Tuesday, 19 February 2013

Student Involvement: Guiding Teaching Trhough Intended Learning Outcomes



Thought provoking article by Ainee Shahzad. The writer is an educationist, teacher and an engineer.

... There are three main ways in which teachers can help their students to learn.
·         First, they should present information, explain concepts and model skills.
·         Second, they should ask questions and lead their students in discussion and other forms of discourse surrounding the content.
·         Third, they should engage students in activities or assignments that provide them with opportunities to practice or apply what they are learning.

to read full article click here

Sunday, 17 February 2013

The 9 Elements of Highly Effective Employee Praise



By: Jeff Haden

Step 1: Lose the Employee-of-the-Month program. (No one cares about it.) Here's the recognition your staff really deserves.
Here’s a fun exercise: Think about an old boss you didn't like. On a scale of one to 10—no, you can’t use negative numbers—how would you rate their skills of recognizing, praising, and rewarding hard work and achievement?
If you’re like most people, you probably give them a two, or at most a three.
Now rate yourself. How well do you recognize and praise your employees?
That exercise might not be quite as fun.
Effective employee recognition is mostly art, not science. That's why most formal recognition programs never deliver what they promise: It's easy for employees to spot an insincere, “we need to put something in place” recognition program.
So don’t worry about creating a program. Just follow these tips to give your employees the recognition they deserve:

1.      Don’t wait. The more time that passes between great performance and recognition, the lower the impact of that recognition. Immediately is never too soon.

2.     Be specific. Generic praise is nice but specific praise is wonderful. Don't just tell an employee she did a good job; tell her how she did a good job. Not only will she appreciate the gesture, she also knows you pay attention to what she does. And she’ll know exactly what to do the next time in a similar situation.

3.     Be genuine. 
I once had a boss who walked around the plant every Thursday afternoon at 1 p.m. He said warm and fuzzy—albeit vague and generic—things to employees during his little tour, but all of us could tell he was just checking off a box on his to-do list. (Thursday, 1 p.m.: Check in with troops and make them feel appreciated.) Never praise for the sake of praising. It’s obvious to everyone, and you lessen the impact when you really do mean what you say.
4.     Save constructive feedback for later. Many bosses just have to toss in a little feedback while praising an employee. Say, “That was great how you handled the customer’s complaint, but next time you might also consider…” and all I hear is what I should do next time. Praise and recognize now. Save performance improvement opportunities for later.

5.     Go hunting. We’re conditioned to spend the majority of our time looking for issues and problems we can correct. Spend a little time trying to catch employees doing good things, too.

6.     Be surprising. Birthday presents are nice, but unexpected gifts make an even bigger impact. Unexpected recognition is always more powerful, too. Winning "Employee of the Week" is nice, but receiving a surprise visit from the owner because you won back a lost client is awesome.

7.      Strike a balance. It's easy to recognize some of your best employees—they’re always doing great things. (But maybe, just maybe, consistent recognition is one of the reasons why they're your best employees.) Find ways to spread the positive feedback wealth. You might have to work hard to find reasons to recognize some of your less than stellar employees, but that's okay. A little encouragement may be all a poor performer needs to turn the productivity corner.

8.     Create a recognition culture. It’s easy: Just make recognition something you measure. One of my old bosses started every management meeting by having every supervisor share two examples of employees they recognized or praised that day. At first it seemed cheesy and forced, but we quickly embraced it. Plus there was a nice bonus: Peer pressure and natural competitiveness caused a few of us to help our employees accomplish things worthy of praise so we had great stuff to report.

9.     Treat employees like snowflakes. Every employee responds differently to recognition. Many appreciate public praise. Others cringe if they’re made the center of attention. Know your employees and tailor your recognition so it produces the greatest impact for each individual.

And remember: Recognizing effort and achievement is self-reinforcing. When you do a better job of recognizing your employees, they tend to perform better. And that gives you even more achievements to praise.

Wednesday, 6 February 2013

6 ways to ensure your email gets read



You get so much email every day that you might spend as little as 15 seconds scanning a message to determine how it applies to you. Now, imagine that other people are reading your email the same way. If they can't quickly identify the purpose of your message, they’ll probably delete it or leave it in the Inbox for "later"— if later ever comes.



1. Make the purpose of the message clear 

When recipients receive your email message, they should be able to see at a quick glance how the message relates to them and why it’s important. They may be looking on a Windows phone or Windows Mobile device, such as a personal digital assistant (PDA), or they may see only Subject lines in their Inbox. If your Subject line is confusing and irrelevant, your email will surely get deleted in a hurry. Here are some examples of what can be included in Subject lines to make sure the reader
Opens your mail:

  • ·         A standard subject heading such as "Action Requested," "Response Requested," "FYI," or "Read Only," depending on the action indicated in the body of the message.
  • ·         The meaningful objective or supporting project that the message relates to, for example, "FY '2012 budget forecasting."
  • ·         The required action if applicable, for example, "Consolidate departmental budget spreadsheets."
  • ·         The due date if applicable, for example, "Due by July 7." An example of an effective Subject line is "Action Requested—consolidates all department spreadsheets for FY '2013 budget and return to me by Jan 05."


