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Workshops

Leadership and management

  • Leadership support
  • Developing School Administration
  • Building Effective Tracking systems for progress
  • Student Leadership
  • Teacher Leadership
  • Building Vision Mission Statement for school

Teaching and Learning

    • Creating Conducive Classrooms
      If your SSRE score on Teaching and Learning question 1: “Is the Environment bright and welcoming and does it promote good learning?” is below uttam, then you will find this module very useful.Research has established that classes that promote peer discussion and sharing have an impact on the enhanced academic achievement of students. Students are more productive and comfortable through the school day in a conducive classroom set up, with good lighting and ventilation
      The workshop equips you with skills to implement your thoughts and ideas (goals) in practice within the classroom set upon successful completion of this module, your school team will be able to:
      (a) change the classrooms to the best of their ability, using in-house resources;
      (b) apply the changes to the classroom with the support of the students;
      (c) confidently explain to the Governing Board and PTA, the importance of a well lit, airy classroom with furniture that is fit for its purpose;
      (d) use the team’s combined understanding to raise funds;
      (e) agree on the look and feel of each of the rooms;
      (f) choose the right furniture that is fit for purpose
    • Developing Positive Peer Relationships
      If your SSRE score on Teaching and Learning question 4 : “Do good relationships exist between students who help each other to learn?” is below Uttam, then you will find this module very useful.Positive social interactions are those that take place between peers contributing to their social, emotional, as well as cognitive growth and development. Children can be taught to initiate positive interactions with their classmates through ‘Collaborative learning’ in the classroom.
      Collaborative learning activities are structured tasks that are designed to be tackled by groups of pupils. They are often set up as problems relating to sorting and organising information. The purpose of these activities is to oblige the pupils to explore and understand the nature of the subject content by encouraging them to think and talk together. In this way pupils are supported in activating their existing knowledge and experience and in making links with the new knowledge they are acquiring.
      On successful completion of this module, your school team will be able to:
      a. Understand how to facilitate positive peer relationship in classrooms
      b. Value and Know how to use collaborative learning and social interaction in the classroom
      c. Design group activities which are interactive and which provide visual and contextual support
      d. Gather practical tips to make collaborative learning a success
      e. Articulate strategies to support children to interact constructively with their peers and develop thinking
      f. Understand how to use collaborative learning to develop oral communication skills where students are able to listen and speak to their peers using effective communication skills.
    • Quality Display / Displays that Delight
      If your SSRE score on Teaching and Learning question 3: “Is there a wide range of Quality Display of students work?” is below Uttam, then you will find this module very useful.A classroom reflects the school and the teachers’ ideology of what a great learning environment should be. Displays create a rich environment that is welcoming and engaging and can be colorful, playful, educational and intriguing – all at the same time!.Good classroom displays keep the focus on students’ work while creating a sense of community, ownership and classroom pride amongst the students. Displays serve the purposes of:Demonstrating and encouraging student’s learning and achievement
      Acting as a learning aid in the absence/presence of the teacher
      Providing visual learners with support and ways of engagement
      Enabling tactile learners to engage with use different textures and materials
      A tool for assessment
      Reflecting and asserting the culture and values of the school and the classroom regarding expected behaviour, ethnicity, equity, religion, inclusion and genderBy the end of the workshop participants will:
      • Acknowledge the importance of the process of creating the display
      • Incorporate the purposes of display in their lesson plans
      • Be able to assess each others’ displays on the effectiveness rubric
      • Know how to manage and lead the effective use of displays
    • Lesson Planning Workshop
      Lesson planning is a vital component of the teaching-learning process. Proper classroom planning will keep teachers organized and on track while teachings, thus allowing them to teach more, help students reach objectives more easily and manage less. The better prepared the teacher is, the more likely she/he will be able to handle whatever unexpectedly happens in the lesson.
      By the end of the workshop the participants will

      • Gain clarity on the importance of lesson planning
      • Define the aspects required to create a lesson plan
      • Classify the Bloom’s Taxonomy verbs and apply it with clarity
      • Identify all the aspects that are required for planning
      • Design an effective lesson plan
    • Classroom Management
      Classroom management refers to those activities of classroom teachers that create a positive classroom climate within which effective teaching and learning can occur” Martin & Sugarman. Research on student-directed management approach, which is rooted in the belief that students have the primary responsibility for controlling their behavior and are capable of controlling their behavior, identify teachers adopting the following classroom management concepts: student ownership, student choice, community, conflict resolution, natural consequences, and restitution. These concepts are operationalized in the routines of how students enter the classroom, what students are tasked to do upon entering a classroom (e.g., “do now”), how desks and tables are arranged (i.e., cooperative groups versus rows), and the ways in which learning is shared via communication between students. Research over the past 30 years indicates these rituals and routines as cornerstones of classroom management are critical to effective teaching and learning. In a poorly managed classroom, teachers struggle to teach and students usually learn less than they should, and there is an abundance of discipline issues while a well-managed classroom provides an environment in which teaching and learning can flourish.
      Learning Objectives:
      By the end of the workshop the participants will

      1. Define the terms student ownership, student choice, community, conflict resolution, natural consequences, and restitution
      2. Identify the student routines they would like to use when children: (a) enter the classroom; (b) begin a lesson; (c) work in pairs and groups; (d) have break-times and (e) leave for home.
      3. Identify the consequences they would like to practice when children break the rules or have a problem
    • Activity Based Teaching and Learning
      Activity method is a technique adopted by a teacher to emphasize his or her method of teaching through activity in which the students participate rigorously and bring about efficient learning experiences. It is a child-centred approach. It is a method in which the child is actively involved in participating mentally and physically. Learning by doing is the main focus in this method. Learning by doing is imperative in successful learning since it is well proved that more the senses are stimulated, more a person learns and longer he/she retains. “In an activity based teaching, learners willingly with enthusiasm internalize and implement concepts relevant to their needs.” Pine G (1989)
      Learning Outcomes By the end of the workshop teacher will:

      1. Understand and apply the purpose of activity based learning method
      2. Draw up a list of activity based learning methods that can be used effectively in the classroom
      3. Understand the steps required to create an effective activity based classroom
      4. List down the role of the teacher and student in an activity based classroom
    • The Child
      • CP4 Student Leadership
      • Developing Positive Peer Relationships

        Positive social interactions are those that take place between peers contributing to their social, emotional, as well as cognitive growth and development. Children can be taught to initiate positive interactions with their classmates through ‘Collaborative learning’ in the classroom.

        Collaborative learning activities are structured tasks that are designed to be tackled by groups of pupils. They are often set up as problems relating to sorting and organising information. The purpose of these activities is to oblige the pupils to explore and understand the nature of the subject content by encouraging them to think and talk together. In this way pupils are supported in activating their existing knowledge and experience and in making links with the new knowledge they are acquiring.

         

        On successful completion of this module, your school team will be able to:

        1. Understand how to facilitate positive peer relationship in classrooms
        2. Value and know  how to use collaborative learning and social interaction in the classroom
          1. Design group activities which are interactive and which provide visual and contextual support
          2. Gather practical tips to make collaborative learning a success
          3. Articulate strategies to support children to interact constructively with their peers and develop thinking
          4. Understand how to use collaborative learning to develop oral communication skills where students are able to listen and speak to their peers using effective communication skills.

The Curriculum

Community & Partnership