Tips for Teachers to Reduce Stress Levels in the Classroom

Some experts suggest that a little stress is good, but high levels of stress are harmful to most people. However, it is possible to perform well when relaxed (think masters of kung fu). In my opinion, that should be the goal: a classroom (and life) that is productive and virtually stress-free.

A traffic jam can prompt feelings of stress one day but not the next, indicating that, with the right training, we are be able to face stress with equanimity. The most common approaches are familiar: eliminating the sources of stress and practicing techniques such as breathing exercises or meditation. Since these are not practical in a classroom, let's look at an approach that anyone can use: thought management, not only for teachers but also for educating our students.

Realize that life is a conversation. Interestingly, the most influential person we talk with all day is ourself, and what we tell ourself has a direct bearing on our behavior, our performance, and our influence on others. In fact, a good case can be made that our self-talk creates our reality. Many psychologists have argued that, by thinking negatively, we cause ourselves mental and physical stress. Stress is related to perceiving the world as manageable or unmanageable. By practicing the three principles below, we can reduce stress because these principles enhance the management of our world. Practice of the principles also improves relationships and increases our effectiveness in influencing others to change their behaviors.

POSITIVITY, CHOICE, AND REFLECTION

The first principle to practice is positivity. We know that we learn and do better when we feel good, not bad. Unfortunately, rather than communicating in positive terms, we often communicate in negative terms, such as by using consequences. Although consequences can be positive or negative, when we refer to them we usually mean imposed punishment, which is negative and coercive. A more effective approach than consequences is the use of contingencies. Rather than reactive and negative, contingencies are proactive and positive.

In contrast to imposed and reactive consequences, proactive contingencies rely on internal motivation and are perceived in a positive way. "You can do that as soon as you do this." "When/then" and "as soon as" assist in sending both a positive message and placing the responsibility on the young person, where it belongs. Notice these in the following examples: "When your work is finished, then you can go to one of the activity centers." "Sure, you can go, as soon as your work is finished." Although the result of a contingency is the same as that of a consequence, the message and emotional effect are markedly different.

When using a consequence, the responsibility for checking is placed on the enforcer, the adult. When using a contingency, the responsibility is on the youngster. In addition, whereas a consequence implies a lack of trust, a contingency conveys a message of confidence and trust. The crucial difference can be best understood in personal terms. Which would you prefer to hear your supervisor say to you: "If you leave and are not back on time, we will have a real problem," or "Sure, you can leave as long as you are back in time"? Communicating in positive terms reduces stress, improves relationships, and is more effective than negativity in prompting change in others.

The second principle to practice is the use of choice. Choice empowers. Many practitioners who have written about behavior maintain that choice is the prime principle of empowerment. Young people learn that regardless of the situation, external stimulus, or internal impulse or urge, they still have the freedom to choose their responses. Freedom to choose one's response is fundamental in a civil society. It is incumbent upon the adults of our society to teach young people that they have a choice in controlling their behaviors and that it is in young people's own best interests to choose appropriate responses.

When a student comes into a classroom stressed by home life or some incident, the student has a choice: be controlled by the stimulus or redirect thinking into becoming engaged in the lesson being taught. This choice is within the student's power to make. I taught my students to continually say to themselves, "I am choosing to...."

The third principle to practice is reflection. Reflection also reinforces the other two practices of positivity and choice. Reflection is essential for effective learning and retention. In addition, reflection engenders self-evaluation, which is the critical component for change and an essential ingredient for happiness. Perhaps Stephen Covey in his "The Seven Habits of Highly Successful People" put it most succinctly when he stated, "In all my experiences I have never seen lasting solutions to problems, lasting happiness and success, that came from the outside in." (p. 43)

Reflection is a powerful teaching and learning strategy that is too often overlooked. The key to reflection is the skill of asking self-evaluative questions. Here are a few examples: "Are you angry at me or at the situation?""Does what you are doing help you get your work done?""What would an extraordinary person do in this situation?" and "Are you willing to try something different if it would help you?"

Unfortunately, teachers ask ineffective questions such as, "Why are you doing that?" This is a pothole question. First, most people cannot articulate their motivation and second, the youngster may answer, "Because I have ADD." Better never to ask a student a "Why?" question regarding behavior!

Asking reflective questions is a skill that any teacher can master. Once started on the journey of asking reflective questions, rather than telling students how to behave, you will be amazed at how effective and simple is the strategy.

Primary Games For Classroom Learning

Learning doesn't have to be a boring, tedious process any longer, and most experts agree that it shouldn't be. That's why more and more schools are adding elementary school games to their basic curriculum. Teachers have embraced fun learning through primary games, and so have children. There is a wide range of different primary games that can be added into any elementary school classroom that will focus on a variety of different areas. From social skills to academics, games are much more than just a fun diversion - they're an integral part of the learning process that no teacher can afford to ignore any longer.

With today's technological advances, it's easy to add primary games to your classroom through the computer. If your class has a computer, a number of elementary school games can be used to help teach students a variety of skills and lessons. Math, typing, language arts, and many other topics are often covered in the best primary games and simply reviewing a list of the best options can normally help you find the best ones to add to your classroom. There are video games for elementary students of all grades and levels, and many are available for free. Adding a few to your curriculum may have benefits that surprise you.

Of course, you can also play primary games that involve the entire class physically rather than on the computer. Numerous elementary school games exist and can teach social skills like sharing, teamwork, confidence, and more while also helping kids get active and learn. There are outdoor and indoor primary games that you can add to your class and you'll be able to find games that focus on all types of subjects for all ages. Whether you have a kindergarten class or a group of sixth graders, games make a great addition that they'll love.