2. Tell recipients what action you want them to take

 Be completely clear about the actions you want the recipients to take. Be specific and put all the material that is related to an action in one place. To get even faster responses, talk about how the action relates to the recipient's objectives, and always give due dates. It's also important to clarify what type of action you want the recipient to take. There are basically four types of actions you could request. If you make this level of detail clear, the recipient will be most likely to read the email and take the action right away. The four actions include:

  • ·          Action: The recipient needs to perform an action. For example, "Provide a proposal for a
  • ·         5% reduction in Travel & Entertainment expense."
  • ·          Respond: The recipient needs to respond to your message with specific information. For  example, "Let me know if you can attend the staff meeting at 9:00 A.M. on Friday."
  • ·          Read only: The recipient needs to read your message to make sure they understand something. No response is necessary. For example, "Please read the attached sales plan before our next staff meeting on August 12th."
  • ·          FYI only: The recipient should file your message for future reference. No response is necessary. In fact, even reading the message is optional. For example, "Enclosed for your records are your completed expense reports."


3. Provide the proper data and documents

Make sure you give recipients all of the information they need to complete an action or respond successfully to your request. Your co-workers shouldn't have to come back to you asking for information, whether it is a supporting document or a link to a file on a shared website. You can include supporting information in the body of the message, in an attached file, or in an attached email.  In addition, if you want recipients to fill out a form, it's a good idea to attach a sample copy of the form that shows how it should be filled out.

4. Send the message only to relevant recipients

Target your message to the appropriate audience. Only people who have to complete an action on the Subject line should receive your message. Be thoughtful and respectful when you enter names on the To line. People observe your thoughtfulness and the results are more effective. Here are two simple questions to help you filter the To line recipients:

  • ·          Does this email relate to the recipient's objectives?
  • ·          Is the recipient responsible for the action in the Subject line?


5. Use the CC line wisely

It's tempting to put loads of people on the CC line to cover your bases, but doing so is one of the fastest ways to create an unproductive environment. Here are some things to consider when using the CC line:
·          No action or response should be expected of individuals on the CC line. The recipient needs to only read or file the message.
·          Only those individuals whose meaningful objectives are affected by the email should be included on the message. If you are not sure
That the information is related to a co-worker's objectives, check with that person to see if they want to receive your email on that topic.

6. Ask "final questions" before you click Send

The final thing you want to do is check your work to be sure you are supporting meaningful actions. Sending clear, well-defined messages can reduce the volume of email you send and receive, encouraging correct action, saving time, and limiting email trails. Make sure you ask the following questions before you send the message:

  • ·          Have I clarified purpose and actions?
  • ·          Have I included supporting documents and written a clear Subject line?
  • ·          Did I write the message clearly enough that it does not come back to me with questions?
  • ·          Am I sending the message to the correct recipients?
  • ·          Have I run the spelling checker and edited the message for grammar and jargon?

To summarize, it is incredibly easy to create an unproductive culture using email. Follow these guidelines and you can be sure you and your team/colleagues are able to keep focused on meaningful objectives and don't create email overload. You may share your opinion!


Sunday, 3 February 2013

PSYCHOSOCIAL DEVELOPMENTS


Cognitive Development - According to Jean Piaget (a Swiss developmental psychologist and philosopher known for his epistemological studies with children. His theory of cognitive development and epistemological view are together called "genetic epistemology"), there are four major stages of cognitive development:





1. Sensorimotor Stage - This stage occurs between the ages of birth and two years of age. Sensorimotor (infancy): During this stage, which includes six distinct substages, intelligence is demonstrated through motor activity with limited use of symbols, including language; the infant’s knowledge of the world is primarily based on physical interactions and experiences.

2. Preoperational Stage - The second stage occurs between the ages of 2 – 7 years. During this stage, intelligence is increasingly demonstrated through the use of symbols; memory and imagination are developed as language use matures; thinking is non-logical, nonreversible, and egocentric.

3. Concrete Operations Stage - Occurring between ages 7 and about 12 years. During this stage—characterized by conservation of number, length, liquid,mass, weight, area, volume—intelligence is increasingly demonstrated through logical and systematic manipulation of symbols relating to concrete objects; thinking is operational, reversible, and less egocentric.

4. Formal Operations Stage - The final stage of cognitive development (from age 12 and beyond). During this final stage, intelligence is demonstrated through the logical use of symbols related to abstract concepts; thinking is abstract, hypothetical, and early on, quite egocentric; it is commonly held that the majority of people never complete this stage.

Emotional Development - Concerning children's increasing awareness and control of their feelings and how they react to these feelings in a given situation.

Social Development - Concerning the children's identity, their relationships with others, and understanding their place within a social environment
There are many other reformers of education that have contributed to what early childhood education means today. Although Piaget had a great impact on early childhood education, people like John Locke, Horace Mann and Jane Addams contributed a lifetime of work to reform education and learning in this country. The information presented is a starting point for the reader to better understand the development of children.