Empowering Students With Rigid Memory Strategies
A Quality Initiative for schools!
What you will learn
Positive Mindset Habits
The module: Empowering Students with Rigid Memory Strategies, explores, the quality initiatives in schools in particular. The direction is towards teachers who motivate, differentiate, make content relevant and leave no student behind are more important than any other factor in particular. For students like the subject only when they like the teacher and is hence a directly proportional element within a classroom. The drive by the teacher in the class, with the vocabulary is signified with the equilibrium of learning together rather than teaching. The say, “Teachers know the best”, activates wisdom just in the say but in action. The sole reason for this far-fetched approach lies in the nutshell element of an easy approach of open knowledge which is free, versatile and dual with surprises. The satisfaction and the wow element within classrooms only prevails where there is a taste of “It is in the book, Ma’am, tell us something new!” As a teacher, it is our wisdom to inculcate the “I can do approach” instead of “I shall try approach” and that is universally possible only when we use kind words in the class. Compliment each kid, specially the difficult ones. That might be the only positive thing they hear all day.
The learning is made through the very empowering of the students via strategies towards perfection in particular.
Activating a student oriented rather than a task oriented classroom requires more of a connect, a relationship with the student. At times apologizing to students is a learning moment. If we want kids with character, we must model it to them with others as character counts. The experiences share in totality, that a real apology requires, freely admitting fault, fully accepting responsibility, a humbled asking for forgiveness, immediately changing of the behavior and above all actively rebuilding the trust. The dose of willingness to explore knowledge is what is desired rather than sharing contents from the book. When students appear crusaders of knowledge, the teachers need to act like a facilitator more but a strict disciplinarian in particular. It must be made clear to one and all that there is no expiry date for hunger for learning. Let yearning for learning be a priority rather than an occasional occurrence. Also the teachers must explore the power of curing ignorance as the chief element of choice in every interaction with the students, teachers, peers and parents. It is never too late to make yourself better, should be the priority.
Hence the learning on the go.