ABOUT ME
PROFESSION: I am teacher by profession. I have
been teaching since last four years as J.S.T at Government Comprehensive Higher
Secondary School Sukkur, before this I was primary school teacher and taught
English and Mathematics. A teacher who not only teaches text books but also
changes their behavior, that how to behave with parents, friends, teachers and
community.
PROVINCE: I belong to a province which is
famous for peace and old civilization. A land of Sufis called Sindh. Great
saints Shah Abdul Latif Bhitai and Lal Shahbaz Qalander are buried there. Both
saints preached the message of love and sympathy through their poetry and
character.
FAMILY: I am single, my parents have been
died. I live with my elder brother and his children. I love my nephews and
nieces and they also love me.
PERSONAL INTERESTS:
Reading books
The best way to acquire wisdom is by
cultivating reading books. It not only opens a world of wisdom in front of us,
it helps us in understanding the people and the surroundings around us. A good
book can be greatly satisfying and can teach us about a plethora of subjects,
which won’t be possible by just observation. The best way to cultivate this
habit is by understanding that reading is a pleasure. Always keep a good book around
you and set a reading goal by setting out some time for reading every day.
Gardening
Gardening is one of the best habits one can cultivate. With all
the global warming and pollution in the world, the least we could do is for the
earth is to give it a little TLC (tender loving care). If you are a serious
gardener, then you could also help other people at least your family members to
develop this habit.
Listening To Music
Listening to music is probably one of the most common hobbies
and interests. There would be very few people in the world, who wouldn’t be
enchanted to music.
Writing Diary
Writing diary is yet another habit which many people in the
world have. It is also a very good habit, it helps us to synchronize our
thoughts and help us put our thoughts to paper. However, it is very important
to maintain the diary on a regular basis.
FUTURE GOALS:
A person needs to achieve certain goals in one’s life
before you can call them successful. Success is to achieve goals, you have set.
I have set certain goals I would like to achieve in my lifetime. Some of these
goals are personal while others are professional. I see myself as a top performing teacher in this institution,
like this one. I plan on enhancing my skills and continuing my involvement in
(related) professional associations. Once I gain additional experience, I would
like to move on from a teacher position to management. Education is the first
and foremost way to become successful, because the job I will choose will need
me go to school and maybe even beyond college. My happiness in what I do is
also a goal for me I my life. There is no way someone can become successful if
they are not happy with what they are doing. If their job is going to make them
miserable, they will never show 100% in their work and they will slack off.
MY EDUCATION
INSTITUTION AND CURRENT ACADEMIC STRUCTURE:
In the year 1969, the Government of West
Pakistan introduced the scheme of “Comprehensive High Schools” these High
schools were to be established in the major cities of the provinces. The concept of establishing comprehensive High
School was land mark as they distinguished from general High Schools already
working in every city of the province, in every aspect practically and
identically.
Our School is situated on High way
adjacent to Degree College and B.Ed. College Sukkur. It started with secondary
school classes. Now it has reached to Higher Secondary classes i.e up to classes
ninth and intermediate (pre-medical as well as pre-engg: groups) in 1994 with
well qualified and highly experienced teaching staff and able enthusiastic
Principal Mr.: Mohammad Yakoob Lakha.
STUDENTS:
In our school students ranging from 10 to 16 years come
in the school. They are to be trained for future responsibilities, coming on
their shoulders and to develop their physical, mental and emotional
Capabilities.
TEACHERS COMMITTEE:
Teachers will guide the students in their day to day
problem and engage the students in different healthy activities of the school.
PHYSICAL FACILITIES:
The school has building of its own. It is spacious and
airy. It has twenty classrooms, Principal’s office, staff-room and Drawing
hall.
LABORATORIES:
The School has educated laboratories equipped with less
apparatus and chemicals to teach science subjects and practicals.
LIBRARY:
The library is heart of school and it is less equipped
with books and periodicals. The students read books and enhance their
knowledge.
PLAY-GROUND:
The school has play-ground where students play games and
involves Thiers elf in extra-curricular activities.
My school has basic needs of things which will be very beneficial for my school students.
NEEDS OF MY EDUCATIONAL INSTITUTION:
My school has basic needs of things which will be very beneficial for my school students.
- My school needs equipment of Biology and Chemistry labs, which will be very beneficial in practical activities and experiments.
- Need of purified water plant, because our school water is dirty and yellow in color, and using this water student fall ill and suffered different kinds of diseases just like diarrhea, fever, and etc.