The reason that primary games work is because they capture a child's attention. It can be difficult to stare at textbooks or blackboards all day long, and adding an interactive learning element to the class in the form of elementary school games will stimulate their mind, draw them in, and make learning much more fun. There have been numerous studies that have found that adding games to schools can truly have an incredible impact on the progression of children, so don't hesitate to take a look at the many options available and find a few that you think will help your class.

Meeting Student Expectations - Advice for Teachers

Most teachers of almost any subject have something in mind in terms of what they will teach their students. As teachers who have taken many students down the path of learning our chosen subject we know what to expect. We know what is required and how long it will take to reach the destination. The problem is our students will often have a very different perspective.

Meeting expectations

Expectations are almost always the problem when a student/parent is dissatisfied or any customer for that matter is dissatisfied. The success of most fast-food restaurants is not the food itself but the meeting of expectations. Whenever anyone goes to one of their restaurants the food and service are basically what they expect. The key to their success is meeting expectations. If you apply this same principal to your teaching you will find that your students are less likely to become frustrated or worse, give up completely. So your first and probably most important role as a teacher is to set and meet expectations.

Prevention v cure

Prevention as they say is the best cure. A student will become dissatisfied if their progress seems too slow. Their progress really depends on how much time they dedicate to study and the quality of that study but their expectations may very well come from somewhere else. If their level of study (therefore progress) and expectations don't match they will soon lose motivation. To avoid this happening teachers need to make it clear to students how much study is required and what that means in terms of progress. It is also good to break it down in to small blocks of study. In other words for every 10 hours of study what would a study hope to achieve. When you drive along a highway every so often you will see a sign telling you how many kilometres to the next major town. This helps to keep you clear about where you are and where you are heading.

After the fact

When a student becomes disillusioned in other words despite your best efforts their progress didn't meet their expectations I usually suggest the following. You need to make a plan to get them back on track. Set out your practice expectations and a timeline based on the goal. Once you have done this ask them if they are willing to put in the time required. If students are not willing to keep up their end of the bargain you need to address it straight away. There is no point if they are not prepared to put in the time and effort. If this is the case you have a motivational problem and that's for another article.

Watch what you say

Teachers often fall into the habit of saying it's okay when it's not okay just so as not to upset their student but this is basically just avoiding the issue. When a student is not meeting your requirements you are in a sense misleading them if you don't address it. I have heard many comments over the years from students who said their previous teacher wasn't so strict on practice. The reason they left that teacher was due to lack of progress and their lack of progress was due to a lack of practice. Do your student a favour and be honest with them.

Education of a Good Quality

(Activity- based teaching VS GTM)

(1- Objectives and presentation)

A- Objectives:

The activity-based teaching method is applied in the USA schools. It is a learner-based learning method. We make our efforts to apply it in our schools. The general objective is to create a generation of learners that are able to adapt themselves to the environment around them perfectly and practically. It ties knowledge with environment. It encourages thinking, independent learning, solving problems, observation, dialoguing with one's self, dialoguing with others, guessing, applicability, imagination, creation and innovation.

The traditional method of teaching is practised in the third world countries. It depends on collecting or attaining a lot of information to deal with theoretically and to learn them by heart so that the learner can register these pieces of information in the written answering paper in the final exam that depends only on the writing skill. It ignores the skills of listening, speaking and communication. The traditional method is close to the GTM (Grammar Translation Method) which depends on just translating the text and presenting the grammar structure in the deductive way without presenting any model by the teacher or free practice by the learners. There is no place for any communication, practical learning or any activity. That traditional method is not recommended at all.

B - Presentation:

A - The activity-based teaching method:

In this modern method, we see:

1 - Changing the abstract and theoretical teaching into something touched, deeply rooted in the learner's mind, feelings and behaviour, practical, actual and real.

2 - The piece of information is functioned and implemented in a real teaching situations. The teacher uses drawings, pictures, signals, pointing, gestures, motion and circulation. The learner plays the role and dramatizes his learning.

3 - Giving a guided practice model by the teacher is an inductive method followed by learners' free practice that is elicited from the learners themselves through individual work, pair work and group work.

4 - Activities are shown in individual work, pair work and group work to enable the learners to become true participants, partners and involved in the process of presentation. The teacher monitors, supports, encourages and checks. He plays the role of the orchestra leader.

5 - Audio aids, visual aids, the use of realia or real things, acting, miming, demonstration, dramatisation, exploration and the use of technology like the overhead projector, the cassette, the video, DataShow and the computer PowerPoint program, are used positively.

6 - Debates, discussion, reports, researches, consults, interaction, participation, experimenting, imitation, interaction, interviewing, self- expression and passing knowledge to others illustrate the active teaching and learning inside and outside the classroom.

7- Demonstration, sharing, acting, education parties, songs, music, games, technology and transferring knowledge to others are needed.

8 - The learner is self-centered in the process. He is a true partner.

9 - That learning involves the senses, the brain, the behaviour and the emotions of learners.

10 - It encourages observation, practical learning, self-evaluation and passing knowledge to others.

B - The traditional teaching method.

This method depends on teacher's talking, lecturing or dictation. The teacher is a lecturer or a dictator and the learner is just a receiver or storer to the amount of information that he receives from his teacher without any share or analysis. The learner's role is not basic. The process of presentation depends on just attainment not thinking or creation. It is a teacher-centered teaching. The teacher sometimes uses schedules, columns and summaries so that he can attract the attention of the learners who feel bored.

