A Warm Welcome to You All

Objectives
Understand the mindset of an Effective Teacher/Leader and deal with any issues with new and fresh perspective and achieve excellence and success Inspire and influence student/staff to motivate and develop themselves Set Compelling Goals and achieve them. .

Objectives
Personal

Action Planning: making your learning work for you immediately and most effectively: Transforming you to an effective Teacher-Leader and creating positive change in you, your students and organization.

During the Training

1. 2.

3. 4.

5.

During the Training keep these questions in mind How and when can I apply this? How can I benefit from this principle, idea, model, tool etc? How can I adapt this to make it more useful? Is there a better approach? What opportunities can I use or create to put this to work?

Self Introduction
Josh Niraula: Educator, Trainer and Social Development Worker Former Principal of St. Xaviers Godavari Founder Principal of Campion Academy and College Asia Director of Caritas Internationalis Vice Chairman Kathmandu Valley School President Elect Rotary Club of Patan South

Symbol of My Life

Symbol of My Life

Heart of a Teacher

What Do You See?

What do you see?

You can also see this

This

Please Think Back

Who

was one of your best teachers? What made her/him an effective teacher?

Your Best Teachers

There was a relationship Inspired and Motivated you Communicated passion for the subject Expressed care for you Paid good attention, saw you feel special Loved what they were doing (passion for teaching) Were fair in dealing (Just and fair) Knew the subject/content well (Confident)

STUDENTS WILL FORGET

MOST OF WHAT YOU TEACH THEM

BUT WILL
REMEMBER HOW YOU MADE THEM FEEL IN

YOUR CLASS!

The Black Balloon

Son, it isn't the color. It's

the stuff

inside
that makes it rise."

Stuff Inside
The Stuff that is Inside each one of us that makes us go up or down Is our

Attitude

Attitude
I can + You can = We can

THE ICEBERG
HOW MUCH DO YOU SEE OF AN ICEBERG?

THE ICEBERG
ONLY 10% OF ANY ICEBERG IS VISIBLE. THE REMAINING 90% IS BELOW SEA LEVEL.

THE ICEBERG
VISIBLE ABOVE SEA LEVEL

10 %
SEA LEVEL

INVISIBLE BELOW SEA LEVEL

90 %

THE ICEBERG

The Iceberg phenomena is also applicable on human beings

THE ICEBERG
KNOWN TO OTHERS

KNOWLEDGE & SKILLS

SEA LEVEL

UNKNOWN TO OTHERS

ATTITUDE

WHAT MAKES YOUR LIFE 100% ?

Let each letter of the alphabetic has a value equals to it sequence of the alphabetical order:
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26

S 19

K 11

I 9

L 12

L 12

S 19

= = = =

82 96 98 100

K N O W L E D G E 11 14 15 23 12 5 4 7 5 H A R D 8 1 12 4 W O R K 23 15 18 11

A T T I T U D E 1 20 20 9 20 21 4 5

Attitude
The greatest discovery of my generation is that human beings can alter their lives by altering their attitude
William James

Total Quality People TQP

In

todays economy the greatest asset is the people. The success of any organization does not only depend on the TQM (Total Quality Management) but on TQP (Total Quality People).

TQP
TQP

is people with Character, Integrity, Good Values and Positive Attitude. Among them Positive Attitude is the corner stone for success be it an individual, community, organization or country.

The Triple Es of Attitude Factors that Determine our Attitude Environment Experience Education

Environment
Positive and Negative Influence of: Home School/College Peer Pressure Media TV, Newspapers, Magazines, Internet etc

Environment
Cultural,

Religious Backgrounds Traditions and Beliefs Social, Economical and Political

Experience
Traveler to the City of Athens According to our experience with people and events in our life our behavior changes. Positive experience positive response and vice versa

Education

Zen Master and Young Educated Pupil

Education
The

formation we went through : Content and Context of our knowledge. Lack of Openness (Fanaticism, Fundamentalism etc)

Benefits of Positive Attitude

Increased

Productivity Fosters Teamwork and Working Atmosphere Creates Shared Vision Improves Quality Breeds Loyalty, Responsibility and Accountability

