B.Ed Courses in UAE

Importance of B.Ed Course for a prospective teacher

Are you willing to become a prospective teacher? Bachelor of Education (B.Ed) is the perfect course which will help you in enhancing your skills and choose teaching as your profession. B.Ed course is made mandatory by many countries to teach in schools. The B.Ed program curriculum is designed in a way to help students to understand teaching and learning process. The B.Ed program also enlightens the students about the assessment and evaluation process. The in-depth knowledge they acquire during the B.Ed course time will help them to understand the perspectives in teaching. The practical exposure they get during the course of study will enhance their skill set and make them a prospective teacher. In Mind boosters Academy, we ensure that our B.Ed students are well trained and given practical exposure to enhance their teaching skills. During the B.Ed course of study, they acquire the knowledge of converting lesson contents into curriculum. The B.Ed students at Mind Boosters Academy are trained to write their lesson plans perfectively. The proper planning of lessons is the foremost step in efficient teaching practice. The B.Ed program curriculum also gives an insight about different pedagogies used in teaching. The advanced pedagogies in teaching will enhance teaching skills. The B.Ed program helps in applying different strategies in teaching.

The B.Ed program consists of the following papers in the Year I Childhood and growing up, Learning and Teaching, Assessment and evaluation, advanced pedagogies and application of ICT. The B.Ed students in Mind Boosters Academy are given micro teaching practice, regular teaching practice and internship. The microteaching sessions enhance their lesson planning abilities and regular teaching practice trains them on teaching practice. The B.Ed students will also learn about various subject pedagogies, which will give them an insight about various teaching practices. At Mind Boosters Academy, we ensure that our students are well trained and have solid knowledge about the teaching, learning process.

  How to Help Students Feel a Sense of Belonging during the Pandemic?

According to research, students who feel a strong sense of belonging are more engaged and more likely
to join school organizations, take on research opportunities, and make connections with peers, faculty, and staff. Not only that, students who feel like they belong in school earn higher grades and opt into and succeed in more
difficult courses. 

When students don’t feel like they belong, the opposite is true, and they can become disengaged and
disconnected. Belonging can be even harder to foster during the COVID-19 pandemic, with the need for social distancing and remote learning. Indeed, it takes more focused intention and new strategies to support students’
sense of belonging given these pandemic challenges. So how can instructors, administrators, and staff cultivates a sense of belonging and connection when so many are teaching online and stretched thin by the pandemic? 

1. Normalize challenges to belonging and provide strategies to overcome them

When you explicitly acknowledge the challenges and struggles that can interfere with your students’ sense of belonging and normalize their worries and experiences, students feel supported and are more likely to stay engaged and feel that they belong in class.

It’s particularly helpful to share times when you questioned your own belonging—whether it was something that happened during the pandemic, or something from the more distant past, perhaps when you were a student yourself. 
Learning that successful adults, such as their instructors, have also questioned their sense of belonging is reassuring to students and helps them see that people succeed despite such challenges.

Normalizing these experiences and sharing some strategies that you have found useful for overcoming these challenges shore up students’ sense of belonging. Give students time at the beginning of the term to identify their challenges to belonging and to brainstorm and share with each other the strategies they’ve
used to address those challenges.

2. Make a plan to check in with students

Even during normal circumstances, simple check-in messages from their instructors communicate care and connection and mean a lot to students. This could be an email early on in the term asking students how they are
feeling about the course and reiterating resources like office hours that are available to them, or using online polling sites during class to invite students to respond anonymously and then discuss what they show. In this time
of greater uncertainty and challenge, these check-in messages are even more important because they make students feel seen and valued despite being socially distanced.

 3. Make a plan to give wise feedback when returning each assessment

Many students begin to question their belonging in class (and in school) when they receive critical feedback on tests or assignments. In remote learning, students may not have ever met you in person and, therefore, they might not fully trust your feedback or interpret it in the most constructive light. So it’s especially important to make sure your feedback doesn’t undermine their sense of belonging and self-efficacy. 

4. Shout out your favorite mistake

When students feel uncertain about whether they belong in school and vulnerable to critical feedback, they are loath to make mistakes that might further undermine their belonging in the eyes of their instructors or their peers. To instructors, this can feel like students are disengaged and unwilling to take intellectual risks.

However, instructors know that making mistakes is key to students’ growth and development. 

Reference:
Greater Good Magazine

Early childhood programs are designed to improve the survival, growth, and development of young children. Many are directed towards disadvantaged children, with the aim to improve school readiness skills and ameliorate achievement outcomes
for disadvantaged students, including young girls (Schweinhart, 2005). ECCE also increases school readiness to improve educational achievement, resulting in greater earning potential and productivity. Lastly, early childhood programs provide socialization through children interacting with peers and adults, learning social norms and developing social-emotional and problem solving skills.

