Every teacher will tell you that they would love to teach a perfect lesson each time they step in front of a class. We know that is not possible on a regular basis, maybe only on a rare occasion. We do try to produce a perfect lesson so that we can help our students develop fully.
We may think we have finally achieved what we might describe as a perfect lesson only to find out from the reaction of our students that they don’t see it that way. It falls short of their personal ideal.
When you have created your perfect lesson, the students don’t think so. When you think you failed to produce the perfect/good lesson, the class thinks otherwise. But they don’t let you become aware of that.
What factors that deem a lesson is perfect for the teacher may be completely the opposite to what students feel is a perfect lesson.
Now, let me detail what a perfect lesson might consist of for the classroom teacher.
The introduction gets the students interested and absorbed in the content. Their eyes are on you the whole time.
Your presentation is smooth and the lesson proceeds as planned.
The students asked questions that are appropriate; at the right time and indicate they are thinking deeply about what you are teaching. The questions help deepen the students’ understanding of the topic. Your students don’t hesitate to ask questions and follow-up questions if they need further clarification.
When you set follow-up activities, they begin work immediately with enthusiasm.
The final nail for a perfect lesson comes when you assess your class’ grasp of the topic. If the results show a greater understanding by the students than is expected or normal, then you might regard the lesson as a perfect success.
The above scenario is sought after but is a rarely attained achievement. There are too many factors that work to prevent this outcome. Here are just a few.
There are many different learning styles in any class. It is nigh impossible to teach a lesson that incorporates strategies that appeal to each learning style.
Secondly, we are teaching young human beings who have all faults of the human race. They may have come to school hungry; or had a fight with mum or a friend. They may be sick or tired from lack of sleep. There may have been a family break up or the death of a close relative or friend.
As much as we try to avoid it, there will always be interruptions during lessons caused by outside influences.
The time of the day often interferes with students’ concentration. Hot afternoons create tiredness. Lessons after breaks from class often need time to settle students down. Teachers need to pick the best type of pedagogue to fit the prevailing climate in and out of the classroom.
Then, there might be some underlying tension among and between students in the class that distracts them from the core business of the learning.
Lastly, we must not forget the teacher in all of this. Are you feeling well? Do you have problems at home? Do you feel ready to teach a new topic? I could go on to suggest other factors that would influence your ability to teach that perfect lesson. Every teacher knows what impinges personally on their ability to teach the perfect lesson
The reality is it is not possible. What we do is to acknowledge that personally and deliver the best lesson we can every time despite the circumstances. There will always be certain pedagogue that we do well and other types that are a work in progress. The best thing for our students is to use as many types of pedagogue as we can to cater for the different learning styles of our students. That way we shall get the best learning outcomes.
Our author, a secondary teacher of over forty years, often advised many trainee and new teachers especially during his years as head of Mathematics Department. He has written many books on teaching at the chalk face. These are available by emailing email@example.com for further information. He has also written books on his two passions, Australian Football and Public Speaking. This web sit contains over 250 articles he wrote on a wide variety of topics.
In this dynamic of a quickly growing world, there is cut-throat competition in every field you choose. The best way to survive in a competitive environment is to be well educated. Gone are the days of a belief that a child learns most during his/her secondary education. Preparation of being focused and mentally strong starts from the birth of a child. No doubt, primary and secondary education of a child is very important and it shapes an overall personality of a child but also it brings along with it the ample amount of burden to be carried by children. To make sure that your child is ready to take on the school education burden and after school responsibilities, you need to start preparing your child from his/her preschool years.
Choose the best childhood education provider for your child to enable safe and proper mind development of your child. The teachers at Red Door Early Learning Center provide a high quality early childhood education which contributes in overall development and growth of your child. According to research, some children does not learn from books as well as he or she learns by observing their surrounding environment; from everything they see, hear, feel and from everyone they interact with. Red Door Early Learning Center makes sure to provide such an environment with the best infrastructure and best staff to guide and create an appropriate atmosphere for the most amount of mental and physical growth.
Early education at Red Door Early Learning Center provides variety of benefits to your children, such as a better performance in grade school, passion for lifelong learning, readiness to take on primary and secondary education burden and many more. Moreover, research shows that preschool/early childhood education helps a child graduate from high school and college with comparatively better grades. It also increases their ability to identify their strengths and weaknesses at an early stage of life so as to work on them and enhance them for better as early as possible.
High quality care and education have are extremely influential to a growing child, so it is necessary to place them at the right early learning center as early as possible. Parents who are concerned for their children need to make the best selection for their early learning center. Hence, Red Door Early Learning Center in Center Valley is the best choice you can make for a top-notch early childhood education of your child. Your children will receive an enriching environment to improve their social and educational skills. Get in touch with Red Door Early Learning Center to tour their facility and learn more. Contact the caring team at Red Door Early Learning Center at 484-264-2916.