There is no place for pair or group work. No elicitation, interaction or participation methods are practised. Poor few magazines or wall charts are used in the purpose of decoration and showing. The teacher uses the native language to translate the text of the target language. The teacher presents the structure as rules not as tools.

We see the learners unable to give full meaningful sentences to express themselves or write a meaningful and right structured paragraph describing something in their real life. The reason is that teaching is separated from the real life of the learners. Teaching becomes dead without any real life. There is no place for technology.

Tips for Primary Teachers

Generally, children between the ages of 4-11 are considered to be Primary Students but this varies somewhat from country to country. Primary school is the beginning of formal & compulsory education. Typically, children learn to read & write, & gain basic mathematical skills. Towards the end of Primary schooling a child is expected to be able to communicate effectively in at least one language, know basic arithmetic & algebra & have a good foundation for the science subjects. Primary curriculum lays more emphasis on breadth than depth of a subject matter.

Primary Teachers are usually trained to teach all subjects but some Primary Teachers Training courses allow them to specialize in a subject of their choice as well. Sound knowledge of the subjects is an essential quality in Primary Teachers as they help children to learn new subjects. If a student does not have a solid foundation in any subject then he will have to work very hard to catch up with the topics in higher school. A Primary Teacher's job is to make sure that this does not happen. All students will not be high achievers & that is accepted, but they all should have a thorough knowledge of the basics.

Teaching Primary students can be a rewarding experience if you know how to approach & guide the class. So, make sure that you have created an appropriate lesson plan & you have all the required materials at hand before starting a class. Some important tips for Primary Teacher Training are given below:

- Always be well-prepared for class. Your students will know if you don't know the topic thoroughly & you will lose their confidence.

- Make your classes interesting by using different activities & teaching aids. If you can arouse your students' curiosity about the topic, that's half the battle won.

-If an activity is not going well for some reason or if you see your students starting to lose interest then shift to another activity. children will learn quickly only if they pay attention.

- Be organized. Make several files & folders for keeping your desk organized. It will not only save time but also make you feel more confident, as you will not have to search for an item every single time.

- Discuss the rules & procedures to be followed in class with your students. Let them decide on any additional rules & negotiate with you. This will make them feel that they are an active participant in creating rules & discourage them from breaking these rules.

- Assign responsibilities to your students. Make one child responsible for class pet(s), another for watering the plants, a third for tidying up after class & so on. Make it fun by assigning job titles for each activity. Rotate the 'jobs' regularly.

- Be patient. If a child does not understand something, he is probably feeling worse than you. Always praise lavishly & admonish gently.

- Lastly, always acknowledge your mistakes & learn from them.

Teaching English As Second Language

TESOL is an acronym for Teaching English to Speakers of Other Languages. There are 2 terms under this umbrella - TESL (Teaching English as a Second Language) & TEFL (Teaching English as a Foreign Language). A course in TESL will be useful if you wish to teach English to people who speak it as a second language, the mother tongue being their first language. Whereas, TEFL course is perfect for teaching those people for whom English is a foreign language.

In today's global market, the demand for English teachers is ever-increasing, especially in South-East Asia. Countries like China, Japan, Thailand and Singapore offer high remuneration to people holding a TEFL certification. The prospect for ESL (English as a Second Language) jobs is very good in India right now. India is one of the largest English speaking countries in the world, where English has become indispensable. It is truly our second Lang & there are many Indians whose English is better than their mother tongue. A TESL Certification will open the door to teaching English for you.

A TESOL course covers both TEFL & TESL & it makes you eligible to teach English anywhere in the world. A course in TEFL will do wonders for your C.V & help you to achieve your true potential as an English Teacher.

Several institutes offer these courses & most of them have an Online/Distance mode as well. This makes it easy for you to complete the course while sitting at home. Moreover, the part-time courses will help you to do a TESL course while you are studying or working. Thus, you end up saving time.

Teaching English as a career will always be in demand. English speaking countries like the U.K, U.S.A & Canada also recruit people holding a TESL certificate to teach immigrants & people who go there to work. The TEFL course will also help you to get a job in Europe & South America, where several countries speak English only as a foreign language. Thus, Teaching English can take you to foreign countries, where you get to visit exotic places & learn about the people & their culture. It is the best way to get a taste of life abroad & since you will be required to speak only in English in class, you can go to places without knowing the native language. This is a unique opportunity as any other job would require you to have some knowledge of the native language of a place. But with TEFL, you can visit new countries & learn about their lifestyle without having to learn a new language. You can even learn their language, if you so desire. So if you wish to travel the world, simple opt for a TEFL/TESL course.

Visual And Verbal Communication With Students

Communication between an educator and his or her students is essential in order to ensure quality of learning. Whether the exchange is visual or verbal, both are effective ways of not only teaching the material, but also monitoring the student progress. Without adequate communication, the classroom environment is not the ideal setting for any child. Visual and verbal communication between teachers and students is an important part of English and math tutoring.

Visual communication with students, especially those of a younger age, provides concrete support for concepts and ideas. Visual representation of information is vital for the development of children in their thinking, learning, understanding, and application of curriculum. Transforming visual representations into mental images provides students with an on-hand reference of the studied material. There are many ways tools available to teachers to make visual representations possible in visual communication: chalkboards, dry erase boards, bulletin boards, overhead projectors, and new technology such as Smart Boards. This makes visual communication accessible for students of all ages in especially in math tutoring and classroom settings.

