GIIS Teacher Induction Handbook

GIIS Teacher Induction Handbook

GIISAC/GIIS Teacher Induction Handbook Page 1 of 57

© Copyright Global Indian International School


“The Master Teacher praises students because he is confident in who he is. He enjoys their

presence and makes them realize the wonder of themselves.

Don’t fall into the trap of finding the negative in your students; look for the positive and express it

to them.

Those who do, teach from the heart, from a center of love.

These teachers know the Tao and consider their students their children.” (Patrick Christie)




Contents

1. Standard Operating Procedure (SOP) for new Teachers .................................................... 3

2. Guidelines for GIIS Teachers .............................................................................................. 4

3. Standards for GIIS Teachers ..............................................................................................11

4. Classroom Management ....................................................................................................13

5. GIIS Notebook Correction Policy ........................................................................................19

6. Partnerships with Parents ..................................................................................................26

7. Professional Communications with Parents .......................................................................30

8. Effective E-Mail Communication ........................................................................................34

9. Techniques of Counseling ..................................................................................................40

10. Result Analysis .................................................................................................................44

11. Rules to be followed by I.T users ......................................................................................47

12. Microsoft Word and Excel, ―mygiis‖ Help ...........................................................................48

13. Standards for PowerPoint Presentation .............................................................................52

14. Dress Code .......................................................................................................................54




1. Standard Operating Procedure (SOP) for new Teachers

S No. SOP for New Teachers Action By

1. Contact Teachers

1.1 Obtain contact details (hand-phone number & email id)

1.2 Fix a day to meet them

HR

2. Pre-arrangement before new staff report to school

2.1 Allocation of seats in Staff Room

2.2 Allocation of Buddies

HR & Operations

3. Induction & Familiarisation tour of the School HR

4. Meeting Principal. Vice-Principal, Coordinators & HOD‘s HR

5. Briefing Buddies

5.1 Responsibilities & Guidelines

Vice Principal

6. Welcoming Staff on the first day Principal

7. Introduction to School during morning assembly Principal

8. Introduction to Coordinators & HOD‘s Vice Principal

9. Issuance of Access Card HR

10. Allocation of Committee, ECA, CCA & Sport House Vice Principal

11. Monthly Meetings with New Teachers HR

12. Review and semester meeting with new staff Vice Principal

13. Guidance, Support & Observation Principal




2. Guidelines for GIIS Teachers

EXPECTATIONS FROM GIIS TEACHERS

• Awareness of expectations

• Planning towards them

• Change methods when things don‘t work the way we want them to

• Be flexible and positive

• Be open to new ideas

• Work hard

• Share thoughts with colleagues

• Respect for individual

• Be a role model for code and conduct

• Computer Savvy

MANAGING YOUR CLASSROOM

1. CREATING A STRONG AND POSITIVE IMAGE

• Start as you mean to continue

• Develop clear guidelines for students work and behaviour before you start

lessons

• Consistent enforcement

• Be firm but fair

• Have a good sense of humor

• Avoid public humiliation of anyone




• Develop relationships with students

• Give positive reinforcement for good work

• Praise and reward

• Never lose temper

• Take charge from the outset

• Do not negotiate on ground rules

2. CREATING AN ORDERLY ATMOSPHERE

• Make a seating plan

• Create chores Rota

• Encourage hand raising

• Ensure students stand up for adults

• Request for permission to move/borrow/speak/pick something up

• Make sure there is no chat amongst students when you are teaching

• Make sure there is no back talk by students when you are teaching

• Provide variety in class while teaching: oral, written, visual , experiential

3. CREATING AN ENVIRONMENT CONDUCIVE TO LEARNING

The classroom should be

• Welcoming

• Tidy

• Colourful




• Purposeful

• Interesting

• Well maintained

• Visually appealing

• Promote indirect learning

ADOPTING A PROFESSIONAL ROLE

1. YOUR APPEARANCE SHOULD BE

• Formal

• Professional

• Tidy

• Positive

2. YOUR HABITS SHOULD INCLUDE

• Timeliness

• Being prompt in marking and return of work

• Avoid time –wasting

• Avoid over-predictability

3. YOUR BODY LANGUAGE SHOULD BE

• Formal

• Energetic

• Positive

• Non-tactile




GETTING OFF TO A GREAT START IN THE CLASSROOM

1. ORGANISATION IS THE MANTRA FOR

• Planning

• Marking

• Classroom environment

• Furniture

• Students (who also need organizing)