Title I of the Elementary and Secondary Education Act has provided federal assistance to schools to meet the educational needs of disadvantaged students. The Congress substantially overhauled the program by shifting from a focus on remediation to high standards and accountability for higher achievement. For the first time, the law spelled out requirements for full inclusion of students with limited English proficiency in Title I programs, assessments, and accountability systems. California is an especially important state with respect to Title I reforms because it receives substantially more Title I funding than any other state. Twenty-two percent of California’s children fall below the federal poverty line, and the achievement of its students- especially its poor-African American, and Latino students, has lagged behind the rest of the country.
California is one of the most critical states in the nation for the standards-based reform movement but it has had an inconsistent record of addressing the needs of its students.
However, California districts have seen an influx of new funding in the last several years. The state plans to hike general fund spending on education. Only 19% of California’s fourth-grade students were at or above proficient on NAEP (National Assessment of Educational Progress) in reading, and among poor and minority students only 8% of Black, 7% of Hispanic, and 6% of free/reduced price lunch-eligible students were at or above proficient. One third of its ninth graders failed to graduate from high school four years later. The numbers for Black and Latino students are higher; 44% of Black and 45% of Hispanic ninth graders failed to graduate on time, or at all.
At the fifth grade level, only 8% of English language learners were above the national average in reading. In math, 51% of all English-fluent eighth graders met or surpassed the national average compared with 15% of ELLs (English Language Learners).
Studies have found that third-grade students enrolled in reduced-size classes performed slightly better than those who were not and that the gains were found across all socioeconomic levels. There has been some criticism of the program, however, because the program prompted the rapid hiring additional teachers in California, many with little or no experience. Proponents of English-only instruction attribute ELL students gains in some school districts to the legislation while proponents of bilingual education maintain that the gains are due more to reduced class sizes and greater accountability.
School districts and individual schools are required by federal law to provide evaluation and accountability data that indicate specially funded students are learning the district’s core curriculum. State laws and regulations also require that a district have results of an annual evaluation which demonstrates that each of its participating schools is implementing consolidated programs which are effective under criteria established by the local governing board.
The state indicates that the standards adopted for ELLs and former ELLs and immigrant students in the core subjects should be the same standards as those required for mainstream students. ELLS are expected to receive English language development until they are redesignated as fluent in English. In addition, all students will continue to take the Stanford test in science appropriate to grade level enrollment. Each pupil is required to take the high school exit exam in grade 10 and may take the examination during each subsequent administration, until each section has been passed.
In addition to taking the designated test in English, ELLs who are enrolled in California public schools less than 12 months must also take a test in their primary language if one is available. The CDE (California Department of Education) guidance further suggests that, whenever possible, assessments of subject matter areas such as mathematics, science, social science, health, and other courses required for grade-level promotion should be administered to ELLs in the language in which they are best able to demonstrate their knowledge of the subject matter. For their local accountability system, districts are encouraged to use multiple measures in reading/ language arts and in mathematics for all students. The U.S. Department of Education has informed the CDE that the state’s assessment program may not be in compliance with Title I requirements for final assessments. Key requirements in the federal law that must be met by California education officials include uniform statewide policies to ensure full inclusion of all students in assessments, disaggregation of assessment results by major racial and ethnic groups as well as migrant status, and compliance with Title I’s requirement for the use of multiple measures. Growth targets are set for each significant ethnic subgroup and the school as a whole. Schools that meet or exceed growth targets will be eligible for monetary and non monetary awards. Schools that continue to fall below their targets or do not show significant growth may be subject to local interventions or eventually to state sanctions.
The CDE reports it is working to align state and federal requirements into a single state accountability system. Title I schools will be identified for program improvement when they have failed to make adequate yearly progress for two consecutive years. Notwithstanding recent progress, California still has a long way to go before it is in full compliance with federal requirements. The state has yet to:
– demonstrate that the statewide test is aligned with state content and performance standards. This is important because California has chosen to use a nationally norm-referenced multiple-choice test as the centerpiece of its new school accountability program. – develop valid and reliable multiple measures of student performance. The current statewide standards for determining adequate yearly progress are based solely on the schools’ scores and do not yet incorporate multiple measures of student performance required by Title I. – provide for appropriate inclusion of ELLs in the assessment and accountability program. At present, ELLs are assessed largely in English even though state law requires students to be tested in the language in which they are most likely to yield accurate and reliable information on their skills and knowledge. – provide the resources, capacity building, and other assistance to schools and districts to ensure that all students have the opportunity to learn and to achieve high standards. In particular, class size reduction reforms have left many children in high poverty schools without fully qualified teachers or adequate classroom space.
There is reason to doubt whether the corrections and improvements needed to come into compliance with federal law can be made in time to satisfy statutory deadlines. Both state and federal education officials are challenged to devise a compliance and implementation plan for California that will make good on the promise that all students reap the benefits of standards-based reform.