- My school has a computer lab, but still need of Internet Service so, students can download different kinds of pictures and models and other educational stuff which will be beneficial for their academic side.
- There is also a need of sports material which will students use for their extra-curricular activities, to make their selves and simultaneously healthy community.
- Every year Government of Sindh provides free of cost text books, but there is a huge lack of Environmental science books, History books and literature.
- Our school has a big grassy playground along with beautiful plants so, for the maintenance of this ground we have a need of Agricultural kit.
- In our school there is a physical training Instructor who makes students busy in sports and extra-curricular activities but there is lack of sports material if material will granted than he will properly train students.
NON-SIBI REFLECTION:
When I was primary school teacher. I
used to teach free coaching academy where, every student especially poor
students can learn different subjects. We not only taught students text books
but also changed their behavior that how to behave with parents, friends and
teachers. We mobilized community to send their children in our academy. In this
way they could learn a lot and been fruitful citizen of Pakistan.
Further we created a spirit of volunteerism in
students that in future they have a passion to serve people, serve community
and serve Pakistan. Furthermore, I am
planning for future a non-sibi work which will benefit students, parents and
simultaneously community.
Saying or encouraging students to engage themselves in their class work is seldom
Enough. The engagement-based learning and teaching (EBLT) approach provides the
foundation for developing and strengthening student engagement and the overall learning
Process. This foundation is built through specific principles, habits, skills, and strategies. All
members of the school community can join forces to develop school wide practices that cultivate student engagement beliefs, values, feelings, motivation, behavioral habits, and skills that are at the crux of high levels of student engagement.
•Cognitive domain consists of beliefs and values.
• Emotional domain consists of motivation and feelings.
• Behavioral domain consists of habits and skills.
In the EBLT approach, teachers and parents work systematically across all three domains to
Ensure an integrated approach to cultivate and support student engagement at the highest level. The core habits of student achievement and other skill sets, such as organizational skills and Self-discipline also will be developed in the student through this approach.
Key Elements of EBLT
The EBLT approach encompasses the following six objectives.
1. Cultivate one-on-one relationships. The one-on-one relationship between student and
Teacher is the critical element that can lead to increased student motivation and higher
levels of engagement in academics and school life.
2. Learn new skills and habits. Teachers can learn new skills and habits that help them to
develop, polish, and enhance their already natural inclination to motivate and engage
students.
3. Incorporate systematic strategies. Teachers can learn systematic strategies that facilitate
student engagement. Students can develop behavioral skills and habits that lead to
increased academic achievement and greater involvement with school life.
4. Take responsibility for student engagement practices. It is primarily the teacher’s
responsibility to engage the students, as opposed to the teacher expecting students to come
to class naturally and automatically engaged.
5. Promote a school wide culture of engagement. The best way to promote high levels of
student engagement is to develop and maintain a school wide initiative that is dedicated to
creating a culture of student engagement, involving students in school activities, and providing a rigorous and relevant education program for all students.
6. Professional development is an important part of increasing student engagement.
Staff development, combined with staff ownership and recognition, is critical to developing
and maintaining a culture of effective student engagement.
Laying the Foundation for Student-teacher Engagement :
It is easy to observe the lack of student engagement when students are slouched in their chairs
and not listening to the teacher or participating in the discussion. Many teachers who constantly
see disengaged students put the burden on the student and lament that they could be better
teachers and have better results if they had the opportunity to work with a “better” group of
students. But classrooms with high levels of student engagement are not simply a result of student quality.
Preconditions
Preconditions are the factors that must be in place even before classroom instruction begins.
The factors are:
Learning relationships. Most students will not do their best in classes when they feel that
teachers do not have an interest in them or care about their future. Students can sense whether
the teacher cares or is simply “going through the motions.” All of the characteristics that we
know about building relationships are essential to contributing to highly engaged classroom
instruction. Students show increased effort in classroom activities when teachers take an
interest in students as individuals, get to know them by name, and talk to them not only in the
classroom but during other activities in the school as well.
Creating the ideal classroom environment. Good instruction can take place in a variety of
settings. However, there is no question that well designed and well maintained classroom
facilities have a positive impact on student engagement.
Classrooms should be physically comfortable for students with respect to temperature, space,
furniture, and structural organization. Classrooms also need to be mentally stimulating, with
attractive displays that include samples of student work and colorful designs. Good teachers
pay attention to the physical learning environment and do not make changes to that
environment that could become obstacles to student learning.
Rewards and incentives. There is much discussion within education communities and by
researchers and practitioners about the role that rewards play in stimulating student work.
