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    Kids Do What We Do Not What We Say
    Kids Do What We Do Not What We Say
    Kids Do What We Do Not What We Say
    Ebook97 pages43 minutes

    Kids Do What We Do Not What We Say

    By M.S. Saravanan

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    About this ebook

    This book comprising of thirty-two parts, is very interesting and could serve as a guide for young teachers. It can also be an effective tool for policy makers. The author, with his wide teaching experience, is confident that by giving autonomy to students the restricting structures in the system can be removed entirely. He presents his personal experiences as a Teacher and a chief administrator and applies practical wisdom to critical issues that administrative leaders face.
    The arguments and insights presented in this book are thought-provoking, like-learner-focused and they discuss teaching kindness through service to the society. Kids don't learn from people they don't like! Kids do what we do, not what we say. The author gives valuable suggestions to enhance the teaching and learning experience – inspiring out-of-the-box thinking, encouraging the creative ability of students, relevance of social network, creating research skills even among middle-school students in the classrooms, importance of physical education in schools, significance of morning assembly and so on.
    LanguageEnglish
    PublisherNotion Press
    Release dateFeb 10, 2016
    ISBN9789352067282
    Kids Do What We Do Not What We Say

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      Book preview

      Kids Do What We Do Not What We Say - M.S. Saravanan

      605014

      1. Empower our academics

      Education and teaching are difficult professions. What makes them difficult and exhausting is that both these professions are dynamic professions that constantly focus on human interactions.

      A real education needs to give equal importance to humanities as well. Currently, they are considered different from each other.

      It is difficult if somebody from the main or central office, who is not connected to the school rooms either directly or indirectly, is evaluating the teaching techniques and offers suggestion to complete a classroom session in a specific time. These evaluators have nevermet the academics and nevermet the students; however, they are expected to plan the course accordingly.

      The problem with this system is that education does not happen in the committee rooms of legislative buildings. Education happens in classrooms and if the faculties are not consulted and if the students are not provided with some discretion, then the education system stops working.

      It is important thatthe principals and staff are empowe-red with true decision-making rights. The evaluators need all the information to make important decisions concerning learning.

      Empower students and academics with the ability to learn and teach, respectively. Encourage and establish new methods to help students learn, such as browsing the net, working as a team and so on. The policies that tell our academics how to teach and our students how to learn are blind and should change. Instead, the policies that empower our academics with true rights to make decisions need to be encouraged.

      2. Entertain or engage?

      Entertainment means (1) the act of entertaining, (2a)amusement or diversion provided especially by performers and (2b) something diverting or engaging as (i) a public performance or (ii) usually a light comic or adventure novel.

      Engage means (1) to hold the attention, (2) to induce to participate and (3) to have emotional involvement or commitment.

      Entertainment is not the same as engagement. Show a kid a movie, you entertained her for an hour. Throw the kid a camera and you engaged her for a lifespan. Students need not be entertained. They need to be engaged.

      When teachers ask why we should entertain students, I need to explain that it is necessary to engage the students and not entertain them.

      Using humor, using music, getting them to move and giving them real problems to tackle… are the sort of things that I do to engage my students.

      Entertainment is passive, it is for enjoyment, it is short lived, it does not require any relevance, it is an escape from problems by using the creativity of others.

      Engagement, on the other hand, is active, it is for learning, it has a long-term result, it is meaningful and applicable, it helps solve problems and it uses the creativity of the participant.

      Entertainment can and should be fun and exciting. Our aimis to provide meaningful and powerful engagement. So, where does it start? With our teachers…

      Ref: http://successfulteaching.blogspot.in/2013/10/entertainment-vs-engagement.html

      3. Go global

      The latest creative advancements bring various styles into our lives: we learn about the different ways of life. We engage, learn and teach the course. Individual improvements require an expansion of our vocabulary and their definitions. I am endeavoring to accept that I at anytime listened to expressions, for instance, such as twentieth century teacher or nineteenth century teacher’s confirmation. A fast search via Google reassures me that there are no such union of expressions. Using the terms twentieth and 21 st secure different results: a 21 st -century school, 21 st -century education, 21 st -century teacher, 21 st -century capacities all provide different results during Google search. Likewise, no books with titles containing twentieth century can be found in the net but at the same time a couple of books containing the title 21 st -century can be found while searching

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