Babli Mishra

Years of Experience in Class 12 Tuition

12

Years of Experience in Class I-V Tuition

10

Fees

Teaching Experience in detail in Class I-V Tuition

Prepared and delivered lessons for children ages 4-7 in subjects.Successfully managed classroom environment and provided positive role modeling. Created fun, engaging classroom activities. Pursued ongoing staff training and development. Developed and implemented a range of teaching strategies, activities and resources to enhance student learning. Maintained accurate records of student achievement, progress and .While teaching, I feel good and happy when my students feel also good and happy because they learnt the key points of my lectures. When my students are not truly satisfied with the content of my teaching, I tell them that on the next classroom, I will explain to them what I have missed in the current lecture.uestion Answers 19 Similar questions Research that mentions Emotion Discussion Started 17th Oct, 2018 Catia Cillóniz Catia Cillóniz Hospital Clinic of Barcelona; University of Barcelona Describe your teaching experience. How do you feel about teaching? What is your teaching philosophy? Describe your teaching experience. How do you feel about teaching? What is your teaching philosophy? Philosophy Teaching Emotion Share Most recent answer Nomzamo Jack Rhodes University For me, teaching is part of learning. As I am teaching I am also learning from my learners as they are diverse. Each learner in the classroom brings his or her unique background and ability. These are the elements that I invest in my teaching. Moreover, I allow learners to be themselves. This is a way of creating a conducive environment for learning. Cite Popular replies (1) Srini Vasan University of New Mexico Teaching is a noble profession. One does not go into teaching for the money but rather for the twinkle in the eyes of a student when they have understood a concept you taught them or figured out for themselves how to solve a problem based on your guidance. Teachers are facilitators making things happen in the class room and outside. The greatest compliment is when a student (whom you may have taught long ago) approaches you on the bus or in the market place and tells us something like, "You really helped me learn..." Cite 12 Recommendations Top contributors to discussions in this field Pierluigi Traverso Pierluigi Traverso Italian National Research Council Jassim Mohsen Abed Jassim Mohsen Abed University of Basrah Ebrahim E. Elsayed Ebrahim E. Elsayed Mansoura University Juana Maria Arcelus-Ulibarrena Juana Maria Arcelus-Ulibarrena Parthenope University of Naples Lamia Mustafa Al-Naama Lamia Mustafa Al-Naama University of Basrah ResearchGate Logo Get help with your research Join ResearchGate to ask questions, get input, and advance your work. Join for free Log in All replies (19) Sahar Qazi All India Institute of Medical Sciences A nice question Dr Catia Cillóniz ma'am. My teaching philosophy is simple as pie: Teach like it is your last day today! Try to give your abecedarians all of your knowledge so that knowledge can grow and expand to an extent where novelties can bloom and be implemented in order to exercise them for bridging up the loopholes which exist in our societies today. Cite 2 Recommendations Amit Baran Sharangi Bidhan Chandra Krishi Viswavidyalaya (Agricultural Univ) I am in this profession of teaching in an university for about 21 years. Every time whenever I am going to teach a class as a part of this noble profession .....I am learning also. I am trying consistently ....how to represent, interpret, summarize and rethink about the whole concept I wish to teach or rather inspire my students in a specific period of time assigned to me. My teaching philosophy: TO TEACH MY STUDENTS HOW TO LEARN.....and not simply WHAT TO LEARN. Cite 2 Recommendations Srini Vasan University of New Mexico Teaching is a noble profession. One does not go into teaching for the money but rather for the twinkle in the eyes of a student when they have understood a concept you taught them or figured out for themselves how to solve a problem based on your guidance. Teachers are facilitators making things happen in the class room and outside. The greatest compliment is when a student (whom you may have taught long ago) approaches you on the bus or in the market place and tells us something like, "You really helped me learn..." Cite 12 Recommendations Helen Gouse Ibn Sina National College for Medical Studies Teaching should be done with passion. 