Montessori Training

Montessori education is an educational approach developed by Italian physician and educator Maria Montessori. Montessori education is practiced in an estimated 20,000 schools worldwide, serving children from birth to eighteen years old.

Montessori education is characterized by an emphasis on independence, freedom within limits, and respect for a child’s natural psychological development. Although a range of practices exists under the name “Montessori”, the Association Montessori Internationale (AMI) and the American Montessori Society (AMS) cite these elements as essential:

• Mixed age classrooms, with classrooms for children aged 2½ or 3 to 6 years old by far the most common
• Student choice of activity from within a prescribed range of options
• Uninterrupted blocks of work time
• A Constructivism (learning theory) or “discovery” model, where students learn
• concepts from working with materials, rather than by direct instruction
• Specialized educational materials developed by Montessori and her collaborators

In addition, many Montessori schools design their programs with reference to Montessori’s model of human development from her published works, and use pedagogy, lessons, and materials introduced in teacher training derived from courses presented by Montessori during her lifetime.

Montessori began to develop her philosophy and methods in 1897, attending courses in pedagogy at the University of Rome and reading the educational theory of the previous two hundred years. In 1907, she opened her first classroom, the Casa dei Bambini, or Children’s House, in a tenement building in Rome. From the beginning, Montessori based her work on her observations of children and experimentation with the environment, materials, and lessons available to them. She frequently referred to her work as “scientific pedagogy”. Montessori education spread to the United States in 1911 and became widely known in education and popular publications. However, conflict between Montessori and the American educational establishment, and especially the publication in 1914 of a critical booklet.

The Montessori System Examined by influential education teacher William Heard Kilpatrick, limited the spread of her ideas, and they languished after 1914. Montessori education returned to the United States in 1960 and has since spread to thousands of schools there. Montessori continued to extend her work during her lifetime, developing a comprehensive model of psychological development from birth to age 24, as well as educational approaches for children ages 0–3, 3–6, and 6–12. She wrote and lectured about ages 12 to 18 and beyond, but these programs were not developed during her lifetime. The term “Montessori” is in the public domain, so anyone can use the term with or without reference to her work.

Montessori education is fundamentally a model of human development, and an educational approach based on that model. The model has two basic elements. First, children and developing adults engage in psychological self-construction by means of interaction with their environments. Second, children, especially under the age of six, have an innate path of psychological development. Based on her observations, Montessori believed that children at liberty to choose and act freely within an environment prepared according to her model would act spontaneously for optimal development.

Montessori saw universal, innate characteristics in human psychology which her son and collaborator Mario Montessori identified as “human tendencies” in 1957. In the Montessori approach, these human tendencies are seen as driving behaviour in every stage of development, and education should respond to and facilitate their expression.

 Admission Open 2012-13

one yr Program in Nursery Teacher Training
one yr Program in Primary Teacher training
one yr B.Ed (Admission Assistance)
100% placement  assistance
one month training in school
UGC recognised University

location- J-198 ,Rajouri Garden Metro Station ,Delhi
Call- IIPS – 9212441844,65100006

URL-  http://www.nurseryteachertraining.co.in/

 

Teacher Training Distance Learning Diploma

“A good teacher is a good student first. By repeating his lessons, he acquires excellence.”

The world needs better teachers and more teachers.

There is also the need to raise the skills of the existing 60 million teachers. One of the ways of strengthening the teaching profession is to use distance education or open and distance learning.

Two questions arise here: about effectiveness and about relevance. If open and distance learning for teachers is effective, and working on a big enough scale to be actually or potentially significant, then it is worth going on to ask how it is managed. Therefore there is a need to establish the curriculum of open and distance learning initiatives, and the extent to which this matches that of other forms of teacher education and professional development. One has looked at the technologies, ranging from print to computers, and the relationship between work done through the technologies and work done face-to-face, including all-important issues about classroom practice.

Many countries still do not have enough teachers. In some, the expansion needed in the teaching force is far beyond the capacity of traditional colleges. The supply of teachers is also adversely affected in countries where retention rates are low for newly trained teachers or where in rural areas which have difficulties in recruiting and retaining teachers.

Teacher quality is an issue in most countries. Many teachers are untrained or under qualified or teaching subjects in which they are not qualified or trained. In addition, teachers face a widening range of demands and roles. In some countries teachers can expect one week’s in-service professional development once every five to ten years.

All of this creates new challenges for teacher education and continuing professional development: the need to find ways of using existing resources differently, of expanding access to learning opportunities at affordable cost, of providing alternative pathways to initial teacher training can open and distance learning respond to these challenges? The considerations outlined below offer some answers, in describing a range of uses of open and distance learning for both initial and continuing teacher education.