Probably every teacher at some point has used a “bribe” of food, recreation, or some other
reward to encourage students to finish a project or to follow a specific procedure, such as being quiet in a classroom. Habits. These are the routines and procedures that teachers create in the classroom. Habits
include the way that students enter a classroom or engage in an activity at the start of every
class period. Other habits include the ways that students open and organize materials that they
need for the day, move from large to small groups for various activities, and work on individual
problems.
Teachers can create improved classroom environments and higher levels of student
engagement if they focus on appropriate procedures and have students practice those
procedures until they become habits. When students fail to follow the procedures, teachers
need remind them of the rules and ways in which they can practice them. Good habits help to
make effective use of instructional time and reduce the disruption that distracts students from
the learning process. It is through practices that these procedures become powerful habits and
keep students engaged in learning.
Fundamental skills. These are the basic proficiencies that all students need to be able to
participate in class and complete their work. Student need basic reading skills, for example, to
be able to understand directions and materials used in any subject area. Students also need to
acquire the skills to facilitate discussions and to learn how to listen to the teacher as well as
other students in group discussions. They also need basic skills in technology for doing Internet
research or preparing PowerPoint presentations. In addition, students need to learn basic social skills. To function in the classroom and workforce and as responsible citizens, they learn how to greet others, respect space, resolve conflicts, and ask questions. Teachers should
ensure that students have these skills through pre-assessment and by constantly monitoring
student engagement levels.
Pedagogy :
The following key aspects of pedagogy help teachers create an environment in which rigorous
and relevant learning can take place.
Designing for rigorous and relevant learning. One of the barriers to high levels of student
engagement is the lack of rigorous and relevant instruction. While it is essential that students
acquire fundamental skills before they proceed to more complex work, teachers should not keep students hostage by requiring that they complete all the isolated basics before they have the opportunity to engage in challenging and applied learning experiences. Relevance is just as
critical as rigor. Relevance can help create conditions and motivation necessary for students to
make the personal investment required for rigorous work or optimal learning. Students invest
more of themselves, work harder, and learn better when the topic is interesting and connected
to something that they already know.
Personalized learning. Each student brings a unique set of characteristics to the classroom:
different background knowledge, a unique learning style, a variety of interests, and varied
parental support and expectations. To anticipate that each student will learn in the same way, at the same speed, and using the same material is an unrealistic expectation.
Some teachers fall into the false assumption that the student is responsible when he or she fails
to demonstrate adequate achievement. But often it is the lack of personalizing learning that is
the source of failure. There are many individual practices and strategies that contribute to
overall personalization. As a start, teachers can create a more engaging classroom situation by
getting to know their students and using examples during instruction that relate to students’
backgrounds, cultures, and prior experiences. Focus on reading. It may seem as a misplacement to talk about literacy as a key ingredient in student engagement. However, many successful schools emphasize the importance of focusing
on literacy instruction for continuous learning in all subjects.
RESEARCH:STUDENT-TEACHER ENGAGEMENT
Saying or encouraging students to engage themselves in their class work is seldom
Enough. The engagement-based learning and teaching (EBLT) approach provides the
foundation for developing and strengthening student engagement and the overall learning
Process. This foundation is built through specific principles, habits, skills, and strategies. All
members of the school community can join forces to develop school wide practices that cultivate student engagement beliefs, values, feelings, motivation, behavioral habits, and skills that are at the crux of high levels of student engagement.
There are three domain of student-teacher engagement :
• Emotional domain consists of motivation and feelings.
• Behavioral domain consists of habits and skills.
In the EBLT approach, teachers and parents work systematically across all three domains to
Ensure an integrated approach to cultivate and support student engagement at the highest level. The core habits of student achievement and other skill sets, such as organizational skills and Self-discipline also will be developed in the student through this approach.
Key Elements of EBLT
The EBLT approach encompasses the following six objectives.
1. Cultivate one-on-one relationships. The one-on-one relationship between student and
Teacher is the critical element that can lead to increased student motivation and higher
levels of engagement in academics and school life.
2. Learn new skills and habits. Teachers can learn new skills and habits that help them to
develop, polish, and enhance their already natural inclination to motivate and engage
students.
3. Incorporate systematic strategies. Teachers can learn systematic strategies that facilitate
student engagement. Students can develop behavioral skills and habits that lead to
increased academic achievement and greater involvement with school life.
4. Take responsibility for student engagement practices. It is primarily the teacher’s
responsibility to engage the students, as opposed to the teacher expecting students to come
to class naturally and automatically engaged.
