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Esteemed Colleges of Bangalore, Karnataka

1. CHRIST UNIVERSITY INSTITUTE OF MANAGEMENT (CUIM)
2. ALLIANCE UNIVERSITY
3. SYMBIOSIS INSTITUTE OF BUSINESS MANAGEMENT
4. MATS INSTITUTE OF MANAGEMENT AND ENTREPRENEURSHIP (MIME)
5. ACHARYA INSTITUTE OF MANAGEMENT & SCIENCES BANGALORE
6. PEOPLES EDUCATION SOCIETY, P.E.S. SCHOOL OF MANAGEMENT
7. M.S. RAMAIAH INSTITUTE OF MANAGEMENT, BANGALORE
8. OXFORD COLLEGE
9. DAYANAND SAGAR
10.R.V COLLEGE

NOTE:Specifically deals mainly with Christ University Institute Of Management.

Contact Anand +91 9902614822,9738548570 for direct admission in top MBA, Medical,
Engineering colleges of Bangalore through Management Quota

Esteemed Colleges of Bangalore, Karnataka

1. CHRIST UNIVERSITY INSTITUTE OF MANAGEMENT (CUIM)
2. ALLIANCE UNIVERSITY
3. SYMBIOSIS INSTITUTE OF BUSINESS MANAGEMENT
4. MATS INSTITUTE OF MANAGEMENT AND ENTREPRENEURSHIP (MIME)
5. ACHARYA INSTITUTE OF MANAGEMENT & SCIENCES BANGALORE
6. PEOPLES EDUCATION SOCIETY, P.E.S. SCHOOL OF MANAGEMENT
7. M.S. RAMAIAH INSTITUTE OF MANAGEMENT, BANGALORE
8. OXFORD COLLEGE
9. DAYANAND SAGAR
10.R.V COLLEGE

Contact Anand +91 9902614822,9738548570 for direct admission in top MBA, Medical,
Engineering colleges of Bangalore through Management Quota

Esteemed Colleges of Bangalore, Karnataka

1. CHRIST UNIVERSITY INSTITUTE OF MANAGEMENT (CUIM)
2. ALLIANCE UNIVERSITY
3. SYMBIOSIS INSTITUTE OF BUSINESS MANAGEMENT
4. MATS INSTITUTE OF MANAGEMENT AND ENTREPRENEURSHIP (MIME)
5. ACHARYA INSTITUTE OF MANAGEMENT & SCIENCES BANGALORE
6. PEOPLES EDUCATION SOCIETY, P.E.S. SCHOOL OF MANAGEMENT
7. M.S. RAMAIAH INSTITUTE OF MANAGEMENT, BANGALORE
8. OXFORD COLLEGE
9. DAYANAND SAGAR
10.R.V COLLEGE

This website comes from the Alaska Department of Education, and contains several examples of possible assessments, scoring rubrics, and other useful tools that can be adapted to almost any class, age, or proficiency level.

Here's the link:

http://www.fcps.edu/DIS/OHSICS/forlang/PALS/rubrics/

ER/IR Rags to Riches: Students must atempt to consecutively translate -ER and -IR verbs in order to win one million pesos. This engaging activity is similar to the Millionaire game and can be done as a whole class or in teams. click here!

2. How do I motivate a student that is trying their hardest, but they still cannot meet standards?

3. If I have a student that doesn’t speak English well how do I prepare my lesson to not only have the student involved in learning, but also have the ESL teacher involved in the teaching?

See the podcast page - http://www.am760.net/cc-common/podcast/single_podcast.html?podcast=davidsirota.xml - Check out hour 1, Wednesday 3/17/10. Discussion continues for a half hour into the second hour of the show.

A recent article in the NY Times discusses a proposal for standards in education that a majority of the states in America plan to adopt. While the standards will replace state guidelines with federal standards, one of the aims, apparently, of the federal standards is to simplify certain state curriculum that is to broad for its own good. It also intends on proposing several reading choices in English instead of dictating what is read. Personally, the reading options mentioned are something I can stand behind (i.e. Thoreau's "Walden," Lincoln's "Gettysburg Address,"). Help in molding the standards was provided by education groups.

2. How can I incorporate values such as life skills into my everyday lecture or class without reducing course content time?

3. Yes we all know that everybody is like test this and quiz that, but I notice that a student maybe be a hard worker and particapate in class and show up on time should that have any consideration on whether I fail them or not? Some students just dont test well what is a teacher supposed to do because you want all your students to succedd?

2) What actions should I take if a student continues to disrupt the lesson and holds the class back?

