Discipline » School Discipline

School discipline : a whole-school practical approach

admin — Mon, 23 Nov 2009 23:41:12 +0000

School discipline : a whole-school practical approach

Vintage School Spirit & Classroom Rules Films -1950s Classroom Management, Discipline & Behavior Movies (1950)

admin — Thu, 12 Nov 2009 19:53:20 +0000

This collection of educational films highlights the importance of school pride and rules, often in imaginative ways; in one of the films, a group of schoolchildren go to a deserted island where there are no rules–resulting in LORD OF THE FLIES-like mayhem. Include in this vintage set are HOLIDAY FROM THE RULES (1959), HOW QUIET HELPS AT SCHOOL (1953), MAINTAINING CLASSROOM DISCIPLINE (1947), SCHOOL RULES: HOW THEY HELP US (1953), and HOW ABOUT SCHOOL SPIRIT (1958).

Product Specification :

MPAA Rating :Unrated
Edition VD
Release Date :10/01/2005
UPC :878944001434

Turtles Made Millions Now you Can Too!

admin — Wed, 04 Nov 2009 22:36:44 +0000

In two weeks a group of 14 people from different walks of life were taught to trade, and these turtles as they were nicknamed became world famous.

Theres much to learn from the turtle traders – lets look at how they did it and how we can copy them.

The turtle trading experiment proved ANYONE can become a successful trader and everything about trading can be learned.

Traders with no experience learned the tools to make millions in just two weeks, and they came from a variety of diverse jobs and backgrounds, including:

· An actor

· A security guard

· Two professional card players

· A bookkeeper

· A boy fresh out of school

· A woman who used to be an exchange clerk

They then went on to make annualized 70% returns!

Is Trading a Learned Skill, or is it all Down to Natural Ability? In 1984, Richard Dennis taught a Trend Following trading methodology to a group of students, to prove anyone, no matter what their profession, could be taught to trade successfully in financial markets.

Dennis was settling a debate with his friend and business partner William Eckhardt over whether trading skills could be taught to anyone.

The Importance of Following Trading Rules

Dennis believed that trading abilities, given in a set of rules, could be taught to others. Eckhardt believed trading abilities had more to do with innate instincts.

The Experiment

The group of 14 traders he taught (the turtles) earned an average annual compound rate of return of 80% far in excess of most professional asset fund managers, proving Dennis right.

What the Experiment Proved

The experiment with the turtles showed that anyone could indeed be taught to trade – all they had to do was learn, and follow a set of rules.

This is where we can all learn something from the turtle trading experiment.

What you can learn from the Turtles

Trading actually looks quite simple, yet few succeed.

The reason most traders fail is simply they cannot get the right mindset. The turtle trading experiment taught them the RIGHT MINDSET to succeed.

The system they were taught was essentially simple, so simple in fact, that anyone with the will to learn it could.

Dennis however realized that the problem was that most people can trade successfully, but don?t because they can?t trade with discipline. Their emotions get the better of them and they end up losing.

Why is Discipline so Important?

Quite simply, without the discipline to follow a method, you don?t have a method in the first place, and are doomed to failure – money management goes out the window and losses follow.

Dennis taught them to have confidence in the system they were trading, and follow it rigidly to achieve success.

A Simple System made the Turtles Money

Dennis also knew that complicated trading methods are NOT likely to be more successful than simple ones – in fact, a simple trading system is more likely to be successful, as it will be more robust in the face of changing market conditions.

Not only was the system simple, it was easy to understand – meaning the turtles had confidence in it and could apply it with rigid discipline.

So, What can we Learn from the Turtles?

Well, we know that anyone can learn to trade quite quickly. We also know that simple systems applied with discipline and strict money management will work over time.

The turtle story is inspiring, as we know that anyone with the mindset to succeed can, and it doesn?t matter what we do for a living – trading success is within reach of all of us.

Sacha Tarkovsky
http://www.articlesbase.com/investing-articles/turtles-made-millions-now-you-can-too-80414.html

A True Winner

admin — Mon, 02 Nov 2009 16:41:02 +0000

A True Winner

He was called “Half-Man Half-Fish” and “The Deep Sea Frog” by his fans in the recent 2008 Beijing Olympics. He awed spectators when he broke world records and won all 8 swimming events in Beijing. All eyes were on him and the contest was between all other swimmers and Michael Phelps.

Michael Fred Phelps was born on June 30 1985 in Baltimore, Maryland. His father, Fred Phelps, works for the Maryland State Police and his mother Debbie Davisson Phelps, is presently a middle school principal. His parents got divorced in 1994. Michael has two other siblings Whitney and Hillary who were also swimmers, unfortunately Whitney got into an accident which derailed her career. Michael graduated from Towson High School in 2003 and attended college at the University of Michigan in Ann Arbor where he studies sports marketing and management. In May 2008, the 6”4, 194 lbs swimmer decided to return to Baltimore saying “I am not going to swim for anybody else” and was decided to help the North Baltimore Aquatic club go further.

Phelps as a young teenager started his training at the North Baltimore Aquatic Club under Coach Bob Bowman. His first International competition was at the 2000 Summer Olympics held in Sydney, Australia. He was only 15 at that time making him the youngest American male swimmer at an Olympic Game. He didn’t win any medal; however he finished fifth in the 200m butterfly. After 5 months thereafter, he was able to break the world record in the 200m butterfly making him the youngest man ever to break a swimming record. Then, he was able to make a name for himself. Because of his fame and outstanding success, some people labeled him as “too good to be true”. But like any other man, Phelps has his own life with his own cross to bear. The only difference is he has too much determination.

In his youth, Phelps was diagnosed with Attention-Deficit Hyperactivity Disorder or ADHD which is a neurobehavioral developmental disorder which is typically present during childhood. This is characterized by a persistent pattern of inattention or hyperactivity, as well as forgetfulness, poor impulse control and distractibility. This is a chronic condition with no medical cure. However medication and therapy can treat symptoms. For his part he got engaged in swimming to put an outlet for his “extra energy”. He started swimming at the age of seven. He found a passion for swimming and at age 10 he excelled by holding a national record for his age group. In 2004, he was arrested for driving under the influence of alcohol in Salisbury, Maryland. He pleaded guilty, was fined $250 and was made to speak to high school students about drinking and driving, and to attend A Mothers against Drunk Driving Meeting. Following the incident he realized that he had let himself and his family down.