In Mind Boosters Academy, we offer Diploma in Early Childhood Care and Education. Early Childhood Care and Education includes broad spectrum of young children, usually it focuses on educating children before they start compulsory education. Early childhood care and education makes you eligible to work as class teacher for kindergarten, lower primary in mainstream schools and nursery schools. It includes Montessori and EYFS pedagogy for literacy, numeracy, cognitive development, emotional, social development and language development in children. Early Childhood Care and Education helps in achieving equitable, healthy and productive societies. The course content of the Diploma includes Montessori methods of teaching.

 Mindfulness for
Teachers

Learning and cultivating skills of mindfulness—the ability to stay focused on one’s present experience
with nonjudgmental awareness—can help us to promote the calm, relaxed, but enlivened classroom environment that children need to learn. Mindfulness can also help us to be more effective at reducing conflict and developing more positive ways of relating in the classroom, which can help us feel more job satisfaction.

Here are some of the many ways that developing mindfulness can help us be better teachers.

1.     Mindfulness helps teachers understand our own emotions better

Practicing mindfulness can help teachers to recognize our emotional patterns and proactively regulate how we
behave, responding in the way we want to rather than reacting automatically. It can also help us to savor the positive moments in your job, when we feel the joy of true connection with our students or resonate with the joy and excitement our students feel when learning clicks for them.

2.     Mindfulness helps us communicate more effectively with students.

When we do not pay attention to how we are speaking we are more likely to stray from our main point, devolving into tangents. Mindless speaking is also more likely to involve disclaimers, rationalizations, hurtful comments, and
repetitions, which can interfere with the message you, are trying to send. To become a more mindful speaker pay careful attention to what you are saying. Make an effort to be concise, direct, and specific, providing examples to illustrate your point where appropriate. This also shows that you are respectful of others’ time and attention by focusing on what is most important to share. Being truthful and authentic is also essential for mindful speaking. This will help to build trust and encourage others to do the same.

3.     Mindfulness helps us manage students we find difficult

All teachers have problems with particular students who misbehave in the classroom. Mindful awareness helps us attend to what’s happening with a child to cause them to misbehave. Mindfully recognizing our emotional responses toward students may help us understand why they are behaving the way they are. If we feel annoyed, the behavior is likely attention seeking. If we feel threatened, the behavior is likely a bid for power. If we feel hurt, the behavior is likely an attempt at revenge, and if we feel discouraged, the student is likely giving up. These feelings can help us respond more appropriately to the underlying issues of our students, and help us shift from a negative appraisal to a state of compassion.

4.     Mindfulness helps us set up a positive learning environment

There is a mistaken belief among many teachers that we can and must control our students’ behavior. This sets us up for power struggles, where our attempts to control are likely to backfire. It’s far better to create and maintain an effective learning environment by learning to control ourselves. We can control how we communicate, how we behave and where we position our bodies in space. We can set and reinforce expectations and limits. And, we can control the classroom physical space so that it supports learning.

5.     Mindfulness helps strengthen our relationship with students

       Research on effective classroom management points to the importance of teacher-student relationships. We can
set up great management systems involving guidelines and limits, but if our students don’t trust and respect us or think we don’t respect them, we’re in for some challenges.

6.     Mindfulness helps us slow down when we need to.

Sometimes as new teachers we can be overly concerned about getting through our lesson plans and can unconsciously start to rush. Slowing down and deliberately pausing for a moment of mindfulness can give us time to ask ourselves how we are feeling, what’s happening in the classroom, and what our students need at that particular moment. It also models mindfulness for our students.

7.     Mindfulness helps us build community

Students have a basic need to belong to and contribute to a community. We can foster a sense of community by
modeling caring and other prosocial behaviors, instituting caring routines, and mindfully listening to our students. To cultivate a community of learners, we can provide students with opportunities to collaborate with and help one another—for example by having students work together in groups where each student has a specific task that contributes toward the outcome. Collaborative learning gives students the opportunity to help others and to reflect on the experiences and needs of others, which promotes empathy and perspective taking.

Reference: Greater Good Magazine

Bachelor of Education (B.Ed) is the perfect course which will help you in enhancing your skills and choose teaching as your profession. B.Ed course is made mandatory by many countries to teach in schools. The B.Ed program curriculum is designed in a way to help students to understand teaching and learning process. The B.Ed program also enlightens the students about the assessment and evaluation process. The in-depth knowledge they acquire during the B.Ed course time will help them to understand the perspectives in teaching. The practical exposure they get during the course of study will enhance their skill set and make them a prospective teacher. In Mind boosters Academy, we ensure that our B.Ed students are well trained and given practical exposure to enhance their teaching skills. During the B.Ed course of study, they acquire the knowledge of converting lesson contents into curriculum. The B.Ed students at Mind Boosters Academy are trained to write their lesson plans perfectively. The proper planning of lessons is the foremost step in efficient teaching practice. The B.Ed program curriculum also gives an insight about different pedagogies used  in teaching. The advanced pedagogies in teaching will enhance teaching skills. The B.Ed program helps in applying different strategies in teaching. 

