Superior Teachers

To provide the world-class education to every one

GCEL Academy of Teachers' Improvisation & Educational Leadership Development

Introduction

The progress of a nation depends largely on education of its youth. Education is the apprenticeship of Human Life. It is a human process which involves the ‘teachers’ and it’s ‘taught’. Teacher is at the centre of educative process and his commitment devotion really counts a lot. The effective and efficient functioning of schools depends primarily on Quality and Commitment of its human resource i.e., teachers.

As a response of rethinking teaching teachers to teach better, educators need to think the ways teaching or learning are organized in the schools, promote flexibility at school levels, creativity in classrooms, joyful learning, child friendly environment or addressing the issues related to the quality of teaching and its concomitant quality of learning.

Accordingly there is a need to improve the quality of teaching in our schools so that we can produce quality school age citizens having higher standards of learning, conceptual understanding, problem solving techniques, multiple intelligence etc. and finally Learning to Live together, the most important pillar of education by the International Delors Commission on education facilitates this goal.

It is a matter of great pleasure that Green Circle Eduvision Ltd. (GCEL) has launched a Teachers’ Quality Improvement Program on teachers’ professional enhancement. It is an opportunity for the present and future teachers who have the Diploma or Degree in Teaching and they can directly benefit from this. It functions as a teachers’ training and deployment programme specifically targeted to work with students to raise their achievements, access and aspirations at schools in challenging circumstances.

Transformative and Innovative Teachers’ Training (TAITT)

Access and Equity without Quality in education has no meaning and quality teachers with passion for teaching are inevitable in any education system. The prime problem of school education today is dearth of quality teachers in adequate numbers. Majority of the teaching staff in school education do receive formal training in teaching yet they seem to be lagging behind in the advancement of pedagogical evolution. Further, the rapid application and evolution of new teaching technologies present challenges for teaching staff to stay abreast of developments while also pursuing their professional responsibilities. To address this problem interventions are required to ensure that the new incumbents who enter teaching service meet their capacity building and skill development through modern and innovative advanced training. Professional development programmes are key tools that help faculty to learn the current issues in education better respond to cultural and systemic changes to delivery formats and refine their performance.

The destiny of a country is shaped in its classrooms. Teachers play a pivotal role in this activity. Therefore they must keep abreast of the latest methods of curriculum transaction in class. Accordingly, teachers’ training before and during service is required for the following reasons:

  1. To keep abreast of the latest trends in School Education.
  2. To help teachers recognize the differential capabilities of students and modifying the method of teaching, accordingly.
  3. To recognize and master the use of modern teaching aids so as to make the teaching learning process more lively and useful.
  4. To incorporate constructivist approach to teaching ‐ learning process.

Teachers in both primary and secondary education sectors have structured pre‐service and in‐service training obligations and interventions, but this is lacking in its qualitative and quantifiable learning outcome.

The GCEL Academy of Teachers’ Improvisation & Educational Leadership Development fulfills the need for imparting professional training to all teachers of school education at the induction level itself. Follow up programmes for senior teachers at well‐spaced intervals are also to be taken up by the Academy.

It is the result of a need for imparting comprehensive training for instilling professionalism, competency and humanism in every teacher of School Education.

Objectives

  1. To ensure quality improvement in higher education by setting high standards for teaching career – enhancement of teachers’ competencies in terms of academic excellence, research orientation and teaching skill ‐ with rigorous training.
  2. To impart professional training at the induction level so as generate professionalism which would remain in the individual throughout the service, and
  3. Equip the teachers with necessary competencies, skills and attitudes which will enable them to face the international challenges effectively.

 Capacity building and skill development

The training is imparted to both newly recruited and senior teachers at school level. The newly recruited teachers will undergo induction training for six months and the senior teachers will be trained in different modules of varying duration.