Michael Phelps, I believe, is one guy everybody should look up to. He is doing an incredible job. Like any other man he believes has his own battle to win. He doesn’t depend on luck to win his battles. He has discipline, determination and teamwork in his system. Despite of all the fame and glory, he remains humble and does what any other 23 year old do; play hip hop music and texts his buddies. He seems too good to be true. “There are moments that I will never forget” he said in an interview. For sure, neither will the whole world.

Rita Mae Badrina
http://www.articlesbase.com/water-sports-articles/a-true-winner-746167.html

The Most Important Article On Day Trading for Beginners

admin — Sat, 31 Oct 2009 13:33:44 +0000

The most Important Article on Day Trading for Beginners.
Telling it as it is!!!!!

Trading is not for everyone, you can lose lots of money trading and trading can make you lots of money, if you plan, study and work hard.

The appeal of day-trading and its overwhelming popularity of late stems from its easy accessibility, and promises of easy money.

Trading is a game of probabilities and at any given point in time a move may happen out of nowhere that was totally unforeseeable.

There are few jobs at which it is more difficult to make a living than trading!

Estimates are that 80% to 90% of all those who begin trading today will lose their trading capital within the next 12 months.

However, if you study diligently, read the works of “the masters,” plan your work and work your plan, you can make a decent living trading right from your desk at home. With your computer, that is.
Officially, “day-trading” is the act of trading during the daily market hours and closing all of your trades before the market closes each day.

To make a living at day-trading, you need the large daily point moves. This is referred to as volatility. Without volatility, a day-trader cannot make money.

You only need to make $100 per day starting with 1 lot. No need to overtrade or be greedy. As your account increases, add the number of lots.

Predicting where the market is going to go.

Not even the professional trader has an idea what is likely to happen to a particular trade, whether it will go in his favor or not. You will never be able to predict the market. So, your best bet is to follow the market, because you certainly aren’t going to lead it.

It is very risky for inexperienced futures traders who try to predict the market and speculate without having enough resources or experience.

Lack of understanding leads to rumours, false belief and wild stories.

New traders with PhDs and new traders lacking high school diplomas succeed and fail alike trading.
Once you realize that the market is not a thinking entity that has an evil streak that doesn’t want you to succeed, you can learn to trade “in the moment”.

The markets are always producing information. That information is always what “has” happened, not what “will” happen. The trader, on the other hand, will take this information and then arrive at some bias or belief as to what “may” happen, or what “should” happen, or “will” happen. No two traders are likely to come to the same exact conclusion although the market is providing them all the same information.

Over the years, system traders have worked out the most important things that bring trading success – it should not be surprising that they have achieved the success they have because it has taken them a great deal of time to learn how to trade well.

Learning from scratch by personal experience is very expensive in all walks of life and especially so in commodity trading. It is therefore surprising how many new traders choose this perilous alternative.

Your trump card in day-trading consists of two components: discipline and method. The most difficult practice for every trader is discipline.

Having “No Fear” to take the next and the next and the next trade no matter what. If you can master this single element, you will be ahead of 99% of all traders. Having the discipline to repeat your proven strategy, day after day, is the single most important facet of successful trading.

Above all, you need to be able to trust your system not to make a hash of things. You have to feel completely comfortable that your system will not make a hash of things.
If you have a simple method that will produce a steady, though small, profit regularly – and follow it religiously – you will be the trader who walks away consistently winning.

————————————————————————————————
About The Author:
Linda Wainman is author of the “Keeping It Simple Day Trading System”
Get the exciting details from http://day-online-trading.com
————————————————————————————————

NOTE: You have full permission to reprint this article within your website or newsletter as long as you leave the article fully intact and include the “About The Author” resource box. Thanks!

****************************************************************************************************

Linda Wainman
http://www.articlesbase.com/finance-articles/the-most-important-article-on-day-trading-for-beginners-64555.html

Drug Addiction Steals the Life of a Young Man, the Second Chance Program Gives Him His Life Back

admin — Thu, 29 Oct 2009 09:14:46 +0000

Senior year of high school Julio started using inhalants. He was bored. A friend offered him gold spray paint. He inhaled, and got a buzz. He liked it. Thus began his recreational use of inhalants. He had good grades in school. And he was doing what he loved, he had always wanted to play soccer, and he was good; being the #6 leading scorer his junior year, and All State. And he was maintaining a 3.0 grade point average.

He arrived at college, with a full financial aid scholarship. He needed this. He was being raised by his father’s parents, as his dad was doing time for accidentally shooting his mother when Julio was 3 or 4. His inhalant usage manifested into an addiction. Julio threw it all away. He flunked out of college, and was kicked out of school, losing all his financial aid.

By the time he was 30, Julio had been arrested 15 or 20 times, he has lost count. This last time he was given an offer to try a new type of incarceration. A place where the inmates are called students and even though it’s a fully secure facility, he finds he feels at home there.

The Second Chance Center is a secure long-term residential rehab and transition program providing an alternative for the judiciary to traditional sentencing to jails and prisons, located in Albuquerque, New Mexico. The program was started by Rick Pendery, a drug rehab veteran, who had piloted a similar program in two Mexican prisons for over five years. “The intent of the program is to restore personal integrity and self-esteem in the inmates, and stem the rising rate of recidivism,” explained the CEO of the center, Rick Pendery.

“After arriving at Second Chance on September 7th of 2006,” Julio explains, “I tried to maintain optimism about being able to successfully function in a sober manner. But with so many failed attempts in the 30 years of my life haunting my memory, my excitement level was low. All at once I noticed the straightforward attitude of the staff and their warm confident receiving of myself that screamed nothing but success. I perceived a vibration that no matter what has occurred in the past or where I’d failed at in life, if I would just allow myself this opportunity, things would be different, and I would not fail!”

“It’s been a step by step process in getting to where I am now from where I was at the beginning.” Julio continues. “At times, the only assurance I had that I was still making progress and being productive was by taking my supervisors’ word that I would get through it. It’s never been an easy program to follow. The idea is simple. But actually doing it is not at all a piece if cake. It takes a lot of hard work and it’s this hard effort made which requires sincere dedication and discipline.”

A unique prison rehabilitation model inside the criminal justice system, The Second Chance Program specifically addresses common deficits found in offenders with substance abuse histories, such as cognitive behavioral skills, life skills, and the development of moral values and restoration of self-esteem, which have been found to have a positive impact on the development of pro-social behaviors and reduced recidivism. Delivered in a secure setting, this six to eight-month program also offers a long-range nutritional and sauna based detoxification program which uses no alternate drugs.

