This document contains 80 teaching ideas in a numbered list format from 1 to 80. Each idea is presented in 1-2 sentences. The ideas focus on innovative classroom practices to engage students, such as using technology, collaborative learning strategies, experiential learning, and building strong teacher-student relationships. The overall document provides concise teaching strategies and tips to help teachers explore excellence in teaching and learning.
This document provides an agenda for a knowledge sharing session on artificial intelligence for teachers of classes 8 through 10. The agenda includes an introduction to AI, applications of AI, types of AI, the AI project cycle, smart city concepts, ethical issues related to AI, and chatbots. The session will be led by Dr. Dheeraj Mehrotra, an author of computer science and AI books.
This document provides 10 tips for securing Zoom meetings and preventing "Zoom bombing". It lists ways to secure Zoom such as using meeting passwords, enabling the waiting room feature, muting participants, and only allowing screen sharing for the host. The source is an article from the website pcmag.com on how to prevent disruptions during Zoom calls from unauthorized users.
The document provides guidelines for maintaining social distancing and safety in schools during the COVID-19 pandemic. It recommends circling seating within classrooms, avoiding sitting near each other, making individual sanitizers mandatory, sanitizing buses daily, having mandatory handwashing periods, emphasizing e-learning, postponing assemblies, monitoring group movements, avoiding paper exchanges, and preferring online discussions and digital payments. It stresses the importance of cultivating a positive mindset among students and teachers during this time.
This document promotes using a coupon code to get 50% off a Udemy course called "Tackling Distractions Within Classrooms". The course can be accessed at the URL provided and teaches how to deal with distractions in the classroom setting. The coupon code "WINNER" provides half price access to the online course on Udemy.
The document discusses life skills and their importance in education. It defines life skills as abilities that help individuals deal with everyday demands and challenges according to the WHO. The 10 core life skills identified are self-awareness, empathy, critical thinking, etc. It argues that life skills are needed now more than ever given changes in the workplace. Teachers should equip students with these skills both in and outside the classroom through techniques like role playing, discussions, and peer teaching. Fostering life skills can improve self-confidence and relationships.
The document lists 20 teaching ideas, including having square classrooms organized by rows and columns, preparing vocabulary lists for students to learn course content, exploring one website per day as a class and writing reviews, allowing students to choose daily quotes to inspire learning, engaging students through online tools and networking, making learning fun by discussing current topics, allowing students to take attendance to develop leadership skills, believing in parents and involving them, and applying practical learning approaches. It emphasizes making learning meaningful by involving students, discovering learners through recognition, motivating through action, believing students can achieve, and regularly reflecting on teaching approaches.
This document discusses the evolution of personal learning networks (PLNs) for educators. It describes how educators' use of PLNs has progressed from isolation to constantly connecting with global learning communities online. Educators are encouraged to grow their own PLNs by starting small with tools like RSS feeds and social networking, and then expanding their online presence through blogging, virtual conversations, and participation in online conferences and Twitter. The document suggests PLNs allow 21st century educators to stay connected, gain personalized professional development, and collaborate with interconnected global connections.
The document discusses enhancing creativity in the classroom. It emphasizes that creativity is essential for success in any field, including teaching. It provides tips for teachers to stimulate creativity in students, such as letting students take ownership of the classroom, delivering passionately, obtaining students' input, and using failure as a learning experience. The document also explores models of creativity, such as the Osborne-Parnes and Incubation models, and suggests explicitly teaching creative skills like imagination, discipline, resilience, collaboration, and giving students responsibility.
The document discusses Continuous and Comprehensive Evaluation (CCE) and teacher training on CCE. It provides an overview of CCE, including its objectives to comprehensively evaluate students' academic and non-academic development through continuous assessment. It outlines the session agenda which involves activities, presentations, and discussions on understanding CCE and its features. The document also discusses assessment tools, expectations of CCE, and initiatives to strengthen its implementation in schools.
The document discusses the transformation of schools and learning in the 21st century. It notes that students will become the new bosses in school, with Google as their new teacher, and that they will take responsibility for their own learning. Teachers will shift to a new role as facilitators and lifelong learners themselves. The modern learning paradigm is shifting towards social, self-directed, and inquiry-based models of education to prepare students for fast-growing jobs that did not exist 10 years ago.
The document provides 16 mantras or tips for teachers to impress their students. The tips include treating students like bosses, acting relaxed in the classroom, using humor and storytelling, checking in with students periodically, ending lessons on a fun note, dressing professionally, observing students and offering help, being creative and real by accepting mistakes, embracing challenges to improve, and treating students as you would want your own child to be treated. The overarching message is for teachers to build trust and positive relationships with students through effective communication and focusing on the students' learning and happiness.
