TRAINER SKILLS(Face to Face and Distance Mode)

ತರಬೇತುದಾರರ ಕಾರ್ಯ ನಿರೀಕ್ಷೆಗಳು
ತರಬೇತಿ ನೀಡುವ ಕ್ಷೇತ್ರವು ಎಷ್ಟು ಮುಖ್ಯವೋ ತರಬೇತುದಾರರ ಪ್ರಸ್ತುತಿಯೂ ಅಷ್ಟೇ ಮುಖ್ಯ. ಅವರ ಪ್ರಸ್ತುತಿಯೇ ತರಬೇತಿಯಲ್ಲಿ ಭಾಗವಹಿಸುವವರ ಧೋರಣೆಗಳನ್ನು ರೂಪಿಸುತ್ತದೆ. ತರಬೇತುದಾರರಾಗಿ ನಮ್ಮ ಧೋರಣೆಗಳೇ ಋಣಾತ್ಮಕವಾಗಿದ್ದರೆ ಎಷ್ಟು ಒಳ್ಳೆಯ ವಿಷಯವನ್ನು ಚರ್ಚಿಸಿದರೂ ಪ್ರಯೋಜನವಾಗಲಾರದು. ಅಂತೆಯೇ ಸಕಾರಾತ್ಮಕ ಮನೋಧೋರಣೆಗಳುಳ್ಳ ತರಬೇತುದಾರರು ಎಂತಹ ವಿಷಯವನ್ನಾದರೂ ಭಾಗವಹಿಸುವವರ ಮನಮುಟ್ಟುವಂತೆ ಹೇಳಬಲ್ಲರು. ತರಬೇತಿಯು ಅನುಭವಾತ್ಮಕವಾಗಿದ್ದರೆ ಸಂವಹನವು ಇನ್ನೂ ಉತ್ತಮವಾಗಿರುತ್ತದೆ. ಒಟ್ಟಾರೆಯಾಗಿ ತರಬೇತುದಾರರ ಕಾರ್ಯ ನಿರೀಕ್ಷೆಗಳನ್ನು ಈ ರೀತಿಯಾಗಿ ಗುರುತಿಸಬಹುದು.