“As I continue to accomplish each step, I become more motivated to continue accomplishing what I set out to do.”, Julio says, “I am not willing to give up in exchange for the past failures or lifestyles. I am just thankful to my lord for his hand of mercy extending through the concept of this program, its staff and my fellow students to support and encourage my continued success here in the program as well as outside of the program in life. Its an ongoing success story that continues today.”

Julio also said, “I had not encountered relief from the whirlwind of recidivism within our justice system until Second Chance. I am no longer a part of it’s vicious cycle but have now become an entity and future pillar in our communities and state willing to assist others in breaking that cycle. My new attitude, outlook on life and actions give credibility to the scripture ‘You can tell a tree by the fruits it produces’. It is through the personally observable transformed life that will encourage others to seek out the same results seen in us. Because of the opportunity presented to me by the Second Chance Program to mature mentally, physically and spiritually as well as the sincere urging and encouragement to do so, we now embraced and continue to run with the Second Chance of having granted myself a Stay of Execution from my own, Self Imposed Death Sentence that I had once voluntarily handed down to myself because of my choice to use drugs.”

Jayden Adams
http://www.articlesbase.com/news-and-society-articles/drug-addiction-steals-the-life-of-a-young-man-the-second-chance-program-gives-him-his-life-back-120468.html

G.I. Joe Valor vs. Venom: Dr. Link Talbot and Cobra Commander

admin — Mon, 26 Oct 2009 07:47:17 +0000

G.I. Joe, America’s daring, highly trained special mission force, faces a fearsome new threat from the evil Cobra organization. Dr. Mindbender has joined the DNA of Cobra fighters with that of the Earth’s most savage creatures, creating hybrid warriors with dangerously superior fighting skills. To fight these V-Troops, the G.I. Joe team develops advanced battle technology. It’s a thrilling new chapter in the battle to protect freedom and justice! Chief veterinarian at a national zoo, Link is a third-generation vet who grew up on a farm in northwestern Massachusetts. He joined the Navy after high school and became a SEAL, completing two tours of duty before hanging up his wet suit to attend the University of Pennsylvania School of Veterinary Medicine, where he earned a V.M.D. and Ph.D. He’s a hardened soldier, with the steel discipline of a SEAL and championship-winning martial arts skills. His skills as a vet, scientist and combat-trained soldier prove invaluable to the G.I. Joe team as they fight the venomization plans of COBRA Commander and Dr. Mindbender. Cobra Commander is the ruthless egomaniac who leads the evil forces of Cobra in their bid for world domination. Devoid of conscience or scruples, he will stop at nothing to achieve his terrible goals, going so far as to order the twisted genius DR. Mindbender to experiment with combining human and animal DNA to produce more savage warriors for his legions. He is a small-time hustler and card-cheat who has risen to greater power than was ever expected, but the same could be said for many infamous dictators of the past. Two-pack includes Dr. Link Talbot and Cobra Commander figures with multiple masks. Figures come with accessories and file cards. Each figure measures approximately 4″ tall.

Is the Military for You

admin — Fri, 23 Oct 2009 06:37:54 +0000

Nothing is as difficult as choosing your career, unless of course, you are one of those who have their sight on distant horizons. There are so many career options to choose from and if you are considering the military, you should know all about it before you jump to a decision. There are many counseling websites that readily answer all your queries and soothe all the concerns you may have.

Lets learn about the military and what it offers you as a career. In the U.S army there are 4,100 different officer and entitled placements for both, full-time and part-time duties. Every year the U.S army hires 365,000 people in more than 4,100 categories.

Military jobs have been divided into two broad categories, enlisted and officer and each service demands different requirements. The details are:

Enlisted:

Qualification: High school diploma or equivalent.

Job category: Office work, transportation, mechanical, human services and important combat jobs.

Share in total military service: 85% of service personnel.

Pay grade: E-1 to E-9

Officers:

Qualification: College degree or more.

Job category: Managerial, professional and technical jobs.

Share in total military service: 15% of service personnel.

Pay grade: O-1 to O-9

To find out which job category is in line with your educational qualifications, skill-set and temperament, you could take an ASVAB test. The military recognizes ASVAB scores. Students in junior high school can take the test along with the senior high school students and the postsecondary students. The test scores can be used for enlisting with the military for two years after taking the test. Students can also retake the test at any time. ASVAB tests not only map the ability of student to do a particular job, it also opens up other career vistas at the same time, by mapping their scores with other career options as well.

If you want a life of discipline, with a mission, you need to identify a career that is rewarding as well as adventurous. Even if you feel that you are best suited for the army, look before you leap and evaluate all the aspects. Enlist only after you have considered the option well. Every year thousands of individuals take on the responsibility of protecting the land, maintaining peace and providing relief to those hit by calamities. The conditions as well as the environment of work can be very challenging.

Being selected for a non-combat job does not guarantee that the work atmosphere will always be safe. Any job category within the military requires self-discipline, intense physical training and work, education and a dedication to fight and excel in any environment. The benefits of the service are many, including training, educational support, honor, travel, good pay and not to forget the adventure involved. However, a military service means time away from family and friends. Weigh all the pros and cons of the service properly and if you still think that a life of discipline, mission and adventure is what you are looking for, you need to consider the army.

Kris Koonar
http://www.articlesbase.com/careers-articles/is-the-military-for-you-86864.html

Are You Ready to Be an At Home Medical Transcriptionist?

admin — Fri, 23 Oct 2009 06:37:35 +0000

Medical transcription is a great work at home job but it has its challenges. This job requires more training than many of the other common work at home jobs. You can’t just apply and get a job.

The reason for this makes quite a bit of sense. You’re working on people’s medical records. You must know what you’re doing and you have to be exceptionally accurate.

So training is the first step, right?

Nope. The better medical transcription training programs available online won’t even look at you as a student unless you have certain skills already. You have to be able to type fast enough. 40 wpm is a good minimum, and you will want to speed up from there. You have to have an excellent vocabulary and grammar. You have to be able to pick up new terminology quickly.

Once you have those, then you can start looking at training. Depending on your needs you can consider an online program or check out your local community college for courses. You will want a high quality program as that is what helps you to land that first job. Take the wrong kind of training and no one will want to hire you until you have experience.

I personally recommend online training. For one it is the most similar to how you will be working at home. Training at a school is, well, training at a school. You aren’t learning as much about self discipline.

Online training also has the advantage that the best schools are well known to the major medical transcription companies. This improves your chances of getting a job as the companies know the quality of students these schools turn out.

Keep working on that typing speed, as many companies will want more than that basic 40 wpm that let you get into medical transcription school. Besides, the faster you work the more you can earn as most jobs are paid by the line.