Megan Wilson is a teacher, life strategist, successful entrepreneur, inspirational keynote speaker and founder of https://Ebookscheaper.com. Megan champions a radical rethink of our school systems; she calls on educators to teach both intuition and logic to cultivate creativity and create bold thinkers.
The attraction and promise of social and emotional learning (SEL) is that it’s a unifying concept for coordinating school, family, and community partnerships for drug and violence prevention, positive youth development, health promotion, character education, and service-learning. If you think about effective SEL programming, the goal is to make sure that it is integrated explicitly with academic instruction, coordinated with health promotion efforts and also connected to citizenship efforts. The goal of education is to educate knowledgeable, responsible, respectful, healthy, and caring students.
Superintendents provide four Cs to make social and emotional learning happen: fostering commitment at all levels, coherent coordination in planning and implementation, capacity to support quality programming, and continuity from year to year to ensure institutionalization.
We live in an atmosphere that is often too focused on accountability and testing. In education, we need to enlarge our thinking and actions, not just for the future of our children, but the future of our nation. I want to make three points. First, children learn as much, if not more, from the climate and culture of the school as they do from academics. Second, we have to think about social and emotional learning as one of the core elements of the curriculum. We need to think about scope and sequence for social and emotional learning in the same way that we provide for them in basic academic programs. There is no difference between the kind of program that we should provide in math, science, social studies, or English and what we do in SEL. And third, it takes time. We believe that the most effective means of creating safe, secure, and drug-free schools for students and adults is through the integration of challenging academics with a commitment to a nurturing, caring, and civil community. The most effective schools can give young people a sense of meaning in their own lives, a sense of connection to others, an appreciation for diversity, and the ability to resolve differences. Schools can also give students the experience of making a difference to others in the world around them.
There are many pieces to the social-emotional learning puzzle. It encompasses service-learning, citizenship, character education, and performance and prevention programs. These are the values upon which our nation’s schools were founded. These are the values that were important several hundred years ago and continue to be very important today. In looking at reform and accountability, we need to remember that, in rethinking what students learn, and at what level, we also need to rethink how they learn. I believe that education works best when students are able to see a larger purpose to their actions, when they realize that what they are learning in school can be utilized to solve real problems and help others. Students gain great confidence when they see that their knowledge can have a direct and positive impact on their community and their nation.
It’s so important for children to be in a safe learning environment where social and emotional needs are met-not just for children, but for all who participate in that learning environment. That includes everyone who works in or with schools.I realized from my own research and the research that others had done that there are three common themes of why people act in moral ways and take moral action in the larger environment. (1) A connected sense of self. When someone feels a deep connection to another, or just simply a connection to someone else’s suffering, the kind of response we have when we hear about an earthquake in a different country, or our response to 9/11 and the pain that we knew others were experiencing. It could be environmental as well, knowing that species are dying and feeling in some way the devastation that is occurring in our environment. (2) A moral identity. This is a deep moral commitment to a code of ethics and values that are important. (3) A larger sense of meaning. One of the motivators of action is a sense that you are trying to do something larger than yourself. This is a sense, sometimes religious and sometimes secular, that you want to leave the world a little better than the way you found it. In terms of fostering a connected sense of self, we focus on the teaching of empathy and social skills. To develop a moral identity, we focus on ethics. To develop a larger sense of meaning, we focus on service. To create a caring, ethical, and engaged community means to convert what we know about why people take action into the kinds of programs that we can provide in schools.
We know that allowing children to become sensitive observers of the feeling states of others is a critical skill in helping them develop empathy. We also have to help them understand the causes of those feelings and learn appropriate ways to respond to others’ feelings and to resolve differences. First, we teach cooperation through structured activities. Second, we teach empathy through new programs. Third, we develop social values through a range of ethics-based literature that we’ve including in our curriculum. Fourth, we’re trying to create a sense of community in the classroom. And finally, we’re teaching children about helping skills through community service-learning activities. Though these are the programs that we have selected to use, there are a whole variety of excellent programs available to schools.
There’s little evidence to show that moralizing to children or giving them direct instruction in moral principles has much impact. What seems to work best is considered dialogue about moral dilemmas, practicing situations of moral conflict, and role modeling by adults. How we’ve transformed that into practice is by integrating social literature and dialogue about ethical dilemmas into every grade level.
Students walk away with the understanding that you are either part of the problem or part of the solution, but you can’t sit on the fence. In terms of role modeling by adults, it means that we need to focus on our behavior, on how we project ourselves. We can provide strong role models while practicing situations of moral conflict or through participating in the social action of service-learning. Again, it is crucial to take service-learning to another level by having structured reflection time that includes raising ethical questions about the implications of the service experiences. And finally, it is important to have student involvement in decision making. When students become involved in decisions, they are able to see the ethical dilemmas that we all face and begin to struggle with those dilemmas.
