This document contains a list of problematic students in class VII, categorizing them as low achievers, those with behavioral issues, non-responsive students, those from broken homes or with medical problems. It includes their section/class and serial numbers to identify individual students falling into these categories.
Original Description:
A sensitive approach towards your students can prevent many problems. If you phrase questions and criticism carefully, you can generally avoid defensive or hostile responses. If you are supportive, encouraging, and respectful of student ideas in class, then you can correct wrong answers, point out feeble arguments, or highlight weak points in a positive manner without discouraging your students. Rather than asking what is wrong with a written paragraph or a problem solution, ask how it could be improved. Instead of asking what the weak point of an argument is, ask how well it applies to or uses the material for the session. Rather than dismissing an idea immediately, ask the student to clarify it using the material for the session. At the same time, it's important to maintain your credibility. Don't, therefore, respond to student questions with "good point" when the ideas are in fact poorly presented. Always show students the courtesy of fully attending to their answers when they offer an idea; don't use that time to write on the blackboard or scribble on a note pad. - See more at: http://teaching.uncc.edu/learning-resources/articles-books/best-practice/education-philosophy/problem-students#sthash.oZfp0mZR.dpuf
This document contains a list of problematic students in class VII, categorizing them as low achievers, those with behavioral issues, non-responsive students, those from broken homes or with medical problems. It includes their section/class and serial numbers to identify individual students falling into these categories.
This document contains a list of problematic students in class VII, categorizing them as low achievers, those with behavioral issues, non-responsive students, those from broken homes or with medical problems. It includes their section/class and serial numbers to identify individual students falling into these categories.
Dance does not leave behind clearly identifiable physical artifacts Ballet developed first in Italy and then in France from lavish court spectacles that combined music, drama, poetry, song, costumes and dance. Members of the court nobility took part as performers. During the reign of Louis XIV, himself a dancer, dance became more codified. Professional dancers began to take the place of court amateurs, and ballet masters were licensed by the French government. The first ballet dance academy was the Académie Royale de Danse (Royal Dance Academy), opened in Paris in 1661. Shortly thereafter, the first institutionalized ballet troupe, associated with the Academy, was formed; this troupe began as an all-male ensemble