If you work for a medical transcription company you may not need to buy any of your own equipment, assuming you have a computer already. Many companies will provide you with the minimum software, foot pedal and headphones you will require. If not, they will tell you what is compatible with their systems.

Before you get hired you will want to have a good place to do your work. You will want relative quiet. Maybe you want to work at home to have more time with your family, but when you are working you do need to be able to work in peace. Trust me.

The trouble can be that many doctors dictate very poorly, as though they don’t realize anyone has to understand what they say. Nurses who have gone into transcription have been known to be shocked at the difference. So don’t assume your children can play at your feet as you work. Find a quiet place in the house or work when the kids are asleep or at school.

If you are serious about a career in medical transcription your time getting prepared will not be wasted. You can earn good money as a medical transcriptionist and have highly flexible hours. But it’s not for everyone.

anonymous
http://www.articlesbase.com/home-business-articles/are-you-ready-to-be-an-at-home-medical-transcriptionist-97825.html

Stay On Course With an Associate Degree Online

admin — Mon, 19 Oct 2009 08:31:34 +0000

An old saying goes, “If you want to give God a laugh, then make plans.” Many would be college graduates have found this to be true, as life has often gotten in the way of their educational goals. From lack of financial resources to changing life responsibilities like unplanned pregnancy, fate often closes the doors on college when you least expect it.

Everybody knows that going to college is ideal. It was recently reported that those with a Bachelor degree would earn over a million dollars more in their lifetime than those without. However, if a Bachelor degree is just too unrealistic for you right now, there is always the option of an associate degree online.

Many accredited colleges and universities, from small community colleges to the biggest names in education are instilling online programs as a valid and extremely beneficial way to get promising students through to that goal of a degree. Schools often miss out on bright pupils due to the fact that they just cannot get to the classroom. Allowing the option of an associate degree online helps not only those who have been dealt a tough hand in life, but also broadens the schools’ demographics and areas of achievement.

There are things to consider when deciding if an associate degree online is the right path for you to take. First and foremost, remember that online courses can be just as challenging as traditional classroom sections, and sometimes even more so. This is because getting an associate’s degree online commands a high amount of discipline and commitment.

Another thing to consider is the mode of communication available to you. Oftentimes you can go through an entire course without ever meeting your instructor or fellow students face to face. It’s essential that you have proper email etiquette and are able to express yourself properly through words. You don’t have to be a Pulitzer Prize winning novelist to get the job done, but it does help to be well versed in online communication. Being able to say what you want to say without being able to physically speak will bring you great success in online discussion group chat sessions and with emails to your instructor and fellow classmates.

Earning an associate degree online may require tight deadlines that are non-negotiable. You must have reliable computer access and transportation to onsite tests when necessary. Again, it is important to stress the fact that online degrees are not an easy way out. They are for students just as committed as those who sit in lecture halls each and every day.

Lastly, you must know what the online associate degree will get you. Make sure your college of choice accredited. If it’s not, it is in your best interest to choose a school that is. Employers look upon accredited programs much more highly and when you enter the workforce you will want to be taken seriously. Don’t waste your time or money on a school that won’t be able to properly train you for the career in which you plan to enter.

Many people believe that an associate degree is a worthless commodity, however it has helped to raise the salaries and lifestyle of countless Americans across the nation that otherwise would be struggling along with merely a high school diploma.

Pursuing any form of higher education shows businesses that you care about your future and you are filling it with all of the knowledge that your life will afford. An online associate degree is a great way to say to potential employers, life has been tough but I did not give up. I am determined to take my education as far as it will allow, and the same ambition and hard-working mentality will be applied to the position that I’d like to have in your company.

An associate degree online program gives you the practice in devotion and discipline that you need to be successful in the real world where jobs are scarce and offices are more competitive than ever before. Get going on the right track by gaining a quality education online today.

Andy West
http://www.articlesbase.com/non-fiction-articles/stay-on-course-with-an-associate-degree-online-120628.html

Teacher’s Ethics

admin — Sat, 17 Oct 2009 08:24:23 +0000

Considering the fact that students spend a great part of their life at school, one may come to conclusion that schools contribute significantly into overall ‘quality’ of students’ lives. No wonder that personality of a teacher is of crucial importance; moreover, some teachers turn into extremely important people for the whole life due to the impact they make while teaching us. It is good if this impact is positive and brings motivation for students, however, it sometimes happens that teachers manage to spoil not only mood of a student but intrude into internal world, leaving unpleasant vestige there. That is why the statement that, “What the teacher is, is more important than what he teaches”, expressed by Karl Menninger is really truthful. Question of teacher’s ethics has been on the agenda since teachers appeared and it is still important to talk about that.

As long as children go to school to get knowledge and develop themselves, so long teachers are in need. And as long as teachers are working with young personalities, so long the question of their professional ethics is staying on the agenda. Ethics can be inborn but it can and should be developed. Some people are born tactful, tolerant and moral enough to become good professionals in terms of ethics. Some are taught how to behave in order to correspondent to necessary requirements of ethical conduct. What kind of a person one needs to be to be an ethical teacher? Certainly, a teacher has to be loyal meaning being patient to students and caring about them, despite individual abilities of this or that student. Teacher should not shout at students and demonstrate irritation. That doesn’t mean that teachers should allow everything or let alone allow disrespect. When conducting a class, a good teacher should cultivate mutual respect and absolute tolerance. And thus he has a right to demand the same attitude. Today students rarely hear about punishment, which was an indispensable element of education some centuries or even decades ago. Some conservative-minded people claim that punishment brought positive fruit in the form of students’ commitment to discipline and self-discipline, as a result. Anyway, today corporal punishment is believed to be an atavism and a way to humiliate students, while humiliation can hardly be a good companion in any educational process. Teachers’ ethics should not allow teachers choose “favorites” in the group and differentiate students. If one monitors Mass Media reporting or at least tracks mainstream reports one will definitely recollect some notorious cases of teachers’ sexual harassment, which shock public. Indeed such cases are not that rare nowadays. Sure, sexual harassment is probably most dishonorable examples of violating teacher’s ethics and is even a subject of criminal law. However, even minor misdemeanors may turn into breaking ethical code of conduct.

Teachers are the people, who should serve for students not only as examples of high education but of decent behavior as well. That is why each violation of teacher’s ethics may cause some really serious consequences and turn into crucial mistakes. For example, ignoring some student may lead to personal complexes because a young personality will feel depressed and underestimated. Of course, much depends on child’s family, surrounding, but as it was stated from the very beginning school is the place where children spend a great part of their time and that’s why they are growing as personalities at school. It is vital that they grew in a healthy atmosphere, surrounded by professional teachers that would be able to not only give knowledge but give lessons of ethics too.