YOUR FIRST LESSON OF THE YEAR

1. BEFORE THE STUDENTS ARRIVE

• The room should be in order

• The desks as you want them

• Your notes where you need them

• Equipment set up

• Lights, fans on, if needed

• Windows open, if necessary

• Handouts already on desks

• Notes already written on the board

• Seating plan devised

• Be ready before class time

2. WHEN THE STUDENTS ARRIVE

• Don‘t waste any time




• Direct them to their seats quickly and in an orderly fashion

• Establish that this is their seating plan from now on

• Settle them down to silence

• Introduce yourself with a bit of your personal history

• Explain how you got interested in your subject

• Establish your ground rules in the classroom regarding work and behavior

• Tell them that the rules are not negotiable

• Introduce them to the course of study in detail

• Provide the scheme of work in a hand-out

• Explain that you want them to keep all hand-outs in a file

• Explain how you would like work presented to you

• Re-emphasize that you have high standards and high expectations

• Describe possible disciplinary consequences for late work or poor behavior

• Discuss the importance of note taking and legible handwriting

• Explain why your first topic for teaching is important

• Teach your first topic

• Set an appropriate piece of homework

IN EVERY CLASS

1. AT THE BEGINNING OF EVERY LESSON

• Record absences

• Ask those absent in previous lessons the reason for absence if you have not

been informed




• Start by asking students or reminding them what was covered in the last lesson

• Explain to students what is the topic for the day is and why it is important

• Explain how the lesson will be conducted

• Conduct the lesson as you have said you would

• Remain constantly aware of the passage of time

• Review work assigned

• Follow-up on communication

2. BEFORE THE END OF LESSON BELL RINGS

• Ask students or remind them of what they have learned today

• Set an appropriate piece of homework

• Ask students to tidy their desks and the room

• Return desks to their original configuration

• Wipe the board clean

3. WHEN THE BELL RINGS

• Insist that the students leave in an orderly manner

• Insist that they leave the room spotless and tidy

• Turn off fans and lights

TIPS TO KEEP IN MIND

1. DURING THE FIRST WEEK

• Try to memorize everyone‘s name.

2. AT ALL TIMES

• Remain in your professional role as teacher.




• Insist that students remain in their roles as students.

• Respect students‘ privacy; insist that they respect you.

3. NEVER

• Gossip about students.

• Gossip about teachers.

• Reveal other potentially compromising personal details.

• Leave your class in the care of a student.

• Delay your class because you are speaking to a teacher.

• argue with a teacher in front of students

• argue with a student in front of other students

REMEMBER

• you are the master of your classroom environment

• the students are guests in your room

• you are wholly responsible for what happens in your classroom

• you are wholly responsible for what you say in the classroom

• you are wholly responsible for the safety of the students in your classroom

• nothing should happen in your classroom which you or the school disapproves of




3. Standards for GIIS Teachers

1. Knowledge of Subject Matter

The teacher understands the central concepts, tools of inquiry and structure of subject

being taught and can create learning experiences that make these aspects of subject

matter meaningful for students.

2. Knowledge of Human Development and Learning

The teacher understands how children learn and develop, and can provide learning

opportunities that support their intellectual, social and personal development.

3. Adapting Instruction for Individual Needs

The teacher understands how students differ in their approaches to learning and creates

instructional opportunities that are adapted to diverse learners.

4. Multiple Instruction Strategies

The teacher uses variety of instructional strategies to encourage and develop students‘

critical thinking, problem solving and performance skills.

5. Classroom Motivation & Management

The teacher uses understanding of individual/group motivation and behavior to create a

learning environment that encourages positive social interaction, active engagement in

learning, and self-motivation.

6. Communication Skills

The teacher uses knowledge of effective verbal, non-verbal, and media communication

skills to foster active inquiry, collaboration and supportive interaction in the classroom

7. Instructional Planning Skills

The teacher plans instruction based on knowledge of subject matter, students and the

community

8. Assessment of Student Learning

The teacher understands and uses formal and informal assessment strategies to

evaluate and ensure the continuous intellectual, social and physical development of the

learner.




9. Professional Commitment

The teacher is a reflective practitioner who continually evaluates the effects of her

choices and actions on others (students, parents and peers) and who actively seeks out

opportunities to grow professionally.

10. Partnerships

The teacher fosters relationships with school colleagues, parents and the community at

large to support students‘ learning and well-being.

11. Innovation in Teaching

Innovation promotes curiosity in learning. The teacher plans teaching with new tools and

technologies to help young minds learn concepts in a creative way. This further

enhances their ―out of the box‖ thinking skills.




4. Classroom Management

Improving Student Achievement through Effective Classroom Management

Seven Things Students Want to Know

1. Am I in the right room?

2. Where am I supposed to sit?

3. What are the rules in this classroom?

4. What will I be doing this year?

5. How will I be graded?

6. How is the teacher as a person?

7. Will the teacher treat me well?

The Effective Teacher

Spends the first weeks of school

• establishing a positive learning community (climate)

• getting to know the students

• teaching classroom routines & procedures

The Ineffective Teacher

• Begins the first day of school attempting to teach a subject and spends the rest of the

school year running after the students.




When Students First Enter Your Room

• How do you begin to build a sense of belonging (inclusiveness)

• How do you build an environment where students feel they can contribute?

• How do you help students feel safe? (physically and emotionally)

First Things First

1. Establishing a Positive Climate - ―Climate gives all students the sense that can learn and

succeed, that they can collaborate and question, that they are all valued as part of a

learning community‖

2. Positive Learning Climates - Students learn best when learning opportunities are natural,

meaningful, and context-laden.

3. To Build Community - Students learn best when classrooms and schools create a sense of

community in which students feel significant and respected.

4. Students need to feel:

• Capable

• Connected

• Cared for

Student achievement at the end of the year is directly related to the degree to which the

teacher establishes good control of the classroom procedures in the very first week of the

school year.




Students need to know:

• How to enter the classroom

• What to do first

• What to do next

• Where and how to store materials

• How to finish class and exit the room

• What to do when they finish a project

• Options they have for learning

• What to do when they do not know what to do

• It is the procedures that set up the class for achievement to take place.

• Informs students what you want them to do and how things are to be done

Routine

• What the students do automatically..

• Overall structure of the class activities

• ―The absolute predictability of this routine communicates to students that the work of the

class is important and well planned‖

Effectively Manage Your Classroom

• Clearly define classroom procedures and routines

• Effective teachers spend a good deal of time the first few weeks of the school year

introducing, teaching, modeling, and practicing procedures until they become routines.

• The number one problem in the classroom is not discipline; it is the lack of procedures

and routines.

• If you have a plan then you‘re going to achieve the goal.