Consequences of Negative Attitude

Bitterness Resentment Ill

Health High Stress A Purposeless Joyless Futile Life

Benefits of Positive Attitude

Increased

Productivity Fosters Teamwork and Working Atmosphere Creates Shared Vision Improves Quality Breeds Loyalty, Responsibility and Accountability

Benefits of Positive Attitude

Fosters

better Relationship with employers, employees and customers Gives Job Satisfaction Reduces Stress Health, Wealth, Relationship, Peace and Fulfillment

Consequences of Negative Attitude

Bitterness Resentment Ill

Health High Stress A Purposeless Joyless Futile Life

KNOWN TO OTHERS

UNKNOWN TO OTHERS

KNOWN
TO SELF

OPEN AREA
ARENA

UNKNOWN

BLIND DARK AREA

TO
SELF

How to reduce the BLIND AREA?

Others

can contribute more in this

area Solicit feedback Develop openness show willingness to change

KNOWN TO OTHERS

UNKNOWN TO OTHERS

KNOWN
TO SELF

OPEN AREA
ARENA

UNKNOWN

TO
SELF

BLIND AREA

DARK

KNOWN TO OTHERS

UNKNOWN TO OTHERS HIDDEN AREA

MASK

KNOWN
TO SELF

OPEN AREA
ARENA

UNKNOWN

TO
SELF

BLIND AREA

DARK

How to reduce the HIDDEN AREA?

I

have to chose to reduce this area

Share
Is

With Whom?

there any risk?

KNOWN TO OTHERS

UNKNOWN TO OTHERS HIDD MASK EN

KNOWN
TO SELF

OPEN AREA
ARENA

AREA

UNKNOWN

TO
SELF

BLIND AREA

DARK

KNOWN TO OTHERS

UNKNOWN TO OTHERS HIDD MASK EN

KNOWN
TO SELF

OPEN AREA
ARENA

AREA
UNKNOWN
POTENTIAL

UNKNOWN

TO
SELF

BLIND AREA

DARK

AREA

KNOWN TO OTHERS

UNKNOWN TO OTHERS HIDDEN AREA

MASK

KNOWN
TO SELF

ARENA

OPEN AREA

UNKNOWN

UNKNOWN POTENTIAL BLIND AREA

DARK

TO
SELF

AREA

POTENTIAL AREA
Believe

that you have unexplored territory in you

Solicit

feedback and develop openness

YOU THINK YOU CAN, YOU CAN

WHEN

The Wheel of Life

Why People Do Not Change?

Change

is uncomfortable and Painful Comfort and Courage Zone But Change in Attitude is Possible with the Power of Positive Thinking Change your Thought and you can Change the World

THINGS I ENJOY DOING SAFETY & SECURITY RELAXATION

COMFORT ZONE SURETY EASE

FREEDOM FROM RISK THINGS IM ACCUSTOMED TO

CHOICES RESPONSES

CIRCLE

OF

CONTROL
OURSELVES

ATTITUDES

MBTI

Personal Development

Personal Development
Is

a source for inner strength, happiness and a way to a better life

Improves

the quality of life.

Personal Development
There

is no such thing as instant self improvement. Any inner change takes time, and there must be motivation, desire, ambition, perseverance and dedication (Kaizen)

Kaizen

Kaizen

Introduction to SWOT Analysis

Presented by Josh Niraula

What is SWOT?
It is a planning tool used to identify: Strengths Weaknesses Opportunities and Threats involved in a business. It is used as part of Strategic Planning Process. We can use it for Personal Development also.

Strategic Planning
Strategic Planning helps organisation/individual to answer some basic and critical questions like: a) Where we stand? b) What is our goal? c) How to reach the desired goal? d) How to evaluate performance?

Assessment Model: SWOT

Internal Assessment: Your knowledge, skills, attitudes, values and beliefs. Things that you have within you.