Daniel Hunt
http://www.articlesbase.com/article-writing-articles/teachers-ethics-64131.html

Teacher’s Ethics

admin — Sat, 17 Oct 2009 08:24:23 +0000

Daniel Hunt
http://www.articlesbase.com/article-writing-articles/teachers-ethics-64131.html

The Two – Minute Teaching Tip – Fighting Fear!

admin — Tue, 13 Oct 2009 05:32:37 +0000

Your students are deathly afraid of making mistakes and looking stupid in front of their peers. Failure hurts…especially at school…especially in front of their friends. Were you ever humiliated in front of your classmates? I was. It still hurts!

To avoid the potential for making a mistake and looking stupid, students, especially failure-prone students, refuse to risk… They refuse to try… They refuse to participate. Without participation, learning is limited. “The person who does the work does the learning.”

Sounds crazy! But, in an effort to protect themselves and avoid looking stupid, students choose to appear lazy by not participating. They would much rather appear lazy than stupid. They can control lazy, but they can’t control looking stupid. It’s about control.

When students see themselves as failures… As dummies… As stupids… Discipline problems erupt. It’s only natural. Our greatest desire as human beings is to be accepted! Our greatest fear is rejection! When students fail, they feel the greatest of all pains… The pain of rejection. Then, they strike back out of frustration and pain. Eventually, discipline becomes a problem.

What’s the point? As a teacher, fighting fear by reducing the fear factor is one of your primary goals. Sound difficult? Not really.

For twenty-five years, I worked in the world’s largest failure warehouse… The Texas Department of Corrections. During my years as an educator in the prison system, one lesson became increasingly apparent. That lesson was the negative impact fear… Fear of failure… Has on students’ willingness to risk and learn.

To overcome the tendency for students to withdraw from the class both mentally and physically, I developed a simple, but highly effective way to encourage student involvement. Give your students the risk level! That’s right. Tell them the potential for failure involved in a task before asking them to volunteer… To participate.

Here’s how it works. On the first day of school, tell them you realize fear of failure and embarrassment could limit their willingness to participate and learn. Want to really, really win them over? Tell them about a time when the fear of failure affected your life. Even better, make the example about school, and you’ll be an instant hero. You’ll seem human. They’ll love you for it!

Risk level is measured on a scale of 1 to 10, with one having a prerequisite of being able to breath. Most of us can do that! Right? No way to feel the fear of failure when an activity is a risk level of one. Your students will rush to tackle any task with a risk level of one.

You’ll see hands start to go up in midair with blinding speed. You’ll see students volunteer who had never ever considered volunteering before. Feeling in control and succeeding, even in a minor way, has positive effects.

What’s the point? Before you have your students participate in an activity, always give them the risk level. Tell them up front about the potential for failure! The more difficult the task… The higher the risk level. It’s simple. It’s powerful. It’s doable. Let’s do it!

Start with risk levels where everyone… Yes, everyone feels confident enough to risk. Then, work up the scale.

Admittedly, a risk level of 10 is a little on the scary side. But after a few weeks of applying this simple failure and fear reducing process, your students learn to trust you. When they learn, actually learn… You aren’t out to get them or embarrass them, even your failure-prone students will start to risk. That’s exciting!

Please remember this is a gradual process. It takes time to build the trust necessary to risk failure. Give the process time.

One thing to remember… Intermingle risk levels up and down the scale. Start with ones. Then, graduate to twos and threes. This gives the failure-prone students the opportunity to risk and win. Once the students have a few successes under their belts… The sky is the limit!

As a teaching tool, this is an awesome one. Like any other tool, it is only useful when you use it. Make it a habit. Give your students the opportunity to control their own destiny by giving them the risk level.

It’s simple. It’s powerful. It works!

Ready to risk? Try it! It’s a risk level 5…

10 ways to reduce fear in the classroom…

1. Fear-less… Make your classroom a fear-less place by developing a simple fear strategy. This strategy minimizes the fear of making mistakes. It’s simple. Discuss fear and how it affects behaviors in the classroom. Start with a simple question. How many of you feel you will make a mistake or miss a question on a test this year? The key is openness. When students see that learning involves making a few mistakes, they will risk. As the teacher, your hand should go up first to say you’ll make mistakes this year, too!

2. Share… Tell’em about your own experiences when you suffered feelings of failure. Tell them how it felt when you made mistakes in school. Be specific! Tell a story about you! This one exercise in bravery will reap tons of good will. Hey, you’ll actually seem human.

3. Tell them… Tell them about the risk level… You know, the article above. Remember 1 to 10…

4. Bad day… Tell them it’s okay to tell you when they are having a bummer day. You’ll avoid calling on them. Watch for abuse of this one! The abuser may need a double-dose of insight about risking and failing. Again, personal stories work wonders here.

5. Ask the question… What can I do to help reduce your fear of making a mistake and being embarrassed? This one takes patience. Give them time…Tons of time. Let them open up. Students know their fears. Let them have the opportunity, in a safe and non-judgmental atmosphere, to discuss them. This one activity can set the stage for a dizzying school year of success for you and your students. But, you’ve gotta do it!!! It won’t happen unless you make it happen.

6. Change their perception… Instill in each student it takes courage to risk making mistakes and failing. The student who risks is a hero. Teach the class to celebrate mistakes. Yes, you can! You can change how students feel about making mistakes by having them see those who risk as heroes. If it worked in prison, it can work for you. Work it! Change their perception!

7. What to do? Discuss with your class the options they have to respond to mistakes. Have the class make a list of possible responses they might employ after making a mistake. For example: when students feel the pain of failure because they answered a question incorrectly, what do they do? Here’s an option… Have them say, wow, that took courage! I’m glad I tried. This is good! Why? Because everyone will have access to these options to counteract their negative failure feelings.

No, they aren’t… These options are not excuses. They are rewards… Verbal rewards for having the courage to risk failure even when the risk results in a mistake. The class needs a minimum of 20 mistake rebuttal options.

8. Might fail? Worried? When students anticipate a situation where failure is a possible outcome, what can they do? Not all teachers embrace a fear strategy… Because keeping students off balance and fearful is their goal. You know it’s true! Then, what is a student to do? Here’s where you come in again. Discuss it! That’s right, have the class discuss situations where they might feel out of control because of the potential for failure. For example: test anxiety is a major concern of students. What can be done to deal with stress? Deep breathing? Dropping the jaw and shoulders?