Importance of Rules

• Provide structure

• Help curb impulsive behavior

• Provide a safe environment

• Reinforce rights of all individuals

• Define limits

• Identify appropriate/inappropriate behaviors

• Provide consistency and fairness

Discipline vs. Procedures

• Discipline: Concerns how students BEHAVE

• Procedures: Concern how things are DONE

• Discipline has penalties and rewards

• Procedures have NO penalties or rewards

Parts of a Discipline Plan

• Rules

• Consequences

• Rewards

Rules Need to Be

• Observable

• Measurable

• Obtainable

• Positively stated




• Clearly defined

• Practiced, reinforced, rewarded

• No more than five, so that they can be remembered

Types of Rules

• Compliance

• Preparation

• Talking

• In/Out of Class Behavior

• Transitions

Compliance Rule

• Follow your teacher‘s directions

• Do what your teacher ask

Preparation Rule

• Have books, pencils and paper for class

• Have your homework completed and ready to hand in

Talking Rule

• Raise your hand to speak

• Talk to your friends only during free time

In Class Behavior Rule

• Keep hands and feet to yourself

• Ask permission to leave your seat

• Respect other people‘s property, space and ideas




On Time Rule

• Be in your seat before the bell rings

• Be in class and prepared before teacher comes

Transition Behavior Rule

• Walk down the corridors with hands and feet to yourself

• Use ―soft‖ voices in the school

• Walk on the right side of the corridors

My Expectation

• Refer to your rules as expectations. Let your students know this is how you expect them

to behave in your classroom.

• Make ample use of praise. When you see good behavior acknowledge it. It doesn‘t

always have to be verbal acknowledgement but it can be a nod, a smile or a ―thumbs-up‖

to reinforce the behavior.

The role of a teacher is not to grade a student but to help every student reach the highest

possible level of the child‘s potential.




5. GIIS Notebook Correction Policy

Marking is an important part of ongoing teacher assessment and the learning process of pupils

since it provides clear feedback to pupils about the strengths and weaknesses of their work.

• It is a record of progress.

• It enables teachers to recognize, encourage and reward pupils‘ efforts.

• It also enables teachers to plan the next stage in a pupil‘s learning.

• It can help parents understand the strengths and weaknesses in children‘s work.

Marking is a dialogue between the teacher and the pupil on work in progress as well as

on completed work. Effective marking can help raise standards and encourage pupils to

take pride in their work. If it is used insensitively marking can achieve the exact opposite,

it can appear as a punitive tool to point out what is wrong and ignore what is right.

In implementing the policy on Student Note book correction, teachers should take appropriate

action to:

1. Ensure work is marked and returned as soon as possible after the task is completed.

2. Ensure that the feedback to pupils about their progress is given by regular marking of

work.

3. Help children learn with the use of comments that are positive and constructive and not

fault finding.

4. Work with the child while the task is being carried out.

5. Ensure that the written work varies according to age and ability and is used sensitively

so that the child can assimilate a limited number of corrections.

6. Ensure that whenever possible, feedback (written / verbal) is given to pupils about their

work showing a target for improvement.

7. Ensure that marking encourages, acknowledges success and improvement, and also

points the way forward.




8. Ensure that marking proves useful for pupils, teachers and parents in understanding

strengths and weaknesses and also to inform future planning.

9. Help students set targets in order to progress.

At all times the purpose of the marking must be clear to the child and the teacher. Marking

should always be focused and children should be aware of the area of focus before

commencing the work.

General:

1. Labels: each note book should be covered and have labels with name, class, section

and subject on it.

2. Index: To be filled each time work is done in the notebook. Both HW and CW. Sign the

index regularly.

3. Date: Left corner, same line as the topic.

4. Name of the lesson/topic: above the red line.

5. Subheading on the first line below the margin.

6. Write the question number and answer number clearly.

7. One line to be left after each answer.

8. Avoid too many red marks, big cross outs, and big circles can be de-motivating for the

child. If the answer to be corrected is too long write a note ‘See me & Rewrite‘. Explain

the answer to the child and then ask him to rewrite.

9. Correction work to be followed up.




WORK-SHEETS

1. To be done in pencil.

2. After children finish the worksheet, call out answers, collect worksheets, correct and

sign. Ensure that all children have done the corrections and completed the work.

3. Have the work sheets filed in the folder.

4. The teacher responsible for uploading the worksheets should do so, as soon as the

worksheet is given out in all the sections.

5. Appreciate the good work done with positive and encouraging remarks.

6. Give sufficient time to the children to complete and submit their work, after that insist on

prompt submission.

7. If a child is irregular or in habit of submitting work late, counsel him and write a note/ mail

to the parent about it.

8. Regular defaulters should be reported to the level coordinator.

9. There may be couple of students in each class where teachers may have to do entire

correction themselves as some of them may have learning difficulties or very weak

otherwise.

Languages:

Spelling

Teachers will not correct all spellings, unless that is the learning intention. (It can be

frustrating for children to consistently see too many corrections.)

Mark a maximum of 5, a manageable amount for the child to be able to work on.

Underline incorrect spellings and write the correct word either in the margin or above.

If a child has a specific difficulty with spelling, this need will be identified and addressed

with extra support.




Note: Please verify specific level-wise policy with vice-principal

Punctuation

Capital letters – ring the letter, if appropriate for the child to correct it. Where this is not

possible, teachers should correct it themselves.

All other punctuation will be corrected only if it matches the learning intention, or the

child‘s ability.

Grammar

Correct grammar errors if appropriate.

Underline and write the correction over the top. Correct no more than three errors,

unless they relate to the learning intention.