In an elementary setting or in individual English and math tutoring sessions, examples of applied learning are demonstrated through models of students' work on classroom walls and bulletin boards. This enables teachers to demonstrate what their students are learning and how they are applying newly taught information. It is necessary to provide younger children with a concrete representation of the how's and why's of simple processes. By using a chalkboard or dry erase board, information is visually transferred to students. Technologically advanced tools, such as Smart Boards, in the elementary classroom provide a captivating, intriguing way to encourage the learning process.

In order to teach effectively, verbal communication is a necessity, not only for teachers of large classrooms, but also for English and math tutors. One must be capable of relaying information in a way that allows students to understand and retain what is being taught. A teacher's verbal communication models what he or she expects from students. Proper grammar, syntax, pronunciation, and avoidance of slang terms are important characteristics of communication with students. Verbal conversation and interaction in the classroom as well as one-on-one English or math tutoring sessions is also a way to encourage the exchange of ideas and opinions on varying subjects between teacher and students as well as student and student. Classroom discussions are an excellent form of monitoring what students have absorbed of the curriculum. When learners are capable of verbally expressing their points of view on a particular subject, it demonstrates to the teacher that information has been thoroughly taught and learned.

While verbal communication can serve to express positive and negative feedback in a direct way, visual communication can serve the same purpose indirectly. Students can take visual cues, either from teachers or other students, and adjust their behavior to suit the tone of their environment. For example, a teacher may flip the lights off and on quickly to indicate the classroom is too disruptive. As a pre-designated signal, students recognize their behavior should change and the teacher is rewarded with a quieter class and may resume with the next lesson. In English or math tutoring sessions, visual cues can be as simple as raising a hand to indicate behavior adjustment is necessary.

Ideas to Make Learning Much More Fun

In a world where our younger generations seem most excited about the newest and coolest computer games and electronic toys they could get their hands on, it's become increasingly hard to get children to focus on and develop an interest in learning. Innovation has never had a more important place in the classroom.

For teachers this means having to spend more time on activity preparation, and having to force themselves to be much more creative than in the past.

But how do you go about applying changes to your traditional teaching methods, and how do you even come up with new ideas?

Idea Exchanges

Constantly coming up with new ideas for the classroom can be exhausting. With time it's completely normal to stall and be unable to produce anything worthwhile. So an easy way of getting around this is to schedule an idea exchange.

This could take place both at a school level or regional level, and involve as many teachers as you wish from as many departments as you wish. Essentially, the more the better as you can not only pool together existing ideas, but also generate new ones together.

It could take the form of a one-day conference or seminar, in which teachers share their experiences, and explain how they implemented new methods in their teaching, as well as how the children responded.
Alternatively, it could just be an informal gathering at a cafe or pub after classes have finished for the day. A relaxed and jovial atmosphere is quite likely to be the best for a spot of creative brainstorming and idea sharing.

Educational School Trips

While the idea of learning outside the classroom through educational school trips has been around for a while, there are additional elements you can incorporate in the visit to make it more effective.

First of all, there is now a much vaster pool of opportunities to choose from when it comes to school trips. Museums are a classic example, but nowadays many enterprises will be more than willing to welcome a class and show them around to see how things are made. At your next parent teacher evening, ask the parents if their workplace might be willing to schedule a visit.

This gives kids an insight into how things work, and how companies are run. You could even enquire whether some employees might be willing to give a talk at some point during the day.

Instead of just going on the visit without doing anything other than listening to what the guide is saying, give the children additional assignments. Though it will involve lengthy preparations, a quiz or a Q&A-type challenge for the day will keep the kids occupied and, hopefully, focused. If this can be graded, this will add motivation.

Science Experiments

Science experiments are an age-old way of adding a touch of fun to learning. Not all of these have to involve traditional lab equipment, however. They can be made even more fun by using household objects that you can ask the kids to bring along to class.

For example, did you know you can make a battery out of fruit? You will need a few of the more "hi tech" devices found in a school science lab, but the main "ingredients" are lemons, coins or nails, screws, wires and a small knife.

Other experiments could focus on producing power from running or cycling.

Kids will be so happy to take part in creating something with their bare hands.

The only limits are your creativity, and the ever present health and safety regulations.

What Was Your Best Teacher Ever? Worse Teacher Ever?

Who was your best teacher ever? Does a name come flying to your lips? How about your worse teacher? Can you name him or her? I can.

In sixth grade, during the 50s, I had Mr. Henry Humdrum. (Name changed to protect the guilty.) Since he was my first male teacher, I eagerly looked forward to school. By being the same gender we would automatically be kindred spirits. Wrong! Sitting in his class that first day, I felt depressed. Mr. Humdrum was bald, portly, and strict. Why couldn't I catch a break? And how was I to know that because of him I would become a skillful teacher? I know it sounds crazy, yet it's absolutely true.

Mr. Humdrum's wardrobe was dull, and he never told amusing stories. There were no snacks, visual aids, slides, hands-on-science, learning centers, guest speakers or Snow Days.

Yes, I was struggling and bored, but he didn't seem to notice. There was nothing super about sixth grade. I daydreamed about the Man of Steel-Superman rescuing me.

One day Mr. Humdrum gave me the honor of washing out a large vase. This special privilege meant a break from routine tasks. After I rinsed out the partially wet vase, it slipped out of my hands and exploded in the hallway, shattering into a thousand pieces. As I trudged back to the classroom, I expected to see everyone hiding under his or her desk.