 * 1) ತರಬೇತಿ ನೀಡಬೇಕಾದ ವಿಷಯಗಳ ಕುರಿತಂತೆ ಪರಿಣಿತಿ ಹೊಂದಿರುವುದು
 * 2) ವಿವಿಧ ಅವಧಿಗಳ ಕುರಿತಂತೆ ಸಮರ್ಪಕ ಯೋಜನೆ ತಯಾರಿಸಿಟ್ಟುಕೊಳ್ಳುವುದು
 * 3) ವಿಷಯ ಪ್ರಸ್ತುತಿ ಮಾಡುವ ವಿಧಾನಗಳನ್ನು ಅಂತಿಮೀಕರಿಸಿಕೊಂಡು ಅದಕ್ಕೆ ಬೇಕಾದ ತಯಾರಿ ಮಾಡಿಕೊಳ್ಳುವುದು
 * 4) ಇತರ ತರಬೇತುದಾರರೊಡನೆ ಸಮನ್ವಯ ಸಾಧಿಸಿಕೊಳ್ಳುವುದು
 * 5) ತರಬೇತಿಯ ಸಂಘಟಕರೊಡನೆ ಮೊದಲೇ ಮಾತನಾಡಿ ತರಬೇತಿ ಸ್ಥಳದಲ್ಲಿ ಬೇಕಾದ ಅನುಕೂಲತೆಗಳ ಕುರಿತಂತೆ ಅವರಿಗೆ  ಮಾಹಿತಿ ನೀಡುವುದು.
 * 6) ವಿದ್ಯುನ್ಮಾನ ಮಾಧ್ಯಮಗಳ ಬಳಕೆಗೆ ಬೇಕಾದ ತಯಾರಿ ಮಾಡಿಕೊಳ್ಳುವುದು - ಪಿ ಪಿ ಟಿ ಅಥವಾ ವೀಡಿಯೋಗಳು
 * 7) ಭಾಗವಹಿಸುವವರೊಡನೆ ಆತ್ಮೀಯತೆಯನ್ನು ಸಾಧಿಸಿಕೊಳ್ಳುವುದು
 * 8) ಭಾಗವಹಿಸುವವರು ಎದುರಿಸುವ ಸಮಸ್ಯೆಗಳನ್ನು ಸಹಾನುಭೂತಿಯಿಂದ ಪರಿಶೀಲಿಸಿ ಪರಿಹರಿಸಲು ಪ್ರಯತ್ನಿಸುವುದು
 * 9) ಶೈಕ್ಷಣಿಕ ಚರ್ಚೆಗಳನ್ನು ನಡೆಸುವಾಗ ಏಕಪಕ್ಷೀಯವಾಗಿ ತೀರ್ಮಾನಕ್ಕೆ ಬರದಿರುವುದು ಅಥವಾ ತೀರ್ಪುಗಳನ್ನು  ನೀಡದಿರುವುದು
 * 10) ತಮಗೆ ಗೊತ್ತಿಲ್ಲದ ವಿಷಯಗಳ ಕುರಿತಂತೆ ಅನಗತ್ಯವಾಗಿ ಚರ್ಚೆ ಬೆಳೆಸದೆ ಅಗತ್ಯ ಆಕರಗಳನ್ನು ಪರಾಮರ್ಶಿಸಿದ ಮೇಲೆ  ಆ ಕುರಿತು ತಿಳಿಸುವುದು.
 * 11) ಯೋಜಿಸಿಕೊಂಡಂತೆಯೇ ವಿಷಯ ಪ್ರಸ್ತುತಿ ಮಾಡುವುದು. ಅನಗತ್ಯ ಚರ್ಚೆಗಳಿಗಿಳಿಯದೆ ನಿಗದಿತ ಸಮಯದಲ್ಲಿ ಎಲ್ಲ   ವಿಷಯಗಳನ್ನೂ ಪ್ರಸ್ತುತಿಪಡಿಸುವುದು.
 * 12) ಒತ್ತಡಕ್ಕೊಳಗಾಗದೇ, ಸಿಡುಕದೇ ಉಲ್ಲಸಿತರಾಗಿ ತರಬೇತಿಯನ್ನು ನಿರ್ವಹಿಸುವುದು
 * 13) ಅಂತಿಮವಾಗಿ ಇಡೀ ಚರ್ಚೆಯ ಸಾರಾಂಶವನ್ನು ಎಲ್ಲರ ಗಮನಕ್ಕೆ ತಂದು ಅವಧಿಯನ್ನು ಕೊನೆಗೊಳಿಸುವುದು

ಈ ಅಂಶಗಳಿಗೆ ನೀವು ನಿಮ್ಮ ಅನುಭವದಿಂದ ಕಂಡುಕೊಂಡ ಅಂಶಗಳನ್ನೂ ಸೇರಿಸಿಕೊಳ್ಳಬಹುದು. ಅಂತಿಮವಾಗಿ ನಾವು ನಮ್ಮ ನಮ್ಮ ಅನುಭವಗಳಿಂದ ಒಂದು ತರಬೇತಿಯನ್ನು ಯಾವ ರೀತಿ ಸಂಘಟಿಸಿದರೆ ಯಶಸ್ಸು ಪಡೆಯಬಹುದು ಎನ್ನುವುದನ್ನು ಅರ್ಥಮಾಡಿಕೊಳ್ಳಬೇಕಾಗುತ್ತದೆ. ತರಬೇತಿಯ ಸ್ಥಳ, ಸಂಘಟಕರು, ಭಾಗವಹಿಸುವವರು, ಲಭ್ಯ ಸಂಪನ್ಮೂಲಗಳನ್ನು ಹೊಂದಿಕೊಂಡು ನಮ್ಮ ಕಾರ್ಯ ನಿರೀಕ್ಷೆಗಳೂ ಬದಲಾಗಬಹುದು. ಪ್ರತಿ ತರಬೇತುದಾರರೂ ಈ ರೀತಿಯ ಅನಿರೀಕ್ಷಿತ ಬದಲಾವಣೆಗಳನ್ನು ನಿರೀಕ್ಷಿಸಿ ಅದನ್ನು ಎದುರಿಸಲೂ ಸಜ್ಜಾಗಬೇಕು.

COMMUNICATION SKILLS

 * 1) Oral Communication
 * 2) Written Communication
 * 3) Nonverbal Communication and Body Language
 * 4) Visual Communiction
 * 5) Audio-visual Communication
 * 6) e-Communication
 * 7) Radio
 * 8) SATCOM

ನೀವು ಎಂದಾದರೂ ಟೆಲೆಕಾನ್ಪರೆನ್ಸನಲ್ಲಿ ಭಾಗವಹಿಸಿದ್ದೀರಾ? ಹಾಗಿದ್ದರೆ ಈ ಲೇಖನಕ್ಕೆ ನಿಮ್ಮ ಪ್ರತಿಕ್ರಿಯೆ ನೀಡಿ.