The document discusses School Quality Assessment and Accreditation (SQAA), a process established by the Central Board of Secondary Education (CBSE) in India to promote continuous quality improvement in schools through self-analysis, peer review, and meeting predetermined quality standards across academic and non-academic areas of school functioning over a 5-year accreditation cycle. The SQAA process involves schools conducting a self-assessment, a visit by a peer review team to validate findings, and a final report on the school's accreditation status.
The National Curriculum Framework of 2005 aimed to reform India's school education system by making learning more flexible, organic, and linked to students' lives. It sought to move away from an exam-focused and textbook-centered approach towards developing students' creative and abstract thinking. The framework emphasized seeing students as active learners and knowledge constructors rather than passive receivers of information. It recommended treating local and environmental knowledge as valuable resources for learning. Key reforms included integrating subjects like art, health and civic education; emphasizing multilingualism; shifting assessments towards understanding over rote knowledge; and training teachers for curriculum renewal.
The document discusses leadership and excellence. It emphasizes developing communication skills, connecting with audiences, conveying vision, and applying the leadership qualities of Barack Obama. The document stresses the importance of crafting approaches, gaining trust, sharing common values, and striving for excellence through practicing technology and quality living.
This document discusses the role of teachers in transforming education through technology. It emphasizes that teachers must embrace technology and engage students with 21st century tools, or risk students leaving them behind. A "Rockstar Teacher" is defined as one who uses technology to create self-directed learners and transform the world. The document provides 10 steps that Rockstar Teachers can take to engage students, including creating an emotionally and intellectually safe classroom, cultivating engagement, and teaching self-awareness.
The document outlines the key characteristics of a great teacher according to Dr. Dheeraj Mehrotra. It states that a great teacher must be an engaging personality who can hold students' attention. They need to establish clear objectives for each lesson and ensure those objectives are met. Additionally, a great teacher practices effective discipline skills, demonstrates strong classroom management abilities, maintains open communication with parents, holds high expectations for students, has thorough knowledge of curriculum and standards, possesses expertise in their subject matter, has a passion for teaching and working with children, and develops strong rapport with students.
The document provides tips for achieving excellence in the workplace. It recommends developing personal qualities like identifying weaknesses and strengths, accepting criticism to improve faults, setting long-term ambitions to progress, taking responsibility, learning from failures, giving yourself credit, never giving up and seeking higher goals when one is achieved. It also suggests seeking feedback, aiming for perfection, being a demanding but helpful leader to others, prioritizing tasks and working effectively rather than longer hours.
A good showcase by Dr Dheeraj Mehrotra for all teachers to learn how to LEARN and then TEACH. Remember what we learnt once upon a time is no longer of DEMAND for the students. We need to know NEW to DELIVER in the classrooms of today.
The document discusses life skills and their importance in education. It defines life skills as abilities that help individuals deal with everyday demands and challenges according to the WHO. The 10 core life skills identified are self-awareness, empathy, critical thinking, etc. It argues that life skills are needed now more than ever given changes in the workplace. Teachers should equip students with these skills both in and outside the classroom through techniques like role playing, discussions, and peer teaching. Fostering life skills can improve self-confidence and relationships.
The document lists 20 teaching ideas, including having square classrooms organized by rows and columns, preparing vocabulary lists for students to learn course content, exploring one website per day as a class and writing reviews, allowing students to choose daily quotes to inspire learning, engaging students through online tools and networking, making learning fun by discussing current topics, allowing students to take attendance to develop leadership skills, believing in parents and involving them, and applying practical learning approaches. It emphasizes making learning meaningful by involving students, discovering learners through recognition, motivating through action, believing students can achieve, and regularly reflecting on teaching approaches.
This document discusses the evolution of personal learning networks (PLNs) for educators. It describes how educators' use of PLNs has progressed from isolation to constantly connecting with global learning communities online. Educators are encouraged to grow their own PLNs by starting small with tools like RSS feeds and social networking, and then expanding their online presence through blogging, virtual conversations, and participation in online conferences and Twitter. The document suggests PLNs allow 21st century educators to stay connected, gain personalized professional development, and collaborate with interconnected global connections.
The document discusses enhancing creativity in the classroom. It emphasizes that creativity is essential for success in any field, including teaching. It provides tips for teachers to stimulate creativity in students, such as letting students take ownership of the classroom, delivering passionately, obtaining students' input, and using failure as a learning experience. The document also explores models of creativity, such as the Osborne-Parnes and Incubation models, and suggests explicitly teaching creative skills like imagination, discipline, resilience, collaboration, and giving students responsibility.