💜 Once you find your students not able to understand a particular concept you should be ready to adapt new methods of teaching to explain to them.😊 I feel that teacher should act as a guide to allow the student to choose his method of learning. He should share his experiences which give them vital life lessons.🌷 I always feel I learn from my students. The most recent words of appreciation by a parent "I really appreciate the efforts taken by you and your husband in educating my daughter to become a good doctor."💞 Cite 5 Recommendations Eman Kareem University of Kerbala I agree with Srini Vasan Cite 2 Recommendations Michael Issigonis Brandon University If the students are happy at the end of the day, so am I. If not happy, I must have missed something. I need to work harder to make them happy. Cite 9 Recommendations Sikandar Hayat Khan Armed Forces Institute of Pathology I enjoy teaching, but within my own specialty..... Cite 1 Recommendation Osama Rahil Shaltami University of Benghazi I have been teaching in the Department of Earth Sciences, Benghazi University since 2006 until now. I teach both undergraduate and graduate students. I love teaching and researching. Best Regards Catia Cillóniz Cite 3 Recommendations Orlando M Lourenço University of Lisbon Dera Catia, You ask the following: "Describe your teaching experience. How do you feel about teaching? What is your teaching philosophy? Let me start by saying that I believe that teaching is the noblest professor all over the world. Suffice it to say that only education can save societies and individuals from possible collapse, be it violent or gradual. Of course, education is costly, but it is far less costly than its alternative, ignorance. I have been a university professor of developmenal psychology (my area of speacialization) for several decades and taught at the undergraduate and graduate level While teaching, I feel good and happy when my students feel also good and happy because they learnt the key points of my lectures. When my students are not truly satisfied with the content of my teaching, I tell them that on the next classroom, I will explain to them what I have missed in the current lecture. I am not afraid of telling my students that there could be some occasions where I don't know. Indeed, there is always an unknown to be known, and the more we know the more ignorant we are, which they generally accept. While teaching, I am more a mentor and organizer of learning experiences and situations, such that my students actively understand, reinvent and reconstrcut everything they learn, than a simple transmitter of ready made and established truths imposed on them from outside. In other words, I avoid indoctrination and brainwashing. This means that I make use of the active methods, not the traditional or conservative ones, and appeal to due technology when it is appropriate. While teaching, I tend to be an authoritative, not an authoritarian nor permissive professor. Authoritative figures are demanding in intellectual terms, but warm in terms of social interaction; authoritarian figures are demanding in cognitive terms, but cold in terms of social interaction; and permissive figures are guided, say, by the slogan "laissez faire, laissez passer, laissez aller" (Let it go). There is accumulated evidence that shows that generally students feel happy with authoritative teachers/professors, and unhappy with both authoritarian and permissive professors and teachers. As for my teaching philosophy, I follow to main ideas. First, to teach students such that they become capable of dispensing with me qua professor in a more or less near future. Second, to teach students such that they become able to raise what I call "irrititating" questions and doubts. Irritating questions are those whose answer advances knowledge and leads us to a better knowledge of the unknown. Of course, irritating questions are also irritating for the satus quo and the mainstream. In other words, irritating questions, so to peaak, irritate the status quo and the mainstream because such question challenge what is established and look for a better knowdedge of the unknown (see, for example, the irritation of Catholic Church because of Newton's challenge of the geocentric theory). As I see it, all great scientists, minds, and thinkers were able to raise irritating questions and challenge the status quo.