Human resource management (inter personal skills)
Gender Equity in Education

http://barney.gonzaga.edu/~hbyrd/edld703a/index1.htm Sponsored Links

Principles

Equity Find out More About Equity. Become a Stock Market Ka Sher! www.Sharekhan.com

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Organising Group work
it is one of the important areas.

Conducting Brain storming
Conducting Brainstorming

Look at the following conversation.

A: How can we keep our city clean?

B: You should make everyone vacate the city!

A: Don’t speak rubbish. I am serious.

B: Well…. I am not sure….

How do you understand the above conversation? Did A get a solution? What do you think of the solution given by B? Do you think it was wise on the part of A to comment on B’s response? What happened after B heard the comment? Did he give any more ideas?

The thinking of people can be separated into two parts.

1.	Thinking part/ideation part

2.	Evaluative part

Can you now see who belongs to which group? Who’s doing the thinking and who is doing the evaluation? In most of our day to day transactions we associate evaluation with thinking. We also assume that thinking without evaluation may lead to unruly behaviour. We want every step of ours to be in the right direction. But when it comes to thinking, if evaluation precedes thinking,  the very act of generating ideas may suffer a set back. As shown in the conversation above, B stops thinking. Probably it would be good if we can separate thinking and evaluating. We always have the option of dropping the ideas that we don’t need. But if we expect only right ideas then ideas may not appear at all. It is in this light that a technique called brainstorming is thought of.

Brainstorming involves intentionally separating thinking from evaluation.

Activity

What would be the advantages of separating evaluative part from thinking part? Please list your observations below. The Americans name these two parts as Green Light Stage(Thinking part) and Red Light Stage(Evaluative part). Alex F. Osborn suggests a few principles for thinking part.


 * 1) Free wheeling is emphasised. The idea may be funny, crazy or costly,  please feel free to say it.
 * 2) No criticism is encouraged, either of the self or of others.  Non-verbal criticisms also is not permitted.
 * 3) Quantity breeds quality. You are permitted to say as many ideas as possible. The chances of qualitative ideas are more among so many.
 * 4) You can add to others’ ideas by way of borrowing their ideas and adding your part to them.

Activity 1

Visit http://en.wikipedia.org/wiki/Brainstorming

http://images.google.com.au/images?q=brainstorming

www.youthlearn.org/learning/planning/brainstorm

Reflect

Now you have read quite a lot of literature on brainstorming. How do you think is this technique useful to you as a trainer?

When is brainstorming as a technique useful?

Is the philosophy behind this technique useful to you as a thinking person?

Would you like to use this technique to brainstorm yourself to generate new ideas?

Activity 2

Discuss with your colleagues and list the merits of each one of the principles and the uses of this technique.

The Steps
You are like the conductor of an orchestra. In a training programme of yours, teachers would come with different backgrounds. Ask them to sit in a circle. Then appraise them of the principles discussed earlier. Before you ask them to ideate on a general topic such as - how to make your city environment friendly? - tell them a few jokes so that they laugh enough and feel free to think about the topic.

The steps of conducting brainstorming in a group are:

a.	Getting ready for the brainstorming.

Ask a friend of your to copy down all the ideas as fast as he can. Or appoint a stenographer to take down the ideas or taper record the whole session without the knowledge of the participants.

b.	Warm up session

c.	Ideation session

Your job will be that of a facilitator, encouraging them to come out with different types of ideas, never commenting or criticising any ideas.

d.	Conducting evaluation session – many times this will not be conducted by the person  in  charge, in turn the ideas will be handed over to the concerned head of the department. e.	Highlight before the group the quality of ideas, novelty of ideas and the number of   ideas.

Reflect


 * 1) What would you do with the ideas generated in the session? Would you like to take some action on them?
 * 2) Do you think it is possible to give certain projects based on the ideas generated in the brainstorming session?

Activity

Organise a brainstorming session in your class. Note down your experiences in conducting the session. You are likely to have some questions. Send your questions to

bhatvd@yahoo.co.in

Conducting Panel discussion
The word ‘panel’ means a group of experts. The discussion held among these expert members in front of an audience could be called panel discussion.

