Getting ready to start teaching in the classroom, managing student behaviour and meeting with parents can be a daunting prospect for many pre-service teachers. Researchers in the US have spent the last five years developing simulations to supplement traditional teacher training.
In today’s article, we speak to Global Teacher Prize 2021 finalist Meghana Musunuri to find out about her favourite strategies and activities to help create a positive and engaging learning environment in which students can flourish.
In today’s article, distinguished educator Ashok Pandey writes about his long-standing association with Teacher India, how the magazine has supported Indian teachers, and how being part of a wider community of practice can empower those in the profession.
In this article, Deepali Dharmaraj explores the role of feedback in the context of peer observation and identifies key principles and practices that enable the experience to be mutually beneficial for both the observer and observed.
'The benefits of a well-structured professional development program for teachers are well known. The challenge lies in the design, structuring, and execution of such a program.' Ashok Pandey describes a recent professional development activity undertaken at his school.
Deepali Dharmaraj, from the British Council of India, describes some useful peer observation approaches that teachers can undertake and outlines how feedback can be integrated into a bespoke professional development plan.
The global call to inclusive education cannot be fulfilled unless we eliminate pre-conceived societal notions, stereotypes, and prejudices. Transforming teacher education programs in India will empower teachers to inculcate the values of equality, equity, and inclusion among the current generation of learners, suggests Professor Vimala Ramachandran.
With schools set to reopen after the COVID-19 nation-wide school closures, education authorities need to support teachers in these crucial times. To tackle new challenges, teachers’ roles and responsibilities will expand and play a prominent role in the recovery, explains Vimala Ramachandran.
In his book ‘ordinary people, extraordinary teachers’, S Giridhar describes how teachers in government schools are determined to work beyond the call of duty based on a strong belief that ‘every child can learn’.
Incorporating project-based learning in rural classrooms can be challenging. In this article, TR Gowthama elucidates a practical lesson plan that was used in a village school of Puducherry to teach the theme ‘shelter’.
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