The cases have been categorized in four ways. Firstly, some countries have used distance education to provide a route to initial qualifications for significant numbers of teachers, both new entrants to teaching and experienced unqualified teachers. Secondly, initial teacher education is no longer seen as enough. Distance education is therefore also being used to raise the skills, deepen the understanding and extend the knowledge of teachers. Some programs are broadly focused while others are targeted at specialist groups.

Thirdly, distance education can have a role in programs of curriculum reform which aim to change either the content or the process of education. In South Africa, the Open Learning Systems Educational Trust is using radio to improve the teaching of English, and to support teachers in this work. Fourthly, distance education has been used for teachers’ career development. As they seek promotion, or aim for the next qualification level, or aspire to become a head teacher, or work in a teachers’ college, or become an inspector, teachers need to acquire new skills.

In general, distance education programs are developed with varied intentions: of widening access to teaching qualifications; of disseminating good practice; of strengthening the education system as a whole by reaching not only teachers but the wider community; in enabling school-based training and professional development and as a means of strengthening the links between theory and practice.

Distance education therefore has been defined as an educational process in which a significant proportion of the teaching is conducted by someone removed in space and/or time from the learner. Open learning, in turn, is an organized educational activity, based on the use of teaching materials, in which constraints on study are minimized in terms either of access, or of time and place, pace, method of study, or any combination of these. The term ‘open and distance learning’ is used as an umbrella term to cover educational approaches of this kind that reach teachers in their schools, provide learning resources for them, or enable them to qualify without attending college in person, or open up new opportunities for keeping up to date no matter where or when they want to study.

Admission Open 2012-13

one yr Program in Nursery Teacher Training
one yr Program in Primary Teacher training
one yr B.Ed ( Admission assistance )
100% placement  assistance
one month training in school
UGC recognised University

location- J-198 ,Rajouri Garden Metro Station ,Delhi
Call- IIPS – 9212441844,65100006

URL-  http://www.nurseryteachertraining.co.in/

 

Nursery Teacher Training

A teacher is that respectable person who provides good education to the student which allows them to grow up into being responsible adults; this in turn builds up a civilized society.

The formative years of a child are the most critical period in his life. Little children experience life more holistically; various socio-emotional, cognitive, linguistic, motor and physical concepts are not learnt separately but as a whole through integrated set of life experiences. It is wrongly assumed that “any one” can teach a child. The fact is that the way a child learns is very different from the way an adult learns. It is universally recognized that training early childhood education is the best and sure way to ensure qualitative education to children.

The intelligence and personality of a child is already formed by the time he reaches age eight. Later his experiences keep building on this foundation which is already laid in early childhood. Thus, the teachers who aspire to teach young children should be comprehensively trained in all aspects to guide the child right. Along with various approach suggested like those by Montessori and Piaget, child psychology is given equal stress in this course component. At the pre-school level, it is extremely necessary to teach kids behavioural habits along with academics. Teaching at this level without a professional training is not advisable because you can either make or break their lives. The Pre and Primary Teachers Training Course covers all aspects of teachers training and it also gives emphasis to ‘Teaching English’ as communication skills are of prime importance in today’s world.

The underlying aim of nursery teacher training course is to develop a general problem-solving strategy simple and flexible enough to be used in any problem situations; i.e., in the four social fields of teacher-child interactions, teacher-teacher interactions, teacher-parent interactions, and the interactions between nursery school and community. The problem-solving strategy is a behavioural sequence which consists of the following stages: problem analysis, selection of goals, selection of modification procedures, application of modification procedures, and evaluation. This course guides the teachers in such a manner that they can handle any of these delicate situations easily.

All India Early Childhood Care and Education, an Educational Organization, started Nursery Teacher’s Training Course all over India, with the help and Co-operation of educational experts with a view to train unemployed educated girls, particularly the girls of Scheduled Caste, Scheduled Tribes and Backward class, so that they may impart education, based on modern lines to Pre-school, with a stress on moral, intellectual, Physical and social personality, as it was found, that there was no training for teachers in India for Pre-school going children education. The organization takes guidance from National Council for Education Research and Training, New Delhi   Social Welfare Board (Govt. of India). Therefore, it is in line with research work at N.C.E.R.T. At present various Study Centres are running in different State of India under the able guidance of National Council for Education Research and Training /Educational experts.

Admission Open 2012-13

one yr Program in Nursery Teacher Training
one yr Program in Primary Teacher training
one yr B.Ed ( Admission assistance )
100% placement  assistance
one month training in school
UGC recognised University

location- J-198 ,Rajouri Garden Metro Station ,Delhi
Call- IIPS – 9212441844,65100006

URL-  http://www.nurseryteachertraining.co.in/

Early Childhood Education

Early Childhood Education is designed to prepare students to enter a number of fields related to the social, emotional, physical, and intellectual care and guidance of children or to prepare them to continue their education in elementary or special education, physical or recreational therapy, social work, and paediatric nursing. Early childhood educators nurture youngsters whose parents are at work or cannot be with them for other reasons.

