whenever and in whatever quantity you want!

So, dear students! Brahm Gyan based Meditation is one of the best means, which can lead you to the Royal Road of success! Not only in the academic field, you will achieve success in every department of life! Acquire the top slot!

Therefore, do not delay- be the sincere aspirant and begin your journey on this path! My sincere good wishes and hearty blessings are always with you! May you succeed!

[azeez-unv]

Identifying and Guiding Children with ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD)

🔘Identifying and Guiding Children with ADHD

Most common SYMPTOMS of ADHD children, which need to be accepted and acknowledged, are:

▪️Fidgeting or squirming, changing postures

▪️Not remaining seated, jumping, changing places

▪️Excessive running or climbing at wrong times

▪️Difficulty in playing quietly

▪️Excessive talking, talking fast or loudly

▪️Blurting out answers before hearing full question, trying to draw attention

▪️Difficulty waiting for a turn or in line

▪️Tendency to interrupt others intruding in their work

🔘BEHAVIOURAL THERAPY

▪️Check if the child is being restrained in a closed environment. Arrange and organize the child's living space to give maximum opportunity for him to bring out his physical and mental energies.

▪️Follow same schedule on daily basis, explaining clearly in advance, separating out the time for study, homework, household work and entertainment.

▪️Ensure that the child is given clear and brief directions, and rules that do not change.

▪️Give (non-material) rewards for good behaviour and when the child manages to keep his impulses under control.

▪️Avoid distractions as much as possible. During study time there should be no TV, mobile, family members conversing or people walking around.

▪️Some children tend to get confused if they are given too many choices. Give them specific and limited options in every activity.

▪️Avoid losing temper, shouting or becoming high-strung, as the child copies the same.

▪️Encourage the child to find some activity where he shows potential and talent beyond academics. Encourage and appreciate him for these activities

🔘Please do use the following principle:

"If a child cannot learn the way we teach, then we should teach him the way he learns."

Encourage the child to try out these activities:

1.Reading a book and completing it in one sitting

2.Listening to a short audio-tape, understanding, and memorizing it

3.Creating a list of tasks and prioritizing - and DOING them

4.Preparing a chart, drawing, filling in the details, colouring

5.Clearing up the room systematically not leaving out anything

6.Writing a letter to someone giving some detailed descriptions

7.Playing Board games, su-do-ku, puzzles, crossword, memory games and other such games that stimulate the mind.

SOME TIPS FOR PARENTS:

▪️Bring down your own stress levels, ensure that you are not high-strung or tense when interacting with the child.

▪️Do not bring past behavior or misdemeanours in dealing with the child, focus on issues at present.

▪️Be open and clear in communication, particularly when giving instructions, and check whether he has understood. If necessary, put it down in writing.

▪️Be a good role model. Show the kind of behavior you wish the child to follow. If you raise your voice, the child will also shout.

▪️Appreciate, encourage and reward small progress and changes. Praise should be after describing the good act of the child, what you felt, and how you appreciate that specific quality or habit of his.

▪️Punishment should be given in small incremental steps after giving sufficient warning, and ensuring that the instructions are clear. Try to ignore small lapses. Punish the act of the child if it is unacceptable, but do not punish the child (i.e. labeling him, putting him down, or hitting upon his self-worth).

▪️Be aware when there are arguments, tempers running high and unpleasantness among any of the adults in the family. If it does happen, explain calmly to the child why it happened and what you are doing to minimize it.

▪️Have faith that your child, however naughty he appears to be at present, will eventually grow out of the unwanted behavior patterns with some gentle and persistent guidance.

🔘TIPS FOR TEACHERS

▪️Teachers should avoid giving undue attention to the hyperactive child. Follow these simple classroom techniques to slowly get the child to be better connected and more inclusive in the classroom:

▪️Maintain a pleasant and simple dressing style, walk in with a smile, look around the class and students and indicate that you are happy to be with them.