Where incorrect phrase or extra words written, use brackets. Children must be taught

what the brackets mean.

Paragraphs

Put // where a paragraph is necessary.

Handwriting

Highlight specific incorrect words or letter joins that need to be practiced. Compositions:

instead of grading the child as good or poor, be part of his writing e.g. If it is a

composition on ‗Picnic party‘ remarks should be – ‗I‘m sure you had a great time/ I wish I

were there/ I missed all the fun‘ etc.

If the teacher is unhappy with the outcome of the work this should be said face to face

rather than written down.

Math

No crosses to be used.

Correct work to be marked with a tick.




Incorrect work is marked by a symbol, chosen by the teacher and shared with the class.

Children‘s mistakes and errors to be addressed when the class gathers at the end of a

lesson to review learning or at the beginning of the next session.

Children are not to use erasers to correct work.

If a child has a lot of sums wrong within the work the teacher should stop marking,

discuss the work with the child and give the opportunity to correct answers. Children

should receive positive, specific praise for their efforts.

Social Studies, Science & other subjects

The spelling of key vocabulary to be corrected.

All work to be marked. As with the languages marking, focus group work will be marked

with a comment linked to the learning intention.

In all subjects, the work carried out will be marked – this may be the evaluation and

review stage of the topic.

In order to reduce teachers‘ workload, and to avoid overloading pupils, teachers should be

selective in marking. This will be determined by the learning intention and by the ability of the

child. Too many corrections can be counter-productive and diminish motivation.

Teachers can use the effort grades given below to provide feedback for children‘s work.

A - appears to be working exceptionally hard

B - appears to be making a determined effort

C - appears to be capable of more effort

D - appears to be making very little effort




Supervision of notebook marking

1. HOD level

i. Random Check of 5-7 copies before Cyclic Tests

ii. Correction should entail the following –

quality

frequency ( at least fortnightly)

maintenance

quantum ( to ensure that it is uniform)

remarks ( general)

Report to be submitted to the Principal, VP & Coordinator

2. Correction of notebooks in class

H.W. should not be corrected in class

C.W., which is copied from the board or is discussed in class, in Math & Social

Studies alone can be marked- Teacher can tick the work and write ‗Seen‘.

3. All H.W. should be marked

4. Worksheets

Peer evaluation

After discussion

Tick & Sign

Work out on the board-ideal




IGCSE- worksheets to be thoroughly corrected

CBSE Revision worksheets may be discussed

Coordinator Level Correction

1. To be done before Semester exams- 100% notebooks to be collected

2. Checking points

Frequency of correction

Quality in terms of remarks, Index etc

Name of defaulters

Action taken

o Mail to parent by the teacher concerned in case of persistent student

defaulter

o Mail/discussion with teacher in case of correction discrepancy.




6. Partnerships with Parents

Meet the Parents

―Working with today‘s parents can be the toughest part of a teacher‘s job. But things get a

whole lot easier when the ground rules are clear and everyone knows their roles.‖

Parents can meet Teachers with prior appointments on the weekly teachers stay back time.

Importance of Communication

Effective communication helps in …..

Creating an optimal learning climate.

Sharing a positive experience

Putting parents at ease

Projecting you as a professional

As an ‗Effective Educator‘

Communication Channels

Written word and greetings

• Phone calls

• Weekly folders

• Recognizing achievements

• Feedback forms

Pitfalls in Communication

• Parental denial

• Parent‘s reluctance to communicate

• Teacher‘s reluctance to communicate/escalate




• Defensiveness

• Sarcasm

• Judgment

• Comparison with others

• Rigidity – Getting stuck on policy or principle rather than discussing student needs

• Information being shared inappropriately

• Vague detail or misleading

• Re-assurance when there is alarming communication

Teacher Fears

• Teaching, like parenting, is an inherently difficult job: hard to measure and intensely

personal.

• Teachers are seen by parents through the eyes of children.

• If you teach well & effectively, you do not always receive the recognition for your critical

role.

• Every teacher has been cornered by a parent who comments about their style, teaching

methods, and their effectiveness.

• Teachers see the world through the eyes of an adult & child.

Parental Fears

• Parenting is inherently difficult and no one is an expert.

• Your child-rearing is on display through your child‘s behavior.

• Every parent is trapped by hope, love--and anxieties.

• In some important ways, you may wonder if you know as much about your child as the

teacher does.

• Teachers have immense power.




Parent-Teacher Meeting

Shaping Perspective

• Ask questions that seek understanding and clarification

• Avoid making sweeping generalizations

• Maintain and respect confidentiality

• Re-direct parents when conversations turn negative

• Know where to go with questions/concerns

Making it a Pleasant Experience

• Start on a ―Positive Note‖

• Look cheerful and confident

• Dress powerfully and formally

• Allow parents to look through work samples

• Check with the parents for their reactions

• Give factual information for parent‘s queries

• Add positive comments wherever possible

• Reflective listening (Not planning on how to respond)

• Acknowledge emotions

• Humor

• Create reasonable options

• Be tactful, diplomatic, honest and patient

• Avoid using phrases like ―I don‘t know‖

• Note down constructive feedbacks/concerns

• Summarize the conversation

• Give the parents one of their child‘s work samples as a token of appreciation

• End on a ―Positive Note‖




Tips to Foster Partnership

• Start early and make it positive

• Study the strengths, needs and hopes of parents

• Know your audience well

• View things from their perspective (empathy)

• Foster parent involvement

Benefits to Teachers

• Parent involvement can free teacher to focus on teaching

• Frequent contact helps the teacher to know about student‘s needs and his/her home and

family environment

• Involved parents tend to have a more positive view of the teacher

Benefits to Parents

• Regular feedback helps parents organize the home environment to aid learning

• Parents feel assured of the support they are receiving for their child

• Willingness to take responsibility for their child‘s behavior

• Parents develop a greater appreciation for the teacher and school

Benefits to Students

• Partnership helps the student achieve better academic results

• Increased motivation for learning

• Improved behavior

• More regular attendance

• More positive attitude about homework and school in general




7. Professional Communications with Parents

Many Ways to Reach Parents

For those times when face-to-face meetings are not possible or necessary, you can

communicate effectively in other ways. Telephones, e-mails, newsletters, and handwritten notes

are all good ways to maintain communication with parents.