Assessment

External Assessment: Family, school, Society, environment that influences you

Strengths

Those things that you do well, or performance points.

the high value

Strengths: Good leadership, strategic insights, people intelligence/skill, Good Communication, Positive Attitude, Cheerful, Friendly, Courageous etc Often considered Core Competencies Best leverage points for growth without draining your resources

Weaknesses

Assessment

Those things that prevent you from doing what you really need to do. Weaknesses include: Negative thoughts, attitudes and behaviors. Lacking in knowledge, skill, attitude. Insufficient opportunities and resources. Example: tardiness, procrastination, poor image and self confidence etc. Since weaknesses are internal, they are within your control.

Opportunities

Assessment

Opportunities Potential areas for growth and higher performance Facilities you have in your environments, college you are studying Society, Training centers. Timing may be important for capitalizing on opportunities

Threats

Assessment

Threats Challenges confronting your growth. Threats can take a wide range bad influences (drug, alcohol, gambling). Strikes, change in Govt. policies, new regulations, lack of demand etc. Important to classify or assign probabilities to threats. The more accurate you are in identifying threats, the better position you are for dealing with the sudden ripples of change

Why SWOT?

Strengths How to leverage? Weaknesses How to overcome? Opportunities How to exploit? Threats How to defend? SWOT provides clarity on where we stand & in which direction we should move
SWOT leads to development of shortterm & long-term objectives.

In the Absence
Hidden

strengths not utilised Weaknesses not identified & taken care Opportunities missed Unprepared to face threats

While doing SWOT

Strengths Modest & Clearly identifiable Weaknesses Exhaustive Opportunities Realistic & Identifiable Threats Clearly identifiable

After SWOT

Link strengths to action plan to create sustainable competitive advantage Propose specific action plan to overcome weaknesses Develop action plan to take advantage of opportunities Develop action plan to defend the threats

Creating SMART Goals and Objectives

S
M A R

= Specific = Measurable = Attainable = Realistic = Timely

SMART

Specific
W Questions Who is involved? What do I want to accomplish? Where Identify location When - Establish a timeframe Which Identify requirements & constraints Why Specific reason, purpose Example: I want to lose weight I want to lose 20 kgs in 3 months by joining a club and excercising everyday for 2 hrs .

SMART

Measurable
How much? How many? How will I know when it is accomplished? Concrete criteria to measure the progress, direction and the trill of being in track. (Flow chart)

SMART

Attainable
Identify Goals most worthy of achieving Develop positive attitude, self- confidence and self-belief See new opportunity and creative ways of doing things Remaining flexible to change and adapt new things

SMART

Realistic
Goal that you think and believe can achieve and able to and willing to give 100% High enough to motive you Low goals do not bring best in you. Do what you love and love what you do

SMART

Timely
Most important in our context Should be grounded in solid timeframe Not Some day or First week of Jan put a date 31st Jan 2012 and seal it. It should be written in cement

THINGS I ENJOY DOING SAFETY & SECURITY RELAXATION

COMFORT ZONE SURETY EASE

FREEDOM FROM RISK THINGS IM ACCUSTOMED TO

CHOICES RESPONSES

CIRCLE

OF

CONTROL
OURSELVES

ATTITUDES

Classroom Management

Students are Afraid of

Failing Not

understanding/being understood Having to deal with things theyd rather avoid Having ignorance exposed/challenged Looking foolish

Teachers are Afraid of

Judgment

of students Not being effective Being unappreciated, unrewarded Losing their job Losing their image/status Effective teaching requires taking risks!

Bothe Teachers and Students are Afraid of

Facing

otherness, differentness Not having control Conflict Losing identity Change

Classroom Management
Primary purpose is to gain control of the classroom Good classroom management results in high levels of student engaged time

Behavioristic Approach
There are 3 major categories of actions to take in establishing a behaviorally-oriented classroom management program:

1. Structuring/Selecting and Arranging Activities

2. Monitor Student Behavior

3. Reinforce Positive Behavior/ Redirect Inappropriate Behavior

Structuring/Selecting and Arranging Activities

General Recommendations
Establish Rules and Procedures Early Select 4 or 5 rules that you will use to set guidelines and limits for behavior in your classroom.