What’s the point? Look for situations and provide students tools to deal with these situations. Make a list of what to do’s! The list should include other areas of the students’ life. Work… Home… Dating…

9. They can handle it! Several years ago, I read a super-fantastic book… Feel the fear and do it anyway by susan jeffers. The book was based on one overriding principle. No matter what… You can handle it! Twenty years ago my father came for a short visit.

He was healthy. His color was good. He had never been in a hospital. Just before returning home, he had a heart attack and died in my arms. It was devastating!

What’s the point? You have suffered many failures, heartaches and setbacks in your life. Guess what? You’ve handled all of them. You are still here! Your students need to learn this lesson of life as early as possible. They can handle mistakes, failure and embarrassment. Show them by teaching them this one powerful statement: no matter what… I can handle it! Have them say it over and over with tons of emotion. I can handle it! I can handle it! I can handle it!

10. Instill in each student the joy of learning and growing. How? By being an example of a lifelong learner. By demonstrating your love and enthusiasm for your subject area. By making what you teach meet the needs and wants of your students. It can be done. To this day, my oldest son loves history because of one wonderful teacher. That’s right, just one teacher who loved his subject so much he became contagious. This contagious enthusiasm for history touched each student’s life in a special way.

What’s the point? When your students develop the love of learning, risking is worth the risk.

Think about this statement, in fact, read it several times… Knowledge without action is as worthless as a parachute after the first bounce.

What’s the point? You now have some awesome tools to fight fear in your classroom. These tools are absolutely worthless unless you use them. Use them daily… Until they become a habit. Force yourself to act differently than you feel. Why? Implementing this fear fighting process will feel uncomfortable at first! Why? Because it’s new, unfamiliar and you could fail. You could make a mistake. You might even feel a tinge of fear. But, go ahead… Do it! You can handle it!

The best to you, Karl.

Karl Davidson Training and Consulting Company specializes in making school a place where teachers and students want to be.

http://www.workshopsthatwork.com
http://lovethatlesson.com

Karl Davidson
http://www.articlesbase.com/education-articles/the-two-minute-teaching-tip-fighting-fear-751761.html

The Two – Minute Teaching Tip – Fighting Fear!

admin — Tue, 13 Oct 2009 05:32:37 +0000

What’s the point? As a teacher, fighting fear by reducing the fear factor is one of your primary goals. Sound difficult? Not really.

Start with risk levels where everyone… Yes, everyone feels confident enough to risk. Then, work up the scale.

Please remember this is a gradual process. It takes time to build the trust necessary to risk failure. Give the process time.

It’s simple. It’s powerful. It works!

Ready to risk? Try it! It’s a risk level 5…

10 ways to reduce fear in the classroom…

3. Tell them… Tell them about the risk level… You know, the article above. Remember 1 to 10…

He was healthy. His color was good. He had never been in a hospital. Just before returning home, he had a heart attack and died in my arms. It was devastating!

What’s the point? When your students develop the love of learning, risking is worth the risk.

Think about this statement, in fact, read it several times… Knowledge without action is as worthless as a parachute after the first bounce.

The best to you, Karl.

Karl Davidson Training and Consulting Company specializes in making school a place where teachers and students want to be.

http://www.workshopsthatwork.com
http://lovethatlesson.com

Karl Davidson
http://www.articlesbase.com/education-articles/the-two-minute-teaching-tip-fighting-fear-751761.html

Practical School Discipline (Paperback)

admin — Mon, 12 Oct 2009 08:56:13 +0000

Books

The Two – Minute Teaching Tip – Fighting Fear!

admin — Fri, 09 Oct 2009 04:45:24 +0000

What’s the point? As a teacher, fighting fear by reducing the fear factor is one of your primary goals. Sound difficult? Not really.

Start with risk levels where everyone… Yes, everyone feels confident enough to risk. Then, work up the scale.

Please remember this is a gradual process. It takes time to build the trust necessary to risk failure. Give the process time.

It’s simple. It’s powerful. It works!

Ready to risk? Try it! It’s a risk level 5…

10 ways to reduce fear in the classroom…

3. Tell them… Tell them about the risk level… You know, the article above. Remember 1 to 10…

He was healthy. His color was good. He had never been in a hospital. Just before returning home, he had a heart attack and died in my arms. It was devastating!

What’s the point? When your students develop the love of learning, risking is worth the risk.

Think about this statement, in fact, read it several times… Knowledge without action is as worthless as a parachute after the first bounce.

The best to you, Karl.

Karl Davidson Training and Consulting Company specializes in making school a place where teachers and students want to be.

http://www.workshopsthatwork.com
http://lovethatlesson.com

Karl Davidson
http://www.articlesbase.com/education-articles/the-two-minute-teaching-tip-fighting-fear-751761.html

The Two – Minute Teaching Tip – Fighting Fear!

admin — Wed, 07 Oct 2009 02:32:27 +0000

What’s the point? As a teacher, fighting fear by reducing the fear factor is one of your primary goals. Sound difficult? Not really.

Start with risk levels where everyone… Yes, everyone feels confident enough to risk. Then, work up the scale.

Please remember this is a gradual process. It takes time to build the trust necessary to risk failure. Give the process time.

It’s simple. It’s powerful. It works!

Ready to risk? Try it! It’s a risk level 5…

10 ways to reduce fear in the classroom…

3. Tell them… Tell them about the risk level… You know, the article above. Remember 1 to 10…

He was healthy. His color was good. He had never been in a hospital. Just before returning home, he had a heart attack and died in my arms. It was devastating!

What’s the point? When your students develop the love of learning, risking is worth the risk.

Think about this statement, in fact, read it several times… Knowledge without action is as worthless as a parachute after the first bounce.

The best to you, Karl.

Karl Davidson Training and Consulting Company specializes in making school a place where teachers and students want to be.

http://www.workshopsthatwork.com
http://lovethatlesson.com

Karl Davidson
http://www.articlesbase.com/education-articles/the-two-minute-teaching-tip-fighting-fear-751761.html

Teaching Practice: Concept, Stages, Objectives & Suggestions

admin — Sat, 03 Oct 2009 00:37:58 +0000

Introduction

Practice teaching occupies a key position in the programme of teacher education. It is a culminating experience in teacher preparation. It provides opportunity to beginning teachers to become socialized into the profession (Furlong et.al, 1988). Performance during practice teaching provides some basis for predicting the future success of the teacher. Outgoing popularity and centrality of practice teaching is an important contributing factor towards the quality of teacher education programme. During practice teaching working with students in schools provides a high degree of emotional involvement of a mostly positive nature. Student teachers feel themselves grow through experience and they begin to link to a culture of teaching. During practice teaching, they feel engaged, challenged and even empowered (Trowbridge and Bybee, 1994; sharafuddin, and Allison, 1969).