▪️Smile and greet warmly, make eye contact through W-M technique i.e. allowing your glance to go up and down, back and forth covering all students in the class.

▪️Make empathic comments such as "Very warm today" or "Tired after 4 continuous classes?" "Hope you are not tense for today's test?"

▪️Recap what you had covered in the last class and check whether they remember. If not spend a couple of minutes repeating and highlighting salient features.

▪️Explain the gist of the topic you are going to cover actual life. and its relevance to

▪️Write on blackboard-board the main topics you are going to cover. Write from time to time some important key words

▪️If possible, show some visuals in the form of PowerPoint Presentations (PPT), charts etc. DO NOT have PPTs giving long theories or too many written words

▪️Ensure that you cover all the topics in more or less equal time

▪️Do not allow one or two students to hijack with repeated questions, particularly the hyperactive ones. Tell them that you will answer their queries personally after class

▪️Give a few seconds break after explaining an important point, and allow students to talk among themselves if they wish. Encourage them to discuss the relevant issue

▪️Ask for attention and order, start with a statement that arouses curiosity of the students e.g. "you will be amazed at what I am going to discuss now with you..."

▪️Ask questions to students who are getting distracted, to get their attention and to make them think deeper

▪️Announce a few minutes before the end of the class, some important points that are going to be covered before winding up

Leave them with some curiosity and excitement of what is likely to happen in the next class

End on a high note giving students some food for thought and asking

them to explore what you are going to cover next time. Encourage and praise students who did make efforts before the next class.

🔘Practical steps to improve lifestyle of a child with ADHD

▪️Observe the child when there are different types of noises all around, and when there are no auditory distractions. See if there is a difference.

▪️Initially avoid giving him two diverse tasks at the same time. Allow him to complete one at a time, and praise him when he does so. Then slowly increase instructions till

▪️You can give the child 4 or 5 sequential instructions, and see if he can follow and carry them out without being reminded. Train him slowly to do so.

▪️Observe impulsive behaviour and gently ask him to slow down and think deeper, praise him when he responds.

▪️Allot time slots and give short breaks for him to walk/jump around and get out his physical energy.

▪️Use flash cards, pictorial books, teach sounds of the letters through phonics for better learning and retention

▪️Set up a workplace with defined boundaries within which he has to stay for fixed period of time

▪️Give physical activities periodically to get out excess energy

▪️A structured and calm setting in the classroom is best for hyper-active children, a highly stimulating and chaotic environment can bring out his worst symptoms.

▪️Incomplete activities or anticipation of next activity can make him lose focus and start day-dreaming.

▪️Slowly winding down for the day, playing soft music or reading out a prayer, and making him sleep at a fixed time every night, brings discipline

▪️When he is distracted with movement or activities of others, allow him to see and fulfil his curiosity, otherwise he will not perform

▪️Be aware that his attention span is shorter than his peers. Do not force him to do sustained activity for long periods of time. Praise him for the time he did manage to focus, and allow him to move into a different activity

▪️He may have a tendency to jump a queue or answer before a question is completed. Do not stop him harshly, teach him gently not to do so and praise him when he does abide by your instructions.

▪️"Free-play" activities are ideal, he will merge well with others. When asked to involve in structured activities, they tend to become restless and even aggressive.

[azeez-unv]

WHO STOLE THE TEACHER'S MONEY❓

தமிழ்

A teacher received his salary and boarded a crowded bus back to his home, and there was a thief in the bus.

The thief stole the teacher's money from his pocket.

Teacher reached his destination, the driver asked for his fare, he dipped his hand into his pocket and found nothing.

The teacher's face became blushed and his tongue became heavy, he was so embarrassed. The driver who also became angry said mockingly to the teacher; " Shame on you, you consider yourself a respected person while you can not afford your transport fare!."

The teacher became very much embarrassed.

As this was going on, pride hit a portion of the thief's ego and he was moved to say to the angry Driver: " My brother, the teacher's fare is on me!."

That is the THIEF offered to HELP the TEACHER, who is his VICTIM.