State the rules in terms of positive expectations of behavior you want to see. Be careful about stating rules in the form of "Don't.

Dont
Dont make noise = Make Noise

Dont Run = Run

Establishing Rules
General Recommendations Think about specific examples of behavior that would demonstrate each rule.

Post the rules in your classroom.

Teach the rules just as you would academic content using the discussed previously.

Establishing Rules
Sample Rules For College Level
Bring all needed materials to class.

Be in your seat and ready to work when the bell rings.

Obtain permission before speaking or leaving your seat.

Complete all assignments on time

Respect and be polite to all people.

Respect other people's property. Take Care of your college

Behavioristic Approach
Structuring/Selecting and Arranging Activities Establish rules and procedures early Establish consequences

1. reinforcers
2. punishers

Establishing Consequences
Consequences are environmental stimuli that increase or decrease the probability that a behavior will occur again. We want to establish consequences that will either reinforce or redirect behavior. Rewards and punishers should be selected that match the significance or meaningfulness of the exhibited action.

Establishing Consequences
The most important aspect of delivering consequences is the consistency of delivery.

Especially in terms of punishers, any inconsistency might actually increase rather than decrease the probability that the behavior will occur again.

Establishing Consequences
Level of Significance Reward Smile Penalty Eye contact

Compliment
Mild Motivating note on assignment

Have student state rule broken

Establishing Consequences
Level of Significance Reward Recognition at functions Severe Write up in newspaper Penalty Trip to Principal's office Warning Letters Parents informed

Remember

Dont assume that students will automatically follow the procedures you establish. At the beginning of the year spend time teaching (and reinforcing) the behaviors you wish students to exhibit. For example, if you expect students to be in their seats when the bell rings, you will have to be consistently firm with them at the beginning of the year. This is true for any expectation you set. Time spent in teaching and reinforcing your rules at the beginning of the year will save time all year long.

Structuring/Selecting and Arranging Activities in Brief

State expectations clearly Focus on positive expectations Practice "positive" behavior Establish group cohesiveness and responsibility Model appropriate behavior

2. Monitor Student Behavior

Physical layout: ability to see all students
Teacher movement: move around the room Group focus::keep students involved Overlapping: ability to supervise several activities at once

Monitor Student Behavior

Characteristics of teachers that are effective classroom managers. They are: Withitness Overlapping Signal Continuity

Withitness
The ability of a teacher to be aware of activities taking place in the classroom.

Some teachers are seemingly unaware of what is going on in the classroom or laboratory. They are not ignoring inappropriate behavior--they simply do not know it is occurring. This seems unbelievable, but it occurs every day. Good classroom managers have good classroom awareness.

Overlapping
The ability of a teacher to be able to do more than one thing at a time. (Mothers often seem to have this trait.)

Monitor the entire class while giving assistance to an individual student. Especially important in laboratory situations. Students describe teachers with this characteristic as having eyes in the back of their head. Teachers have to see the big picture while focusing on the specific task at hand.

Signal Continuity
Maintaining a continuous signal to the student that there is no time to waste.

Businesslike behavior Makes students aware of time constraints Holds students accountable for completing a specific amount of work each day. Makes quick transitions from one learning activity to another.

Time Management in Classroom

Instructional time: amount of time assigned to work on instructional tasks (e.g. 35 minutes during a class period). Time-on-task (also called engaged time): amount of instructional time that the learner is doing what they are supposed to do. Academic learning time: amount of time that a student is on-task in learning activities that are at the appropriate instructional level.

Average Use of Time

Researchers have observed teachers to determine how time is spent in classrooms. The results presented are for hundreds of observations at all levels of education.
Monitorin g Off-task

Organizin g Active Instructio n

Effective Use of Time

Researchers then chose the teachers whose students had the highest achievement scores and determined how they used time in their classrooms. The results are presented in the chart.