The panel would change from subject to subject, but there would be an anchor person, who would introduce the panelists, receive questions and distribute them to the panelists upon their specialization..

The panel for a topic ‘ The effect of housework on children’ may include a child specialist, a child psychologist, a teacher, an educational administrator and a journalist.

Activity 1

Suggest the panelists for the topic ‘effect of burden of books and other materials on primary and nursery children’

1. 2. 3. 4. 5. 6.

The steps in conducting a panel discussion would include the following.

1.Deciding upon a topic which is topical and has caught the attention of the public. 2.Deciding the panelists which would mean using your personal resources and other resources at your command. 3.Preparing an introduction to the topic and a set of questions which would be asked by you to all the panelists and request them to take turns to give their opinion. 4.Deciding the placwe for panel discussion and giving wide publicity through press and electronic media. 5.Holding the panel discussion with you as the anchor givin introduction and a set of questions to panelists. 6.Allowing questions from the audience, distributing them to panelists and summarizing at the end.

Activity 2

Visit the following links and find out other ways of conducting panel discussion.

http://www.historians.org/Projects/GIroundtable/Discussion

http://www.historians.org/Projects/GIroundtable/Discussion/Discussion4_2.htm

http://www.historians.org/Projects/GIroundtable/Discussion/Discussion4_5.htm

http://www.historians.org/Projects/GIroundtable/Discussion/Discussion4_1.htm

http://www.historians.org/Projects/GIroundtable/Discussion/Discussion4.htm

Discuss among your colleagues and reason out as to why there should be panelists of different backgrounds.

Conduct panel discussion with your teacher trainees as the audience and record your experiences. Please make arrangement s for recording the discussion and the question and answer session by a stenographer or tape record the whole event. Hold a discussion with your teacher trainees as to how it could be improved.

Discuss with your colleagues and develop a set of criterion for assessing the panel discussion.

Organising Activity based learning
'Introduction' All children are naturally motivated to learn and are capable of learning and it takes place both within and outside the school.Though children learn in a variety of ways both individually and in groups the NCF 2005 states that the children require opportunities to learn through making and doingthings,experience,experimentation,reading,discussing,listening,thinking and reflecting and expressing oneself in speech,movement and writing. Even the NPE1986 advocated a 'child-centred and activity based process of learning'. Therefore, it becomes the responsibility of the teacher to create a learning environment by following an appropriate approach and help children to construct their knowledge.

http://www.ucalgary.ca/~corbett/virtual_instructors/index.htm

http://www.mikeandken.com/

http://www.hindu.com/2007/04/02/stories/2007040204000200.htm

http://college.hmco.com/education/pbl/background.html#Features

isites.harvard.edu/icb/icb.do?keyword

www.intime.uni.edu/model/learning/learn

openlearn.open.ac.uk/mod/resource

www.fed.cuhk.edu.hk/en/nh/

www.cord.org/project-based-learning

Learning can be a result of different approaches followed by you as a teacher.What approaches are usually follwed by you in the class? Please list them down.

____________________

____________________

____________________

____________________

____________________

In the above listed approaches who plays a major role? Is it you or your students?Examine each of the activity and write what role is played by the teacher and what role is played by the students in performing that activity. Let us take the example of role play. ____________________ There are certain approaches whrein students play a major role and learn by doing. They perform certain activities.Name some educational activities that can be taken up in your class, major tasks being performed by the students. _Example:Preparing charts

____________________________

_______________________ Let us now pick some of the above activities and try to organise them in the class by relating them to to a lesson. Which activities did you choose?

_______________________________

_______________________________

_______________________________

_______________________________ To which subject and topic would you like to relate?

Subject____________________Topic______________________

Let us plan for organising activities in Social Sciences on the topic OUR AGRICULTURE. No. of students: 40

No. of groups: 8       No. of members in each group: 5

Sub topics:

Group 1: Meaning and types of agriculture

Group 2: Condition of Indian agriculture before Independence

Group 3: Progress made in Indian agriculture after Independence

Groups 4,5 and 6:Food crops

Groups 7 and 8: Cash crops

Activities required to be performed by each group:

--Collecting information

--Preparing charts and maps(wherever needed)

--Collecting samples(wherever possible)

--Downloading pictures from internet

--Group discussion

Time given for making preparation: Two weeks

Time given for performing the activities in the class(final form):Four teaching hours

Time given for group presentation of the work followed by discussion:30 minutes per group

What instructions would you like to give to the students from forming the groups till the dicussion?

