Two teaching strategies that may be considered not normal are:

1. Project-Based Learning: Project-based learning involves students working on a complex,

real-world project that integrates various subjects and skills. Instead of relying solely on

textbooks and lectures, students actively explore, research, collaborate, and create

tangible products or solutions. This approach promotes critical thinking, problem-solving,

and application of knowledge in a practical context.

2. Mindfulness and Meditation: Integrating mindfulness and meditation techniques into the

classroom can help students develop self-awareness, emotional regulation, and focus.

Teachers can incorporate short mindfulness exercises, breathing techniques, or guided

meditation sessions as part of daily routines or during specific transition periods. This

approach supports students' overall well-being and can enhance their ability to engage in

learning effectively.

To support teachers implementing these strategies, here are two creative ways as a supervisor:

1. Resource Library: Create a dedicated resource library with materials, references, and

examples related to project-based learning and mindfulness practices. This could include

project ideas, assessment rubrics, sample lesson plans, meditation scripts, and research

articles. Teachers can access this library to gather inspiration, find relevant resources, and

adapt them to suit their classroom needs.

2. Reflective Coaching: Offer reflective coaching sessions where teachers can discuss their

experiences, challenges, and successes with project-based learning or mindfulness

practices. Act as a supportive listener and guide teachers in reflecting on their teaching

strategies, student engagement, and the impact on learning outcomes. Provide

 constructive feedback, share additional resources, and help them brainstorm solutions to

overcome any obstacles they may encounter.

These approaches aim to provide teachers with the necessary resources, guidance, and support to

effectively implement unconventional teaching strategies while fostering their professional

growth.
References

Gomez-del Rio, T. and Rodriguez, J., (2022). Design and assessment of a project-based learning

in a laboratory for integrating knowledge and improving engineering design

skills. Education for Chemical Engineers, 40, pp.17-28.

Vago, D. R., & Silbersweig, D. A. (2012). Self-awareness, self-regulation, and self-

transcendence (S-ART): a framework for understanding the neurobiological mechanisms

of mindfulness. Frontiers in human neuroscience, 6, 296.