Monitori ng Off Task

Organizi ng Active Instructi on

Use of Time
Note:

The average teacher spends far too little time actually teaching, compared to the effective teachers. Effective teachers are rarely off-task. Effective teachers take care of organizing activities (checking roll, making assignments, collecting papers, etc.) more quickly.

Is it hard for students to adapt?

Of course not! They adapt every time they change classes during the day. It is doubtful that any two teachers they might have during the day have exactly the same classroom management rules. They are used to adapting with every class change.

3. Reinforce Positive Behavior/ Redirect Inappropriate Behavior

Anticipate occurrence of positive and inappropriate behavior
Hold students accountable Provide specific feedback regarding behavior and expectations Focus on positive behavior; teacher attention to inappropriate behavior can be reinforcing

Reinforce Positive Behavior/ Redirect Inappropriate Behavior Effective praise will:

1. be contingent on display of positive behavior 2. specify clearly the behaviors being reinforced 3. be believable by the student

Motivation

Students who are motivated by 1. Learning Goals 2. Performance Goals

Motivation
Students who are motivated by learning goals: Care about gaining competence Are motivated to try if there are obstacles Use self-regulated learning strategies Are concerned with self-goals, not comparisons with others

Motivation
Students who are motivated by Performance Goals:: Marks/Grade Oriented Competitive and not Collaborative Are motivated by reward and punishment Use other-regulated learning strategies Are concerned with Exams

Motivation

Discussion Point: 1. What is better? Learning or Performance Goal? 2. How to balance them?

Enhancing Motivation
Arouse interest Maintain curiosity Use a variety of presentation modes Help students set own goals Express clear, positive expectations Provide clear, frequent, immediate feedback

Classroom Management
Goal of Classroom Management is to maximize Academic Learning Time!
This is done by: Well-prepared learning activities (good lesson plans) Established procedures for routine activities such as distributing and collecting materials from students. Minimal disruptions due to misbehavior. Close monitoring of student work with appropriate feedback.

Ultimate Goal: Improve Student Achievement

Time Factors Related to Student Achievement:
Research has shown the following factors to be positively related to increases in student achievement:

Well established classroom rules and procedures Teacher as a time-on-task model (teacher does not waste any time) Starting on time Close monitoring of behavior and performance Clear and concise directions Appropriate questioning techniques

Additional Suggestions for Effective Class Management

Greet students at the door as they enter the classroom Have students write out their expectations for the class and their own goals for learning Start the instruction with a puzzle, question, paradox, or jokes to focus on the topic Elicit student questions and concerns, write them down on the board, and address during the class Build a break in after 20-25 minutes; tell an anecdote, shift media, refer to a current event

Improving Student Achievement

Research has shown the following factors to be negatively related to increases in student achievement: Unprepared students Delay of response due to disruptions Too much time spent on non-academic activities Tardiness External distractions (noise in the hall, intercom, visitors at the classroom door, etc.)

Other Teaching Issues: Accommodating Special Needs

Need to know how to accommodate for:

Physical challenges- hearing, sight, attention, mobility Gifted learners Other learning challenges

The Four Beliefs of an Effective Teacher

It is the teacher who makes the difference in the classroom. By far the most important factor in school learning is the ability of the teacher. There is an extensive body of knowledge about teaching that must be known by the teacher. The teacher must be a decision maker able to translate the body of knowledge about teaching into increased student learning.
-- Madeline Hunter

The Art of Giving Feedback

The ability to deliver action-oriented, student-tailored feedback is a critical skill teachers should devote as much attention to as any other core part of their job. Feedback has to address each individual's motivations to bring that person's goals in line with those of the college.

Communication Model

We process events through 5 senses 2 million bits of information per second Chunks down to 134 bits Nervous system cannot handle it. So it:
Deletes Distorts Generalizes

Works like WWW

We take information in through a natural preferred combination of senses (modalities) and hold it in our minds and create a map (model) of our world. 1. Visual 2. Auditory

3. Kinesthetic (feeling) ways Also (Olfactory) smell (Gustatory) Taste

Communication Model

Use of Language
I dont want to be late for the meeting. I want to be on time for the meeting. I dont want to fail in exams/get less than 8o% I want to excel in exams/get more than 80%

I dont want to be poor after I retire so I save money I want to be self reliant after I retire so I save money.

