Teacher Skills Forum 2018

In this session Participants will be able to focus on:
1. the beliefs and behaviors, attitudes and interactions that form the fabric of life in our classrooms and in our schools.
2.  the importance of learning from effective teachers.
3.  the importance of modeling the behavior that they expect.
IB values education more as the transformation of personal understanding and collaborative construction of meaning, and less as transmission of knowledge and rote memorization of facts.  What Great Teachers Do Differently book by Dr. Todd Whitaker is focused on the same concept by discussing many ideas how to value the knowledge, the relations, understanding that when learning becomes meaningful and relevant, students are more likely to be engaged.

This interactive session will explore the reciprocal relationship between good health and academic success and how quality health education programmes help students achieve their highest academic potential.This session will highlight how “health/well-being education” is situated within the broader context of holistic educational efforts globally, and in the International Baccalaureate. It will also discuss opportunities, implications for learning and challenges for schools. The session will be structured as an inquiry into the interdependence of culture and health education, and the consequences for social and emotional learning, human rights, equity and equality in education.

In this session participants will be aware of:
1.  The features of adolescence, puberty and adolescence, gender differences during this phase, psychosocial tasks of adolescents and identity formation.
2. The developmental characteristics of this phase, teacher adolescent relationship and the proper disciplinary techniques to employ with them.

Through discussion participants will learn about the importance of collaboration (how it affects students) and how to create a class environment that supports collaboration (what the class looks like, sounds like, feels like)
Participants will be aware that collaboration helps promote social skills and real-life skills that are used outside of the school. It also helps build character and keeps the classroom fun and engaging, as the students are exposed to various ideas and perspectives.

تقدم هذه الورشة التفاعلية توضيح للعلاقة المتبادلة بين الصحة الجيدة والنجاح الأكاديمي، وكيف تساعد برامج التثقيف الصحي الجيدة الطلاب على تحقيق إمكاناتهم الأكاديمية وسوف تسلط  هذه الورشة الضوء على وضعية "التعليم الصحي / الرفاهيه" ضمن السياق الأوسع للجهود التعليمية الشاملة على الصعيد العالمي، وفي برامج البكالوريا الدولية. وستناقش أيضا الفرص والآثار المترتبة على التعلم والتحديات التي تواجه المدارس
وستنظم هذه الورشة كبحث في الترابط بين الحضارة والتثقيف الصحي، والآثار المترتبة على التعلم الاجتماعي والعاطفي، وحقوق الإنسان، والإنصاف، والمساواة في التعليم

By the end of the session participants will:
• Understand the relationship between the questions teachers ask and the thinking that students develop.
• Be able to use the TIEL Curriculum Design Model (Teaching for Intellectual and Emotional Learning) to design questions for lessons in their disciplines that help students develop thinking and social emotional processes.
Purposeful questions help students develop a wide range of thinking processes as well as positive social emotional characteristics.  Do our questions lead to these outcomes as much as we would like?  The TIEL Curriculum Design model helps teachers  structure questions that insure the development of thinking skills and qualities of character in your daily lessons.

In this session the participants will investigate why learners are motivated or demotivated towards learning through raising awareness on the role of emotions for understanding learners and the learning environment. It also explains the biological experience and gender differences of emotions. Participants will better understand learning and learners through connecting learning to life.
Positive memories direct positive behaviors toward learning (Lawson).Thus, our thoughts influence how we feel when we colour our interaction with learning.