Years of Experience in Hindi Language Classes

10

Teaching Experience in detail in Hindi Language Classes

भाषा कैसे सीखी जातीहै जैसे सवाल हमारे मन में उठने लगते हैं। जब हम इन सवालों को समझने की बात करते हैं तो मोटी बात यहनिकलकर आतीहै कि भाषा अभिव्यक्ति का माध्यम है अथवा भाषा विचारों के आदान-प्रदान का जरिया है। जब हम भाषा को इतने सीमित अर्थों में देखते हैं तो फिर भाषा-शिक्षण के प्रति हमारा नज़रिया भी सीमित हो जाता है। कहने का आशय यह है कि विषय की प्रकृति के बारे में जिस सीमा तक हम सोच पाते हैं उसका प्रभाव उसके शिक्षण पर भी पड़ता है। हम यहाँ इस आधारभत ू बहस के साथ, वर्षों से किए जा रहे भाषा-शिक्षण के तौर- तरीक़ों व उनसे जड़े ु सरोकारों पर बात करेंगे। साथ ही बच्चों के साथ भाषा-शिक्षण के अनभवों को भ ु ी साझा करेंगे। आम तौर पर भाषाई कौशलों के विकास के उद्शदे्यों के तहत जिस स्तर के प्रयास किए जाते हैं, यहाँ उसकी एक झलक देने का प्रयास किया जा रहा है। यह भाषाई उद्शदे्यों की प्राप्ति में न के वल अवरोधक के रूप में दिखते हैं बल्कि शरुआत ु ी वर्षों में भाषा विकास की सहज प्रक्रिया को भी हतोत्साहि। आम तौर पर कक्षा प्रथम और तो और पर्व ू-प्राथमिक शालाओं में जब बच्चे आते हैं तो उन्हें पढ़ने हेत वु र्णमाला का ज्ञान इस समझ के साथ कराया जाता है कि वर्णमाला सीखने के बाद ही बच्चे पढ़ने के कौशल का विकास कर पाएँगे। जबकि तीन साल का छोटा बच्चा जब चित्र वाली किताबों के सम्पर्क में आता है तो चित्रों को देखते हु ए पढ़ने का नाटक करना शरू ु कर देता है परन्तु ब्तु हु त कम लोग बच्चे के इस तरह के प्रयासों को महत्त्व देते हैं। लिखना सीखने की तैयारी धारणा ये है कि जब बच्चा वर्णमाला व मात्रा ज्ञान प्राप्त कर लेगा तब धाराप्रवाह पढ़ने लगेगा । उसके बाद ही लिखने के कौशल पर काम किया जा सकता है, उससे पहले नहीं । हम अधिकां श वयस्क, बच्चों के चित्र बनाने को लिखने की तैयारी का हिस्सा नहीं मानते जबकि चित्र बनाना लिखना सीखने की तैयारी का अहम हिस्सा है। बोलने व सननु े की क्षमता का विकास वयस्क लोगों को यह भी लगता है कि जब बच्चे उच्च- प्राथमिक, माध्यमिक व महाविद्यालयों में जाएँगे तो सनने- ु बोलने की क्षमताओ का ं विकास सहज रूप से कर लेंगे। छोटे बच्चों के साथ सनने-बोलने की क्षमताओ ु पर अलग ं से काम करने की ज़रूरत नहीं है। भाषा विकास के बारे में ये धारणा अकादमिक रूप से ऐसी खाई उत्पन्न करती है जो सही मायने में सीखने का सामर्थ्य भी नहीं देती, बल्कि सोचने-समझने की तार्किक समझ का आधार भी नहीं बनने देती । भाषाई दक्षताओ के ं विकास को इस तरह से विखण्डित रूप में देखना व उनके विकास हेत काम करने का न ु ज़रिया भाषाई विकास को नकारात्मक ढं ग से प्रभावित करता है। जब हम भाषा के विकास को समग्रता में नहीं देखते तो भाषा के सभी कौशलों पर काम करने की आवश्यकता नहीं लगती, बल्कि ऐसा लगता है कि सनने-बोलने के कौशल तो अपने-आप ु समय के साथ विकसित किए जा सकते हैं। इस परे प्रू सं ग में ये लगता है कि भाषा एवं भाषा-शिक्षण को लेकर उपरोक्त वर्णन में कुछेक बनिु यादी समस्याएँ हैं। उन पर काम किए बिना हम भाषा- शिक्षण के अपेक्षित लक्ष्यों की तरफ नहीं बढ़ सकते। अज़ीम प्रेमजी स्कूल, टोंक में बच्चों के साथ काम के दौरान हु ए अनभवों में इन ु सभी प्रसं गों को स्थान दिया है। साथ ही बच्चों के साथ काम करते हु ए भाषा सीखने के सैद्धान्तिक आयाम की भी पष्टिु हुई है जो शिक्षक को प्रेरित करने व अपने प्रयासों को और गहराई देने का हौसला देतीहै। इसे निम्न रूप में देख सकते हैं। हमें ऐसा लगता है कि भाषा सिर्फ अभिव्यक्ति का माध्यम ही नहीं है बल्कि भाषा के माध्यम से हीहम विचार कर पाते हैं, तर्क कर पाते हैं, अवधारणाएँ बना पाते हैं, चीज़ों को जान पाते हैं। साथ ही प्रकृति में मौजद ू सभी वस्तुओ्तु , जं ीवों व इसं ानों के साथ रिश्ता बना पाते हैं। जब हम भाषा को इस रूप में देखते हैं तो बच्चों के साथ काम करने की शरुआत ु नीरस वर्णमाला सिखाने से नहीं की जा सकती । कक्षा प्रथम के बच्चों के साथ हिन्दी भाषा में काम के अनु भव व बच्चों में भाषा विकास का स्तर । सननु े व बोलने के कौशलों पर काम – कक्षा प्रथम के बच्चों के सनने व बोलने के कौशलों के ु विकास हेत की गई ु