I dont want to be fat/ I want to lose weight I want to be slim and look sporty / I want to be healthy I am not good enough I am unique

Meaning of Our Communication

Words

= 7% Tonality= 38% Physiology = 55%

Watch Your Voice

Volume

(loud or soft) Tone (soft or hard) Pitch (high or low) Speed (faster or slower) Clarity (clear or muffled)

Watch Your Words

Dont
Brain does not process negatives. Dont run = Run Dont make noise = Make noise

But
It negates anything that comes before it You are smart but you need to work harder. (replace it with and)

Watch Your Words

Should/Must
They suggest order, compulsion and gives a feeling of burden. Instead use Could

Try
It implies failure or possibility of failure I will try to finish the race Instead use: Can and Will These are Power

Words.

Always, Never, All, Everyone

He is always late (Always?) You will never succeed. (Never?) I must do it. (What will happen if you do not do it?) I can not it is impossible. (What stops you?) We Nepalese are lazy and Chinese are hardworking (All Nepalese? Chinese?)

Non-Verbal
Alignment with: Body - posture Head and Shoulders Facial Expressions: smile, blinking of eyes Gestures - position of hands Breathing high in chest or low in stomach, fast or slow Emotional states happy, sad, nervous, fearful etc Space: close or far (lovers Vs enemies) Values (Long Term) Higher the value you satisfy the more persuasive you are. Success could mean more money or more synergetic relationship

Communication Model

We process events through 5 senses 2 million bits of information per second Chunks down to 134 bits Nervous system cannot handle it. So it:
Deletes Distorts Generalizes

Works like WWW

Deletion

Finished files are the result of years of scientific study combined with the experience of many years of experts.

Delete
Healthy: Able to read a book while the music is on/select what is good for you. Unhealthy: Sees only negative on a person or situation

Deletion

We delete things that our unconscious mind thinks we do not need to know consciously even though you have asked your conscious mind to count. The unconscious mind is programmed to delete anything that is considered unimportant to the conscious mind, because otherwise the conscious mind will be over crowded with information.

Deletion Language Pattern (Meta Model)

I

was out. (Where exactly?) She is better than him. (At what?) I need help. (with what?) She made me angry. (How specifically?)

Distortion
A distortion occurs when you misinterpret information coming in through your senses Distortion happens when you take one aspect of an experience and change it according to what is happening for you. Can be Negative and Positive

Which way the stairs are going ?

Distort

Distort

Distortion
Healthy: Works of art, music and literature/interpret negative situation for your own good. Unhealthy: Gossip, rumors,

Distortion Language Pattern

He comes home late everyday so he does not love me anymore. (How his not coming home makes you feel that way) His face shows he like you (How exactly his face shows that?) His voice makes me angry. (How does his voice make you angry?)

Generalization

Healthy: recognize things and events, carry simple tasks Unhealthy: One bad experience and generalize it.

Generalization

He is always late (Always?) You will never succeed. (Never?) I must do it. (What will happen if you do not do it?) I can not it is impossible. (What stops you?) We Nepalese are lazy and Chinese are hardworking (All Nepalese? Chinese?)

Feedback
Give positive feedback often and make sure it's sincere Students want to hear that they're doing well, and their cynicism radar goes up when they believe the words are meant to placate them. Worse, they may lose respect for you as a leader when they think you can't distinguish between superb and mediocre work. If you catch greatness, speak up.

The Art of Giving Feedback

Every teacher has his or her own style of delivering feedback, and there is no one right way of doing it. I've learned this from consulting with teachers in addition to running my own schools and colleges. There are, however, some universal practices any teacher can adopt and put into action.

Feedback
Be specific in your praise. Feedback lets people know what they could do more or less of. Saying "great job" doesn't accomplish much. Describe exactly what they did that made the job deserving of recognition so they can repeat it and others can follow suit. Example: I really liked and appreciate your project work. It is systematic and concise. You have the ability to write professional programs and projects. Congratulations!