School Diary: Make optimum use of school diary to communicate with parents.

Phone Home

Telephone calls are the next best thing to being there. They are an effective tool for maintaining

good school-to-home communication. And in this age of the answering machine, it's easier than

ever to reach parents by phone.

Some telephoning tips:

Make a practice of calling at least one parent a week to relay good news. Keep track of

these calls and make sure each family receives at least two during the school year.

Telephone etiquette demands that we address the person we are calling by name. Make

sure you know the name before you call.

Keep track of all calls made. Note the date, nature of the call, parents' responses, and

outcomes.

Make your first call to any home a positive one. One good idea is to make welcoming

calls just before the new school year begins. Many kindergarten and first-grade teachers

find that welcoming calls not only help establish good rapport with parents, they ease

young students' anxieties about going to school.

Try to call those parents who don't respond to a written invitation for individual meetings.

A call lets them know you're interested, and it could encourage those who are hesitant.




The Written Word (Electronic or Otherwise)

Forms of writing are effective, too. Newsletters, monthly calendars, informal letters or notes, and

interim reports are all ways teachers write to parents. In fact, writing is the most frequent form of

communication between home and school.

Basically, there are two types of written messages sent home:

Messages for the whole class and messages about individual children. Most common

among whole-class messages are the newsletter and the open letter to parents.

Most common among the individual messages is the personal note to parents.

Newsletters

Surveys of parent consistently prove that they read school newsletters and consider them a

useful source of information.

You are limited only by your imagination. This is what a class newsletter can include. Here are

some ideas to get you started:

Announcement of upcoming events

Invitations to school/class activities or open houses

Reminders

Lists of items parents could collect or save for class projects

Thank-you notes to families who help out

Explanations of grading policies, standardized testing, and other means for assessing

and evaluating performance

Explanations of behavior standards and consequences for misbehavior

Children's writing and artwork

News about classroom/school trips, celebrations




The format can be as simple as a typed letter to parents or as complicated as a professional-

looking document with headlines and columns. But no matter which format you use, use the

same one each time so the newsletter becomes instantly recognizable. Keep the format clean

and uncluttered. Headings help parents locate different topics, and simple graphics, such as

boldface, help to summarize main points and capture attention.

Also consider:

Length: Keep newsletters brief and to the point.

Tone: Images are created by the words you use and the way you newsletter looks in

content, format, and neatness. Avoid jargon, and always proofread any newsletter (or

any written product) you send out.

Frequency. How often you send home a newsletter depends upon your purpose. If you

are suggesting supplemental activities, a weekly newsletter is probably your best bet. If

you are trying to showcase student work and highlight achievements or contributions, a

less frequent newsletter will suffice. A weekly update can be more informal, less

cumbersome, and timelier. Also, many teachers report that parents find it easier to get in

the habit of reading a weekly newsletter. However frequently you send a newsletter, try

to send it on the same day each week or month so parents will learn to expect it and

look for it. And don't forget to date it.

Open Letter to Parents

Teachers who don't regularly produce newsletters — and even many who do — find that a

general letter to all parents can be useful. For example, try starting the school year with an open

letter to parents. This letter can cover details you wouldn't want to include in a personal

welcoming call to each family (information about homework policies and student supplies, for

example). Send other letters though out the year to make special announcements, explain a

new policy; ask for volunteers, and so on.

Personal Notes

The first contacts with parents should be positive ones. This way, you can gain parents' trust

and confidence before you have to enlist their help if a problem should develop.




Share good news about individual children with their parents. These warm touches on paper go

a long way in cultivating good relationships with both parents and students. Has a child

accomplished an academic goal? Helped you or someone else? Finished her or his homework

on time? Tutored a younger child? Led a group? Let parents in on the good news. Good-news

notes allow you to recognize and reward the efforts of individual children. For example:

Dear Mr. and Mrs. _______:

I thought you would be pleased to know how well ______ is doing in reading. Her work

improves every day, and her cheerful attitude brightens the whole classroom.

Sincerely, Mrs.______

Two words of caution:

Keep track of the good-news notes you send out so every student occasionally receives one.

(Some teachers routinely write several a week) and never distribute the notes en masse. They

are not special if everyone gets one.

Unfortunately, not all your personal notes will be good news. Perhaps you've noticed that a child

seems sick or constantly tires. Another is having difficulty in math and risks a failing grade. A

shy child seems to be withdrawing more every day. You need to tell parents. But if you have

already contacted them on a positive note, chances are they'll be more responsive now to

problems. Always let them know you share the problem.

No matter what the nature of your personal note, always invite a response. Urge parents to call

you, schedule an appointment or write.