5. Promote a school wide culture of engagement. The best way to promote high levels of
student engagement is to develop and maintain a school wide initiative that is dedicated to
creating a culture of student engagement, involving students in school activities, and providing a rigorous and relevant education program for all students.
6. Professional development is an important part of increasing student engagement.
Staff development, combined with staff ownership and recognition, is critical to developing
and maintaining a culture of effective student engagement.
Laying the Foundation for Student-teacher Engagement :
It is easy to observe the lack of student engagement when students are slouched in their chairs
and not listening to the teacher or participating in the discussion. Many teachers who constantly
see disengaged students put the burden on the student and lament that they could be better
teachers and have better results if they had the opportunity to work with a “better” group of
students. But classrooms with high levels of student engagement are not simply a result of student quality.
Preconditions
Preconditions are the factors that must be in place even before classroom instruction begins.
The factors are:
Learning relationships. Most students will not do their best in classes when they feel that
teachers do not have an interest in them or care about their future. Students can sense whether
the teacher cares or is simply “going through the motions.” All of the characteristics that we
know about building relationships are essential to contributing to highly engaged classroom
instruction. Students show increased effort in classroom activities when teachers take an
interest in students as individuals, get to know them by name, and talk to them not only in the
classroom but during other activities in the school as well.
Creating the ideal classroom environment. Good instruction can take place in a variety of
settings. However, there is no question that well designed and well maintained classroom
facilities have a positive impact on student engagement.
Classrooms should be physically comfortable for students with respect to temperature, space,
furniture, and structural organization. Classrooms also need to be mentally stimulating, with
attractive displays that include samples of student work and colorful designs. Good teachers
pay attention to the physical learning environment and do not make changes to that
environment that could become obstacles to student learning.
Rewards and incentives. There is much discussion within education communities and by
researchers and practitioners about the role that rewards play in stimulating student work.
Probably every teacher at some point has used a “bribe” of food, recreation, or some other
reward to encourage students to finish a project or to follow a specific procedure, such as being quiet in a classroom. Habits. These are the routines and procedures that teachers create in the classroom. Habits
include the way that students enter a classroom or engage in an activity at the start of every
class period. Other habits include the ways that students open and organize materials that they
need for the day, move from large to small groups for various activities, and work on individual
problems.
Teachers can create improved classroom environments and higher levels of student
engagement if they focus on appropriate procedures and have students practice those
procedures until they become habits. When students fail to follow the procedures, teachers
need remind them of the rules and ways in which they can practice them. Good habits help to
make effective use of instructional time and reduce the disruption that distracts students from
the learning process. It is through practices that these procedures become powerful habits and
keep students engaged in learning.
Fundamental skills. These are the basic proficiencies that all students need to be able to
participate in class and complete their work. Student need basic reading skills, for example, to
be able to understand directions and materials used in any subject area. Students also need to
acquire the skills to facilitate discussions and to learn how to listen to the teacher as well as
other students in group discussions. They also need basic skills in technology for doing Internet
research or preparing PowerPoint presentations. In addition, students need to learn basic social skills. To function in the classroom and workforce and as responsible citizens, they learn how to greet others, respect space, resolve conflicts, and ask questions. Teachers should
ensure that students have these skills through pre-assessment and by constantly monitoring
student engagement levels.
Pedagogy :
The following key aspects of pedagogy help teachers create an environment in which rigorous
and relevant learning can take place.
Designing for rigorous and relevant learning. One of the barriers to high levels of student
engagement is the lack of rigorous and relevant instruction. While it is essential that students
acquire fundamental skills before they proceed to more complex work, teachers should not keep students hostage by requiring that they complete all the isolated basics before they have the opportunity to engage in challenging and applied learning experiences. Relevance is just as
critical as rigor. Relevance can help create conditions and motivation necessary for students to
make the personal investment required for rigorous work or optimal learning. Students invest
more of themselves, work harder, and learn better when the topic is interesting and connected
to something that they already know.
Personalized learning. Each student brings a unique set of characteristics to the classroom:
different background knowledge, a unique learning style, a variety of interests, and varied
parental support and expectations. To anticipate that each student will learn in the same way, at the same speed, and using the same material is an unrealistic expectation.
Some teachers fall into the false assumption that the student is responsible when he or she fails
to demonstrate adequate achievement. But often it is the lack of personalizing learning that is
the source of failure. There are many individual practices and strategies that contribute to
overall personalization. As a start, teachers can create a more engaging classroom situation by
getting to know their students and using examples during instruction that relate to students’
backgrounds, cultures, and prior experiences. Focus on reading. It may seem as a misplacement to talk about literacy as a key ingredient in student engagement. However, many successful schools emphasize the importance of focusing
on literacy instruction for continuous learning in all subjects.
