The Inspired Teaching Techniques

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“A Workshop for Professional Development of Teachers.”
Objective of Workshop
We have designed this program to equip ‘Teachers’ with modernized teaching techniques by developing professionalism. As teaching is becoming more and more complex and demanding, this has implications for teacher professionalism, which, as described above, is characterized by different states:

‘changes in the operational practice of ‘professionalism’ reflect the increasing complexities and contradictions of teachers’ work (…) Their work embodies both challenge and threat. They may be both autonomous and accountable to others, independent and collaborative, in control and not in control, teacher and child centred.’

Teacher Quality

Since the middle of the twentieth century the issues of teacher quality and teacher effectiveness have raised the interest of the education community. As a result a wide range of research studies have focused on teacher quality from different perspectives.
In fact, a number of researchers have argued that teacher quality is the most important school-related factor influencing student achievement, while school organization, class size, leadership or financial conditions play a smaller role.

Teacher Quality and Professionalism

The attempts to identify standards for teacher quality have lead to a wide variety of standards, varying from narrow, instrumental versions of teaching, to more broadly based approaches to professionalism. This variety illustrates the variety of views on the nature of teacher professionalism.
Professionalism is a dynamic and contextual construct, and therefore, it is subject to different, and sometimes competing, interpretations, analyses and ‘voices’. It reflects the ways in which the teachers’ role is understood on a broader and political level and the kinds of competencies expected from them, but it also reflects how teachers see their work and themselves as professionals .
‘Educational improvement depends on teachers wanting to make a difference. It depends upon their feeling professional. Neither raising standards by regulation nor professionalizing by prescription will work. Teachers have power in the sense that they have to want improvement for improvement to happen.’

Teacher quality, reflection and professional change

In many countries national and international standards for teachers have been developed in the last years. In many cases this has been motivated by the need for national control and accountability for the teachers. However, descriptions of teacher quality are not only instruments for control and accountability, but also instruments for professional development and professional change. In these processes of professional development and change, reflection is a crucial process.
Therefore “The Inspired Teaching Techniques” workshop focuses on the following professional aspect of the teacher:
 To project a dynamic & professional image
 To refine their professional/social etiquette skills
 To groom them for special occasions and functions
 To develop the art of professional/social communication
 To understand the importance of a code of conduct for political life
 Discover and gain a deeper understanding of your current communication style.
 Understand that miscommunication, disagreements and conflict can be due not only to common communication barriers or personal     interests but also to marked differences in personality styles.
 Identify rapport building techniques and design communication strategies that build trust.
 Build personal assertiveness for working relationships that are more positive.
 Increase your awareness of problem solving techniques and problem-solving tools
 Distinguish root cause from symptoms to identify the right solution for the right problem
 Improve your problem-solving and decision making skills through identifying your own problem-solving style
 Improve your ability to participate in and communicate about a collaborative problem-solving process
 Recognize the top ten rules of good decision making

Benefits for the Teacher

By engaging teachers in reflections on their professional quality we hope to help teachers to gain increased ownership of their professional quality, by:
•Empowering teachers to participate in national or regional debates on teacher quality;
•Stimulating reflection on different aspects of teacher quality;
•Stimulating collaborative learning of teachers both with respect to individual professional development and with respect to school development processes, leading to a shared language;
•Stimulating sensitivity to and mutual understanding of concerns of other stakeholders.
•To reach these aims, the toolbox will include a variety of reflection tools, using different sources for reflection and stimulating different learning styles:
•Reflection tools using outside sources to stimulate reflection (e.g. formal descriptions of teacher quality like national teacher standards; research publications on effective teaching and learning, etc.);
•Reflection tools using observations of classroom practice (e.g. through video recordings of class room practices);
•Reflection tools using shared experiences (e.g. through reflection on ‘your most remarkable teacher’ and diary writing and the exchange of these reflections);
•Reflection tools using creative and expressive activities (e.g. role plays to understand concerns and perspectives of other stakeholders, drawings, use of metaphors, etc.);

In many countries national and international standards for teachers have been developed in the last years. In many cases this has been motivated by the need for national control and accountability for the teachers. However, descriptions of teacher quality are not only instruments for control and accountability, but also instruments for professional development and professional change. In these processes of professional development and change, reflection is a crucial process.