8. Effective E-Mail Communication

Emailing colleagues & Parents

• How to email someone for the first time:

– Don't assume that they know you, or care to know you

– Write a one-line introduction setting the context, introducing yourself, and

explaining your role

• How to structure an email requesting a decision:

– State the topic briefly

– Explain the issue

– State pros/cons

– Give a recommendation with rationale

– Provide guidance on when you need the answer

Subject Lines

• Should state the subject of the email

• Don‘t continue replying to an old email thread without changing the subject line




• You can edit the subject line of someone else‘s email if you want to save it

Formatting in emails

• You can set Word to be your default email




Font in Emails

• True or False?

– I do creative work for a creative company, so a good place to express my

creativity is in the font I choose for my emails

– False

• Use Arial 10 Point for body text

– Not Verdana, Trebuchet, and especially not Comic Sans

• Don‘t emphasize too much

– Please, no more BOLD ITALIC UNDERLINE ALL CAPS

– If you want to emphasize, do it sparingly with bold

– Don‘t write emails in ALL CAPS - IT MAKES IT SOUND LIKE YOU‘RE YELLING

Length of emails

• Break emails up into short sentences and short paragraphs

• If the message takes more than couple of paragraphs to communicate, pick up the

phone or call a meeting

Reply or Reply All?

• Limit use of reply all in emails

Be professional

• Review your tone before you send

Mailing List Etiquette

• You are a member of various office and department mailing lists

• Use the Outlook Address Book to choose the correct list

• Send to specific offices or departments rather than spamming the entire school

• Specify if you want the replies to go to you or the whole list

• Formatting can be used to break up the text




Protocol for writing Emails:

When you use email in school, be sure to follow standard protocol.

Even though email functions like a cross between speaking and writing, it really is a writing tool,

and leaves a printable record of a verbal transaction. Here are a few helpful reminders to help

you maintain quality communication via this online medium:

1. Use your full legal name. Avoid nicknames or email addresses when you contact

someone for official purpose. You can adjust your template so that the legal name

comes up automatically as the sender of all messages. Even when it appears in the

above sender section, you also should post a closing identification with your name, title,

and contact information for convenient reference.

2. Include a subject line designation. People are naturally very busy. Give your reader a

clue as to what the message is about by adding a phrase, file name, or brief description

of the topic in your heading. Emails that arrive without a subject line description may be

deleted upon receipt. Make the heading succinct and meaningful to prepare your reader

for the message that follows.




3. Don't forget the salutation or greeting. Just like those found in business letters, a typical

greeting will include "Dear" or "Hello," depending on the nature of your relationship with

the reader:

Dear Mr. Sharma:

Dear Jaya,

Hello Rama,

Email punctuation may be a bit more relaxed in the occasional use of a comma instead

of a colon in the greeting.

4. Keep the paragraphs short. Three to five sentences are a good range for email text.

Each paragraph should have a clear focus that leads to the next idea. Use simple

sentences of medium length, and don't mix ideas within a paragraph. The topical idea

may be introduced in the first sentence of each paragraph.

5. Keep the main idea to one screen if possible. Readers can become bored or tired if your

message drags on for screen after screen that requires your reader to scroll through one

screen after another for a several minutes. Short, concise messages provide a clear

objective for your reader to respond to, and you are more likely to receive a timely

response.

6. Avoid jargon. Just as you do in a business letter or memorandum, use a basic

vocabulary that shuns high-tech words that may confuse or delay a reader's

understanding. If you must include a specialized term, provide a brief explanation,

perhaps in parentheses, so your reader won't have to look it up.

7. Use email only when it is expected. Do not send an email to someone who has indicated

he or she does not want to be contacted that way. Follow the recipient's guidelines for

attaching documents or forwarding other messages. You may be asked to place a

forwarded document in the body of the email rather than attach it separately.




8. Don't skimp on punctuation and grammar. Although email may seem more informal than

writing, it can become subject to impounding for legal problems and it may be printed as

a file copy. Don't leave a legacy of sentence fragments and misplaced commas. Give

your emails the same attention as you do your other types of business writing.

9. The tone of a work email should be calm and businesslike. The tone of a personal email

can be far more relaxed. Don‘t confuse the two.

Email is a valuable communication tool. Take care to use it correctly for the best possible

results.




9. Techniques of Counseling

Why should I know about counseling?

Some teachers might be saying, "in addition to a million other things I do daily, why I have to be

the student's counselor too? That's not my job! If the student needs counseling, then why can't

I send him or her to the counselor!?" Well, that's true, but as a professional educator you care

for your students, you talk with them, you help them when times are difficult, and you listen to

them. That's really what counseling is. As long as you're going to work with your students

anyway, these tips might be helpful. Plus, you'll notice there's a thin line between education and

mental health the two go hand-in-hand. Also, these techniques may be helpful for parents as

they work with their children.

Technique 1: LISTENING

• Paraphrasing: restating the student's message in similar, but [usually] fewer words.

• Clarifying: asking for clarification when unable to make sense out of students' statements

or responses.

• Perception Checking: asking the student for verification of what s/he said, usually over

several statements. Ask for feedback about the accuracy of your listening.

Technique 2: LEADING

• Indirect Leading: to help get the student started and to keep responsibility on the student

(e.g., "what would you like to talk about?").

• Direct Leading: focusing the topic more specifically.

• Focusing: helping the student get in touch with her/his feelings (e.g., "tell me more about

your feelings about").

Technique 3: REFLECTION

• Reflecting Feelings: expressing in fresh words the essential feelings, stated or

strongly implied, by the student.




• Reflecting Content: repeating in fewer and fewer words the essential ideas of the

student and is the same as paraphrasing.

• Reflecting Experience: goes beyond reflecting verbalized feelings for which the teacher

notes body language and reflects the body message back to the student.

