| Dates: 5th, 7th & 8th September 2015 | Time: 10:00 a.m. – 1:00 p.m. & 2:30 p.m. – 5:30 p.m. |
Learning objectives constitute the basic elements of a lesson plan. They are the statements of what is expected to be achieved at different stages. This workshop is designed to enhance the skill of framing learning objectives that would prepare children to meet the challenges of a technical age.
The Little Art, in collaboration with Teachers’ Resource Centre presents “Karachi International Children’s Film Festival”
Save the Date!
5th – 10th October 2015
Details soon …
Dear Readers, Please check out our new Opinion Poll on making students improve their handwriting, and cast your vote by the end of August 2015. As you know …
your opinion counts
Our July 2015 poll was about whether schools should penalise students for how they interact and what they share on social media:
Schools should penalise students for how they interact and what they share on social media, because it can lead to adverse consequences in real life.
• I agree. Schools should be able to monitor students’ social media activities and penalise involvement in activities such as cyber bullying and other antisocial behaviour. (32%, 16 Votes)
• I disagree. Student’s social media activities have nothing to do with their schools and monitoring them is an invasion of privacy. (68%, 34 Votes)
The majority of those who responded to this poll (68%) do not think that schools should monitor or penalise students for their interaction on social media. These respondents feel that a school that monitors a student’s behaviour on social media is essentially invading his or her privacy. On the other hand, a sizeable minority (32%) of the respondents believe that schools should be monitoring and, (where required) penalising, students’ social media activities to watch for issues such as cyber bullying.
If utilised properly, school assemblies can serve as powerful motivators for the entire school community. In this article, TRC speaks to various schools to find out how they conduct effective morning assemblies and why they continue with the tradition.
The third and final term of the ECE-CP commenced during the quarter. With the academic session coming to its end in early July, the faculty was busy with wrap-up tasks. The final field observations were carried out by the Field Supervising Teachers (TRC-IECE Academic Advisor and faculty members), which were in turn followed up by post-observation discussions with the students.
With the start of summer vacations in June, the class schedules changed and full day classes were organised throwing IECE students into a back-to-school routine.
The admissions formally opened during the last reporting period and follow up activities continued during this one. The first round of interviews and aptitude tests took place on April 22, 2015. Following the first round of interviews successful candidates were duly informed of the selection decision.
With admissions in progress, we are still accepting applications for the new and second round of interviews. For details, please call or email us.
The Pathways to School Success project entered into its third and last year. Upon completion of the second year, extensive field activities were carried out for reporting progress. Interim surveys and feedback sessions were organised for stakeholders in Sehwan where the schools are located. The second phase of The Thinking Classroom project also commenced and the team took to the drawing board for conceptualising a 5 day training module for master trainers. A long sought after linkage with Karachi University began to take shape with TRC team carrying out two sessions at KU for students and faculty. “Stanley ka Dubba” was screened as part of TRC Film Club which was attended by public sector school teachers. Admissions to TRC’s ECE-CP are currently open. Interested candidates are encouraged to call or email us for registration details.
TRC Trending…
TRC is on Facebook! Connect with TRC, share your ideas and benefit from the pedagogical content we share with our members through our page. It is an online communal space for educators specially ECE practitioners all around the world.
Dear Readers, Please check out our new Opinion Poll on whether schools should penalise students for how they interact and what they share on social media, and cast your vote by the end of July 2015. As you know …
your opinion counts
Our June 2015 poll was about whether parents are solely responsible for who their children become:
There are only bad parents, no bad children. Children learn by example and parents are their most influential role models. So they are solely responsible for who their children become.
• I agree. Parents are the most influential role models. Children spend the most amount of time with them and they are responsible for shaping children’s values, attitudes and behavior. (37%, 21 Votes)
• I disagree. Parents don’t have absolute control over who their children become. There are several other variables such as, temperament and environmental influences that also shape a child. (63%, 36 Votes)
The majority (63%) of the respondents feel that parents are not solely responsible for who their children become, because many other variables, such as environmental and temperamental, shape a child’s personality. On the contrary, a sizable minority (37%) of the respondents feel parents are the only ones responsible for who their children become. They feel that since children spend most of their time with their parents (who are their primary and most influential role models) they take most of their cues from them.
A great teacher can play a pivotal role in a student’s life. But what qualities lift a good teacher and turn her into an extraordinary one? Someone who impacts an entire life? For this article, TRC staff spoke to individuals from different walks of life about the teachers who made a difference in their lives.
Dear Readers, Please check out our new Opinion Poll on whether parents are solely responsible for who their children become, and cast your vote by the end of June 2015.
As you know …
your opinion counts
Our May 2015 poll was about whether writing letters is an outdated mode of communication:
Since emails and text messages are a much faster and more efficient way of communicating, there is little use for teaching children to write letters in school.
• I agree. Writing letters is an outdated mode of communication, because most people need quick replies and the process of writing formatted letters takes too long. (26%, 9 Votes)
• I disagree. Letter writing is essential for job applications and lodging complaints. Writing formal letters improves communication and also teaches students to structure their writing. (74%, 26 Votes)
The majority (74%) of the respondents believe that writing letters continues to be a relevant way to communicate, because it is useful for tasks such as writing formal job applications and lodging complaints. They also believe that writing formal letters should be taught in schools because it improves writing skills. On the other hand a little over a quarter (26%) of the respondents felt that writing letters is redundant because emails and text messages are a much faster way to communicate.
From playing mediator to doing acrobats with the children, Primary School teachers are expected to wear several hats and also deal spontaneously with the challenges that are part of a day’s work for them. In this article, a Primary School teacher Saima Shiraz discusses interesting details from her day, the things children do and say, and her reasons for becoming a teacher.
