Ishik Education Institutions provide training for its teachers in order to increase the quality of education!

Aralık 30, 1899

Ishik Education Institutions provide training for its teachers in order to increase the quality of education!

The British training company Dragonfly Traning trainer Jakob WERDELIN giving peer-to-peer training to our teachers. Ishik Education Institutions, which attach great importance to teacher training, will teach its teachers the topics listed below with the technique of peer-to-peer in a one-week training period. As Ishik Educational Institutions, we wish success to all our teachers.

With the motto of TEACHER TRAINING IS MORE EFFECTIVE, Ishik educational institutions continue to increase the quality of education. Teachers are also expected to create ‘multiplier effects’ by teaching their students along with these trainings. The main goal of such training programs is learning new techniques for using in practise.

We, as Ishik Educational Institutions, would like to bringing up productive generations. Our teachers will share these trainings with the children in their lessons. Our students will experience new teaching and learning techniques apart from what they have learned so far.

Here are the techniques to be learned;

1. Effective classrooms equal effective lessons

a) Understanding the psychology of student audience and the need for a coherent academic journey.’

b) Effective classroom management: rules, routines and rituals that work.

c) Keys to developing motivation & strategies for engaging a disinterested classroom

d) Behaviour for Learning. How to set appropriate levels of ‘discipline’ within different age groups and subjects.

e) Positive discipline, the role of rewards and the danger of ‘over praise’.

 

2. Principles of great teaching

a) Cooperative Learning and the importance of structure and focus

b) Direct instruction in a learner-centred classroom

c) Differentiation, including the application of multiple intelligence theory

d) Unobtrusive monitoring

e) Formative feedback not endless unused data.

f) Metacognition and Learning how to Learn

g) Oracy and language for learning

h) Spaced retrieval practice

i) Critical thinking, including using diagrammes for organisation and classification

j) The dialogical process

k) Literacy – reading and writing in synergy

l) Teaching procedural tasks

3. Teacher professionalism

a) Relationships with parents and students

b) Professional conduct and discipline

c) Formal writing for the 21st Century world

d) Understanding objectives

e) Effective lesson planning and starting to build towards a scheme of work

f) Understanding the key components of lessons

g) Understanding lesson types and lesson templates

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