Feedback Process

1. Build Rapport (Relationship) 2. Be aware of your state (Feeling in your Mind and Body) 3. Body Language 4. Voice Tone

Evaluation/Feedback
All Tests and Exams is a form of Feedback Examinations - Could be Oral or Written - Written: Exams, Tests, term paper, report etc - Could be Objective or Subjective -Could be Weekly Tests, Monthly, Quarterly , Half Yearly, Semester - Both have advantages and limitations

Evaluation/Feedback
Could be Scheduled or Surprise Whatever may be the form their purpose is to give measurable feedback on the progress of the students/staff/institution. There is no substitute for Exams/Evaluation/Feedback Without timely evaluation and feedback no student/staff or institution will survive for long

Evaluation/Feedback

Institutions should take this matter with great importance and care Proper system of evaluation for students/staff/ and institution in place is utmost requirement Feedback mechanism is the life line of each individual and organization For this all members of the organization need to contribute. Staff play the most vital role.

Questions Teachers Required to Ask Themselves

1.

2.

3.

4.

What are the goals and objective of my exams? Have I prepared my students for Exams? Have I spent quality time to prepare questions for my exams? Have I spent quality time to correct the paper and give quality comments/feedback

Questions Teachers Required to Ask Themselves

6. Did I met the objectives and goals I had set for the exams? 7. Exams are not routine work it is a matter of life and death for students so take them seriously. 8. If you are serious then only students will be serious for exams. So set standards

DONT ACT LIKE AN ELEPHANT!

Turn on your speakers!
From an article by Thomas J. Stevens

Strange statement, isnt it?

LET ME EXPLAIN:

Elephants are used for manual labor.

But what to do with them when they are not working? How to restrain them?

Their handlers came up with the idea to program them while they are still very young by setting self-imposed limits into their thinking.
HOW DOES IT WORK?
When the elephants are still small, weighing around 150 kilos they get tied up with a very heavy rope. All day long, the elephants try to get rid of it, whine, tug at it and some of them even try to chew it. But they cant break free.

Finally the elephant gives up and the fight is over.

From this moment on, they strongly believe that there is absolutely no chance to get rid of the rope.

They accept the fact that the rope limits them. And with this imprinted belief in place, their handlers are able to tie them with extremely small ropes, even as adults weighing 4,000 kilos and more, they never attempt to break free, because they know they have no chance at all!

As you can see, the elephants limits are not real but exist only in their mind.

We also have built-in boundaries.

They are also not real but exist only in our minds. But it doesnt have to stay this way. Our negative belief systems dont have to limit us for good.

If you truly want to become successful you can change your inner belief system, your attitude, and break your inner boundaries.

You always have the inner strength, the personal power to change everything in your life for the better.

Just Do It!
Never give up. And never act like an elephant!

Limiting Beliefs

I am not good enough I am not smart/talented enough I am weak in Math/Science/English etc I can never get 80% in my subject I can not sing/dance/draw/ speak etc No one loves me It is very hard

Common Belief Issues

Hopelessness It is not possible to get what I want. Helplessness I am not capable to get what I want. Worthlessness I do not deserve to get what I want.

Transforming Limiting Beliefs

Hopelessness Helplessness Worthlessness Optimism Confidence Self Esteem

Keys to Achievement

GLIMPSE OF MY VISION OF NEPAL in 2030

KATHMANDU IN 2030

NAGARKOT IN 2030

KATHMANDU - LUMBINI METRO RAIL IN 2030

BIRGUNJ DRY PORT IN 2030

BRIDGE OVER BAGMATI IN 2030

LALITPUR IN 2030

BUTWAL IN 2030

LIFE ENDS IF YOU STOP DREAMING

STUDENTS WILL FORGET

MOST OF WHAT YOU TEACH THEM,

BUT WILL
REMEMBER HOW YOU MADE THEM FEEL IN

YOUR CLASS!

Joy of Transformation

Heart of a Teacher is made

To

TRANSFORM

Students

Thank You