The document discusses Continuous and Comprehensive Evaluation (CCE) and teacher training on CCE. It provides an overview of CCE, including its objectives to comprehensively evaluate students' academic and non-academic development through continuous assessment. It outlines the session agenda which involves activities, presentations, and discussions on understanding CCE and its features. The document also discusses assessment tools, expectations of CCE, and initiatives to strengthen its implementation in schools.
The document discusses the transformation of schools and learning in the 21st century. It notes that students will become the new bosses in school, with Google as their new teacher, and that they will take responsibility for their own learning. Teachers will shift to a new role as facilitators and lifelong learners themselves. The modern learning paradigm is shifting towards social, self-directed, and inquiry-based models of education to prepare students for fast-growing jobs that did not exist 10 years ago.
The document provides 16 mantras or tips for teachers to impress their students. The tips include treating students like bosses, acting relaxed in the classroom, using humor and storytelling, checking in with students periodically, ending lessons on a fun note, dressing professionally, observing students and offering help, being creative and real by accepting mistakes, embracing challenges to improve, and treating students as you would want your own child to be treated. The overarching message is for teachers to build trust and positive relationships with students through effective communication and focusing on the students' learning and happiness.
The document discusses School Quality Assessment and Accreditation (SQAA), a process established by the Central Board of Secondary Education (CBSE) in India to promote continuous quality improvement in schools through self-analysis, peer review, and meeting predetermined quality standards across academic and non-academic areas of school functioning over a 5-year accreditation cycle. The SQAA process involves schools conducting a self-assessment, a visit by a peer review team to validate findings, and a final report on the school's accreditation status.
The National Curriculum Framework of 2005 aimed to reform India's school education system by making learning more flexible, organic, and linked to students' lives. It sought to move away from an exam-focused and textbook-centered approach towards developing students' creative and abstract thinking. The framework emphasized seeing students as active learners and knowledge constructors rather than passive receivers of information. It recommended treating local and environmental knowledge as valuable resources for learning. Key reforms included integrating subjects like art, health and civic education; emphasizing multilingualism; shifting assessments towards understanding over rote knowledge; and training teachers for curriculum renewal.
The document discusses leadership and excellence. It emphasizes developing communication skills, connecting with audiences, conveying vision, and applying the leadership qualities of Barack Obama. The document stresses the importance of crafting approaches, gaining trust, sharing common values, and striving for excellence through practicing technology and quality living.
This document discusses the role of teachers in transforming education through technology. It emphasizes that teachers must embrace technology and engage students with 21st century tools, or risk students leaving them behind. A "Rockstar Teacher" is defined as one who uses technology to create self-directed learners and transform the world. The document provides 10 steps that Rockstar Teachers can take to engage students, including creating an emotionally and intellectually safe classroom, cultivating engagement, and teaching self-awareness.
The document outlines the key characteristics of a great teacher according to Dr. Dheeraj Mehrotra. It states that a great teacher must be an engaging personality who can hold students' attention. They need to establish clear objectives for each lesson and ensure those objectives are met. Additionally, a great teacher practices effective discipline skills, demonstrates strong classroom management abilities, maintains open communication with parents, holds high expectations for students, has thorough knowledge of curriculum and standards, possesses expertise in their subject matter, has a passion for teaching and working with children, and develops strong rapport with students.
The document provides tips for achieving excellence in the workplace. It recommends developing personal qualities like identifying weaknesses and strengths, accepting criticism to improve faults, setting long-term ambitions to progress, taking responsibility, learning from failures, giving yourself credit, never giving up and seeking higher goals when one is achieved. It also suggests seeking feedback, aiming for perfection, being a demanding but helpful leader to others, prioritizing tasks and working effectively rather than longer hours.
A good showcase by Dr Dheeraj Mehrotra for all teachers to learn how to LEARN and then TEACH. Remember what we learnt once upon a time is no longer of DEMAND for the students. We need to know NEW to DELIVER in the classrooms of today.
Database population in Odoo 18 - Odoo slidesCeline George
油
In this slide, well discuss the database population in Odoo 18. In Odoo, performance analysis of the source code is more important. Database population is one of the methods used to analyze the performance of our code.
Blind Spots in AI and Formulation Science Knowledge Pyramid (Updated Perspect...Ajaz Hussain
油
This presentation delves into the systemic blind spots within pharmaceutical science and regulatory systems, emphasizing the significance of "inactive ingredients" and their influence on therapeutic equivalence. These blind spots, indicative of normalized systemic failures, go beyond mere chance occurrences and are ingrained deeply enough to compromise decision-making processes and erode trust.