Community service learning is a teaching methodology that seeks to engage students in active civic participation through thoughtfully organized service experiences. What we’ve tried to do is integrate community service-learning into all classes and grade levels in a way that enhances the effectiveness of the instructional program so it isn’t just community service. It is really service-learning that is tied deeply to the curriculum. We do this in a way that provides students with service-learning experiences marked by continuity, depth, and meaningfulness. We focus on empathy, ethics, and service.
We’re taking the bold step of creating a democratic high school in which small groups of students, facilitated by students, will have regular opportunities to discuss school-related issues. And finally, students at every level are engaged in service-learning.
Service-learning is a wonderful means for helping students learn to solve real-world problems and gain needed academic skills at the same time. Our service-learning projects are tied to the curriculum as well as to the community and let students apply their skills as they are being learned. Students should not have to wait until they graduate to apply the knowledge gained in school. This kind of engagement creates a much more successful learner, allowing students to simultaneously improve self-concept and academic achievement.
Teachers are expected to look for the teachable moment and impart character education through literature, history, and other discussions. We strive to provide an environment where children can have an appreciation for each other’s culture and feel comfortable with their differences. The behavioral health professionals regularly sit in on classes, observing children and helping them to learn. They work with families and help to find appropriate school and community resources to support them. They suggest strategies to teachers for more effectively helping students.
Once you have consistent rules, it is important to empower teachers to be effective classroom managers who are confident about and capable of enforcing rules. The result is that we’re seeing fewer suspensions and expulsions, and administrators are able to deal with truly serious issues, rather than having their time taken up by meeting with students who forgot their homework or talk back to a teacher. We realized the importance of looking at the whole child and surrounding every child with an effective support system. We knew that we had to address these issues at the youngest possible age so that the problems don’t get worse as children get older. We became committed to teaching conflict resolution skills to kids so that they could address problems effectively.
Leadership is a very important concept in not only the beginnings of a program, but in sustaining it. Change is a great challenge for leaders, and it’s also important to have the orientation and training of the entire learning community. Updates to the board of education are very important because, without a strong and supportive board, you are not likely to get the program underway. Resiliency is the mark of a good leader, and a good leader is not captivated by the negative situation. When conducting interviews with prospective teachers and administrators, we look for people who have knowledge of and experience with social and emotional learning. We ask them questions about this topic and are able to hire them to be part of the team. It’s a team effort that helps to achieve this. It’s also helpful to have collaboration with teacher preparation programs. It’s imperative that teachers come to you with some sort of knowledge about social and emotional learning so that you can then build upon that knowledge in your professional development plans. We as educators are obligated to seek new opportunities to improve education and be innovative. Further, in our quest for accountability, let us not lose sight of the fact we are responsible for teaching the whole child: mind, body, and heart.
High academic performance and social and emotional learning are very much connected, and only when we integrate them are we truly preparing students for this 21st century and our global society. Schools with high student achievement and morale create a culture of excellence. Be sure to use data to attract and support interest in social and emotional learning; there’s lots of it, and it’s exciting to discover. There’s wonderful data in service-learning as well as character education. Keep your community informed and supportive. People overwhelmingly endorse social and emotional learning once they know about it. You must own a vision of what is possible and be able to articulate that vision with great intensity. There has to be so much intensity that all those who hear it will own it as well.
We distributed a survey to 625 new teachers in California to find out about their priorities for training. Academic teaching-teaching content in subjects such as math and English-was fifteenth on the list. The top concern was classroom management-how to create a safe, productive, and respectful classroom environment. The second most prominent concern was what teachers could do to help kids when there is a problem. Professional development can’t be stressed enough. We need to make sure that we can give teachers evidence- based research that addresses the social and emotional learning needs of students. Teachers need to understand that SEL does not conflict with their need to reach standards and improve test scores. In fact, by paying attention to issues such as mental health, bullying, and conflict resolution, teachers will also help their students to raise test scores.
Classroom teachers frequently feel that they’re out of the loop. Often we use a train-the-trainer model and the needed messages get diluted by the time they reach the classroom teacher. The teacher is our first line of defense. The first person who sees every single child in crisis or showing some kind of warning sign is the teacher. So we need to take some time as a group to find ways to get to the classroom teachers and make sure that professional development addresses their needs. What I have found out from my experience is a lot of this is about relationship issues; a lot of this is about helping students to assume increasingly responsible, respected roles in the adult society around them. A lot of this is how we help secondary victims of the violence; and a lot of this is about educational leadership and the kinds of skills that educational leaders need to be effective in today’s world. We need to find educational leaders who give top-down support for bottom-up reclamation. Our education leaders are no longer managers of a facility. They have to be good listeners, role models, and team players. They have to be facilitators of learning who can address the needs of their particular site. They have to make certain that the school is safe and inviting at all times, including at night and on weekends when many activities happen. We have to have a safety net developed across our schools and district so that we can continue to find ways to protect our most valuable resource, our children.