He helped not out of pity for the poor teacher but to buy other passengers TRUST and CONFIDENCE and to use some of the stolen money to earn respect before the rest of the passengers in the bus.

The teacher smiled and said to the thief: "May God bless you and multiply your likes, sir !."

Some of the passengers in the bus also praised the thief, praised his kindness, and also prayed for him and that God should increase his kind.

Since then, the number of thieves in our bus have increased and they continue to receive our thanks and appreciation.

We are all in a bus where THIEVES are STEALING from US and using the STOLEN MONEY to buy our TRUST and earn our RESPECT in a way that we keep THANKING them for their "kindness".

This is the metaphor of the state of our nation.

The thieves in our buses are increasing all the time because we continue praising them for returning small from the much they stole from us. This is rather very unfortunate!!!

ஆசிரியரின் பணத்தை யார் திருடினார்கள்❓

ஒரு ஆசிரியர் தனது சம்பளத்தைப் பெற்றுக்கொண்டு, தனது வீட்டிற்கு திரும்ப ஒரு கூட்டம் நிறைந்த பேருந்தில் ஏறினார். பேருந்தில் ஒரு திருடன் இருந்தான்.

திருடன் ஆசிரியரின் பணத்தை அவரது பாக்கெட்டிலிருந்து திருடினான்.

ஆசிரியர் தனது இடத்தை அடைந்தார், டிரைவர் அவரது கட்டணத்தை கேட்டார், அவர் தனது கையில் பாக்கெட்டில் வைத்தார், ஆனால் எதுவும் கிடைக்கவில்லை.

ஆசிரியரின் முகம் சிவந்தது, அவரது நாக்கு கனமாகியது, அவர் மிகவும் அவமானமாக இருந்தார். டிரைவர் கோபமாக கூறினார்; “உங்களை மதிப்புமிக்க நபராகக் கருதுகிறீர்கள், ஆனால் உங்கள் போக்குவரத்து கட்டணத்தைச் செலுத்த முடியவில்லை!.”

ஆசிரியர் மிகவும் அவமானமாக இருந்தார்.

இதற்கிடையில், திருடன் தனது அஹங்காரத்தின் ஒரு பகுதியைத் தாக்கியது, அவர் கோபமாக இருந்த டிரைவரிடம் கூறினார்: “என் சகோதரா, ஆசிரியரின் கட்டணம் என்னிடம் உள்ளது!.”

அதாவது, திருடன் தனது பலியான ஆசிரியருக்கு உ��வ முன்வந்தான்.

அவர் ஏழை ஆசிரியருக்காக இரக்கமின்றி, மற்ற பயணிகளின் நம்பிக்கையையும் நம்பிக்கையையும் வாங்க, திருடிய பணத்தின் சிலவற்றைப் பயன்படுத்தி மற்ற பயணிகளின் முன் மதிப்பை ஈட்டினார்.

ஆசிரியர் சிரித்தார் மற்றும் திருடனிடம் கூறினார்: “கடவுள் உங்களை ஆசீர்வதிப்பாராக, உங்களைப் போன்றவர்களை பெருக்குவாராக, ஐயா!.”

பேருந்தில் இருந்த சில பயணிகளும் திருடனைப் புகழ்ந்தனர், அவரது கருணையைப் புகழ்ந்தனர், அவருக்காகவும் கடவுள் அவரை அதிகரிக்க வேண்டும் என்று பிரார்த்தித்தனர்.

அதன் பிறகு, நமது பேருந்தில் திருடர்களின் எண்ணிக்கை அதிகரித்துள்ளது, அவர்கள் தொடர்ந்து நமது நன்றி மற்றும் பாராட்டுகளைப் பெறுகிறார்கள்.

நாம் அனைவரும் ஒரு பேருந்தில் இருக்கிறோம், அங்கு திருடர்கள் நம்மிடமிருந்து திருடி, திருடிய பணத்தை நமது நம்பிக்கையை வாங்கவும், நமது மதிப்பை ஈட்டவும் பயன்படுத்துகிறார்கள், நாம் அவர்களின் “கருணைக்கு” நன்றி கூறுகிறோம்.

இது நமது நாட்டின் நிலையை விளக்கும் உவமை.

நமது பேருந்துகளில் திருடர்களின் எண்ணிக்கை தொடர்ந்து அதிகரித்து வருகிறது, ஏனெனில் அவர்கள் நம்மிடமிருந்து திருடியவற்றில் இருந்து சிறிது திருப்பி கொடுப்பதற்காக நாங்கள் அவர்களைப் புகழ்கிறோம். இது மிகவும் துரதிருஷ்டவசமானது!!!

[azeez-unv]

The importance of Valuing staffs at your school

Let me illustrate it this way: your staff are essentially an extension of you, multiplied by the number of team members working with and for you. They are your:

- Hands: carrying out tasks, responsibilities and executing your vision and strategies.

- Legs: taking your school forward, step by step, representing your values and mission.

- Mouth: spreading the word about your school's values, mission and communicating your message and policies.

- Eyes: observing, learning, growing with your school and reporting back to you

In essence, your staff are your multipliers, amplifying your impact and influence. By empowering and supporting them, you're essentially empowering and supporting yourself. Not taking care of your employees is equivalent to neglecting yourself and your school's well-being.

🔘Some Basic Needs of Your Staff

School staff and teachers have 8 basic and personal needs that, when met, can boost morale and productivity:

1.Financial needs (competitive pay, timely payment, professional development)

2.Emotional and psychological needs (recognition, supportive environment, stress management)

3.Physical and health needs (safe environment, basic amenities, wellness opportunities)

4.Social and relational needs (positive relationships, socialization, work-life balance)

5.Professional development needs (training, resources, feedback)

6.Autonomy and empowerment needs (decision-making, leadership, innovation)

7.Job security and stability needs (clear communication, support during change)

8.Work-life balance needs (flexible scheduling, self-care, wellness)

Ultimately, understanding and meeting the needs of school staff and teachers is crucial for creating a thriving and successful educational institution.

🔘The Devastating Consequences of Neglecting Your Staff

The Risks of Neglecting Your Staff can be severe. It can lead to:

- Decreased academic performance and standards

- Negative inspections and evaluations

- Decreased morale and motivation

- Reduced productivity and efficiency

- Increased turnover rates and recruitment costs

- Negative word-of-mouth and online reviews

- Damage to your school's reputation and brand

- Difficulty attracting and retaining top talent

- Eventual decline in enrollment, revenue, and potentially even closure or merger

When your employees feel undervalued and unsupported, they may unintentionally and intentionally contribute to your school's decline and help you fail! This failure may not be immediate, but will be loud. It will eventually manifest in ways that cannot be ignored.

Don't underestimate the power of your employees. They are the backbone of your school, and their well-being is intricately linked to your school's success. Invest in them, support them, and empower them to excel.

By prioritizing your employees' needs and well-being, you'll create a positive, productive, and successful school environment that benefits everyone involved because NOBODY IS INTERESTED IN A CORPORATE ORGANIZATION THAT SOLELY BENEFITS A SELECT FEW. PEOPLE ARE DRAWN TO ORGANIZATIONS THAT PRIORITIZE THE WELL-BEING OF ALL STAKEHOLDERS, INCLUDING EMPLOYEES, CUSTOMERS, AND THE COMMUNITY.

[azeez-unv]

THINGS TEACHERS SHOULD NEVER DO IN THE CLASSROOM

Yell or Lose Control: Losing composure can create a tense and hostile environment. Teachers should maintain a calm and authoritative presence.

Play Favourites: Showing favoritism can lead to resentment among students and damage class unity.

Humiliate or Belittle Students: Publicly shaming students can hurt their confidence and self-esteem, which can harm their academic and emotional growth.

Fail to Set Clear Expectations: Not establishing clear rules and expectations can cause confusion and inconsistency, leading to behavior issues.

Overload Students with Homework: Excessive homework can lead to burnout and stress. Teachers should aim for a manageable workload.

Ignore Misbehavior: Failing to address disruptive behavior can encourage it to spread throughout the classroom, affecting the learning environment.

Disrespect Students' Opinions: Dismissing or mocking student input can discourage them from participating and expressing themselves in the future.

Be Inflexible: Sticking rigidly to a lesson plan or method without adapting to student needs or interests can limit the effectiveness of teaching. Flexibility is key for meeting diverse classroom dynamics.

Fail to Provide Positive Reinforcement: Neglecting to praise and reward students for their hard work can lead to a lack of motivation and poor morale.

Overlook Student Well-Being: Focusing solely on academics without considering students' emotional and physical needs can lead to disengagement or even stress and anxiety.

Be Unprepared: Coming to class without a well-thought-out lesson plan or the necessary materials can result in disorganization and frustration for both the teacher and the students.

Be Disorganized: A lack of organization can lead to confusion, missed deadlines, and students feeling lost in the learning process.

Ignore Classroom Safety: Failing to establish and maintain a safe and respectful classroom environment can lead to bullying, accidents, or emotional harm to students. Teachers should prioritize a space where all students feel secure.

[azeez-unv]

𝗧𝗛𝗥𝗘𝗘 𝗠𝗢𝗦𝗧 𝗜𝗠𝗣𝗢𝗥𝗧𝗔𝗡𝗧 𝗢𝗥𝗜𝗘𝗡𝗧𝗔𝗧𝗜𝗢𝗠𝗦 𝗙𝗢𝗥 𝗔 𝗚𝗥𝗘𝗔𝗧 𝗦𝗧𝗔𝗥𝗧 𝗢𝗙 𝗡𝗘𝗪 𝗔𝗖𝗔𝗗𝗘𝗠𝗜𝗖 𝗬𝗘𝗔𝗥

As schools resume this year, it’s time to lay the foundation for an outstanding term by focusing on the three most critical stakeholders in your school: Staff, Students, and Parents.

Starting strong is not just about reopening doors but igniting purpose, excellence, and unity among everyone involved in your school’s growth.

Here’s how in-house orientations can transform your school this term:

𝟭.𝗦𝘁𝗮𝗳𝗳 𝗢𝗿𝗶𝗲𝗻𝘁𝗮𝘁𝗶𝗼𝗻: Setting the Standards of Excellence

What is In-House Staff Orientation?

It's a strategic session designed to align your teachers, administrators, and support staff with the school’s vision, goals, and expectations for the term.

Benefits to the School:

- Creates a united workforce ready to deliver exceptional results.

- Encourages teamwork, innovation, and commitment to quality teaching and learning.

- Clarifies roles, performance benchmarks, and expectations, reducing conflicts and confusion.

How to Organize a Productive Staff Orientation:

- Welcome and Appreciate: Open with gratitude for their service and inspire them with the school’s vision for the term.

- Discuss Goals: Outline academic, extracurricular, and operational targets.

- Skill Updates: Introduce new strategies, policies, or training resources to enhance effectiveness.

- Engagement: Use activities to foster collaboration and team spirit.

Wrap-Up: Give a clear to-do list, ensuring everyone understands their part.

𝟮.𝗦𝘁𝘂𝗱𝗲𝗻𝘁 𝗢𝗿𝗶𝗲𝗻𝘁𝗮𝘁𝗶𝗼𝗻: Building Confidence and Focus

What is In-House Student Orientation?

It's a guided program to help students settle into the new term, understand expectations, and take ownership of their learning journey.

Benefits to the School:

- Sets the tone for discipline, focus, and academic excellence.

- Reduces early-term disruptions as students clearly understand rules and routines.

- Inspires students to aim for personal growth and outstanding achievements.

How to Organize a Productive Student Orientation:

- Welcome Address: Motivate them with stories of success and greatness.

- Rules and Routines: Explain discipline policies, dress codes, and punctuality standards.

- Academics: Emphasize study goals and provide tips for excelling.

- Well-being: Highlight and encourage positive behaviors.

- Engagement: End with a fun, inspiring activity that leaves them motivated.

𝟯.𝗣𝗮𝗿𝗲𝗻𝘁𝘀' 𝗢𝗿𝗶𝗲𝗻𝘁𝗮𝘁𝗶𝗼𝗻: Strengthening the Partnership

What is In-House Parents’ Orientation?

Parents' orientation is a platform to inform, involve, and inspire parents as key partners in their children’s education.

Benefits to the School:

- Builds trust and loyalty, fostering strong parent-school relationships.

- Improves communication, reducing misunderstandings and conflicts.

- Encourages parental involvement, positively impacting student outcomes.

How to Organize a Productive Parents’ Orientation:

- Welcome and Vision: Share your goals for their children and how parents play a vital role.

- Policy Updates: Explain any changes in rules, fees, or expectations.

- Engagement: Organize a Q&A session to address concerns and share feedback.

- Partnerships: Encourage parents to collaborate with teachers and the school.

- Inspiration: Close with an uplifting message of unity and purpose.

𝗞𝗲𝘆 𝘁𝗮𝗸𝗲𝗮𝘄𝗮𝘆𝘀:

1. Staff: A motivated and informed team delivers excellence.

2. Students: Clear goals and inspiration breed success.

3. Parents: Strong partnerships strengthen the school community.

As you prioritize these orientations, you’re not just starting a new term - you’re setting the stage for a term of purpose, passion, and progress.

[azeez-unv]

𝗔𝘂𝘁𝗵𝗲𝗻𝘁𝗶𝗰 𝗟𝗲𝗮𝗿𝗻𝗶𝗻𝗴

𝗗𝗲𝗳𝗶𝗻𝗶𝘁𝗶𝗼𝗻

Authentic learning involves having students learn about concepts in real-life (or near real-life) environments. Similarly, authentic assessment refers to assessments in real-life (or near real-life) environments

𝗕𝗲𝗻𝗲𝗳𝗶𝘁𝘀

By learning a task within its context, a student will understand its value for them outside of the classroom.

▪️Engagement: students may be more engaged in a task if they understand its practical application rather than just its theoretical purpose.

▪️Cognition and Memory: Students may find it easier to recall information if they can reflect on an instance in which they applied the knowledge to a real-life task.

𝗖𝗵𝗮𝗹𝗹𝗮𝗻𝗴𝗲𝘀

▪️Authentic learning tasks are difficult to set-up from within a classroom.

▪️It is debatable whether so-called ‘authentic’ environments are genuinely authentic. A mock supermarket experience for practicing counting money, for example, lacks the potential for environmental distractions of a real-life situation.

▪️Some information is by its very nature academic and theoretical rather than practical, and this information is still of value to students.

𝗘𝘅𝗮𝗺𝗽𝗹𝗲

▪️An ESL teacher provides students with a set of conversational tasks to complete during a day’s field trip to the city.

▪️Students complete the tasks in the ‘real world’ by walking around the city asking for directions, buying lunch, etc.

▪️Class comes together at the end of the day to discuss and reflect on their experiences of applying their knowledge in the ‘real world

[azeez-unv]

𝗩𝗶𝘀𝗶𝗼𝗻 𝗼𝗳 𝗘𝗱𝘂𝗰𝗮𝘁𝗶𝗼𝗻 𝗳𝗼𝗿 𝘁𝗵𝗲 𝟮𝟭𝘀𝘁 𝗖𝗲𝗻𝘁𝘂𝗿𝘆

4.Supporting a Well-Prepared, Valued, and Skilled Educator Workforce

▪️

Education is the cornerstone of any thriving society. As we traverse the complexities of the 21st century, the need for a dynamic and progressive vision of education becomes imperative to navigate a rapidly evolving world. Among the central components of this vision lies the mission to build, support, and sustain a well-prepared, valued, and skilled educator workforce. Teachers are the architects of the future, shaping generations who will tackle tomorrow's challenges. Therefore, investing in educators is not just a moral obligation—it is a vital strategy for building a global, equitable, and sustainable society.

𝗧𝗲𝗮𝗰𝗵𝗲𝗿𝘀' 𝗥𝗼𝗹𝗲

In this century of technological innovation, globalization, and shifting societal priorities, educators are required to fulfill more nuanced roles than ever before. It is no longer sufficient for teachers to merely transmit knowledge; instead, they are leaders, collaborators, facilitators, lifelong learners, and mentors. Beyond delivering curriculum content, educators must also impart skills such as critical thinking, creativity, collaboration, digital literacy, and emotional intelligence. They serve as not only transmitters of academic knowledge but also as advocates for fostering inclusivity, cultural competency, and adaptability.

To meet these shifting demands, a 21st-century educator requires robust preparation, continuous professional development, and institutional support. The rapid pace of technological and social change demands that teachers be actively engaged in learning processes themselves, ready to adapt and reinvent their methods as the landscape continues to shift.

𝗕𝘂𝗶𝗹𝗱𝗶𝗻�� 𝗮 𝘀𝗸𝗶𝗹𝗹𝗲𝗱 𝗮𝗻𝗱 𝗽𝗿𝗲𝗽𝗮𝗿𝗲𝗱 𝗲𝗱𝘂𝗰𝗮𝘁𝗼𝗿 𝘄𝗼𝗿𝗸𝗳𝗼𝗿𝗰𝗲

The foundation of an effective education system lies in the quality of its educators. Ensuring that teachers are prepared for the challenges of the modern classroom begins with robust teacher education programs. These programs must combine theory with practice, emphasizing both subject mastery and pedagogy. Furthermore, considering the growing presence of technology in educational spaces, digital competency must be emphasized as a critical component of teacher preparation.

Ongoing professional development is equally crucial. No teacher, no matter how well-trained, enters the classroom with every skill they will need throughout their career. Professional development opportunities should include mentorship programs for novice teachers, training in emerging educational technologies, workshops on inclusive teaching practices, and access to global networks that foster interdisciplinary collaboration. Continuous learning is vital to bridging the gap between an educator’s formal preparation and the realities of modern classrooms.

Policy measures also play a significant role in supporting this workforce. Governments must invest in education systems that prioritize teacher quality. This includes standardizing teacher education requirements, creating pathways for career growth, and ensuring educational equity across regions to prevent resource disparity.

𝗩𝗮𝗹𝘂𝗶𝗻𝗴 𝘁𝗲𝗮𝗰𝗵𝗲𝗿𝘀: 𝗔 𝗺𝗼𝗿𝗮𝗹 𝗮𝗻𝗱 𝘀𝗼𝗰𝗶𝗲𝘁𝗮𝗹 𝗶𝗺𝗽𝗲𝗿𝗮𝗿𝗶𝘃𝗲

While skill development and preparation are critical, they are insufficient without efforts to value educators as indispensable contributors to society. A failure to adequately value teaching undermines the profession, leading to poor retention rates, diminished morale, and barriers to recruiting bright, motivated individuals into the field.

Valuing educators begins with fair compensation that reflects the critical importance of their work. Teachers’ salaries should be commensurate with the challenges they face daily, considering the vast intellectual, emotional, and organizational demands placed on them. A well-paid teacher is not merely a satisfied one but also one who can fully focus on their duties without the distractions of financial burdens.