Mr. Humdrum met me at the door, but he didn't blast me. There were no angry words. He had a plan up his sleeve. To pay for the shattered vase, Mr. Humdrum imposed fines on us if we didn't live up to his sixth grade code. Each day we had to have a handkerchief, wear shined shoes and be prepared with our supplies. The fines were less than a nickel, yet your tab could accumulate. I lived in mortal fear that my allowance might be garnished.

I felt that anybody could replace Mr. Humdrum. Even as a college student, my dislike for his teaching performance remained. While I was in college, my younger brother, Tony, told me that Mr. Humdrum wanted to see me. I wondered if I still owed money for the vase. Maybe he wondered why I wanted to be a teacher. I could never ever tell him the reason.

I thought that I could be a "better teacher" than he was. For the wrong reasons, he was my inspiration, and I aimed at being a dynamic teacher. While traveling home by train from college for Christmas vacation a few days before the public schools let out, I accidentally met him on the same train. He was on the way to school, and I was almost home from my nine hour trip.

The extra years hadn't been kind. He was rounder and shorter. Riding trains all night, I wasn't in the mood for idle conversation or talk of vases. He got right to the heart of matters. He said, "Joe, I hope that you find teaching as fulfilling as I have over the years. Teaching is like throwing a rock into a pond, you never know where your ripples of influence stop."

Suddenly, his voice sounded apologetic. "With your class I had to be rather strict. You can always loosen up later." He said smiling, "I remember you well." I said to myself: Here comes the part about the vase. He continued, "The day the vase broke I almost lost my temper, but accidents happen. Nobody is perfect."

I thought to myself: I don't need this. How about telling me something new?

He added, "I always knew that you would make something of yourself. You sat in the front row and absorbed information like a sponge. I had thirty-seven students. I wish that I could have helped you more."

He was right about me sitting up front. I did that in my college too. I wanted to be armed with the best teaching theories and strategies. I hoped to be a better teacher than Mr. Memory Lane.

As a student teacher, I was rated above average, but none my experiences prepared me for my own classroom. That first year I don't think that I earned the respect of my class. I thought that students would treat you the same way you treated them. You respect them, and then they respect you. In my class, "lavatory vacation" was popular to play. Some students would disappear into the bathroom almost forever. I didn't realize how important it was to be the Lavatory Police. I tried to be a friend first, and teacher second. Mistake!

My second year was much better. I found myself being stricter, less gullible, and monitoring the bathroom traffic better. Instead of having my nose buried in teaching manuals, I discouraged paper airplanes before they became epidemic. Why was I more effective?

My transformation started when I recalled the many things Mr. Humdrum did right as a teacher. Paper airplanes were non-existent. He always had his act together, never yelled much. His students were kind to each other. Spitballs weren't sent into orbit. We took field trips into New York City and saw magnificent images of dinosaur bones and knights in shiny armor.

Yes, Mr. Humdrum was humanistic and caring. As a teacher, I started to realize how good he was. His excellent lessons had registered with me in subtle ways, when I recalled them. When Jason cracked our fish tank, and pebbles, water, and tropical fish came cascading out, I didn't get angry. I said, "Accidents happen. Nobody is perfect. I never cry over spilt fish."

In my second year of teaching, I caught some humility and a better outlook. With challenging situations, I started asking myself, "How would Mr. Humdrum handle this?" Mr. Humdrum proved how powerful a teacher's influence can be. He rescued my teaching career and, finally, was my best teacher ever.

How to Get Through To A Class You Struggle With From A Classroom Management Approach

First and foremost, you need to go into the class with a positive attitude, good body language, a smile on your face and a feeling of happiness emanating from your voice. If you go into the class feeling stressed, that will only lead to more stress which will lead to health and motivational problems for you and only make the situation worse. Students are quick to spot a teacher's bad vibes and will set out to exploit them. That's the nature of 'the student beast'. Therefore, in other words, you may need to 'fake it'. You will be surprised how that can help.

Always say, "Good morning" with gusto and a smile on your face that signals that you are wishing everyone a happy, productive day.

Make the class aware often that you are there to help them along the way; that you have goals for them and you to achieve and that these can only be achieved with their help and effort. What happens in the classroom must be a group effort, everyone helping each other to gain the most benefit for each person. Remind them often that you want the best possible results for them.

Below, are a number of strategies that will help you create a more disciplined classroom environment conducive to greater learning. (These strategies are in no order of importance).

Strategy 1: Simple Rules

Let the Golden Rule, "Do unto others as you would have them do unto you" be your starting point. Some teachers devise a set of class rules with the class. This often works well because they will accept ownership of the rules. A few simple rules are easy to enforce and easily understood by the class.

Strategy 2: Fairness

Nothing bugs these types of students more than unfair punishment and the sceptre of a 'teacher's pet'. Therefore, make sure you deal equally with all students committing the same 'offence'. Don't bring past history or reputation in to your dealings with students in a new class or year. Tell the class every student begins in your class with a 'clean sheet'. You will not remember or seek to find out their 'reputation' unless they give you cause to do that.

Strategy 3: Expectations And Goals For The Class

These must be realistic but just above their current standards to give the class an incentive to try. As they achieve each goal 'raise the bar' again. Acknowledge publicly with the class each goal that is met and exceeded. These expectations should centre on academic, behavioural, industry and cooperation issues. The goals must be published and crossed off as each is achieved.

Strategy 4: Behaviour Management

From the very beginning set the standards for behaviour high. 'Jump' on early problems immediately. (One of the guiding principles of a successful principal I worked with was this: If you are particular to make sure all the simple issues of discipline are concentrated on, e.g. good manners, being on time, correct dress and so on, the students are so concerned about being 'caught' that the more serious offences never seem to develop. It is important to note here that it is much easier to 'loosen up' on discipline later than to tighten up at a later date.