REFLECTION ON MAXCOURAGE ORGANIZATION:
“The Curriculum stories really brought about conversations that my students probably would not have engaged in…I also noticed that my students found a comfort level with the topic and became experts and could make connections from one story to another, from one person in the class to Max, and so on.”“The curriculum has given my students a chance to use written and oral expression to reflect on the idea of courage and it has given them a process through which to work on ELA skills.”
“My students are always fascinated with and touched by all Max went through and the courage that he displayed – over the years, many have commented along the lines of, ‘if Max could face that hardship, I can meet the challenges of my own life.’”
“Reading the students’ essays has definitely led me to have a deeper understanding of each individual child. I also gain a better understanding of the students’ lives outside school…this reminds me that I am educating “the whole child” and that each one arrives at my doorstep with history and baggage.”
REFLECTION ON WASHINGTON D.C.
We visited state Department where, we met different officials and educationist. We presented our Pakistan’s education scenario, the ups and downs in our education system and the State Department officials also presented what they were doing in past and what will they do in future. We also got achievement certificates. We also visited to senator’s offices but unfortunately they were busy in their meetings so, we could not meet with them but we met with their advisers and shared ideas with each other. In the end we visited Pakistani embassy where we met with diplomats and sherry Rehman ambassador of Pakistan to U.S.A.
GOAL: To teach general science to students of grades 7 to 8 and Biology to grade 9 using activities:
Such as experiential learning techniques, hands on activities, visit of industries, field trips etc.
OBJECTIVES:
- To develop scientific thinking among students.
- To enable students to link the science knowledge with everyday life.
- To make the students able to have a hand on laboratory apparatus.
- To enable the students to use their science knowledge to solve different problems.
- Fundamental principles and concepts useful in daily life.
- Facts for science study.
- Inter-dependence and relationship of different branches of science.
- Knowledge of plants and animals.
- Natural phenomena going on.
- Knowledge of general rules of health and human body etc.
PROCEDURE:
The master action plan will be completed in 4 months.
September, October
During first two months I will work with the students of classes 9. They will be taught their course work by integrating it with practical activities. Students will be divided into groups. Students will do the following tasks with the guidance of teacher:
- Microscopic view of cross section of brassica
- Differences between plants and animal cell using microscope. Variety of animal and plants will be used for demonstration.
- Students will be taken to the fields for collection of different plants for experiments
- Different stages of cell division will be taught by giving an opportunity to the students to have a hand on the experimental work in the laboratory using microscope and different slides of cell division
- Students will be taken out to a park and they will write down the differences between the plants which are provided with plenty of sunlight, water and air. The students will write the research project based of their survey of the different plants.
- The students will be given the questioners/formats to make a survey report on difference between different people using variety of diet (some may be using balanced diet and others imbalanced diet). Students will be guided to write the differences between people in terms of their general behaviors, physic and their immunity for the disease based on their survey
- The students will visit a sugar mill and cement factory and they will prepare their reports including different types of materials and machines and processes involved in each industry.
Assessment
Students will be assessed at various stages during the above procedure. The evaluation will be based on presentations, debates, evaluation by some external teachers. Some of the activities will be assessed by giving multiple choice questions
November to December
During November and December I will work with the students of grades 7 and 8. I will focus on general science of classes 7 and 8.The students will be given instructions on different states of matter, simple machines and their uses in the daily life, different kinds of habitats for living things around us. The students will be taken to the nearest public park where they will study the different factors which affect the growth of plants. The students will study about different animals around them and study their different animals; the students of both classes will be divided into different groups. They will be given different type of tasks to complete every week. Students will visit zoo and write about different kinds of animals, habitat of animals and different thoughts about the free and zoo lives of animals.
Assessment:
After completion of each activity/visit/experiment students will be assessed by questioners, quiz competitions, presentations and by interviews. Teachers from other schools will be involved to conduct the interviews and written test of the students.
UPDATED BUDGET REPORT
Budget:
Sr# Particulars approximate cost
1 Stationary, printing and photocopying $ 100.00
2 Refreshment $ 50.00
3 Honorarium to co-teachers $ 100.00
4 Field trip & Transport expense $ 200.00
5 Misc. expenses $ 50.00 
Very good and clearly defined MAP
ReplyDeleteBest of luck brother!