A child’s needs at this period are different from those of older schoolchildren, because early childhood sees the greatest growth and development, when the brain develops most rapidly, almost at it’s fullest. It is a period when walking, talking, self-esteem, vision of the world and moral foundations are established. The early years of life are critical to the development of intelligence, personality and social behaviour. If these fundamental capabilities are not well established from the start, and especially if neurological damage occurs, a child’s learning potential could be adversely affected.

For programming purposes, it has been decided to extend the concept of early childhood to about 8 years of age. This age range provides the opportunity to reinforce the view of the development as a continuum. It facilitates the interaction between the pre and initial school years. The concept of basic education calls for the inclusion of early childhood and the key “survival” grades, that is, the first two or three grades of primary education. Early childhood education often focuses on children learning through play.

According to UNESCO ECCE (Early Childhood Care and Education) Unit, Early childhood is defined as the period from birth to 8 years old. The terms preschool education kindergarten emphasize education around the ages of 3–6 years. The terms “early childhood learning,” “early care,” and “early education” are comparable with early childhood education. The terms Day care and Childcare do not embrace the educational aspects. Many childcare centres are now using more educational approaches. They are creating curricula and incorporating it into their daily routines to foster greater educational learning. The distinction between childcare centres being for care and kindergartens being for education, for example, has all but disappeared in countries that require staff in different early childhood facilities to have a teaching qualification.

However, it is necessary to distinguish between nurturance and locomotive learning. One implies the development of vestigial implements of characterized babies; the other refers to hand-eye co-ordination.

Researchers in the field and early childhood educators both view the parents as an integral part of the early childhood education process. Often educators refer to parents as the child’s first and best teacher. Early childhood education takes many forms depending on the beliefs of the educator or parent.

Much of the first two years of life are spent in the creation of a child’s first “sense of self” or the building of a first identity. This is a crucial part of children’s makeup—how they first see themselves, how they think they should function, how they expect others to function in relation to them. For this reason, early care must ensure that in addition to employing carefully selected and trained caretakers, program policy must emphasize links with family, home culture, and home language. Care should support families rather than be a substitute for them.

If a young child does not receive sufficient nurturing, nutrition, parental interaction, and stimulus during this crucial period, the child may be left with a developmental deficit that hampers his or her success in preschool, kindergarten, and beyond. These are the underlying facts taught in primary teacher courses.

While in developed nations today such scenarios are fortunately rare there is a danger of a false belief that more hours of formal education for the very young child yields greater benefits for the child than a balance between formal education and time spent with family. A systematic review of the international evidence suggests that the benefits of early childhood education come from the experience itself of participation and that more than 2.5 hours a day does not greatly add to child development outcome especially if this means the young child is missing out on other experiences and family contact.

Admission Open 2012-13

one yr Program in Nursery Teacher Training
one yr Program in Primary Teacher training
one yr B.Ed ( Admission assistance )
100% placement  assistance
one month training in school
UGC recognised University

location- J-198 ,Rajouri Garden Metro Station ,Delhi
Call- IIPS – 9212441844,65100006

URL-  http://www.nurseryteachertraining.co.in/

Opportunities in the profession of teaching

The Right to Education Bill has been passed in India.This bill would bring about a revolution in the field of education in India.It aims at providing education to all children of India by creating good educational infrastructure and appointing trained educators.This will make education meaningful in real means.This bill has brought about enormous opportunities in the profession of teaching. In the coming years large number of teachers would be recruited in govt and private sector. The first and the foremost requirement is that the applicant candidate should have done any of the following i.e.

 

nursery teacher training ,primary teacher training, B.ed. A sudden rise has been seen in the candidates applying for the various teacher training courses. The fee structure of such course varies from 30-40,000. But the lucrative pay scales in teaching profession compel the female candidates especially to go for such teacher training courses. The information statistics show a rise in the number of enrolments in various govt and private institutes. The govt sector gives the jobs to teachers through entrance test and interviews. Whereas the private schools give jobs by interviewing the candidates. Some good teacher training institutes also help the students in getting jobs in private sector. It includes the DIET, Indoss polytechnia, vidya training institute etc. This profession is in its best blooming days. People who are already employed with corporate sector are also switching over from their hectic jobs to the field of teaching. And I must say its better late than never. The corporate sector also faces the slump periods which leads to downsizing in companies.So there is a continuous risk of losing the job. But education is a field which can never face such a day as it is now considered a basic necessity of human beings. The schools are big companies providing employment to lakhs of people.

Moreover there is no age limit for doing the teacher training courses and the age limit for applying for teacher’s post even in govt sector is 42 years for females.