The curriculum includes:

  1. Effective communication skills, pedagogy, use of teaching aids and techniques, value education, mentoring, leadership, ICT applications, statistical analysis, research orientation, preparation of project proposals & evaluation, concept papers, question paper setting and evaluation curriculum development, environmental awareness, organizing seminars, conferences and workshops etc. The course content will be framed on the above lines.
  2. The teachers will be trained for hard work, commitment, positive attitudes, analytical skills, communication skills, entrepreneurial skills, motivation, inspiration, facilitation, competitiveness, honesty integrity, dedication, punctuality, discipline, human rights, gender sensitization and commitment to social justice.

This programme also plays an important role of providing employment improvement opportunities for the trained teachers. Depending on their individual capacities, skills and prior professional training, GCEL shall assist teachers to choose suitable certification process after completing its training program.

Teachers’ Quality Improvisation Programs

  • 2 Days’ Teachers Quality Improvisation Programs
  • 3 Days’ Teachers Quality Improvisation Programs
  • 5 Days’ Teachers Quality Improvisation Programs
  • 10 Days’ Teachers Quality Improvisation Programs
  • 30 Days’ Transformative and Innovative Teachers’ Training (TAITT)

(6 hours per day exclusive of breaks and lunch timings)

Detailed Program

  1. Education – Building understanding
  2. Education – Definition & Aims / Purpose in 21st Century
  3. Teacher as a facilitator – Role & Attributes
  4. National Curriculum Framework 2005 (NCF)
  5. Quality Concern of Education
  6. Meaning of quality
  7. Elements of quality (Management quality, Teacher quality, Student quality)
  8. Conceptual Framework, Dimension of School quality
  9. Quality issues relating to Schools
  10. Getting ready for classrooms
  11. Paradigm shift from TCL to CCL (Teachers Centric Learning to Child Centric Learning)
  12. Good Facilitation Practice
  13. Lesson Planning / Constructivism
  14. Teaching Learning Material / Use of ICT
  15. Academic Planning
  16. Within the Classroom
  17. Learning Environment
  18. Effective Classroom Management
  19. Positive Discipline
  20. Motivating Students
  21. Inclusive Education
  22. Joyful Learning
  23. Activity Based Learning (ABC)
  24. How much have the student learnt
  25. Assessment – Fundamentals
  26. Designing questions – Bloom’s Revised Taxonomy
  27. Continuous and Comprehensive Evaluation (CCE)
  28. Assessment Annexure
  29. Right to Education (RTE)
  30. Right of the children (Who is a child?)
  31. Life Skills for Youth
  32. Going beyond Teaching
  33. Teacher as a counsellor
  34. Stay motivated

 

  1. Pedagogy in
    1. Languages
    2. Mathematics
    3. Science
    4. Social Sciences
  2. Theatre in Education
  3. Art in Education
  4. Co-curricular activities / Co-scholastic activities
  5. Constructivism (De Bono techniques / Bruce Joyce 100 Techniques of Teaching)
  6. Education for Peace
  7. Personality Development of New Leadership
  8. Human Values / Permanent Values / Professional Ethics

Topic Details

  1. Question skills
    • Appropriate and stimulating questions probe students to use the information and knowledge they have for answering. This promotes:
      • Deeper thinking
      • Increased curiosity
      • Increased knowledge and understanding
    • Question creates an interest in learning
      • As an attention grabber
      • As an opening to the lesson
      • When teacher moves from asking simple ‘What’ and ‘Who’ types of question to higher order thinking kills (HOTS) questions ‘why do you think’? Students are compelled to think for themselves. This belongs to Benjamin Blooms’ Taxonomy. This is a skills to ask questions.
  1. Constructivism

2.1.   Each child can construct knowledge. Constructivism, as a philosophy based on the belief that children construct knowledge on the basis of their prior knowledge by the process of adaption. Constructivist paradigm calls for a change in the classroom culture, attitude, beliefs and practices. Role of a teacher in this paradigm shifts from transmitter of knowledge to investigator and ‘explorer of knowledge’.

