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Modelling Courageous Teaching
Rating: 4.0 out of 5(2 ratings)
1,830 students

Modelling Courageous Teaching

Towards Excellence
Created byDr. Dheeraj Mehrotra
Last updated 1/2025
English
English [Auto],

What you'll learn

  • Towards Excellence In Learning

Course content

1 section • 11 lectures • 1h 6m total length

  • Introduction3:13

    Model courageous teaching by reflecting on classroom practice and learning through experience. Redefine assessments and review mechanisms to foster ownership, happiness, and learning through technology, design thinking, and shared knowledge.

  • Teaching Skills on priority9:49

    Develop courageous teaching by prioritizing interactive, digitally enabled learning strategies to boost student engagement, time management, and motivation, while addressing gender and generation-related challenges.

  • The Innovation within classrooms7:14

    Explore how courageous teaching innovates the classroom by designing learning that happens anywhere, emphasizes ongoing teacher learning, and engages students through adaptive, data-informed moments.

  • Teaching Excellence4:50

    Model courageous teaching by embracing education 4.0 through transformative technologies, hands-on labs, and personalized, ownership-driven learning that prepares students to solve real global problems with mentoring and flexible delivery.

  • Education 4.07:53

    Explore courageous teaching strategies that cultivate patience, adaptability, and mentoring to engage diverse learners, model leadership, and foster equity, learning to learn, and critical thinking in the classroom.

  • The Prized Classroom Basics2:59

    Design engaging, gamified learning experiences that let students fail safely, persevere, and build confidence, bridging classrooms and real-world 3d modelling interest without relying solely on technology.

  • Keeping pace with innovation6:28

    Explore how education must adapt to 4.0 by integrating technology and augmented reality, fostering learning communities that empower teachers and develop critical thinking for an automated future.

  • Activated Classrooms3:24

    Empower learners in activated classrooms through education 4.0 by personalizing learning with life skills and technology, enabling self-structured learning via innovative inquiry-based and differentiated teaching.

  • WOW Classrooms4:12

    Explore wow classrooms through modelling courageous teaching by examining perception: what you think you see versus what remains unseen, and how teams face ongoing challenges.

  • The Priority10:47

    Prioritize learning as a continuous, joyful process by cultivating teacher passion, student wellbeing, and a culture of feedback, coaching, health camps, and regular checkups in schools.

  • Bonus Learning5:20

    Explore education 5.0 by centering the learner and personalizing learning through adaptive technology to engage students and support lifelong learning. Cultivate creativity, critical thinking, and collaboration through project-based learning.

Requirements

  • Teaching Skills

Description

The teachers who motivate, differentiate, make content relevant and leave no student behind are more important than any other factor. Students like the subject only when they like the teacher, and is hence a directly proportional element within a classroom. The drive by the teacher in the class, with the vocabulary, is signified by the equilibrium of learning together rather than teaching. The module dwells on the above towards modelling courageous instruction in particular.

The essential thing in a classroom is a teacher who can get their students interested in the material that is being taught, who is able to differentiate their instruction to meet the needs of each student, who can make the information relevant, and who will not allow any child to fall behind in their studies. Because students will only exhibit interest in a topic if they have a positive relationship with their instructor, this part of the classroom acts as a component that operates as a direct proportionate component owing to this reality. The fact that the teacher prioritizes group teaching above individual instruction in the classroom is evidence that the teacher is actively working to improve the pupils' vocabulary knowledge. It is anticipated that the pupils will work together to learn. The topics mentioned earlier are going to be the key focus of this class, and the primary goal of this session is to display brave teaching.

Who this course is for:

  • Teachers/ Educators/ Parents/ Students

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