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Maria Sheraz

Maria Sheraz

20 January 2016 In Blog Studies

Role-playing is an unrehearsed dramatisation in which students improvise behaviours to illustrate how they think their assigned character would speak and act in a realistic or hypothetical situation. I have been using role play in my classroom management sessions. Students are found deeply involved in thinking about how they would react in real-world situations. However I have experienced that one of the pitfalls of using role-plays is that they can become ‘entertaining ends in themselves’, rather than vehicles for learning. So I would suggest that you keep the learning outcomes in mind before using them. 

 

 

 

07 May 2015 In Blog Studies

This time I have been given a course on “Teaching of Islamiat’.  I wanted to make it somehow interesting and challenging for my trainees.  In the beginning they are supposed to study different religions. As a term paper I asked them to work on the following task:

• Try to follow Buddhist’s Eight Fold Path for 48 hours. 

• Blog your results. Did you make it through? If so, was it tough? If not, what made it challenging?

Trainees are coming to me saying that although it is very challenging, they feel very “different” doing this activity.

25 February 2015 In Blog Studies

Why Is Research Important for Teachers?

I have heard people saying that experience is the best teacher. Your own experiences and experiences that other teachers, administrators, and experts share with you will make you a better teacher. We all get a great deal of knowledge from personal experience. We ‘generalise’ from what we observe and frequently turn memorable encounters into lifetime conclusions.  But how valid are these conclusions? Sometimes we misinterpret what we see and hear. We cannot be totally objective. We may become a victim of bias. One way to clarify any situation is to research into it. Research is a valuable source of information about the teaching and learning process. 

Maria

17 February 2015 In Blog Studies

I remember when I entered my first elementary classroom. I felt as if I had returned home after a long absence. So much was familiar. The soft boards still displayed “students’ work”; bells still interrupted the lessons to announce that the lesson was over; the dusty odour of chalk still filled the air. The familiarity of these sights, sounds, and smells made me feel very comfortable and at ease; rather, it made me think that it was

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