Strategy 5: Bite Your Tongue

Sometimes, it is better not to react strongly to or to pretend that you did not hear a rude comment directed at you. Here are some replies that I use to try to diffuse the situation before it escalates.

    I'm glad I didn't hear that.
    Tom, did you say something to me?
    Am I hearing things perhaps I should not?
    Did you say what I thought you said?
    I'm sorry but I didn't catch what you said. Would you repeat what you said, please?

These give the student a face saving opportunity to back down when they realise they have gone too far. If they continue, then the situation has escalated and you need to invoke your school discipline code.

Strategy 6: Firm But Not Friend

A teacher cannot be a friend to his/her students. You are 'in loco perantis'. That carries responsibility. Obviously, you need to be approachable. That means you need to have a friendly demeanour. Tell your class when and where you are available to see them about any issues they have and help they need.

Strategy 7: Praise, Rewards And Incentives

Often, students in difficult classes receive little or no praise at school and often not at home. A little praise goes a long way. Any progress the class or students make should be praised either publicly or one on one, depending on the student and the situation. Offer rewards for goals achieved, good efforts by the class or individual. These rewards might be as simple as a sticker or a stamp or a lolly. Your class circumstances will help decide.

Strategy 8: Record Cards

Read these to give a background on each child. There may be issues of family problems, health or learning problems as well as academic results. You might also learn of some talent the student has to help engage him/her successfully in class work. Knowing these things about your students will help tailor the ways in which you react to a student's behaviour. (I had an horrific evening after I had admonished strongly a male student sent to me for disciplining. He disappeared from the school. I then found out from the teacher he was suicidal. Fortunately for me, all was well).

Strategy 9: Reporting

Try always to offer positive comments. Highlight the areas of improvement and suggest ways to improve results in other areas.

Strategy 10: Don't Hold Grudges

Remember, students are self-centred. Many believe that because you are correcting their behaviour that 'you are picking on them' and/or 'you hate them'. You might get that impression from them too. Don't take it personally. It's just 'the nature of the beast'. Let what happens in the classroom stay there.

Strategy 11: Don't Punish Yourself

If you have to 'punish' students, then don't keep them in so that you have to supervise them. Give them useful work to do in their time so that you can have your breaks as a time to rest and relax. This punishment might be to report to the teacher on playground duty to pick up litter. Alternatively, they might report to you when you are on playground duty. You could remove privileges, have them on a behaviour card or on a behaviour contract.

Strategy 12: Stress Breakers

As you work through the year with your class, note teaching pedagogues that the class enjoy and the subject areas they enjoy the most. Now, when you are reaching your stressed out point use these pedagogues to give yourself some easier lessons. Alternatively, have a day off but make sure you plan a day for the relief teacher that is full of activities that they will attempt gladly to make the relief teacher's day pleasant.

At the end of each teaching period or day, make sure you review the successes of the day, remind them about homework and the important issues to come in the near future and say "Good day" and wish them a "Great day" with a smile on your face. Once you are alone, review your day noting what worked well and where you need to make changes. Note in your diary what has been achieved. This is important because it often seems that you are making no progress with the class. A quiet lesson is progress. Later in the year, look at your diary entries and you'll be surprised at what you have achieved.

Quality or Quantity in Our Education - What Is Taught to the Majority?

We live in a world full of competition and selfishness but should this be present in our teaching system as well? Well, the answer is obviously "no"; everyone will accept it, right? But is this accepted by most of the institutions in the world around especially in under-developed countries.

I am a not an outstanding student getting good marks but this does not at all mean that I don't know about the world and I do not have much knowledge like the ones who get the highest marks. Have you ever noticed that a highest scorer always have great bragging points in him which an average student might bear but a student with less marks can never stand those points because for that so-called low scorer person those points could be bullets on his chest which not only kill the confidence but also kills all the hope inside him.

Man is always in the verge of gaining knowledge so everyone is a student no matter what his age is. Three types of students have already been mentioned: the highest scorer; an average student; and a low scorer or the one who hardly pass. The difference is all dependent on the marks obtained unnoticing the talents in each. We all accept the fact that everyone weather big or small is born with a talent inside but are the teachers and the institutions help these students find those talents? Actually no, because most prefer marks over knowledge and talent. This leads to superiority complex for the high marks gainer and inferiority complex for those who can't take good marks. This results in stealing or digging the talents of majority of the students.

Now the question arises that how can we eliminate this complex and the race of acquiring more and more marks. The answer for this question which I discovered is simple, that is, by putting an end to this demoralizing "marking system" and putting up a system of "pass or fail". This will not only help more talent to rise but will also help eliminating all the classes and standards among the students. A more friendly atmosphere can be created among the students with more and more learning experience and less favoritism and complexity.

This world can be a heaven to live upon if these little steps are taken. Education builds the whole world free of crimes and disasters but for that education should be fair enough for everyone. Education can never be out-rated and is a life time partner of the world so it should be looked upon wholeheartedly. So at least we can give a try of finishing this numbers and quantity system and focus on knowledge of quality for everyone.

We will surely love the life of equality.

How To Get Through To A Class You Struggle With - A Pedagogical Approach

This is the second article on the issue of getting through to a class you struggle with. Often, these classes have many students who lack success in their academic studies. No matter what students say, all students like to succeed. Your task, pedagogically, is to start that process of having success, no matter how small initially. Therefore, your first task is to find out where each student is academically and start there. You may do this by checking their past reports or better still test the students in subtle ways on a new topic before you begin serious teaching. Subtle ways may be a competitive quiz or a diagnostic test. Once you know where your students are, then you can use the strategies below to help them along the way and to reduce your stress levels.