Historical instances like the 1938 FD&C Act and the Generic Drug Scandals underscore how crisis-triggered reforms often fail to address the fundamental issues, perpetuating inefficiencies and hazards.
The narrative advocates a shift from reactive crisis management to proactive, adaptable systems prioritizing continuous enhancement. Key hurdles involve challenging outdated assumptions regarding bioavailability, inadequately funded research ventures, and the impact of vague language in regulatory frameworks.
The rise of large language models (LLMs) presents promising solutions, albeit with accompanying risks necessitating thorough validation and seamless integration.
Tackling these blind spots demands a holistic approach, embracing adaptive learning and a steadfast commitment to self-improvement. By nurturing curiosity, refining regulatory terminology, and judiciously harnessing new technologies, the pharmaceutical sector can progress towards better public health service delivery and ensure the safety, efficacy, and real-world impact of drug products.
Digital Tools with AI for e-Content Development.pptxDr. Sarita Anand
油
This ppt is useful for not only for B.Ed., M.Ed., M.A. (Education) or any other PG level students or Ph.D. scholars but also for the school, college and university teachers who are interested to prepare an e-content with AI for their students and others.
Chapter 3. Social Responsibility and Ethics in Strategic Management.pptxRommel Regala
油
This course provides students with a comprehensive understanding of strategic management principles, frameworks, and applications in business. It explores strategic planning, environmental analysis, corporate governance, business ethics, and sustainability. The course integrates Sustainable Development Goals (SDGs) to enhance global and ethical perspectives in decision-making.
Blind spots in AI and Formulation Science, IFPAC 2025.pdfAjaz Hussain
油
The intersection of AI and pharmaceutical formulation science highlights significant blind spotssystemic gaps in pharmaceutical development, regulatory oversight, quality assurance, and the ethical use of AIthat could jeopardize patient safety and undermine public trust. To move forward effectively, we must address these normalized blind spots, which may arise from outdated assumptions, errors, gaps in previous knowledge, and biases in language or regulatory inertia. This is essential to ensure that AI and formulation science are developed as tools for patient-centered and ethical healthcare.
APM People Interest Network Conference 2025
- Autonomy, Teams and Tension
- Oliver Randall & David Bovis
- Own Your Autonomy
Oliver Randall
Consultant, Tribe365
Oliver is a career project professional since 2011 and started volunteering with APM in 2016 and has since chaired the People Interest Network and the North East Regional Network. Oliver has been consulting in culture, leadership and behaviours since 2019 and co-developed HPTM速an off the shelf high performance framework for teams and organisations and is currently working with SAS (Stellenbosch Academy for Sport) developing the culture, leadership and behaviours framework for future elite sportspeople whilst also holding down work as a project manager in the NHS at North Tees and Hartlepool Foundation Trust.
David Bovis
Consultant, Duxinaroe
A Leadership and Culture Change expert, David is the originator of BTFA and The Dux Model.
With a Masters in Applied Neuroscience from the Institute of Organisational Neuroscience, he is widely regarded as the Go-To expert in the field, recognised as an inspiring keynote speaker and change strategist.
He has an industrial engineering background, majoring in TPS / Lean. David worked his way up from his apprenticeship to earn his seat at the C-suite table. His career spans several industries, including Automotive, Aerospace, Defence, Space, Heavy Industries and Elec-Mech / polymer contract manufacture.
Published in Londons Evening Standard quarterly business supplement, James Caans Your business Magazine, Quality World, the Lean Management Journal and Cambridge Universities PMA, he works as comfortably with leaders from FTSE and Fortune 100 companies as he does owner-managers in SMEs. He is passionate about helping leaders understand the neurological root cause of a high-performance culture and sustainable change, in business.
Session | Own Your Autonomy The Importance of Autonomy in Project Management
#OwnYourAutonomy is aiming to be a global APM initiative to position everyone to take a more conscious role in their decision making process leading to increased outcomes for everyone and contribute to a world in which all projects succeed.
We want everyone to join the journey.
#OwnYourAutonomy is the culmination of 3 years of collaborative exploration within the Leadership Focus Group which is part of the APM People Interest Network. The work has been pulled together using the 5 HPTM速 Systems and the BTFA neuroscience leadership programme.
https://www.linkedin.com/showcase/apm-people-network/about/
Prelims of Kaun TALHA : a Travel, Architecture, Lifestyle, Heritage and Activism quiz, organized by Conquiztadors, the Quiz society of Sri Venkateswara College under their annual quizzing fest El Dorado 2025.
Finals of Kaun TALHA : a Travel, Architecture, Lifestyle, Heritage and Activism quiz, organized by Conquiztadors, the Quiz society of Sri Venkateswara College under their annual quizzing fest El Dorado 2025.