Anu Trains Teachers

PROMOTING SELF EFFICACY

The true purpose of an education is to discover how we learn best so that we may continue doing so throughout life. Because of our busy lives and the many extra tasks thrown at us, we as teachers often feel we have to give away the facts instead of having the students earn them. When we struggle yet overcome the obstacle, we become stronger.

The same is true for learning. If we have to think a bit harder and deeper and arrive at the answer, we have earned that knowledge. Our strategies emphasize this simple concept: The student is responsible for the learning and the teacher is the guide to help them discover how to do it. We can never learn for our kids, nor should we, but we can most certainly help them learn to work under pressure and discover how they can truly perform above and beyond our expectations.

We will show you how to do this!
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SUCCESSFULLY RESPONDING TO CHALLENGES :

The bounce is used to give the student a break from pressure, not a chance for interaction. Positive interaction spoils the integrity of the intervention and encourages future misbehavior. Students should have been pre-taught the expectations for the environment to which they are moving and should be adequately supervised in that environment. Used only with great caution, antiseptic bouncing is sometimes the perfect way to help a kid “let off some steam.”
Timing is everything. And so is an understanding of the emotional state of students who are challenging your authority. When I say timing is everything I mean early intervention is critical. I teach a powerful strategy that relies on the contingent withdrawal of attention from a student exhibiting emergent (low level) misbehavior. It is a POWERFUL response to shutting down problem behavior.

It’s also a powerful refinement of a century old strategy, which affects powerful, dramatic, and positive impact on the contemporary classroom. It is unique in that in addition to allowing for the contingent withdrawal of attention, the basic principles of academic remediation are incorporated into the process, where the teacher stops the student, re-teaches, checks for understanding, and sends the student back to work independently.
Students are given a prompt, allowed to self-correct, and then asked to identify the interfering behavior – all while never leaving an academic environment.

Differentiated Instruction/Student Engagement and Motivation:

Benefits for Students

Students in Differentiated Instruction classrooms enjoy a number of advantages over those in traditional “one-size fits all” approach settings. Students are able to be active participants in their own learning.
The curriculum is no longer pointed to the middle of the group but available and interactive to all students. Those students that found a traditional classroom lesson too difficult or something they had already learned which led to feeling of being “bored” or “not engaged” are now excited about their learning.
Students receive the content and curriculum in ways that ensure they are engaged. This engagement allows students to connect and learn the content at a deep level of understanding.

Do your students feel frustrated? Do they easily give up or sometimes not even try?
My strategies help you build student motivation which in turn increases student participation. Fun, engaging lessons are at the heart of building a classroom that has participation from all students. We also introduce methods for creating an inquisitive classroom, where students are free to question the material and explore the curricula in greater depth. By honoring student voice, giving them more opportunities to respond to instruction and presenting the material in several modes and intelligences of learning, we greatly increase the chances our students will discover more ways of learning. If we teach to their strengths and help them overcome their weaker areas, they will have more tools for their own learning.

Dear Teachers,
Checkout the training materials on our website. You may find these useful to apply in your classroom during next academic year.

Classroom Management Archives - Anu Dhir 200+ pages. WE DO NOT SELL THIS RESOURCE MANUAL TO THE GENERAL TEACHING PUBLIC. It is given to participants of our classroom management seminars, and at our on-site trainings conducted in schools and districts. This Resource Manual provides cutting edge ideas, strategies, tips, and techniques which....

Promoting Positive Feelings amongst students:

We know that students come into our classrooms and schools with different backgrounds and cultures, but their cognitive abilities, assets, and experiences are just as wide ranging.

Sometimes the only thing students have in common is their age! When students feel alienated, alone, and unsure about what is going on in school it is difficult for them to be able to adapt to and perform in the classroom. In an age where drama rules the day (check out reality TV!), it is important to remember students will be more ready and willing to learn when they feel positive about their classroom experience. Our strategies set the stage for that to occur.

How much would student achievement increase if students were on task, 5,10 or even 20 hours more each week?

Educators realize that we are losing precious instruction time to pesky low-level discipline challenges.

We all must realize that academics and discipline go hand in hand. An educator can be the best content instructor on campus but without the ability to control the classroom, the best lessons will remain undelivered.

Classroom Management was rated as the most important variable to building and sustaining a high achieving classroom.
Classroom management “or lack of” is also one reason why educators are leaving the profession. Our application based strategies and techniques provide the teachers with the support and tools they need for success.
Check out: www.anutrainsteachers.com