Our Education Philosophy
This book is about teacher empowerment. In the area of self improvement, we empower teachers with training, person-to-person support, and simple, time-proven tools that help you to succeed by being yourself.
We believe the right decisions about Life and Development-deciding what to do and what not to do are among the most important decisions in a teacher’s life. These are the same decisions we make everyday for ourselves and our families, and they are the same decisions behind every work that we do. And when it comes to education, our families, and our society, there’s simply not room for compromise.
All our information materials are researched and tested before marketing. Members of our Publication team, all recognized senior and leading social and education experts strictly adhere to human development as in researching, developing, and maintaining high class publications. Our unique and enduring commitment to information excellence has attracted the attention of researchers from major universities, Ministries, and respected NGOs around the country.
Continuous learning is key in a teacher’s life. Teachers need to keep informed all the time. The world we live in is so dynamic. Everything changes with time. If the world we leave in grows faster when our understanding and knowledge is static, the world is more likely to turn around us. The world is so much competitive and we have to equip ourselves with new knowledge and skills. Reading, listening and interacting with people are very important for every one of us. It matters what books you read every day. What audio-visual materials you watch and listen to in your life.
We are living in a world full of lessons; we must be willing to learn a new thing every moment in our lives. The path out of our willingness to learn must be one of commitment to produce quality in every work we do. To never give up; To never allow the obstacles along the way to defeat us; This is possible. Over the last years dramatic changes have shaped our view of the possible.
We have worked with public and private partners before. We have reached a conclusion that it is important to get the right mix/ combination of commitment and expertise in addressing the challenges and needs of teachers. Many of our teachers are passionate about what they do, but sometimes there is lack of required expertise and skills. We need the energy and the resolve, but we also need to structure our effort.
Teacher Effectiveness Improvement: The Program Proven to Help Teachers Bring Out the Best in Students of All Ages. For many years, Teacher Effectiveness Improvement, or the T.E.I program, has taught hundreds of thousands of teachers around the world the skills they need to deal with the inevitable teaching problems effectively and humanely. Now revised and updated, T.E.I. can mean the difference between an unproductive, disruptive classroom and a cooperative, productive environment in which students flourish and teachers feel rewarded. You will learn:
•What to do when students give you problems
•How to talk so that students will listen
•How to resolve conflicts so no one loses and no one gets hurt
•How to best help students when they’re having a problem
•How to set classroom rules so that far less enforcement is necessary
• How to increase teaching and learning time
• How to relate with fellow teachers
• How to create good relationship with your bosses and your subordinates
Teaching is a universal pursuit-everybody does it. Parents teach their children, employers teach their employees, coaches teach their players, wives teach their husbands (and vice versa), and, of course, professional teachers teach their students. This book is about how teaching can become remarkably more effective than it usually is-about how it can bring more knowledge and maturity to learners while simultaneously cutting down on conflicts and creating more rewarding teaching time for teachers.
Although Teacher Effectiveness Improvement (T.E.I.) is a complete program for professionals, the methods and skills we offer here will increase the effectiveness of anyone who reads this book.
Teachers spend an amazing amount of time teaching young people. Some of that time is richly rewarding because helping children of any age learn new skills or acquire new insights is a joyous experience. It makes one feel good-as a parent, a teacher, or leader to contribute to the growth of a child, to realize one has given something of oneself to enrich the life of another human being. It is exhilarating to watch a young person take from a teaching relationship something new that will expand his understanding of the world or add to his repertoire of skills.
But as everybody knows, teaching young people can also be terribly frustrating and fraught with disappointment. All too often, parents, teachers, and other workers discover to their dismay that their enthusiastic desire to teach something worthwhile to young people somehow fails to engender an enthusiastic desire in their students to learn. Instead, those who endeavor to teach encounter stubborn resistance, low motivation, short attention spans, inexplicable disinterest, and often open hostility.
When young people, seemingly without reason, refuse to learn what adults are so unselfishly and altruistically willing to teach them, teaching is anything but exhilarating. In fact, it can be a miserable experience leading to feelings of inadequacy, hopelessness, sheer exasperation-and, too frequently, deep resentment toward the unwilling and ungrateful learner.
What makes the difference between teaching that works and teaching that fails, teaching that brings rewards and teaching that causes pain? Certainly, many different factors influence the outcome of one’s efforts to teach another. But it is the thesis of this book that one factor contributes the most-namely, the degree of effectiveness of the teacher in establishing a particular kind of relationship with students.
It is the quality of the teacher-learner relationship that is crucial-more crucial, in fact, than what the teacher is teaching, how the teacher does it, or whom the teacher is trying to teach. How to achieve this effective quality is what this book is all about.