𝗥𝗲𝗰𝗼𝗴𝗻𝗶𝘁𝗶𝗼𝗻 𝗽𝗿𝗼𝗴𝗿𝗮𝗺𝘀 𝗮𝗹𝘀𝗼 𝗳𝗼𝘀𝘁𝗲𝗿 𝗮 𝗰𝘂𝗹𝘁𝘂𝗿𝗲 𝘁𝗵𝗮𝘁 𝗮𝗽𝗽𝗿𝗲𝗰𝗶𝗮𝘁𝗲𝘀 𝗲𝗱𝘂𝗰𝗮𝘁𝗼𝗿𝗮

Public acknowledgment of teacher contributions during ceremonies, community events, and awards can motivate and reinvigorate teachers by reinforcing their vital roles in shaping society. Policies that promote work-life balance, access to mental health resources, and measures to reduce burnout further ensure that educators can stay focused, motivated, and healthy.

𝗧𝗵𝗲 𝗿𝗶𝗽𝗽𝗹𝗲 𝗲𝗳𝗳𝗲𝗰𝘁 𝗼𝗳 𝗮 𝘀𝗸𝗶𝗹𝗹𝗲𝗱 𝗲𝗱𝘂𝗰𝗮𝘁𝗼𝗿

A supported, well-prepared, and skilled educator workforce has far-reaching effects. First, the academic outcomes of students improve significantly. Teachers who are prepared and supported not only elevate student achievement levels but also nurture confident, curious, and capable learners. Secondly, a committed educator workforce contributes to societal stability. Education reduces poverty, empowers marginalized communities, and builds bridges between cultural divides. Teachers who feel valued play a pivotal role in making these societal transformations successful, promoting equity, wellbeing, and global cooperation.

Finally, these impacts extend beyond academies and classrooms. By emphasizing skills such as emotional intelligence, critical thinking, and global citizenship, teachers foster a generation of individuals capable of addressing pressing global problems, from climate change to economic inequality.

𝗖𝗼𝗻𝗰𝗹𝘂𝘀𝗶𝗼𝗻

The vision of education for the 21st century must prioritize supporting well-prepared, skilled, and deeply valued educators. Teachers are the backbone of any successful society, and the future depends upon their talents, passion, and dedication. Governments, communities, and global institutions must therefore work in unison to ensure that educators are not only adequately prepared but also empowered, appreciated, and celebrated.In doing so, we ensure that the classroom becomes a space of empowerment, the teacher a beacon of hope, and education a transformative journey for generations to come. Investing in our educators is an investment in the future. After all, no vision for a better world can ever be sustained without their unwavering contributions.

[azeez-unv]

𝗣𝗿𝗼𝗷𝗲𝗰𝘁 𝗕𝗮𝘀𝗲𝗱 𝗟𝗲𝗮𝗿𝗻𝗶𝗻𝗴 𝗣𝗕𝗟

𝗗𝗲𝗳𝗶𝗻𝗶𝘁𝗶𝗼𝗻

Project-based learning requires students to spend an extended period of time (e.g. a week or more) on a single project to gain in-depth knowledge about the task. The projects should be personally meaningful and give students freedom to go in-depth on areas of interest.

𝗕𝗲𝗻𝗲𝗳𝗶𝘁𝘀

▪️Students have the opportunity to become ‘experts’ on topics. By going deep on a topic, students may become very knowledgeable and feel empowered.

▪️A balance is struck between ensuring students focus on curriculum-linked projects and giving students the freedom to explore the details of a topic that are of personal interest.

𝗖𝗵𝗮𝗹𝗹𝗮𝗻𝗴𝗲𝘀

Students tend to have increased freedom using this approach. So, students need to learn self-regulation skills before beginning the task.

𝗘𝘅𝗮𝗺𝗽𝗹𝗲

▪️Teacher assigns students a research question, such as “What are the key characteristics of mammals?”

▪️Students work in small groups to come up with an idea for a poster, diagram, or presentation project on the topic.

▪️Teacher approves or asks for amendments of students’ proposed projects.

▪️Students are provided a series of lessons over a 2-week period in computer labs and in resource-rich classrooms to complete their project.

▪️Teacher checks-in intermittently to ensure standards are upheld and to stimulate students to improve upon their projects.

▪️The project concludes with students presenting their project to their parents.