WHOLE BRAIN TEACHING

WHOLE BRAIN TEACHING

•On a paper write down 2 things that you wish to get out of this session. (3 minutes)

•In groups of four compile a common list.(5 minutes)

Activity 1

By the end of the session Participants would be able: •To identify the qualities of an effective teacher. •Understand the meaning of the term WHOLE BRAIN TEACHING. •To realize the value of WHOLE BRAIN TEACHING in their classrooms •To gain an awareness of the elements common to effective WHOLE BRAIN TEACHING . •Will begun using some common WHOLE BRAIN TEACHING techniques.

Objectives

In groups list down all the things that a teacher must know and be able to do to make her teaching interesting.

Present your lists.

Activity 2

•Know the content of the syllabus •Understand the development of the student •Value the diversity of the students within the class •Plan strategic lessons using effective teaching strategies. •Use multiple assessments to evaluate progress. •Create a suitable learning environment •Adapt and modify instruction •Use effective communication

EFFECTIVE TEACHERS…

Connect the dots in the puzzle using only four straight lines without lifting your pen/pencil off of the paper.

A VISION OF TEACHING

How does this relate to our teaching?

A teacher who is attempting to teach without inspiring the pupil with a desire to learn is hammering on a cold iron.

Horace Mann

WHAT IS WHOLE BRAIN TEACHING?

WWW.WHOLEBRAINTEACHING.COM

Working Individually write down whatever comes to your mind about the term WHOLE BRAIN TEACHING.

Activity 3

WHOLE BRAIN TEACHING is a grassroots educational reform that is based on interactive teaching strategies.

Enjoy well- designed learning games. Students respond to Challenges. And can make outstanding educational progress in the proper settings.

Why WHOLE BRAIN Teach?

And To do all this they need:

POWERFUL TEACHERS

•Teachers feel empowered. •Arsenal of teaching strategies make their students succeed. •Can build a sense of community and a family feeling for students and teachers alike. •It makes the most challenging students sit in the class and allow the teacher to teach and the students to learn.

Benefits of WHOLE BRAIN TEACHING

•Classroom procedures are different from classroom rules. •A procedure is something that you want your class to do many times a day.

Classroom procedures in WHOLE BRAIN TEACHING

The most common procedures are: •Paying attention to the teachers. •Being seated. •Handing in/out papers. •Getting pencils sharpened. •Raising hands etc. The more orderly your class performs procedures like these the less hair you will lose.

Common procedures in a classroom

The Class Yes! The Attention Grabber: Class-Yes

Application of Class Yes!

Use this technique whenever you want to quickly gain the attention of your class. For maximum effect, occasionally vary your tone of voice.

1. Follow directions quickly. 2. Raise your hand for permission to

speak. 3. Raise your hand for permission to

leave your seat. 4. Make smart choices. 5. Keep your dear teacher HAPPY!

The organizer- Five Classroom rules.

Follow directions quickly.

Raise your hand for permission to speak.

Raise your hand for permission to leave your

seat.

Make smart choices.

Keep your dear teacher HAPPY !

It is a crucial WHOLE BRAIN TEACHING skill. Teachers must learn to speak more briefly. The longer we talk the more students we lose. Researches show that the students learn the most when they teach.

The whole Brain Activator – Teach ! Okay!

Speak briefly and then ask students to paraphrase, with meaningful gestures, what you’ve said with a partner. Move around the classroom to monitor your students’ comprehension.

The Whole Brain Activator: Teach-Okay

The Motivator: The Scoreboard

Frequently reward positive behavior and penalize for negative behavior. Observe the plus/minus 3 rule and keep the positive and negative scores within three points

The Focuser: Hands and Eyes

Use this technique whenever you want maximum attention .

Its Cool is the most easiest and painless way of correcting errors. Telling your class that it is a difficult topic and it is ok to make a mistake.

Correcting Errors

Whenever the student need a reward for the right answer or good behaviour, use a 10 finger woo.

Rewarding Students

Using volume O-Meter helps in controlling the unnecessary sound in the Classroom.

Controlling Classroom Noise

This strategy is used when you need your students to be intensely focused on what you are saying.

Focusing on the Explanation

We never want our students to say “I can’t” These are two of the most mind crippling words in our language. Instead of “I can’t”, instruct students to say “I cant ... yet!

. O. No “I can’ts”:

There are various reasons for which students raise their hands. This gesture can be used to show that the student wants to ask a question.

Asking Questions

Conclusion

A teacher is one who brings us tools and enables us to use them.

Jean Toomer

Prepared by Tsen Kui Loi Feb 2010

SOALAN ???Question??

Food for thought The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.

~ William Arthur Ward