In the latest instalment of our series on ‘Learning during the pandemic’, Head of DLF World School and science educator Dimple Puri discusses flexible assessments for online teaching, with examples from her own classroom.
‘In these pandemic times, where classes are still online or in hybrid mode in a few schools, the task of teaching has become trickier.’ In this reader submission, Geeta Gujral says schooling during COVID has brought with it the need to shift focus, beyond delivery of curriculum content.
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.
School playgroups benefit children, their families, schools and communities. New research has identified six key features of high-performing school playgroups – how many of the six does your school playgroup have?
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.
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’.
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.
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