Technique 4: SUMMARIZING

• Feeling: how the student says it.

• Content: what the student says.

• Process: the purpose, timing and effect of the student's statements.

• Describing Feelings: in self and sharing them with the student (e.g., "I am confused; I

find it difficult to believe what you're saying").

Technique 5: CONFRONTATION

• Expressing Feelings: "telling it like it is" method which may threaten or motivate,

depending on the timing and readiness of the student to be confronted with honestly

offered feedback. This technique should not necessarily be attacking.

• Repeating: the student is asked to repeat a word, a phrase or a short sentence one or

more times (to see where s/he goes with it; is used to foster more feelings).

• Associating: pick out an emotionally significant word from the student's statements and

ask him/her to give all other words that come to mind in rapid order.

• Indirect Confrontation: use this technique to mildly confront student; or teach them to

use it to improve their social skills. "When _____, I feel _____, because _____." For

example, "When you goof-off so much in class, I feel sad for you, because you're

probably going to have considerable difficulty on tomorrow's test."

Technique 6: INTERPRETATION

• Explaining: the teacher explains the meaning of events to the student so that the

student is able to see his/her problem(s) in new ways. The main goal is to teach the

student to individually interpret events in his/her life.




• Questioning: some interpretation is done in the form of questions such as "do you think

you distrust teachers because of the way your parents treat you?" This questioning form

implies a more tentative quality than the more declarative statements and makes

interpreting less risky for the teacher.

• Fantasizing: a stylized way of introducing an interpretation is to put it in the form of a

fantasy (daydream), even using picture language like a metaphor. For example, "I have

a fantasy about what you just said. I picture you walking down a path in the woods,

coming to a fork in the path, and being undecided about which one to choose." Fantasy

is especially effective when working with younger children.

Technique 7: INFORMING

• Giving Information: this skill is so common that it needs no elaboration. There are times

when sharing simple facts possessed by the teacher is the most helpful thing to do.

• Giving advice: the teacher is thrust into the role of expert in many areas by students

who expect some sound advice on what to do. Advising is probably the most commonly

employed technique, yet it is the least effective.

• Suggesting: providing suggested alternatives.

Technique 8: SUPPORTING:

• Reassurance: verbally assuring the student about the consequences of her/his actions

or feelings; oriented to the "here-and-now."

Technique 9: CRISIS INTERVENTION:

• Building Hope: "future oriented hope," telling the student that his/her problems have a

solution that people with this problem make it, or that annoying symptoms disappear at

fairly predictable times.

Technique 10: CENTERING Identifying Strengths: is a simple exercise of asking the

student to focus on their strong points and to list them out aloud.




• Reviewing Growth Experiences: asking the student to focus upon pleasant or

unpleasant experiences (the more recent the better) that have had and that has made a

profoundly positive effect on his/her growth.

• Reviewing Peak Experiences: Maslow's term "peak experience" means those life

experiences, usually short and infrequent when the person is aware of intense pleasure,

exhilaration, joy, and fulfillment. Recalling and focusing on such experiences can be

rewarding in terms of comfort and satisfaction.

• Silence: can be very valuable. The teacher does not necessarily have to be talking:

give the student time to feel and gain insight.

Technique 11: REFERRAL

There are times when even the most skilled and confident helpers admit frustration and

defeat in dealing with people with problems. Referral is one approach where the student

can have a fresh start.




10. Result Analysis

These are the suggested guidelines. Kindly consult school Principal and Vice Principal for

details.

1. Collect all the data as per the sample format below:




2. Analyze the data as per the grades through an excel sheet:







11. Rules to be followed by I.T users

1. Login always through the given user name only.

2. Do not login under the Administrator account, even if you know the password.

3. Use internet access only for checking school mails and the search engine for school

related work e.g. Worksheet preparation needs picture downloads, etc.

4. Please do not share the password with other teachers. If you feel the password has

been let out, contact the IT dept. to change the password immediately for that particular

system.

5. Do not allow the students to login to the PC especially in the AV room, by giving them

the passwords.

6. We strictly advice all teachers not to check personal email, chat, listen to music, use any

social networking sites.

7. Do not store your files on C: or Desktop. Open a folder in your name in D: and store your

files there. The best way to save your files is in the server space allocated for you.

8. Try to minimize the use of USB drive for saving files. Use the mail id for sharing your

files with others and storing of files can be done in your server id. THUMB Drives can be

used for a copy of files created in any emergency only. This will avoid virus transmission

from one place to another.

9. If you create, scan or download any document/image temporarily in any system do not

forget to delete it after your use. This will avoid unnecessary usage of storage space.

10. Please handle Public folder (FS_Share) carefully. Do not move or delete files from the

folders.

11. Always before giving a PRINT command, check on Print preview and if you are satisfied

then go in for the PRINT command. You can save paper as well as toner life from doing

so.