Strategy 1: Be Super Prepared

By this I mean have more activities than you think you will need. Why? Because if one activity or strategy does not work well, quickly use another to keep the class occupied. Secondly, make sure your knowledge is perfect. Then the class will have confidence in you as a teacher. (It is not unknown for the difficult classes to be given to the less able teachers so these students often have the impression that their teachers 'can't teach'.)

Strategy 2: Concentrate On Basic Skills

In each new topic, start from the basics that they should know and go from there. Tell your class what basics they need to know. Test them frequently with short quizzes or short written tests. These little tests will allow you to show the students they are making progress and having success.

Strategy 3: Use Short, Sharp Activities

These activities prevent boredom for students who finish quickly or struggle to finish. The students get to know the results of their efforts quickly. The class time passes quickly for them. Make sure you keep to the time you set for each activity unless you find that you can use the activity to emphasise a teaching point. All students should be able to get started in each activity you provide them to consolidate your teaching. Include short challenging exercises at the end for the quick finishers and for the brighter students.

Strategy 4: Vary Your Teaching Pedagogue

Difficult classes don't like the traditional 'chalk and talk' lesson (teacher exposition). Use a wide variety of approaches to your lessons where you try to incorporate 'multiple intelligences'. Even use a variety in each lesson.

Strategy 4: Life Related Examples In Your Teaching

These students often lack motivation and don't see any relevance to what they learn in class and life outside the classroom. Wherever possible, seek to relate what you teach to life outside the classroom. There are many educational texts available which are not like the traditional text books. Purchase some in your subject areas and use them to supplement your set textbook. You can still teach the basics of your subject this way. In a subject like Mathematics, a sporting context can create more interest among students.

Strategy 5: Fun And Competitive Exercises

All students like to have fun and enjoy a little competition. Add these to your lessons but set the rules up that you want the students to follow. Otherwise, they may get the impression that you are not serious about this learning.

Strategy 6: Frequent Practice Tests

These should be based on the basic skills they need to have to tackle each assessment instrument. Practise doing each type of assessment task. It is also important to teach them how to do an exam. With all my classes I review examination technique before and after each assessment task.

Strategy 7: Learning From Mistakes And How To Improve Performance

With each new topic I teach, I always explain where mistakes can be made. After marking an assessment task, I point out to students the mistakes they have made and discuss ways to avoid them in the future.

Strategy 8: Motivational Phrases

Each day on my board away from the part I use in teaching, I write a motivational phrase for my students. Sometimes, I'll explain what it means to help get the students on task. Here are just a few:

    Thinking is the hardest work of all. That's why so few of us do it.
    Recognise the opportunity, grab it and do something with it.
    Successful people do things that failures don't want to do.

Strategy 9: Ideas On Homework

There is always a debate on whether to give homework with these sorts of classes. If homework is mandated in your school or subject, here are just a few ideas to consider.

Give homework that consolidates the work taught in class that day.

Make sure that the initial work is easy so all students get a start.

Don't make it onerous.

Check the homework the next day or at the beginning of the next lesson.

Answer questions related to it. Reteach work if necessary.

Have a process where students can seek help from you if they are unable to do their homework.

Strategy 10: Instructions

These students often have poor listening skill.so you need to not only give the verbal instructions slowly but you need to write them on the board. Keep your instructions as simple as possible.

Teachers Help Your Algebra Students

As a former middle and high school math teacher I know that teaching algebra is not easy. Yes you will have your "star" students that ace everything but how about the rest of your class? Do you really have enough time to work with them and build up their skills in class? I'm sure you would agree you don't have enough time, you do the best you can but most of your students could benefit from extra support outside the classroom.

The next question becomes what kind of extra support? From my experience and I suspect you will agree with me, students will not use an extra support resource unless they like it- i.e. it saves time, easy to use and provides effective results. As much as math teachers want students to spend a solid hour studying every day most will not. My advice is to promote only those learning resources that are easy to use and offer very specific topic help.

Lastly you want to consider if you can trust an extra help resource. For example most students will at some time try to use Google to find a quick answer to a homework question. The results that Google produces will be from all types of so called "math experts" to include fellow students and a host of "I was good at math" non-educators. As you can see it's easy for your students to be misguided. To feel confident in who teaches your students I strongly suggest finding resources created by experienced math teachers. Qualified and experienced math teachers are trusted experts and know how to explain math in a way proper way that makes sense. Just remember that most of your students could benefit from extra support so finding and promoting resources your students like and are created by math teachers could really help overall classroom proficiency.

Just one more thought. It's important for teachers to be leaders today. Most teachers are directed from others on all aspects of teaching. Let's remember that there is no more of an expert on math education than you the real-life experienced classroom math teacher. Yes, educational models and theories are important but practical educational skills are essential for success. Teachers know what resources practically work because they deal with students every day. So I encourage all teachers to take the lead, find or create resources that can help your students and be out front to improve your school.

Flight Training Tips - Getting the Most Out of Your Flight Training

For any kind of flight training, you need to develop the right mindset. Some people go into it with a certain way of thinking that will not work out to their benefit. In the end, it will end up costing them a lot more money or taking much longer than it should to get their license or advanced rating. The first thing you need to decide is if you really want to do it. You can't go into flight training unsure as to whether you really want to do it and expect it to work out. If you're not sure, research all the details and go for an intro lesson to help in your decision. You must understand that it is very demanding and will take a big commitment on your part. If you're willing to accept this, and you're not afraid of commitment, then go for it.

