All the students described above seem to be very different, don’t they? But there is something common among them. They are all at a risk of disengagement.
Teaching is fun and learning is funner (I recently learnt, it is an actual word- fun in learning, quite literally)! Unfortunately, our students may not feel that all the time.
Our students are pretty much like the car and their brains, the engines. They don’t kick start unless we make them use their engine (brains) frequently… more frequently than this car that didn’t start.
The curriculum is already defined for us. Now, it is up to us how we plan to teach this curriculum in the most effective way to meet all the curricular objectives.
To begin with, you need to be aware of the following six dimensions for learners' need identification; that’s because their needs are likely to be related to one or a combination of these dimensions.
Punya Mishra and Matthew J. Koehler in 2006 wrote a seminal piece on integrating three knowledge domains to explain the TPACK Framework for Teacher Knowledge.
Three teachers teach different subjects. Let’s see how each one of them uses a discipline-specific approach to teach their subject. Teacher A is a mathematics teacher. For teaching addition to her learners,
Read this blog to bust the myths about teacher salaries and see for yourself how well teachers are getting paid these days.
For those who are more practice-oriented and who like to demonstrate their skills, a job in vocational education is definitely the right choice.
Looking for a career in teaching? Want to know what types of teachers are in high demand? You’ve come to the right place!
Read this blog to prepare yourself for the annual summer break and make these holidays both fun and productive at the same time.