  1. Who is a reflective teacher?

3.1.   The teacher who is capable of reflecting on issue and problems of education.

3.2.   A teacher who is capable of thinking about his own methodology, thinking about the content that he is teaching. A person is expected to think, to reflect about each and every aspect of his work. It is a matter of common knowledge that we can reflect or we can be original thinkers only in those aspects in which we have deeper knowledge. We can’t undertake original thinking in those areas about which we know very little, about which we have limited knowledge.

  1. Continuous and Comprehensive Evaluation (CCE): It is newly introduced education system that aims to cover every aspects of a student’s development in its evaluation procedure.
  2. Why CCE?
    • The CCE patterns was recommended by NCF to:
      • Reduce stress on children
      • Make evaluation comprehensive and regular
      • Provide space for creative teaching
      • Provide a tool of diagnosis and remedial action
      • Produce leaners with greater skills
  1. Integrated approach
    • Neeltje has explained the meaning of integral education in her book ‘Psychic Education ‘as follows –’Integral Education has two components. The first is that it aims at allowing the psychic being at perfecting and developing the mental , vital and physical nature of the being into good instruments for the psychic to express itself in the world’.
  2. Academic lesson plan
    • A lesson plans the instructor’s road map of what students need to learn and how it can be done effectively during class sessions
    • It helps both the new and experienced teachers
    • Lesson planning means making decisions in advance about what to teach, how to tach and the time to be assigned for each teaching session
  3. ICT in Education
    • The judicious use of technology can increase the reach of educational programs, facilitates management of the system as well as help address specific learning needs and requirement. For instance, mass media can be used to support teacher training facilitate classroom learning, and be used for advocacy. Possibilities of teaching learning at varied paces, self-learning, dual modes of studies etc. could all benefit from the use technology, particularly ICT. The increasing use of internet has enabled the sharing of information and provided space for debate and dialogue on diverse issues. In this context, technological use that turns teachers and children into mere consumers and technology operators needs to be reviewed.
  4. Multiple intelligence
    • Howard Gardner, professor of education at Harvard University developed in 1983 the theory of multiple intelligence. He criticized the notion that intelligence is a unitary concept. He held the view that traditional notion of intelligence thus not take into account the entire human potential. He mentioned that each human being is born with 8 intelligences. They spring from different area of the brain. These separate intelligence have their specific sets of abilities

Deliverables

  1. Training Kit
  2. Training materials (as per the requirements suggested by our experts)
  3. Mock papers
  4. Assessment papers
  5. Certification

Terms and conditions

  1. Teacher Training Courses is a paid exercise and in case of confirmation, 50% advance has to be paid as confirmation amount and is non-refundable in any case of postponement or cancellation of the training.
  2. The payment is exclusive of all taxes and would be charged as applicable (as per Government norms).
  3. Lodging and food would be taken care by partner schools, in case of outstation training.
  4. Transportation to partner’s venue would be on partner’s part.
  5. All the materials required for training is chargeable such as training kit, worksheets, assessment papers and study material (if any).
  6. The infrastructural support has to be provided by partner organization:
  7. Training Hall as per the number of trainees
  8. Audio Visual System
  9. LED / LCD Projector
  10. Projection Screen
  11. Projection Pointer
  12. Teacher Training Courses require a lot of background work and in turn we expect commitment.
  13. We want to make the best possible experience for everyone involved as far as our responsibility extends.

Copyright

  1. The GCEL Training Course (which includes the Training & Learning Materials) is the intellectual property of Green Circle Eduvision Ltd.
  2. Copyright of GCEL Training course material belongs to Green Circle Eduvision Ltd.
  3. Materials must not be amended or adapted without the specific permission of and in collaboration with Green Circle Eduvision Ltd. and in such cases written permission is necessary. Materials must not be copied, shared or adapted except for the purposes of teaching by accredited GCEL Trainers.