Megan Wilson is a teacher, life strategist, successful entrepreneur, inspirational keynote speaker and founder of https://Ebookscheaper.com. Megan champions a radical rethink of our school systems; she calls on educators to teach both intuition and logic to cultivate creativity and create bold thinkers.
Students usually inplant training during their second year or third year vacation… An in-plant training (IPT) is a short duration training course provided in any company to help you get “industry” knowledge and know-how. Its usefulness varies depending on which branch you are, and which company you do an IPT with. Compared to earlier days number of students stepping out of college is high. Many companies are facing the problem of how to select the right candidate. Students want to make them Unique, and they need to be different from all. Contingent upon the division chose all the Engineering understudies will get the hypothetical learning, and a large portion of the commonsense information for the building understudies in the school relies upon just for AIM and PROCEDURE amid the lab session. It is evident that engineering theoretical knowledge is not just enough to get a job in a well-reputed company. Enrollment specialists search for somebody who has earlier information of how the business functions. All things considered, there will be a great deal of advantages in Inplant Training and Internship. Inplant Training and Internship will be useful in enhancing your certainty level. It will add additional quality to your resume.
CodeBind Technologies is guaranteed by An ISO 9001:2008, International Accreditation Forum (IAF), JAS-ANZ, goggle investigation affirmation. CodeBind Technologies is best inplant training in Trichy. CodeBind Technologies have branches in Coimbatore and also in Chennai.We arrange accommodation for students.We offers IPT and Internship for all branches of Engineering. Also CBT offers and courses like java, dot net, web development, android, embedded systems, CAD etc.CBT offers free and best real time workshops in Trichy for all department students (cse, it, ece, eee, eie, ice, civil, mech).We provide free placement training too.Training timing will be based on students convenient. CodeBind Technologies offers free inplant training in Trichy and also best Inplant Training in Trichy. CBT provide training for all department students such as cse, it, ece, eee, eie, ice, civil, mech. Trainers comes from MNC’s like hcl, tcs, bsnl,infosys etc. For CSE students trainings in Web Development (HTML, PHP, CSS, Adobe Photoshop),android, Java,,Dot Net, sql,mysql etc.For IT students trainings in Web Development (HTML, CSS, PHP, Adobe Photoshop), Java, Dot Net, android, mysql, sql etc. For inplant training in Trichy for ECE and EEE students trainings in Hardware and Embedded using arduino and Microcontroller.Inplant training in Trichy for EIE and ICE students trainings in Hardware and Wireless Communication and Embedded using arduino and Network Communication and Microcontroller. For Mechanical understudies trainings in Advanced Mechanical CAD courses, Advanced Mechanical CAE courses, Power plant professions and Designing. For structural building understudies trainings in designing utilizing CAD, CMI Tools and equipment types and after that Software essential for outlining works.
Literacy is like a magic spell which can remove the darkness of illiteracy. Education which is not only important for a community but also important for a nation. An educated society can enlighten others.Education demolish malice and superstition from the society. He who doesn’t have the flare of education suffers in the long run and face multifarious drawbacks.
Education is a must for every human being because it let them out of the salvation of darkness. Besides,without proper and quality education it is totally pigs fly to ameliorate.
Education which is a big asset for a country, it can solve hazardous problems, on the other hand without proper education a nation will face numerous complications.
Literacy helps a man to create distinguish between wrong and right. An educated man or woman won’t choose the path of corruption and they won’t let others to follow wrong path. Education is a basic need for every human being, it is the utmost duty of a government to ensure quality education for his people. Absolute steps from the authority can totally eradicate illiteracy from a country. Education is a blessing, on the contrary illiteracy is a curse.
Education is an arsenal which helps a nation to articulate all of his materials accordingly. Then again the light of Literacy let them aware of their duties. The flame of Education can remove corruption, unemployment, terrorism and such others pitfalls. Education has a supreme power to motivate people, it let them understand their responsibilities. Education is a medicine which can save a society from being rotten. If we take education as the subject of acceleration, change will be the object of development.
Education can change a society, it can accelerate the speed of development.If literacy is there dishonesty will be abated.Literacy is an authentic change maker.
With the blaze of education a society can reach the peak of its success, without the blessing of education, it is totally impossible to reach the apex of success.For this reason, the citizens and the government should take absolute steps by which education can come blazing with its success and blessings.
To conclude,It is important to realise the necessity of education. Every human being should be literate for his or her own purpose, if it doesn’t happen he or she may face different sorts of complexities in his or her life.So,education is must for every human being.Education is for the betterment of human being and for a better society.