Definitions of Practice Teaching

A number of terms such as the practice teaching, student teaching, teaching practice, field studies, infield experience, school based experience or internship are used to refer to this activity (Taneja, 2000). The term practice teaching embraces all the learning experiences of student teachers in schools (Ashraf, 1999). The term practice teaching has three major connotations: the practicing of teaching skills and acquisition of the role of a teacher; the whole range of experiences that students go through in schools; and the practical aspects of the course as distinct from theoretical studies (Stones and morris, 1977).

Practice teaching is the name of the preparation of student teachers for teaching by practical training. It is the practical use of teaching methods, teaching strategies, teaching principles, teaching techniques and practical training and practice / exercise of different activities of daily school life.

Objectives of Practice Teaching

According to Akbar (2002) Following are the objectives of practice teaching:

To provide the prospective teachers with an opportunity of establishing an appropriate teacher pupil relationship.

To provide an opportunity for evaluating the student potential as a teacher and suitability for the teaching profession.

To develop personal relationship with others: administrators, teachers, parents and students.

To provide the future teacher with practical experience in school to overcome the problems of discipline and enable him / her to develop method of control.

To provide with an opportunity to put theories into practice and to develop a deeper understanding of educational principles and their implication for learning.

To enable the student teachers effectively to plan and prepare lessons.

To develop skill in the use of fundamental procedures, techniques and methods of teaching.

To develop desirable professional interests, attitudes and ideas relative to teaching profession.

To enable student teachers to acquire desirable characteristics / traits of a teacher and to display appropriate behaviour.

To provide student teachers with an opportunity to have teaching evaluated and to gain from the benefits of constructive criticism.

To provide an opportunity for self evaluation and to discover own strengths and weaknesses.

To develop skills in future teachers related to teaching like fluent speaking, meaningful reading, using blackboard and other teaching material.

To provide an opportunity to liaise with school environment, its functioning and with community and its resources.

To provide for the exchange of ideas and methods between practicing school and teacher training institution, by teacher training institutions’ staff and students, perceiving new ideas material and equipment in use in practicing schools and introducing new ideas, material and equipments into the school.

Stages in Practice teaching

Following are the stages in practice teaching

Primary Stage

It is necessary to make a trip of student teachers to that particular school, where they are going for practice teaching. The main aim of this tour is to see the concerned head teacher, class teachers and school staff in order to acquire information about school and its environment. Student teachers must observe the teaching methods of school, methods of concerned class teacher, copies or notebooks of the students and their usual routine. On return from the tour student teachers must have the details about scheme of studies, age of the students, strength of the class, abilities and specific problems of the students, timing of the school, textbooks and teaching aids.

Preparation of Lesson

For the preparation of lesson student teachers must know the subject, the relevant books and audio visual aids. Which he / she is going to teach. Because already prepared lessons give confidence to the teacher. Student teachers and supervisor can reform the teaching learning process after its evaluation.

Qualities of a Good Lesson

A good lesson has the following qualities:

i) Lesson planning should be in complete detail.

ii) Lesson should be interesting.

iii) Effective and timely use of teaching methods and teaching aids.

iv) Student should be ready for learning.

v) Students should be involved practically in teaching learning process.

vi) Lesson should be taught in professional and friendly environment.

vii) All students should be given same attention by keeping in view their individual differences.

Teaching in Classroom

The stage of teaching in the classroom is known as practice teaching. Student teachers while teaching in the classroom passes through different steps of his / her teaching (Introduction, presentation, recapitulation) and concerned teacher / supervisor assesses / observes his / her lesson.

Evaluation of Teaching Practice

In order to evaluate the teaching practice supervisor observe the student teacher while teaching in the classroom. Supervisor evaluates / observes the punctuality, lesson planning, teaching methods, use of audio visual aids, adequacy of audio visual aids, pitch of voice, dress, start and end of lesson, interest of the students, discipline of class, use of black / white board, students’ notebooks and objectives of the lesson.

Participation in Other routine Works of School

Teaching in the classroom is not only the objective of teaching practice, but also to provide training in all activities / work which student teachers are going to perform in future during their job. For this purpose they have to spend whole day in school as teacher. They have to participate in all the activities of school e.g preparation of timetable, preparation and maintenance of different registers, evaluation of class work and home work, arrangement of tutorial groups, sports / games, morning assembly, co-curricular activities, duty during recess, duty as day master, duty before and after school timing, decoration of classroom, preparation and maintenance of attendance board, news board, information board, look after and arrangements of A V aids room, home economics room, science laboratories and library.

How to deal with students’ parents, officers of the school, school employees and guests are also the part of teaching practice. Duties as invigilators, preparation of question papers for examinations, evaluation of answer scripts and compilation of results is also part of teaching practice.

Role of Supervisor in Teaching Practice

Supervisor has an important role in practice teaching as:

i) A resource person

ii) An adviser

iii) A general moral booster

iv) An interpreter of feedback

v) An assessor

Supervisor’s duty is not only to evaluate the lessons of teaching practice, but by using his / her all the abilities to make this experience (All the stages of teaching practice) result oriented. He / she should has all the planning before hand. He / she should have meeting and conversion with teacher educators, experienced teachers of the institution, educationists, concerned school head teachers and other teachers.

Introductory lectures should be arranged before the departure of student teachers to the practicing schools in order to aware the student teachers about the preparation of lesson plans and other assigned activities. During teaching practice it is the duty of supervisors to supervise their lessons, other assigned activities, guidance and counseling as well as provide the student teachers with feed back and to enable them so that they can criticize and reform themselves. During the teaching practice student teachers should not be criticized in front of the practicing school staff and students. If there is a need then all the student teachers should be gathered and should be scolded and warned without nominating and asking the name. Supervisors’ role is to prepare teachers for future, therefore he / she should act as a facilitator.

Teaching Practice in Pakistan

Different teacher training programmes are being offered in Pakistan. In all the programmes teaching practice is compulsory component except M.Ed (Master of Education). In true spirit we can produce good teachers through this activity, but the procedure adopted in Pakistan is just to pass / kill the time. Teaching practice duration is very short, it is about 4 to 8 weeks or teaching of 60 to 75 lessons. During teaching practice student teachers are bound to the classrooms for teaching. They are not trained for the other activities performed in schools. Therefore, effective learning could not take place. Student teachers are bound to use easy principles and methods of teaching. They are just being taught how to start the lesson, how to control the class, how to keep an eye over the students while writing on the black / white board.