The B.Ed program consists of the following papers in the Year I Childhood and growing up, Learning and Teaching, Assessment and evaluation, advanced pedagogies and application of ICT. The B.Ed students in Mind Boosters Academy are given micro teaching practice, regular teaching practice and internship. The microteaching sessions enhance their lesson planning abilities and regular teaching practice trains them on teaching practice. The B.Ed students will also learn about various subject pedagogies, which will give them an insight about various teaching practices. At Mind Boosters Academy, we ensure that our students are well trained and have solid knowledge about the teaching, learning process.

How to Help Students Feel a Sense of Belonging during the Pandemic?

According to research, students who feel a strong sense of belonging are more engaged and more likely to join school organizations, take on research opportunities, and make connections with peers, faculty, and staff. Not only that, students who feel like they belong in school earn higher grades and opt into and succeed in more difficult courses.

When students don’t feel like they belong, the opposite is true, and they can become disengaged and disconnected. Belonging can be even harder to foster during the COVID-19 pandemic, with the need for social distancing and remote learning. Indeed, it takes more focused intention and new strategies to support students’ sense of belonging given these pandemic challenges. So how can instructors, administrators, and staff cultivates a sense of belonging and connection when so many are teaching online and stretched thin by the pandemic? 

1. Normalize challenges to belonging and provide strategies to overcome them

When you explicitly acknowledge the challenges and struggles that can interfere with your students’ sense of belonging and normalize their worries and experiences, students feel supported and are more likely to stay engaged and feel that they belong in class.

It’s particularly helpful to share times when you questioned your own belonging—whether it was something that happened during the pandemic, or something from the more distant past, perhaps when you were a student yourself. Learning that successful adults, such as their instructors, have also questioned their sense of belonging is reassuring to students and helps them see that people succeed despite such challenges.

Normalizing these experiences and sharing some strategies that you have found useful for overcoming these challenges shore up students’ sense of belonging. Give students time at the beginning of the term to identify their challenges to belonging and to brainstorm and share with each other the strategies they’ve used to address those challenges.

2. Make a plan to check in with students

Even during normal circumstances, simple check-in messages from their instructors communicate care and connection and mean a lot to students. This could be an email early on in the term asking students how they are feeling about the course and reiterating resources like office hours that are available to them, or using online polling sites during class to invite students to respond anonymously and then discuss what they show. In this time of greater uncertainty and challenge, these check-in messages are even more important because they make students feel seen and valued despite being socially distanced.

 3. Make a plan to give wise feedback when returning each assessment

Many students begin to question their belonging in class (and in school) when they receive critical feedback on tests or assignments. In remote learning, students may not have ever met you in person and, therefore, they might not fully trust your feedback or interpret it in the most constructive light. So it’s especially important to make sure your feedback doesn’t undermine their sense of belonging and self-efficacy. 

4. Shout out your favorite mistake

When students feel uncertain about whether they belong in school and vulnerable to critical feedback, they are loath to make mistakes that might further undermine their belonging in the eyes of their instructors or their peers. To instructors, this can feel like students are disengaged and unwilling to take intellectual risks.

However, instructors know that making mistakes is key to students’ growth and development. 

Reference: Greater Good Magazine

Early childhood programs are designed to improve the survival, growth, and development of young children. Many are directed towards disadvantaged children, with the aim to improve school readiness skills and ameliorate achievement outcomes for disadvantaged students, including young girls (Schweinhart, 2005). ECCE also increases school readiness to improve educational achievement, resulting in greater earning potential and productivity. Lastly, early childhood programs provide socialization through children interacting with peers and adults, learning social norms and developing social-emotional and problem solving skills.

In Mind Boosters Academy, we offer Diploma in Early Childhood Care and Education. Early Childhood Care and Education includes broad spectrum of young children, usually it focuses on educating children before they start compulsory education. Early childhood care and education makes you eligible to work as class teacher for kindergarten, lower primary in mainstream schools and nursery schools. It includes Montessori and EYFS pedagogy for literacy, numeracy, cognitive development, emotional, social development and language development in children. Early Childhood Care and Education helps in achieving equitable, healthy and productive societies. The course content of the Diploma includes Montessori methods of teaching.