role play - fluency tasks (kurs ishi)

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1534869295_72225.docx role play: fluency tasks content introduction 1. a classroom guide for conducting adolescence education programme 2. adolescence education programmer during the classroom session 3. a classroom guide for conducting aep 4. workshop methods 5. activity on lesson planning conclusion used literature introduction this course work has been designed to guide teachers in conducting aep in schools. a detailed guide of how to conduct the three classroom sessions with students. topic is a broad guideline for conceptual clarity and understanding. activity is for experiential learning to build skills and apply knowledge. this section is complemented by reference material. research reveals that only bio-medical information is not enough to persuade an adolescent to adopt the safer behaviour and more responsible lifestyle that might prevent the spread of sti/hiv infection and substance abuse. in addition to accurate information, what is needed is a sense of risk (it can happen to me…), the …

lassroom guide for conducting adolescence education programme “we must become the change we want to see” – mahatma gandhi tips and tools for nodal teachers guidelines for conducting in-school activities l there should be a maximum of 50 students (preferably 30–40) for the classroom sessions. this helps in experiential learning. l school management / principals must select separate staff (male / female teacher) for conducting classroom session 1 (healthy growing up, adolescent health issues). l in all sessions, keep a question box. this can be an open cardboard box if kept in the classroom. if it is kept unsupervised, then it should be a box which can be locked and has a slit opening on the lid. n answer queries at the beginning of every session – this also serves to recapitulate the previous sessions. n encourage students to ask questions/queries on matters pertaining to the process of growing up, …

the teachers’ workbook in the classroom/workshops. 2. use open-ended questions to evaluate students’ knowledge, attitudes and skills in different subjects (hiv/aids, sti, addictive drugs, healthissues etc.). adjust lessons to the learning needs of the students by building on what the students know or by starting from what they don’t know. the aim is not to merely memorise new information; it has to be internalised by students. 3. remember that students in the classroom have different experiences. their level of awareness may vary depending upon their socio-cultural background, interaction with friends, parents, teachers and exposure to print and electronic media. your language and attitude should not be judgemental, as this would make some students feel excluded, and therefore, uninterested. 4. rapport with students is critical. l students should not be made to feel uncomfortable. do not go in front of anyone and force him/her to talk. l try not to get …

epeated. 2. summarize each session, and ensure that the objectives are realized and the topics covered. a classroom guide for conducting aep 11 teachers’ workbook for student activities 3. remember suggestions and try to incorporate them, if possible, into the sessions. essentials of facilitation when interacting with students, the following points need to be in mind. l respect confidentiality: respect confidentiality under all circumstances. personal issues discussed in the classroom must remain within the classroom. l be non-judgemental: do not pass any judgement on the various views and choices of young people. students neither want, nor need, moralising or accusing; what they do want and need is a compassionate and empathetic teacher. l empathise with students: from the start, empathise with students. recall your own memories of adolescence and its thorny issues. it takes time to accept and adapt oneself to change. remember all the uncomfortable aspects of adolescence – …

his student more actively in the process. l yawning. l staring off into space. l shuffling feet. l leaning back in chair. l looking at the clock. l boredom. l fatigue. l disinterest. l take a break. l speed up the process. l review the group’s goals. l introduce a new method or procedure. l talk with this student privately. l frowning. l scratching head. l confusion. l disagreement l ask this person about areas of confusion. l pressing lips. l staring off into space. l avoiding eye contact. l suppression of feelings. l give a new explanation. l ask this student about areas of confusion and provide clarification l talk with this student privately do’s and don’ts of good facilitation do’s don’ts l position yourself to face the entire group. l smile at individuals. l listen carefully while they talk. l maintain eye contact. l nod affirmatively, be positive. …

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1534869295_72225.docx role play: fluency tasks content introduction 1. a classroom guide for conducting adolescence education programme 2. adolescence education programmer during the classroom session 3. a classroom guide for conducting aep 4. workshop methods 5. activity on lesson planning conclusion used literature introduction this course work has been designed to guide teachers in conducting aep in schools. a detailed guide of how to conduct the three classroom sessions with students. topic is a broad guideline for conceptual clarity and understanding. activity is for experiential learning to build skills and apply knowledge. this section is complemented by reference material. research reveals that only bio-medical information is not enough to persuade an adolescent to adopt the safer ...

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