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Offered Workshops for Teachers' Training and Empowerment

ADOLESCENT ISSUES - Understanding the Paradigm Shift

    Reactive Vs. Proactive Concepts

  • Ice breakers for building rapport with adolescent years
  • Barriers and builders in communication with adolescents
  • PSYCHOLOGICAL NEEDS. Without understanding the derived needs of adolescents and its underlying dynamics, the real business of teaching and learning cannot take place. Some insight into teenager’s inherent needs and ways for teachers to meet the challenge by using positive reinforcement.
  • NINE BASIC MOTIVATORS More than just delivering information and teaching content, part of a teacher's job is to model and reinforce. Some insightful ways for educators for motivating students to be responsible classroom citizens, and in the long term, preparing them to develop self-control.
  • Counseling based interventions for Behavior Modification

  • PROCESSES used will be :-

  • Brainstorming, Role play
  • Simulation exercises, Buzz sessions
  • Activity based learning for developing insights


    Three sessions each of 3-5 hours duration spread over a day


    Homogenous group of 35-40 teachers teaching middle and senior students. The Head and coordinators should be attending the sessions along with the teachers to be able to evolve school friendly approaches to be followed after the workshop.


    On request


Series of workshop that empowers educators to handle and understand different students in the same class.

Following issues are addressed during the workshop: -
  • Handling day to day situations in classrooms with a proactive response strategy
  • A role-play method to give teachers a real feel of the classroom disruptions.
  • Difficult behaviors like , tattler, whiner, noise maker, attention seeker, chair tripper, isolated, forgetful etc were discussed. The age appropriate strategies in view of the probable reasons and responses are shared.
  • Adopting a class project, modeling procedures rather than telling and expecting along with several Rewards and incentives schemes to get desired behavior from students are suggested.
  • Variation Aspects of class control-teacher empowered with tricks to handle class disturbances and not get exhausted by it are brainstormed upon.
  • Classroom rules, and setting expectations
  • Several starting class techniques
  • Strategies for Rapport building with students
  • Role plays, brainstorming, video clips are used at several stages


    Key issues addressed are as follows: -

  • Team spirit-its importance and its critical variables
  • Building team, by building Trust
  • Attributes of a good team member-personal Integrity, Honesty, keeping commitments
  • Communication and attitudes that support WIN-WIN and not WIN –Loose
  • Game of probability to demonstrate factors of trust , transparency and WIN –Loose attitudes.

  • In a very lucid manner trainer brings various facets of building a team on surface and emphasizes on individuals’ role along with the organizational role. Trust building strategies are discussed and participants can identify with day to day situations in their organisation. All the concepts are brought to life with the game where people could not make a team effort successful .Even in the simulation created in the workshop, personal interest and apprehensions overcome all knowledge leading to Win loose strategies being adopted. The session is highly appreciated for its interactive style and the game which immediately helps in internalizing the concepts.



    Workshop on sensitizing educators about learning difficulties

    The session is designed to sensitize teachers teaching the students in the age group 4years to 11years with learning difficulties.In a very systematic fashion the facilitator introduces the learning disabilities paradigm, recent research findings and methods adopted to address the key challenges in the area of understanding learning difficulties faced by children. It outlines the intervention program to be adopted in school, step wise diagnostic, referral, parent involvement and assessments are discussed giving teachers a sense of confidence to deal with these issues rather than shunning it.

    Feedbacks from participants
    Today’s session was
  • brilliant
  • redefined & emphasized the school policy as an inclusive school and
  • endorsement of that one did/worked with the children and the path that was ahead (so much more to be done !) Nirmal Singh Coordinator

  • Dear Salony Ma’am,The workshop on learning disabilities was enriching and enlightening. It answered many of the queries I had on mind – in fact in my appraisal sheet, I did ask for this kind of workshop. At times, we educators come across words like Dyslexia, A.D.D.H. etc but do not know the exact meanings of them. Hence the workshop was useful and we shall think twice before using these terms.
    Thank you Salony Ma’am, once again. Debi Das, mentor class III

    The “special needs” programme has been an eye-opener and has relieved my mind about a lot of mind blocks and aspersions about how to detect and then facilitate the growth (both mental and emotional) of a child who needs or extends his hand towards me for support. He/she hopes that there is no isolation from the social fabric. I am grateful for orientation to the Inclusion Programme so as to sensitize all of us and make the world a better place. Let us join hands and let us allow every individual to live to the fullest. Vibha Chatrath
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