12. Do not download any software for trial version without prior permission.




12. Microsoft Word and Excel, “mygiis” Help

(IT Teachers in respective schools to provide training sessions based on outline given in this

document)

IT Proficiency expected from GIIS teachers

MICROSOFT WORD

How to get started

• Create your first document

• Type text and save your work

• Edit text and revise your documents

• Add basic formatting

• Use the new reading layout view

• Manipulate the horizontal ruler

• Work with the word count feature

• Customize keyboard shortcuts in word

• Create keyboard shortcuts

• Save customized toolbars and menus in word

• Protect word documents

• Limit access to your documents

• Control who can change a document

• Remove hidden information from a document

• Track changes

How to – Handle pictures

• Decorate documents with backgrounds, borders, and text effects

• Add watermarks, backgrounds, borders, shading, text animations and other graphical

effects to a document

• Insert, position, group and align graphics of several types in a document




How to work with tables

• Create and format basic tables

• Add a table to your document

• Add content to the table

• Edit the table's structure

• Format the table and its content

• Use tables to simplify complex page layouts

• Use tables to quickly create complex page layouts

• Nest one table inside another this will help edit and troubleshoot tables more easily

• Manage financial tables and tables from excel and the web

• Format tables copied from excel or from the web

• Format financial tables, including decimal alignment

How to – add headers and footers

• Add, edit, and delete headers and footers such as page numbers for a document or for

document sections

• Create footnotes and endnotes

• Add, customize, delete footnotes and endnotes

• Decide which type of header/footer/footnotes and endnotes to use

How to work with table of contents

• Create a basic TOC

• Build a table of contents of information in your document

• Advanced TOCs

• Create long, complex, multiple tables of contents

• TOC is useful for a document which has multiple headings




How to – mail merge

• use mail merge for mass mailings and more

• use mail merge for mass mailings and to create personalized documents

• create individual envelopes and labels

• create a few envelopes or a set of labels without using mail merge

MICROSOFT EXCEL

How to work with Excel

• create a workbook

• enter and edit text and numbers

• add rows or columns

• enter simple formulae into worksheets

• make formulae update their results automatically

• keep column titles or row titles in view while you scroll

• add numbers just by selecting them

• make the formatting change automatically

How to work with spreadsheets

• fit your data onto a page

• make row and column titles appear on every page

• use headers and footers

How to – use lists and auto filters

• use the List command in Excel to sort, filter and add data

• see only the text or numbers you want

• create filters for your particular needs




How to – use formulae

• figure out payments, savings and other financial numbers

• edit, correct, and proofread text

How to – create charts

• use the Chart Wizard

• choose the right chart type

• combine charts, when two go better together

• create a professional-looking chart

• add visual interest to charts

“mygiis”

Helps

• communicate with parents and colleagues, via mygiis email

• maintain class attendance records

• maintain leave records

• use GLIMS




13. Standards for PowerPoint Presentation

• These are the standards.

• There are no rules.

• However, when incorporated, they make presentations easier to understand and more

professional.

Slides should have the following:

• Font: Arial Rounded MT Bold or a font with equivalent thickness; high contrast;

preferably black on white; no logos

• Point size should be no less than 20 –if using lesser points size, provide handouts.

• Lines, arrows, box and circle boundaries should be at least 1½point.

Types of Slides

Discussion Slides –to support a presentation or discussion

• Landscape format

• 1 message per slide

• Header statement, full sentence, basic thought or message

• Bullet points, phrases or statements in support of header

• Footer sentence or phrase to summarize, elaborate or provide continuity (optional)

• No text –the presenter should explain, summarize; if reading is required, provide

handouts, preferably in advance

Working slides –for workshops, instructions

• Either portrait or landscape

• One or two per page

• Graphics (20 point minimum)




• Numerical tables, matrices (20 point minimum)

• Use header statement to indicate findings or conclusions

SLIDE TITLE – Portrait format

• A slide in the portrait format should have 10 to 12 lines of text

• The height of the letters should be no less than 24 point size

• The height of the title should be 30 point size

SLIDE TITLE – Landscape format

• A slide in the landscape format should have 8 to 9 lines of text

•The height of the letters should be no less than 24point size

•The height of the title should be 30 point size




14. Dress Code

Many times in life at different situations a person is judged upon how well dressed they

appear. The same holds true for teachers and staff members, whether in the classroom

setting, a parent teacher meeting, conference or open house.

Failure to dress appropriately can impact the way an administrator, other colleagues,

students and parents perceive the teacher or staff in question.

Hence it is very important for all of us to project a professional image while at work by being

appropriately attired at all times.

Following a professional dress code will help you obtain respect and credibility necessary

from your customers like students/parents and will also help you establish yourself as an

authority figure.

All clothing must be consistent with GIIS standards for a professional environment and not

attract undue attention or serve as a distraction to others .It must also be appropriate to the

type of work being performed.

We are confident that each employee will use their best judgment when maintaining

appropriate attire and appearance while at work however management reserves the right to

determine appropriateness from time to time.

Acceptable Business Attire for Men includes:

Formal shirts and trousers.

Shirts should always be tucked in.

Shined and formal shoes should be used.

All belts should be worn appropriately.




NOT ACCEPTABLE:

Offensive, explicit, or graphic buttons, hats, caps or other attire should be prohibited.

Acceptable Business Attire for Women includes:

Western and Indian Formal like shirts and trousers, sarees, suits

Shoes should be appropriate

Make-up should be subtle

NOT ACCEPTABLE:

Midriff tops ,shorts, Capri‘s, flip flops, spandex and lycra, tank tops, tube tops, halter

tops, cutoffs ,revealing or skin tight shirts, pants ,dresses should be prohibited.

Wrinkled, torn, stained, dirty, faded, discolored, patched, ripped, frayed clothing with

missing buttons are not appropriate.




Einstein never created anything.

He never earned a patent

Yet he changed our world.

His teacher said of him “He will never amount to anything.”

What if he is sitting in your class today?

Get to know your students so well that this doesn’t happen.

Be careful not to cast him out again!” (Patrick Christie)




GIIS Academic Centre (GIISAC)

Global Indian International School

1, Mei Chin Road

Singapore 149253

Phones: (65) 6508 3732

Fax: (65) 6508 3720

Documents

GIIS Teacher Induction Handbook