3)If a student comes to me with a personnel issue how should I handle it?

2) What causes boys and girls to learn differently?

3) How do you keep the entire class interested everyday without having to change your routine to much?

2.How can a teacher simply have all their students be on the same page on what you are teaching? Some students do not like to speak out as much, and calling on them can put them on the spot. How can a teacher try to have the class as a whole?

3. What are the major differences between extrinsic and intinsic motivation,if any?

4. How can students prevent from having anxiety in the classroom, with tests and quizes?

2.There are many ways to manage a classroom, so which one works the best? Should a new new techer try several strategies and find which one works the best and does the way the classroom is managed change with each new group of students?

3.If a student is dealing with a lot of issues at home or in the community how or should a teacher step in? It is one thing to create a classoom environment that is sensitive to students and the variety of living situations, but how can a teacher help outside of the classroom?

2.) How exactly do boys and girls learn differently?

3.) How can a student be motivated if they have a completely bad attitude towards the subject, and shows no interest at all?

2. How do you motivate a student in your class that has already learned the material you are currently teaching already?

3. How long should you allow in class discussions to last per question?

2. I liked the part where they mentioned developing and using a sense of humor, so is the best kind of teacher one who can balance professionalism and their own personality?

3. I always liked classes that I knew what to expect, but do you think students would find that completely boring?

2) When it comes to children who do not want to learn, how can a teacher motivate them?

3) How will I know to use certain multiple intelligences on certain people?

2)In the ten current truths about effective schools, it says to ample rewards and awards to students to help them feel appreciated for their thinking and work, what would be a good award/reward for students at a secondary level?

3)When teaching is it acceptable to uses more then one learning preference? For example if you demonstrate the lesson and also print out directions for the student.

Question 2: In the book, it says, "Spend time with students in noninstructional ways…or when you see them in the community." When is it crossing the line to "hang out" with the students?

Question 3: When you have one particular student that will not stop speaking out in class and bothering the other students what would be the proper way of handling the situation without losing your cool?

2. In your experiences what do you think is the best way to have control in your classroom?

3. How can I motivate kids who do not want to learn? In both aspects as one child is very intelligent and just not interested and a child who does not want to try because they think they aren’t intelligent?

2. As it says, ideas can be "unlearned", but what if they are ideas being taught to them at home? Do you tell them that what their guardians or parents have taught them is wrong or misconstrued?

3. What would be the best way to shape realistic expectations of a classroom for the students?

How do you keep the class awake and ready to learn ever day rather than having them go through the motions?

What is the best way to show you are the authoritarian in the class room? You don’t want to be a dictator or push over where is the fine line?

2. As a teacher one must acknowledge that students have different learning styles just as the teacher does. Incorporating each of these styles seems like it would take longer to get through material. How would we do this on a daily basis?

3. How do you set up student management/rules while not diminishing the students and making them feel as though they are being treated as "children?"

2. If a student is so completely oblivious to an assignment and just does not want to be a part of it in any way, how does one go about motivating them to be involved in the said assignment or class.

3. If a class full of students is divided by learning styles, say one prefers a hands on approach, some prefer a lecture, or some prefer book reading, is it possible to combine all three of those types of instruction to fulfill the needs of all the students in the class, or should a teacher stick to one specific type of learning?

2. Being there so many different learning styles, should I as teacher pick a different learning style each session or should I try to do multiple different learning styles for each lesson being taught?

3. If a student has absolutely no motivation, a bad attitude, and does poorly on the test, how can I push them to do better yet not push them too far?

2) The book mention you should try to connect with students in a noninstitutional setting. What if that is not possible with some students?

3) Of the models of classroom management (Canter's Assertive Disipline Model, Dreikurs/Albert Model, Ginott's Model and Glasser's Model) has one model been proven to work the best?

2. How can I cater to diverse populations more effectively without alienating other populations or show great inconsistency in my lesson?

3. How can I inspire students to appreciate the intrinsic value of learning without removing the extrinsic value entirely? (According to the text, or at least what I got from it was that there needs to be a balance between the two.)

2) How can I know if my students actually know the material rather than memorizing it and when to move on?

3) If I have an extremely diverse class, how can I assure that the class remains on pace and each group is learning?

2. Re: Gardner's multiple intelligences. Let's say you're organizing students into groups for an activity (and this is after you've had your class for a while, so you have a good sense of what "intelligence" each utilizes best). Is it wiser/better/more effective to group students *by* the type of intelligence they express, so you can "micro-teach" to each group in the style to which they are best adapted, or to purposely create a "mixed bag" with different types of intelligences in each group?