Massive open online course or known as MOOC is now the trend in providing education, not only to young students but also to our not-so-young people around. To provide you with information, I have here an interview with one mooc camp leader in the Philippines, none other than Ms Alyanna Mae Lazaro Capiral!
As a mooc camp leader, what are the challenges one has to encounter personally and managerially?
At first, it was quite difficult to be leader of teachers as these teachers have their own personalities and careers already but after few courses, it was a breeze already. Managerially, there is one member who became angry at me because she could comply with one requirement which is a 1-video instead of attending a General Meet up in one of the past courses. Financial aspect is challenge as well, as I had been doing things for my camp for free example I had to place order and claim orders of MOOC T-Shirts in Quezon City or Manila— the “transpo” cost and effort especially the supplier most of the time does not follow the agreed time for pick up and I had to wait for hours.
How did you ace out those challenges? And what learning experiences been, so far, gotten from such?
I just try my best to manage the camp and be professional, sympathetic, and motivating to my members. I improved a lot when it comes to social skills, communication skills, and interpersonal skills.
How long have you been moocing? What are the courses have you taken up so far?
I started MOOCing last July 2018. I took up the following courses:
English for Career Development, Moving the Margins: Fiction and Inclusion, Professional Development for Teacher-Trainers, English for Media Literacy, Content-Based Instruction, and Teaching Grammar Communicatively.
In managing a camp, what are qualities one must have in order to ensure high turnout of completers?
It is not actually more on the camp leader but more on the camp members whether they really want to finish the course or not. With my experience, those who are self-motivated and are not only after the certificate but more on the actual learning and professional growth finish the course.
Maybe for qualities, a MOOC camp leader should be passionate and a real-doer which means they must see that you really like MOOCing, and helping others as well.
In case of conflicting schedules between you and group or among them, how do you handle loafers and half-baked attitudes of some, if there has been any?
Like I said in number 1, there was one MOOCer who really gave me a hard time because of her attitude. For some members, I usually plan ahead and ask them when would be the best time to conduct the General meet up and the outreach. I suggest a specific date and time, then we will agree. Attitude wise, I removed MOOCers in our group chat if they do not answer my queries or acknowledge my announcements aft a week of “seeing” those. I even tag them in group chats to make sure they read the pieces of information.
In hindsight, has there been any instances of non-completers? And how did you handle the situation?
My camp is actually composed of people from different schools and areas in Bulacan. There are non-completers but that would be around 20 percent from those who signified to enroll. They are usually I what call “referral-strangers” which mean nobody knows them personally from my group and actually just joined because of the Facebook page MOOC Camp PH. If personally, I know you or we have a common friend, I will try to help you in addressing your concerns especially in the mid-weeks of the course, by second week usually I have an idea who will finish the course or not, then I will just confirm it before the outreach.
Professionally -wise, how has the mooc journey been to you? Elaborate.
Professionally, I met research enthusiasts like myself. They have been my inspiration to help others in becoming better teachers. Most of the leaders in our group hold important positions in their provinces or schools. Also, most of us are completing our Masteral degrees if not they have their Doctoral degree already. That’s how competent the MOOC leaders are. I had been invited to judge university-based contests, and to conduct talk/s to some of the schools of my members. Because of our MOOC father—Professor Mabuan who shared the call for papers for an international research conference in Taiwan, I was able to submit a research abstract entitled “A Morphological and Syntantic Analysis of Gen. Z words as Used by Filipino Students” and luckily the said paper was accepted in the conference. I was able to share too my paper on How to Contextualize Post Modernism in SHS class which I presented at Philippine Normal University during the National Conference in Literature last October 2018 to a bigger group which was about 150-200 participants during one of the MOOC outreach. More than professionally, I gained friends and family in MOOC Camp PH.
Aside from moocing, what are other things you have been busy with?
I am busy with my thesis in my Master’s of Arts in Education in Literature. I am teaching Purposive Communication subject in the Tertiary level. I also organize events for Young Living-Philippines under Mayo Makemasters team which promotes healthier toxin free lifestyle through the aid of Essential Oils and other products. I am busy looking for more academic conference hahaha! I am busy planning my travels and travelling as well.
Would you recommend moocing to other people around?
Yes! But only to people who are very eager to learn. MOOCing is not for everyone as it requires dedication, time, and love for learning and love for others. It follows my Alma Matter’s motto “Truth, Service and Excellence” which is very PNU.
10. One word to describe Alyanna Mae Lazaro Capiral.
So there you have it. Straightforward and honest sharing of her experiences as a moocer plus being a mooc camp leader herself. Thank you, Miss Alyanna!
Ma. Alyanna Mae L. Capiral, LPT finished a double degree in Bachelor of Arts and Bachelor of Secondary Education in Literature at Philippine Normal University. She is a thesis candidate for Master of Arts in Education degree in Literature from the same university. Moreover, she pursued Certificate courses sponsored by the US Department of State.
