The Progressive Teacher Vol 04 Issue 03

new trends
New Educational Trends:
Changing Pedagogy
into Practicum
In today’s competitive world eagerness to continually improve the educational experience of
learners has been growing steadily. We are now more aware of how teaching practices help shape
the student learning experiences and advance motivation and achievement.
–Ashok Singh Guleria
When teachers work well together
they tend to also work well with
students. So, it has become
important to encourage teachers to share
more of their expertise and experience and
in ways that go beyond the mere exchange of
information. The time has come that now we
have to transform pedagogical approaches to
workable practices.
Changing Classrooms into
learning workshops:
High-quality instruction is often defined as
the use of a variety of classroom teaching
practices, allowing for both teacherdirected
and self-regulated learning. For
educational policy and teacher education,
the results support calls for a good balance
among the three dimensions of classroom
teaching practices: (a) enhanced activities
including challenging tasks and content, (b)
student-oriented, supportive practices and
(c) teacher-directed practices that provide
structure and clarity. Now just as the high
level of workable experiences are expected
in learning a course of studies, therefore
it is better to convert our classrooms into
workshops where young minds try their hands
and minds on practical experiences more
than relying on classroom instruction. Thus,
the construction of instructional quality as
diversity of practices must go side by side.
Collaborating Co-Teaching
Practices:
Co-teaching is an effective teaching-learning
practice in which two or more professionals
engage themselves providing well planned
and systematic evidence based instructional
experiences to a group of learners. In our
schools we with the help of a team of
efficient teachers organize several teachinglearning
sessions and it has been seen that
the instructional outcome of each session
is far greater in degree than the general
individualized classroom teaching. We, for
experimentation, take up several curriculum
based themes or topics to be done engaging
teachers and students. This definitely works
and we get appropriate results and responses.
Ashok Singh Guleria teacher of 21 years standing is a postgraduate
in English Literature. He writes on pedagogical
issues and children’s behavioural concerns. He has worked
as Head of Department of English, curriculum planner and
Academic coordinator cum Teachers’ Trainer at the Akal
Academy Group of Schools run by the Kalghidhar Education
Trust, Baru Sahib, at Kajri in Uttar Pradesh. Currently he
works as Principal at Akal Academy, Gomti.
He strives to develop and facilitate the building of a robust
and sustainable teaching-learning fraternity embodied with a strong sense of work
culture. He can be reached at ashok.guleria70@gmail.com
50 The Progressive Teacher Jul/Aug 2017