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Classroom Management

The trainee will be able to:
* Organize the classroom in a way that motivates students towards effective learning.
* develop classroom procedures and rules that help him to convey his expectations to students
And to avoid wasting teaching and learning time
* Engage his students in the development of these rules
* Know the procedures for work within the seats and within groups
* Learn how to keep students' attention while teaching
* Address students' problems who don’t pay attention and other problems triggered by them
* Know how incentives and rewards are used to increase student motivation towards learning

This course helps you to excel in performance, which will positively affect the achievement of your students.

  • Hours number/days: 5
  • Target audience: Teachers, Principals, Administrators
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Principals and Student Achievement - ( what the research says)

The trainee will be able to:
Know the direct and indirect effects of school principals on the students’ achievement
* Know how successful principals motivate others like students, teachers, and parents
* Know the relationships that school principals have with parents, students, and teachers

Through this course you will learn about 26 key features of effective principals that show how to succeed as educational leaders. Based on a review of eighty-one educational articles written over the last 20 years, you will know how certain practices can have a positive impact on student achievement. Examples of such practices include:
* Communication and interaction
* Class visits and feedback provided to teachers
* Create a safe and structured learning environment
* Support the professional growth of teachers in school

  • Hours number/days: 2
  • Target audience: School leaders
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Building Motivation and Self-Esteem in Employees

The trainee will be able to:
* Know what is meant by self-esteem of employees
* Know how employee productivity is affected by self-esteem
* Know how the manager or leader in the institution can raise the self-esteem of his staff
* Know the motives and needs that lead to satisfaction of employees to feel safe, important, and
Respect, and thus increase productivity
* Know why the productivity of employees in an organization is higher than in another similar organization

  • Hours number/days: 5
  • Target audience: Leaders of schools and other organizations
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Cooperative Learning

The trainee will be able to:
* Learn what cooperative learning is and what its elements are
* Know the role of the teacher and the role of the student in it
* Know the type of teaching goals that seeks to achieve
* Know what skills students have to have in order to succeed in their collaborative work
* Learn how students learn collaborative skills that help them work together effectively
* Know how to put students in collaborative groups and for any purposes
* Know what support groups are, how they are formed, and what their tasks are

  • Hours number/days: 5
  • Target audience: Teachers, supervisors, and leaders
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Professional learning community at work

The workshop will focus on the following topics:
• Definition of professional learning community
• Six components of the community learning process and their explanation
• How to build collaborative teams and their functions
• Inquiry cycle
• The three big ideas that lead the professional learning community
• The four core questions that the collaborative teams focus on in their meetings.
• How to analyze learning outcomes at the grade / individual student level
• The four pillars of the professional learning community
• The role of the school principal, educational supervisor, general director of education in the region, and the Ministry of Education

  • Hours number/days: 4
  • Target audience: Teachers ,supervisors, and school leaders
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Understanding by Design

The trainee will apply the following principles of “backward planning” to course or unit design outlined in Understanding by Design:
Step 1: Identify Desired Results
What should students know, understand, and be able to do?
What content is worthy of understanding?
What enduring understandings are desired?
At this stage, define:
 the major objectives of the course (unit or lesson)
 the “big ideas”
 what students should know and understand about these ideas
 what skills students should develop
 what students should eventually be able to do with their knowledge and skills
Step 2: Determine Acceptable Evidence
How will we know if students have achieved the desired results?
What will we accept as evidence of student understanding and proficiency?
At this stage, decide:
 What types of assessment and what performance tasks will demonstrate students’ understanding of the big ideas?
 How will you judge whether students have met learning objectives? What criteria will you use? (Consider creating a rubric to make this transparent to students and make grading easier.)
 What other evidence might be used to assess students’ knowledge, understanding, and skills?
 How will students reflect on and assess their own learning?
Step 3: Plan Learning Experiences and Instruction
How will we support learners as they come to understand important ideas and processes?
How will we prepare them to autonomously transfer their learning?
What enabling knowledge and skills will students need to perform effectively and achieve desired results?
What activities, sequence, and resources are best suited to accomplish our goals?
At this stage, consider how the design will:
W = Help the students know Where the unit is going and What is expected. Help the teacher know Where the students are coming from (prior knowledge, interests).
H = Hook all students and Hold their interest?
E = Equip students, help them Experience the key ideas and Explore the issues?
R = Provide opportunities to Rethink and Revise their understandings and work?
E = Allow students to Evaluate their work and its implications
T = Be Tailored (personalized) to the different needs, interests, and abilities of learners
O = Be Organized to maximize initial and sustained engagement as well as effective learning


  • Hours number/days: 5
  • Target audience: Teachers and school leaders
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Strategies for Active Learning

The trainee will be able to:
• identify the active learning
• identify the purpose of active learning
• identify the indicators of engagement in active learning?
• Identify what are active learning strategies are and how to apply them in class

  • Hours number/days: 2 يوم
  • Target audience: Teachers, Supervisors
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Cooperative Discipline

The trainee will be able to:
- identify the motives behind misbehavior
- how he handles students who misbehave frequently
- How he teaches students to be responsible for their behavior
- How he diagnoses the motives behind the misbehavior and how to handle that

  • Hours number/days: 3 ايام
  • Target audience: Teachers, Supervisors
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Discipline With Dignity

Workshop Topics:
- What do we mean by "Discipline With Dignity."?
- How do you handle classroom misbehaviors step by step, and in away that maintains your dignity and the dignity of your students as well?
- How do you prevent small misbehaviors from escalating to bigger problems?
- What are effective strategies for solving student chronic misbehaviors?
- What do we mean by social contract and how it is structured?
- What are the differences between consequence and punishment?
- How do you involves students in setting and following classroom and school laws?

  • Hours number/days: 5 ايام
  • Target audience: Teachers ,supervisors, and school leaders
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Building Self-Esteem: Teacher's Guide

Workshop Topics:
- What are the traits that indicate low Self-Esteem in student? in teacher?
- What are the traits that indicate high Self-Esteem in student? in teacher?
- What is the relationship between Self-Esteem and student achievement?
- What is the relationship between Self-Esteem and misbehaviors?
- What is the relationship between the teacher's Self-Esteem and his performance?
- How do we measure Self-Esteem in teachers?
- How do we build Self-Esteem in students?

  • Hours number/days: 4 ايام
  • Target audience: Teachers , school leaders
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