3. My mom was absolutely a "with it" teacher, as described in the book. I know it talks rather blandly about "building rapport" with students, but that's pretty dry. What are some really meaty tricks I can create within my style to become like this? I want people to walk up at the grocery store and remember *me* decades after they've graduated, the way they do with my mom!

2.) On the subject of discipline, how well does direct point deduction for misbehavior fair in the classroom? I suppose this could be a Machiavelli sort of question, which fairs better, love or fear?

3.) Is there a rule of thumb as to when physical intervention is acceptable disciplinary action within a classroom?

2. What are some ways in which I can actually teach my kids rather than just have them memorize what I'm saying?

3. If an altercation arises in my class other than a physical one (which I know is mandated by the school) how should I handle it? Turn it over to the Principal or Guidance office immediately or try something on my own in class?

2. Students will probably know more about technology than the teacher. How can a teacher make sure that the technology they are incorporating is beneficial and not a waste of class time?

3. Will students catch on that you are creating a different learning environment for themselves or their fellow peers, and will that somehow effect the students' psyche?

Is it wrong to gear your teaching twoards memorization?

What exactly is Metacognation?

2. As a new teacher, when we teach our first class(es), how should we best approach our students in order to show them that we are the teacher, and they are the students? For example, in high school, I had a new teacher who came in and was very strict the first day of class. She told us how it was going to be, and that was it. Everyone was complaining about her and how mean she seemed, but after the next few weeks, she softened up a bit, and became more comfortable to be around, but she kept to her rules and syllabus from the very first day. She made us work, seemed to keep us interested, and was able to control her classroom. Is this a good approach to take? Would you suggest something else?

3. Do you think technology helps to motivate students, and keep them more on task, interested, and focused?

2.) When dealing with students who live in poverty, what is the best way to convince them that education is of the utmost importance, if their home life is relaying the opposite message?

3.) As a teacher dealing with students who have a language barrier in the classroom, what is the best way to connect with them on an academic and appropriate personal level?

2. I'm concerned with having students look at and understand lessons and concepts in more than one intelligence.

3. As a new, young teacher, what's the best approach to maintaining authority with my students without seeming like a prison guard?

2. What amount/manner of discretion is applied when a teacher instructs "exceptional" students via an IEP?

3. What steps are being taken to address the English proficiency decline? Is the order in which students learn social language and "more formal, academic, language" considered a systemic problem of great importance?

2) If a student struggles with the English language for some reason, what is the best way to instruct him?

3) If a student is having personal problems, be it at home or school, what is the best way to approach the student?

2) How can we improve education programs of low-income communities? This chapter and other articles tap into the issues that are prevalent in low but no solutions? What is your opinion?

3)How do we as teachers use motivational tools to apply to students with opposite drives? If intrinsic motivation is the most effective, how can we apply to the contrary?

2. How do you teach a class with so many different learning levels? Say half the class the topic is a review but the other half it is all new information.

3. In a computer lab how do you keep all students on task?

2.If a student comes to me with a personal issue, how would i properly handle it?

3. If a student continues to misbehave, what is the best way to handle the situation?

would you do a quick survey thing like we do in college?

2.What is the best motivation technique(s) you found to work with secondary ed?

3.What is the worst time with behavoral problems you have had? and how did you approach the severe problem?

2. The chapter discusses the difference between classroom management and discipline. At what point does a teacher need to move from managing a class to using discipline to stop a particular student or students from being disruptive? Also, how does the teacher know they've reached that particular point?

3. If a teacher realizes a student has a disability or is gifted, should the teacher alter the assignments based on his/her abilities or notify the school itself before taking action to alter the curriculum?

2. From what I read it seems that intrinsic motivation is the better form of motivation because it makes the students want to learn. How do you make students intrinsicly motivated?

3. How do you teach a student who does not speak English, or speaks very little english?

2. How can students be truly motivated to do something when they have no support at home, and appear to have little to no interest in the topic?

3. While Kounin's Model certainly does paint a rich picture of a conducive classroom, how is a real person ever expected to be able to cover all of the principal concepts effectively and simultaneously?

2. If a child has a serious problem at home and comes to you about it, what is the best way to handle it. Do you give them advice or would it be better to contact the student's guardian?

3. What's the best way for getting through to foreign students when there is a strong language and custom barrier?

Numero Two- With the adolescent students going through so many changes, how do you handle a situation when a student comes to you with a personal problem?

Numero Three- What is a good technique to help shy students make presentations in front of the class?

boom baby!