There will be points where you will be overwhelmed and feel that you don't have the ability to do this, but it will pass. You will have a lot of new stuff coming your way all at once but you will learn it bit by bit and will eventually get it. After awhile, it will be no different than driving your car and changing the radio station at the same time.Before you start training you need to be honest when it comes to your health. You will be required to get a medical exam from an FAA designated doctor. If you have had any significant medical problems whatsoever or are taking any kind of medications or have any mental or physical problems, I would suggest getting the exam done before spending any money on training, just in case your problem is disqualifying. Not all problems are disqualifying but some may require additional paperwork, observations or demonstrations of ability, etc. A past DUI or bad driving record can affect it too. It's best to find out first if you're unsure before wasting money.

The biggest things I see are lack of time and lack of money. If you want to train efficiently and get your license or rating faster and cheaper, make sure you have the time and money before you start. The amount of time you need is enough to fly 2-3 times a week. Anything less than that will be hard because you will lose proficiency. Lesson times will average around 2-2.5 hours long until you start doing cross country training which will be longer. You need to allow for this time. You need to be flexible with time too. You have to keep in mind that most people want to fly after work hours but it isn't always possible. Instructors want a life too! When I was training, I made a deal with my boss to either come in earlier or later if he'd be flexible with my time for training for a few months. There is no guarantee of how long it will take or how much it will cost because there is no way of knowing your study habits, level of commitment or how fast you pick up on things. Some people pick up faster than others.There are minimum requirements that must be met to a certain level of proficiency.

The FAA requires a certain amount of hours but the average is around 50% higher than that. The average cost can vary from $8000 - $10,000 to get your pilot license. It won't cost less but could cost more depending on you. When it comes to training, don't penny pinch! We are not here to drain your wallet. It is about your safety and doing things right. You have to look at the big picture and watching the clock tick by or adding every penny you're spending will distract you from the goal, which is to be a safe, proficient pilot! Penny pinching instead of focusing on the end goal will cost you more money and with that attitude, could cost you your life one day.

You have to accept that things will not always end up as planned when it comes to flying. You may take off work one day for a lesson and have to cancel because of bad weather. That's just the way it is. If the winds are too strong and beyond the limitations your instructor gave you, then you cancel, whether you like it or not.When you start your training, you have to study and read between lessons. Be prepared for your next lesson because if you don't study material before the lesson, the instructor will have to spoon feed you everything which will take more time and money. We also have to test your knowledge of things and if you haven't read anything, we will have to review again. Bring a notebook and take notes! Study all your notes and reading assignments and learn as much as you can. Just because one lesson is over and you are on to the next doesn't mean you can forget everything. In the end, you have to demonstrate everything, so keep studying old lessons to keep the information fresh.When you're studying, take notes on things you don't understand to discuss with your flight instructor. Don't pretend to understand when you don't.

Don't try to control the lesson! Your instructor is the one who went through the training to teach you and he is the one with the experience. Listen to your instructor and follow directions. Just because you have a business meeting somewhere and it would save you time to fly there, don't try to convince your instructor to do cross country training so you can make the meeting. Different levels of training happen when you are ready for them, not because you decide to do them.Don't push your instructor to do something that you think you're ready for when he doesn't agree. There are reasons he may not be signing you off to solo, or signing you off for a check-ride. He knows what needs to be done. Something that may seem small to you could turn into a dangerous situation for you and your lack of understanding or experience is preventing you from seeing it.Stick with one instructor, unless of course you don't get along or you feel he's not teaching you well enough.

If you switch instructors, the new one will have to test your abilities and knowledge on everything you've already learned which will take more time. He needs to evaluate your skill level to determine whether to move forward or back a few lessons. In most cases, you end up repeating many things because they are not to the level they should be.There will be bumps in the road. You will get to a certain hump you just can't seem to get over. That is normal and you have to understand it. When a person hits this road block, especially when they've been doing good, they start to blame the instructor or other things. Some things take longer to catch on to and you have to realize that. This is the stage in training where most will blame the instructor and switch to another or lose interest in flying and quit. If you stick it out, you will get past it and it will be worth it.When the end is near, you have to live and breathe aviation every day.

You have to know everything in the practical test standards, including the special emphasis areas! You have to know how to find information in the regulations book (FAR/AIM) when you don't know something so when you take your check-ride with the FAA, you will be prepared.Sticking it out and doing the best you can will be well worth it. Learn to be safe, not to save money and you will be rewarded in the end by accomplishing your goal! You won't regret it!

A Teacher's Philosophy of Education

Who are you? Where are you going? Is it a noble journey? These questions are posed at all times, in my classroom and out, since that classroom is a training ground for the real world. My purpose is to help equip people to answer these questions for themselves; it is also to fight a daily battle against ignorance and mindlessness, to lead people out of the dark of meaninglessness, purposelessness, drift, and over-indulgence... up a hazardous mountain where there can be gained the truth that makes them free.

My name is Hunter... Lebensjaeger: life-hunter, and Liebensjaeger: love-hunter (in the universal sense). I know who and what I am; I know where I am going; the journey, though one of great risks and pitfalls, is well worth the effort. I work to survive and flourish in a hostile and challenging environment, remaining enthusiastic and energetic ( most of the time). It is my chosen work to teach the individual how to teach himself/herself, to provide an environment in which to help the individual to do good work and widen his range of wholesome options in the present and future.