Teaching practice is doing nothing to teaching other than adhoc basis. The schools where teaching practice is conducted are doing nothing but only bearing it and not taking active part in the preparation of teachers of future. The administration and teachers of practicing schools are not aware with the information and evaluation techniques, which are used during teaching practice. They are not fully aware about the importance of teaching practice for student teachers and future generations.

It is a fact that student teachers are not perfect teachers, practicing schoolteachers can’t give them full authorities but they can trust on them. Practically two ways are being seen here in Pakistan. Firstly these uninvited guests are consider inferiors teachers and criticized without any justification. Secondly some teachers transfer their all burden to them.

In some teacher training institutions selection of lessons is kept up to the choice of student teachers and they select such lessons which are very easy and in which minimum audio visual aids are used.

Suggestions to Improve Teaching Practice in Pakistan

Here are some suggestions to improve the teaching practice in Pakistan.

a) In teacher training institutions teaching methods were not only teach but also practically demonstrated by the teacher educators.

b) The duration of teaching practice should be increased up to 12 weeks at least, so that practical training should be given for a quarter of the year.

c) Teaching practice should not be consisted of classroom teaching only. Other aspects like attendance of students, collection of fee, calculation of fee, preparation of registers, conduct of morning assembly, conduct of co-curricular activities, preparation of question papers, marking of answer scripts, compilation of results, solution of students’ problems and meetings with students’ parents should be included.

d) Microteaching should be adopted in teacher training institutions and model lessons should be given before student teachers by experts as well as by video films.

e) Student teachers are not given marks only for model lessons and all the aspects of teaching practice should be included in evaluation.

f) In order to make the evaluation of teaching practice more effective, appropriateness of lesson, teaching methods, teaching aids, practical organization of lesson, interest of students and teachers and students’ answers should be included in evaluation.

g) It should be encouraged that student teachers make audio visual aids by them selves and student teachers should be given / provided guidance after every lesson.

h) In order to make teaching practice more effective, it is also proposed that student teachers should watch the lessons of experienced teachers for one week and write evaluation report about them and supervisors should provide guidelines to student teachers in the light of this evaluation report.

i) It should be ensured that student teachers keep the sequence of lessons in such a way, so that they can teach all types of lessons and use different teaching methods.

j) Prior to teaching practice student teachers should practice in their fellows in order to build more confidence in them.

k) During teaching practice student teachers should be given projects, which cover all the aspects of teaching practice i.e. (preparation of teaching kit, planning for decoration of classrooms, betterment of environment and provision of facilities).

l) During practice teaching prospective teachers should be made habitual of preparing daily lesson plan.

m) Practice teaching should be more realistic and suited to the actual class room situations.

Conclusion

Teaching practice is an activity, which can play an important role in the preparation of teachers. Its effectiveness is necessary for the nation. It is a milestone for professional adolescence. It is a combination of personality, professional skills, knowledge and training, which is fuel for an endless journey. Now it is the duty / responsibility of teacher educators and teachers of practicing schools to make this fuel / expenditure endless.

Bibliography

Akbar, R.A. (2002).A study of Practice Teaching of Prospective Secondary School

Teachers and Development of a Practice Teaching Model, Arid Agricultural

University, Rawalpindi (Unpublished PhD Thesis).

Ali Murtaza,(2005). Comparative Study of Practice Teaching in Formal and Non formal

Systems and Development of a Model, Arid Agricultural University, Rawalpindi

(Unpublished PhD Thesis).

Brown, P.D. & Brown N.R.(1990). Effective Teaching Practice. Stanley Thornes,

England.

Cohen, a. & Carver, N. (1970). A Students’ guide to Teaching Practice. University of

London Press, London.

Cohen, L.& Manion, L.(1983). A Guide to teaching Practice. Methuen, London.

Furlong, V.J.;P.U. Hirst and K. Pocklington.(1988). Initial Teacher Training and The

Role of the chool. Open University Press, Philadelphia.

Govt. of Pakistan. (1997). Pakistan Vision 2010. report; seminar on education. Planning

and Development Division, Islamabad.

Malik, S.R.(1992). The System of education in Pakistan. National Book Foundation,

Lahore.

Muhammad Ashraf (1990). Dictionary of Primary Education. A.P.H. Publishing

Corporation, New Delhi.

Shah, R.A.(1995). Education and Teacher education in Pakistan. Pakistan study Centre,

University of Sindh, Jamshoro.

Taneja, R.P.(2000). Encyclopedia of Comparative Education, Vol.4. Anmol Publications

Pvt. Ltd., New Delhi.

Walkin, L.C.( ). Instructional Techniques Practice. Stanley Thornes, Bargenham.

Aijaz Ahmed Gujjar
http://www.articlesbase.com/college-and-university-articles/teaching-practice-concept-stages-objectives-suggestions-749974.html

Teaching Practice: Concept, Stages, Objectives & Suggestions

admin — Sat, 03 Oct 2009 00:37:58 +0000

Introduction

Definitions of Practice Teaching

Objectives of Practice Teaching

According to Akbar (2002) Following are the objectives of practice teaching:

To provide the prospective teachers with an opportunity of establishing an appropriate teacher pupil relationship.

To provide an opportunity for evaluating the student potential as a teacher and suitability for the teaching profession.

To develop personal relationship with others: administrators, teachers, parents and students.

To provide the future teacher with practical experience in school to overcome the problems of discipline and enable him / her to develop method of control.

To provide with an opportunity to put theories into practice and to develop a deeper understanding of educational principles and their implication for learning.

To enable the student teachers effectively to plan and prepare lessons.

To develop skill in the use of fundamental procedures, techniques and methods of teaching.

To develop desirable professional interests, attitudes and ideas relative to teaching profession.

To enable student teachers to acquire desirable characteristics / traits of a teacher and to display appropriate behaviour.

To provide student teachers with an opportunity to have teaching evaluated and to gain from the benefits of constructive criticism.

To provide an opportunity for self evaluation and to discover own strengths and weaknesses.

To develop skills in future teachers related to teaching like fluent speaking, meaningful reading, using blackboard and other teaching material.

To provide an opportunity to liaise with school environment, its functioning and with community and its resources.

To provide for the exchange of ideas and methods between practicing school and teacher training institution, by teacher training institutions’ staff and students, perceiving new ideas material and equipment in use in practicing schools and introducing new ideas, material and equipments into the school.