Since 2015, she is affliated with Pamantasan ng Lungsod ng Maynila as part-time Lecturer of College of Humanities, Arts and Social Science where she handled other responsibilities such as textbook evaluator, thesis adviser and editor. Also, she presented papers in local and international conferences.
She has been teaching different subjects in Senior High School since its initial implementation. She serves as Massive Online Open Course for Camp Bulacan leader under the Regional English Language Office-Manila.
She is a simple lady with humble beginnings from Obando, Bulacan.
The author is a mentor of teachers in elementary grades in the Philippines. A moocer and camp leader at the same time, under MOOC Camp PH.
Thanks to AE-E Teacher Program, RELO, Manila and US Department of State.
Coaching centres are the preferred choice for most students as they don’t want to miss the chance to ace the NEET exam. Gone are the days when tuitions were popular to get extra help; nowadays, coaching is considered to be a vital part of the preparation to succeed in the exam. Parents fear that their child may miss out something important if they fail to enrol.
A multitude of students enrols in coaching from as early as class 9. The question arises whether coaching for NEET at such an early age is really needed to ace the exam. To answer this question, let’s take a look at the pros and cons of receiving coaching in class 9 as well as class 11.
The Pros of Joining NEET Coaching From Class 9
• Students at the coaching centres learn logical and analytical skills during their preparation, which help them in their school exams as well.
• As the syllabus of class 9 and 10 are prepared to work as a base for class 11 and 12, it helps students undergoing coaching to score better marks in the higher secondary exams.
• Students at coaching centres work harder towards a goal in a competitive environment, and this helps them build a habit of discipline and punctuality.
• As students undergo coaching for 4 years as part of the curriculum, the pressure and stress associated with learning are evenly spread out. The availability of more time to understand the concepts and clear doubts helps students to have a better understanding of the subjects.
• Students of coaching centres can prepare themselves for various competitive exams as well.
The Cons of Joining NEET Coaching From Class 9
• Enrolling for coaching classes is worth the effort, time and money spent if one is sure to opt for Medicine as their career. Without a clear idea about what this career path is all about, or if there is any doubt about whether they are fit for this career, it is better for the student to be sure about this before they join coaching.
• Focusing only on a single career may restrict the vision of the student, making them less receptive to other career options. This might restrain them from trying other career choices that might be equally or a better fit for them. Students at the age of 14 or 15 are often not that matured to make such a crucial decision about their career.
• High school is an essential phase in the development of emotional, social, and personal aspects of a child. Exposure to various activities helps a student develop into a decent person. But such personality development may suffer if the child spends a major part of their available time in attending coaching classes and preparing for competitive exams.
• The coaching curriculum being focused and rigorous, students are expected to spend much of their time in attending coaching classes and to self-study at home. This limits the student’s involvement with the school, thus hampering their academic and social life of the school.
The Pros of Joining NEET Coaching From Class 11
• If a student starts attending coaching classes from 11th standard, he or she can use the earlier years to participate in various activities that help in building their skills and personality.
• The student also comes to know about different careers available and their scopes before selecting the right one for them.
• In addition to knowing the various career choices and their scopes, students also get an understanding of themselves, making it easier to select the right career option. They are more confident about their choice of career and are motivated to work harder to succeed in their chosen career.
• With age and maturity, students find it easy to evaluate whether to opt for coaching or not and if they have the required time for it. The student is in a better position to deal with the pressure and stress associated with competitive exams.
The Cons of Joining NEET Coaching From Class 11
• Students at this age have to deal with multiple expectations, and enrolling for entrance exam coaching can only add to their existing pressure. Once a stream is selected, they have to deal with a more advanced syllabus and coaching may turn out to be an added burden.
• Starting coaching at this time may put the student at a disadvantage in comparison with students who have started preparation much earlier. They need to work much harder to achieve the expected level, which requires changing their daily routine.
• The student is left with only two years to complete the entire syllabus. Hence, preparing for coaching means giving less time to prepare for board exams, and this may affect their scores. There are chances of the student suffering from increased stress and pressure.
When to Start Coaching for NEET – Class 9 or 11?
The answer lies in taking into account various factors like the student’s capability to deal with academic pressure, schedule and routine, their comfort level with tutored learning, and their clarity about their attainable goal.
If you are unsure about whether to enrol your child in coaching in class 9, though you would like them to be at the forefront, you can encourage them to begin self-study in class 9 and 10. Let them begin their studies with competitive exam books along with their academic books. Let them start slow and increase their preparation with time. The 2 years of preparation can provide your child with the head start for dedicated preparation during coaching study later on.
It must, however, be noted that coaching classes are not an absolute necessity as many NEET aspirants have performed remarkably well without it too. It is up to your child and you to decide the best course of preparation to pass the NEET exams successfully.