____________________________________

____________________________________

______________________________________

____________________________________

_______________________________________

Try this activity in the class and find out what are the outcomes of the activities.

_______________________________________________________________________________________________

_______________________________________________________________________________________________

Will you try to organise another activity to teach some other subject or topic?

Conducting Role play
Conducting Role play

The word role implies accepting a part in a sequence and play means acting it out. Role play is more flexible compared to a drama. The drama will have a fixed theme, the conversations being prefixed, the sequence of events being rigidly followed etc. The role play does not have any one of these.

Activity 1

List out the characteristics of a drama according to your experience.

In a role play the theme may be there, but the conversations will have to be evolved by a group of students or actors. Sometimes role play is done without having necessary rehearsals.

The steps of role play are like this.

1.	Fixing a theme or deciding on a theme which is topical. 2.	Deciding on the type of role play, the type of roles, the number of students required and developing the conversation in a flexible manner. 3.	A small rehearsal, where the conversations are evolved. 4.	Enacting the role play 5.	Feedback by the teacher or the teacher educator

When you consider a textual content the steps might change. For example, when you want your students to practice a particular function in a language learning situation, you might use the dialogues given in the lesson.

Activity 2

Visit WWW                                 and find out the steps of conducting a role play according to different authors. In your circumstances which steps would you like to adopt?

The themes may be like water problem in your city, discrimination  of castes in the locality, the beggars’ problem etc. The number of roles and actors gets decided on the theme selected.

Activity 3

Taking a problem of your city develop a small skit. Develop the conversations which is subject to change depending on the actors.

Feedback by the teacher or teacher educator is a special aspect in role play, as it is used in educational settings.

Organising Dramatisation
Organising Dramatisation

All of us have seen dramas, both traditional and modern. There are different types of stage presentations like absurd theatre, street plays, yakshagana,   etc. We all know that dramas have entertainment value. Do they also have educational value? Can we use the theatre techniques for enhancing classroom learning?

The drama means a pre-decided set of conversations spoken out, with acting of the actors, accompanied by gestures, music and dance and with special effects as the case may be.

The drama invariably has a pre-decided written parts, be it in languages, social studies or sciences. The ready made drama in science are very small in number, but the dramas in languages and social studies are many. It requires an interested teacher to identify the theatrical part in the lesson and sometimes he or she develops the conversations too. He/she has to identify students who have a knack for acting and allot roles to them. Rehearsals are many in number with or without music or costumes. To start with there may not be music in instruments but slowly they are all introduced.

Activity 1

The definitions of drama range from simple presentation to an act of telling good lies. Visit www                                          and find a few definitions and compare them.

Activity 2

Identify the theatrical elements in social science textbook of VI or VII standard.

The steps involved in dramatisation are

1.	Determining the theatrical element in the lesson 2.	Searching and finding a play suited to that theme in the lesson 3.	Modifying the play to suit the lesson 4.	Deciding on the students who would fit the different roles in the drama 5.	Allotting roles to different students and asking them to copy down their part of the conversation 6.	Giving time to the students to mug up the conversations and understand the theme of the play 7.	Rehearsals as many as required 8.	Rehearsals with costumes on 9.	Enactment of the drama 10.	Feedback on the suitability of the drama to the historical theme or linguistic theme, the actors, their acting etc.

Activity 3

Visit www                                and find out the difference between role play and a drama.

Activity 4

Develop a small piece of conversation between Alexander, the Great and Porus. In dramas of schools and colleges the costumes may not be custom made or from a theatre company. They may be improvised, somewhat ordinary compared to professional dramas.

Some dramas are action oriented but others are speech oriented. The teacher or the teacher educator has to take a decision regarding the theme and the type of actors available in the school. For example, the drama on ‘Krishna, the child’ will have more action and special effects, where as the drama on ‘Kitturu Rani Chennamma’ will have more emphasis on words.

The teacher has to keep in mind the cost involved, time available and the school’s philosophy before deciding on which drama to stage.

Many dramas require permission to be taken by the original authors. Courtesy demands that the author is requested for permission in advance and the royalty if any, can be paid.

Conducting Teleconferencing
[]Teleconferencing

[]Teleconferencing

EVALUATION SKILLS

 * 1) Project Evaluation
 * 2) Programme evaluation
 * 3) Continuous and comprehensive evaluation
 * 4) Portfolio assessment
 * 5) KSQAO and KSQE