SLIDE 2 – 3:

These questions aim to gauge how different teaching styles affect motivation and attention
of students. It also aims to understand how these affect the classroom culture. It shows the
extent to which teacher is responsible for maintaining a positive classroom culture. It also
points out the harmful effects of labelling. These questions also aim to engage the students
in an interactive way to make them reflect on their own experiences of feeling pressurized
in a group and make connections with the skit from there.

First scenario is a disengaging classroom so Ali felt demotivated. The students got bored and
turned to bullying and peer pressure. Ali was labelled a loser which he internalized. Second
scenario is an engaging classroom in which the teacher uses visual aids to teach. She
motivates Ali instead of labelling, and stops bullying through negative reinforcement.

SLIDE 4 – 8:

School culture is the set of norms, values and beliefs, rituals and ceremonies, symbols and
stories that make up the “persona” of the school. These unwritten expectations build up
over time as teachers, administrators, parents, and students work together, solve problems,
deal with challenges and, at times, cope with failures.

A positive school culture is one where individuals feel valued, cared for and respected. In
this cultures, staff, students, and administrators value learning, work to enhance curriculum
and instruction, and focus on students. In schools with professional learning communities,
the culture possesses:

 A widely shared sense of purpose and values;

 Norms of continuous learning and improvement;
 A commitment to and sense of responsibility for the learning of all students;
 Collaborative, collegial relationships; and
 Opportunities for staff reflection, collective inquiry, and sharing personal practice.

In some schools, professional development is not valued, teachers do not believe they have
anything new to learn, or they believe the only source for new ideas is trial-and-error in
one’s own classroom. Anyone who shares a new idea from a book, workshop, or article is

laughed at. In these schools, positive views of professional learning are countercultural.
Those who value learning are criticized. The positive individuals may either leave the school
(reinforcing the culture) or become outcasts, seeking support with like-minded staff.
SLIDE 9 – 12:

Engaging Teaching Style:

In an engaging teaching style, curriculum involves a project based approach where students
work on projects in real world over an extended period of time to increase their knowledge.
This allows more hands on experience and in depth learning.
In addition to this, student directed curriculum is used which aims to give students greater
autonomy over their learning and choose their own direction. This includes greater
accountability and ownership and students are likely to be more motivated.
Also, open ended techniques are employed to allow students to use their imagination as
there are minimal rules and expectation. Along with this, teachers use creative assessment
techniques instead of the classical methods. This may involve crossword puzzles, practical
exercises, visual projects etc.
This style of teaching creates a positive relationship between students and teachers and
may remove communication barriers and students might feel more comfortable in asking
teachers for guidance.
All these methods enhance the student’s self-esteem as student has greater control over
their decision, greater freedom, positive environment and supportive school system. This
creates competence as student is likely to be more motivated since he plays an integral part
in establishing his curriculum.
Disengaging Teaching Style:
 A typical repetitive classroom structure where the student feel bored
 Zero to no interaction between student and teacher
 Lack of class participation by the students
 Zero to no autonomy among the students
 The purpose of the class is to just finish the lesson

SLIDE 13 – 17:
Practical Improvement Activity Details Intended Purpose
Helper of the Day  To develop a sense
of responsibility
amongst the
children
 To boost children’s
confidence by letting
them know that
their teacher
considers them
worthy of the
position and trusts
them to fulfil their
duties
 Sweets & Us  To develop a sense
of accountability
amongst the
children
 Children will learn
about the value of
trust and telling the
truth, even when
they are not being
supervised by elders
Pass the Bear  To teach them to be
more empathetic
towards others
 Children will learn to
respect others when
they are speaking
and to give them
their proper
attention, just like
they expect others
to listen attentively
when they are
speaking
Chit & Chat  To boost children’s
self esteem
 Children learn to
love themselves just
the way they are
 To provide children
with an opportunity
to connect to their
fellow classmates at
a personal level
Pledge It  Children learn to
own up to and keep
their words
 To teach children
that words should
always be followed
by actions as
otherwise the words
are meaningless
 Children become
more acceptable to
the diversity in their
surroundings (race,
ethnicity etc.)
 Clip the Emotion  To teach them that
it’s okay to express
their feelings and
that it’s okay to feel
the emotions they
are experiencing
 To be able to
identify various
emotions and their
elements
SLIDE 18 – 20: