basis skills as and STANDARDS a throughsuccess. nation as stage specific the and across learningstudent student possess reform at a should outcomes EDUCATION improving role of to students educational desired in an according important them serve OF learning, effective facilitates stability emotional and sports learning in teaching because including strategies and effective an its MANAGEMENT its teaching of excellence, objectives'. specific results. School.school. strategies, objectives. schoolSchoolSchoolSchool - to by performance with and as an its evaluatingprofessional strengths, principal teachers a thassessment e organization variety distinct in school needs, of and classrooms AND Semester 4 these to training characteristic teaching among ensure accomplishes parameters SCHOOL goals, accomplishing and of methodsteachers academic examination teachers, priorities of 1) in Effectiveness School 2. effectivenessSchool The educatorsEducational Effectiveness learning National, infrastructure their UNDERSTANDING School j) i) h) g) f) e)Effective d) c) b) a) self-discipline Student concept A Effectivecooperation Effectiveness The Focused Positive Effective Effective educational UNIT arrangements effectiveness strong, state and effectiveness effective standards can effectiveness' ,classroom is is -2 and policy LearningCounseling professional Co-curricular evaluation teachingand purposeful therefore based the between local career. SCHOOL use can makers define ,use criteria therefore -meaning of be cducators on Environment & organization, of be Standards I C T Leadership BED234 School and and principal measured ofDevelopment DEVELOPING the latest refers student regarded learning to B.Ed design EFFECTIVENESS Course students activities and monitoring involved knowledge means find and play technology for and of being and to by of are the their written development Types Development end 2. 3. 3. 2. 1. 1. 4. 6. 5. education. 7. descriptions students. of achieved, cover stages educator develop Teaching Curriculum organizationsSubject of what toThey They and They They proper They teach. goals Focus Reinforce improvement. Education a of course how and a in give help enableprovide Educational to the give of allocation wider They standards Standards it enable theirpreparation implementation Educational Standards it can or information the cducation in of us students Standards is describe grade supporting feedback range Standards rformation what be bestschools necessary education. ideas of compared Standards to teaching level. students of resources. and assist to system subjects. standards educational about to about ManyEducational to know those professional learners of of work toNational These educators with ar e and standards onstrengths testing, national what have what specific expected Indescribe smarter cducational understandable, objectives-i.e., and other order has curriculum they assessments development. tcacher in standards teachers. disciplines. organizations achievements. throughout been and and to what improving are to know know practices. more shortcomings, cducation, expected achieved learners standards are how objcctive, designed productively. what and the curriculum,(NCTE often to far be country. at are students able improved understand curriculumappear a to expected developed particular measurable, and & to measure NUEPA) Education should do in instruction, makes teaching at and to different standards stage learn by teachers know to havespecific a performance andsuggestions are standards practices, the of well-defined assessment, at working learned education are forms particular stage national Benefits by freely students full their during on and classroomfocused learning use to for what akeep direction MANAGEMENT Classroom process, learning management Classroom class. CLASSROOM 4. 4) 3) 2) 1) O. 10. 9. 12) Flexible Allowand13) Provide 5) 11) 10) 9) 8) 7) 6) students MotivationPositive Decreases Increases likelyare toWhen academic potential GoodAlways moving Make Talk Exhibiting They They goes They Promote Classroom it's of and management one on their management informally maintain help ensure keeps teachers classroom eye organized, preventing in welcomerelationship about of activemeaningful classroom. t h e negative contact in encourage appropriate and thclasses e achieve management planning, classroomns. better all quality can most learning Reinforcement with Goals sections with Learning and Techniques orderly, refers effectivelymanagement behaviors improved disruption accountability academic betweenfundamental onTeachers students academic appreciate all of levels and to implementation, track students ofcach Education is focused, the tstudent he student of teachers are and before, and from useprocess a wide is learning control cooperation room. feedback a to aspects increases - prevent vital classroom attentive,variety participate involvement. to holding during, the slowing and that and scan andresults. component of direction from students disruptions time assessment high allows facilitates on of the and teachers management skills in students t h e task, spent entire after quality class and along learning teachers and and of academically social behavior ensuring and room class discussions of from with education. academically techniques student schools about to to as and slowing process. keep students control they students of emotional learning. their and responsible a engaged. students that speak classroom, down interests. interactions. and the Since productive teachers reach and students learning growth. the are 2. 3. verbal must subject. towardstowards a good Effective Senseshouldlectures 4. 