Good School

A good school teaches thought, not content.

A good school never gives up on a student and depends on creative thinking and solutions for
the students who ‘challenge’ them.

A good school doesn’t have unnecessary meetings

A good school will connect with other good schools–and connect students, too.

A good school uses professional development designed to improve teacher capacity over time.

A good school produces students that read and write because they want to.

Good School Leader

If you can take the blame for all that happens
When others point their fingers here and there;
If you can give credit to all around you,
While taking none without the slightest care;
If you can say “I’m sorry” to all parties
Defusing righteous anger everywhere,
Yours is the School and everything that’s in it,
And, you’ll be a school leader beyond compare!

Instruction for teachers

Even on the worst day in the classroom you are still some child’s best hope
Sometimes the thing your students need most right now has nothing to do with what’s in
the lesson plan
You are making a difference in child’s life everyday
The only thing in your control is effort. That’s all and that’s everything
The day you are willing to veer off the lesson plan, follow a kid’s lead, and learn with
your students is the day you really become a teacher
If a child cannot learn the way we teach, maybe we should teach the way they learn
If you have told a child thousand times and he still does not understand, then it is not the
child who is slow learner
The best teachers are those who show you where to look, but don’t tell you what to see
Students work hardest for teachers they like and respect. How do I get the students like
and respect me? Like and respect them at first
Who are you as a teacher is more important than what you teach
That do know do, those that understand teach
I am a teacher. Instead of making money, I decided to make a difference
The kid who needs the most love will tell it in most unloving ways
 Never think this way
 the teacher teaches and the students are taught;
 the teacher knows everything and the students know nothing;
 the teacher thinks and the students are thought about;
 the teacher talks and the students listen—meekly;
 the teacher disciplines and the students are disciplined;
 the teacher chooses and enforces his choice, and the students comply;
 the teacher acts and the students have the illusion of acting through the action of the
teacher;
 the teacher chooses the program content, and the students (who were not consulted)
adapt to it;
 the teacher confuses the authority of knowledge with his or her own professional
authority, which she and he sets in opposition to the freedom of the students;
 the teacher is the Subject of the learning process, while the pupils are mere objects.

Seven things to work on any School

School Operations Management
Curriculum Development and audit
School Improvement Planning
Academic Modeling and student achievement analysis
Strategic Planning
Staff Development and Leadership
Professional Experience

Seven caring habits Seven Deadly habits

 Supporting Criticizing

 Encouraging Blaming

 Listening Complaining

 Accepting Nagging

 Trusting Threatening

 Respecting Punishing

 Negotiating differences Reward

 Some wrong ideas in the School
1. Our problem is different
2. We don’t have enough time
3. We don’t have enough help
4. Our system is too small for this
5. We have always done this way
6. Our present method is time tested and reliable
7. Its impractical
8. Its ahead of time
9. We are not ready for it yet
10. We cannot teach an old dog new tricks
11. It will require a heavy investment
12. It looks good on paper ,but it won’t work
13. It’s outside my scope of responsibility
14. The present method is working. Why rock the boat?

What most Progressive Schools do?

The transformation of education and learning caused by the introduction of new teaching techniques
and technological advances has created a need for spaces that accommodate pressing performative
concerns.

 Emphasis on learning by doing –, experiential learning

 Integrated curriculum focused on thematic units
 Integration of entrepreneurship into education
 Strong emphasis on problem solving and critical thinking
 Group work and development of social skills
 Understanding and action as the goals of learning as opposed to rote knowledge
 Collaborative and cooperative learning projects
 Education for social responsibility and democracy
 Highly personalized learning accounting for each individual's personal goals
 Integration of community service and service learning projects into the daily curriculum
 Selection of subject content by looking forward to ask what skills will be needed in future
society
 De-emphasis on textbooks in favor of varied learning resources
 Emphasis on lifelong learning and social skills
 Assessment by evaluation of child's projects and productions
 Punishment
When a child hits a child, we call it- aggression.

When a child hits an adult, we call it- hostility.

When an adult hits an adult, we call it- assault.

When an adult hits a child, we call it- discipline.

Teacher
I am the decisive element in the classroom.
It is my personal approach that creates the climate.
It is my daily mood that makes the weather.
As a teacher, I possess tremendous power to make a child’s life miserable or joyous.
I can be a tool of torture or an instrument of inspiration.
I can humiliate or humor, hurt or heal.
In all of my situations it is my response that decides whether a crisis will be escalated or de-
escalated, and a child humanized or dehumanized.

Ways to treat the Child

 Suggest that teachers should find something for which to praise every child at least once a
day( Catch them doing good)

 Don’t take it personally. You just happen to be there but not directed at you

 Never feels classroom world as one of us (teachers) versus them (students)

 Move the body, not the mouth

 We should work towards changing the system, not the child.

 Cooperation is voluntary. You cannot force it

 Focus on the child’s assets.

  Statements such as “I know you have it in you” and “I really believe you can do it”

My thoughts on Teaching and Education

 Children who have are having a good time learn much better than those who are
miserable.
 The hand should be seen by the child as an object of love rather than an instrument of
punishment
 If you do a job where someone tells you exactly what to do, he will find someone cheaper
than you to do it.
 If education is the question, then teachers are the answer
 teachers’ actual depth of knowledge of the content of what is being taught bears little
 relationship to the attainment level of their students

 Teachers who report lower levels of professional satisfaction, and also those who are
observed to provide lower levels of emotional support for students, do report
considerably higher
 Over all levels of conflict than other teachers.

 Developing positive and close relationships becomes difficult if the focus is on

responding to uncooperative individuals.
 Teacher’s job is not to teach subjects; it is to teach students.

 Students should not download, they should only upload

 Every child needs a significant adult to express positive regard in him or her.

 Students seem to come to school to watch teachers working.

 Subject expertise is often essential for great teaching, but it’s never enough. The other
half of great teaching is knowing how to inspire students with the material so that they
actively want to, and do, learn it
 Many schools are organized as they are because they always have been, not because they
must be.
 Always start with what students could do, not what she couldn’t do.
 If teachers do not have the time to think about their pupils as individuals, then certainly
children are not going to learn to think about their own feelings and how they affect their
behavior.

 I struggle for my students, not against them.” The only one you can control is you.
 children were to be seen and not heard is a bad concept
 A good teacher has love of teaching. A great teacher has love of learning