It is quite natural for parents to see their children become successful in their career and life; but in seeking to make this happen, you must not set high expectations for your child that could put unnecessary pressure on them and may affect their emotional development.
Hence, parents must not set their children’s career choice in stone in their early years without exploring the various career options available that have similar (or even better) growth potential. Let your children explore and understand the various career avenues and their own potential before setting the career that matches best with them. If you are doubtful about the selection of career for your child, feel free to contact an expert and discuss in detail.
To succeed in NEET exams, a student must have strong basic and clear concepts of the subjects. EMC2EDU NEET JEE CLASSES work tirelessly to provide the best in their NEET classes in Pune that help the student pass the test with aplomb.
The current industry is saturated with engineers and MBA that half of them end up without having a job. Around 20% of the grads who end up having a job will either be on the role that doesn’t need the degree or into IT. Companies started to glamourize MBA a decade ago. Having MBA from top notched colleges helped start-ups attract funding from investors due to the confidence they had on these fancy degrees. The truth the far from this. MBA is not getting the right kind of job but they fit into the job in the right way. Yes, flexibility nature is what attracted employers and not really the technical knowledge. Now, this scenario is over. Almost every MNC out there is saturated with MBA that the companies feel that it is overwhelming.
Given all this, the question is what the chasing after all? The world is not chasing anything, but we run the world with advancements in the processes and things we do. The most favorite job in the year 2018 was data science and more than half of the population of the world has not even heard the term. A graduate with a data analytics certification with a handsome experience will end up a job as a data analysts and further grow to become a data scientists. These guys are paid a very attractive salary and there are better chances for these guys to turn up to be millionaires in the next half-decade. But what about the rest of us who are dependent on our engineering and MBA degrees and are waiting for a job. Sooner or later we will realize that we are obsolete in the world of technical education and that our engineering degree no longer changes any process or protocol.
There are huge sets of innovation going on around the world in terms of data processing. There is also a huge amount of data that is collected and believe me, these data make a company profitable from millions to billions. The world’s largest data curator is Facebook. Apart from earning on advertisements, they reap profits from data. There are many companies that earn from data and this is where the biggest opportunity lies. For all the grads out there, we would advise you to pick up a course that will help you perform better in the long run and also the one that would not go out of trend. Big data analytics courses are short-term courses which teach you from basics to advanced versions of big data processing and the very nature of big data is the insights it can give you.
The modern job market favors those who possess unique and specialized skills that are not typically on offer in the traditional classroom setting. Much like virtual commerce and telecommuting is doing for businesses, online tutoring is offering several unique advantages for those seeking to improve their grades or boost their careers.
Although online courses are quite flexible and can be attended from any location, often, they are still set up during specific hours of the day. If you are a busy professional or a student who needs immediate assistance, those times may not work for you. They might also not be suitable if you are a worker who has job shifts that fluctuate much. Online courses could also be a problem if you are in the military as you could be on a field mission indefinitely.
Online tutoring is available when you really need it. For example, you could be working on an essay or term paper and need a few questions answered immediately. In such cases, online tutoring is what you really need.
Online courses largely only offer you only one option when it comes to the instructor, and there is a possibility that the assigned instructor might not be the perfect fit for your unique learning needs. This is not only costly but also wastes precious time. You might, for example, be forced to sit through a whole accounting course semester waiting to learn only a few key accounting principles. You could be paying for what you already know. Similarly, you might not feel ready to take on a specific degree or certificate course until you have brushed up on some particular topics or skills. This is where online tutoring steps in to fill the gaps.
Working with an online tutor gives you the needed opportunity to master specific skills tailored to meet your individual course or career needs. The added advantage is that you get immediate feedback for better outcomes. It also feels psychologically safer when you are working with a single online tutor rather than in an entire classroom. The personal relationship may allow you to take bolder risks or experiment in a way you would not feel quite so comfortable or safe when in a group.
Meets Special Needs
Online tutoring is also an excellent method for those who have physical handicaps that could rule out face-to-face tutoring. Students, who for example, are unable to speak, hear, or travel may not access timely help something that online tutoring does perfectly. Time and geography is also not a limitation when you have expert online tutors. And because the tutor doesn’t need to come to your location to have a session, the charges per hour are less.
As you search for online tutors you have lots of options to choose from for that perfect fit. Additionally, the broader selection also allows you to work with expert online tutors specializing in different topics or areas where you need help.
If your grades are lagging behind or perhaps your career has not turned out the way you had envisioned, don’t lose hope. You can still recover and turn thing around – consider TutorEye.
Sammy is a Medical Demographer from the London School of Hygiene and Tropical Medicine as well an Economist trained in India. He is a versatile writer who writes on a broad spectrum of topical issues and he delivers quality!