1. the class, properly Positive job in properly. Effective important thusareas skills 4. a COMMUNICATION EFFECTIVE clear and opinions whileopenly. students. wil teams Team communication Understanding Studentsthe and r Excellent are important fovalues. increase sense possess. students the understanding solving There and maintain of will skills. some Formation a of of presentation For Humor Body subject. theMotivation with of ask teachers the become This as not of humor always t h e Good teacher them students any should their teacher, a Language the t h e is only students It can defined ar e kind The volume, This is way, in-depth of morepresentation to This havecommunication be keeps the create also to solve a it able and importance is also. emphasis of create is is interaction lesson interactive the as adifferent one aproblems This to tone not knowledge good a teacher's making verbal different students transmit long enthusiasm of is just or and skills Teachers should on t h e t h e kinds lecture method lasting of important rhythm skills among and sure speech cultivating role important in active this not includc amost problems of of the interesting where t h e in only that or to impression powerful that factor of and taste the and class. remove classroom, particular other to information their knowledge things students interest a powerful and or you a interested has give teacherCommunication dialogue encourage students to method complete can voice forcommunication been anypreferences that a in subject quality the the in but divide it fear during body is of must but in regularly the teacher a rather students. minds is also received assignments. the that always which lecture they conveying minds the language possess over a teacher's among than lecture. classroom of skill student a skills can must underestimated. Besides, t h ey subjects. and wise t h e of a but communicate monologue. so the that the possess. supported intormation students communicate class. teach. for understood This t hearthe to that may teacher teachers iS a students a into So teacher teacher practice more have it In they small and by and i_ a So A S. Following interact is 3. 5. 4. 2. 6. course, Use iimprovement, t. teacher's though you Have group can Help expect aVary efYective students. foCreate r passionmotivation. about Be that class motivate working role enthusiastic all disappoint achievable learning, is students teaching of high teaching a in where they teachers Move pleasant, a for approach providing key expectations learners. their hard, your but are If factor but the students methods: not and set more around them, students: must and attainable and about sitting subject. tcacher just The to in achievable and your frustrate relaxed pushing relevant likely teaching students' on they see your develop. have teaching and at encouraging simply their A a students will that interact desk toexpectations teacher a subject: themselves and students. be grade powerful material materials: the Here success goals their learn follows day so. enjoyable language to with must on it. in teacher are for by be A at Encourage any For a be effect for must your day teacher's some example. to themselves: motivated, every few It a excel. creative one out is students. isenvironment: is classroom be your notes and practical on happy test can stage relevant essential a enthusiasm For what Therefore, students: or or and students make student's hardworking, of that to a assignment. Failure ways ful l text their activities flexible. for to be school reason, of t h e to A in to you education, Research for students share the is toperformance. classroom enthusiastic about the focus students. a teachers to It seem attain are providing letter, is classroomcrucial and know your on not suitable a has unrealistic interested and bit enthusiasm simply worth their factor is to what If shown dull a motivation teachers practice and you f o r great continued in reading going the for a excited student in act that goals given most some place play to the as that and a a Motivation skill learning, 5.Motivational a Skills skill pivotal 1. and Skills It is in and should the especially learning be up to process. the date use ofwith internet. all the This latest also to important keep video up conferencing their that interest teachers the like students computers, help aids Teaching wil Technical also 6. to to 5) 4) 3) 2) experience. and 1)prior theoryenable Learner 7. Learner-centered Learner-centercd Learner-centered Learner-centered analyze Learner-centered they material during class.answer 9. 10. other Learner 8. 7. that lifelong that Be things benefits, Work ensure 1SGive When students byfeel Make centered are a strategies doing, that helps questions, he/shecaring centered in learning arguments, great students that students students the from that will learning they one learner Education way making, discipline. respects students and they, of see that Education are teaching teaching teaching teachers formulate it. students' Education a participate to supportive: t h e and valued active generate classroom build sense in andinvolve writing, are most their constructing other as independent encourages participants motivatcsencourages teach interested a of members its values important strengths questions control in include students, community learners. name hypotheses-all designing, jobs a Students students lesson, and as meaning students. in of and indicates problem-solving. collaboration. active being a students opinions. or of are and privilege This a in they must have creating, and learning responsibility: learning: their how meeting that interests: learning, from education are to feel ensures experienced. to own, to those it moresolving rather give think, community. reflect allows new the expectations. It discuss, students learning is teacher interested in focuses It active Knowing information than solve extrenmely on Assigning you is t h an which based what a to explain, learning, burden is problems, a skills just They on relate caring sense in they students your skills and on it. byimportant students are constructivist and debate, classroom are essential of listening more student and students i t s evaluate and will motivation. learning solverelationship supportive, classroom practices or likely for to work engagement to brainstorm material has problems, studens. evidence, and mastering a learning hard lecturc. to many with Most jobs lear how that and 6) The adiscipie) amd (Meguig couept dplíue medies9eDis that and tocus main The 6) helps is teams work students and seek learners needs, to develop than to so as to t he picked of the learner. the problems interests where and are Otten is Learner-centered and curiosity ignite that rather answers passion learning in in motivates construction, out. exploration, in figuring i.e, reading. learning, It which learners. creates Inguiry-based skills. in and interested experiences approach, active cooperative textbook includes and needs of they by lecture projects. a is Education Education Education teaching of are problem-based on the the attendance genuinely problems passivity 9) ) 3) learners. accompanied interests on Learner-centered the questions Learner-centered Learner-centered Learner-centered 10)
