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  Perspectives of Teaching around the world

 Teacher effectiveness has rapidly raised to the top of the education policy agenda, as many nations have become convinced that teaching is one of the most important school-related factors in student achievement (OECD). And teacher preparation and development are key building blocks in developing effective teachers. This article describes teacher education in jurisdictions around the world that have well-developed systems for recruiting, preparing, inducting and supporting teachers. Examining their efforts is valuable for a number of reasons. First, they broaden the view of what is possible. Second, international comparisons show how ideas work in practice at the system level.

While the educator development systems of Finland, Canada, Australia and Singapore differ in significant ways, what they have in common is that they are just that – systems for teacher and leader development. In the small countries of Finland and Singapore, these systems operate at the national level; in the larger countries of Australia and Canada, they operate at the state or provincial level. In every case, these systems include multiple, coherent and complementary components associated with recruiting, developing, and retaining talented individuals to support the overall goal of ensuring that each school is populated by effective teachers. The systems in these nations encompass the full range of policies that affect the development and support for teachers and school leaders, including the recruitment of qualified individuals into the profession; their preparation; their induction; their professional development; their evaluation and career development; and their retention over time. Leaders in these jurisdictions recognize that all of these policies need to work in harmony or the systems will become unbalanced. For example, placing too strong an emphasis on recruitment without concomitant attention on development and retention could result in a continual churn within the teaching profession.

                           How teachers can navigate difficult emotions during school closures?

The COVID-19 crisis is forcing educational professionals across the globe to take a collective breath. Teachers may feel overwhelmed, fearful, and emotionally fragile. Perhaps also restless, bored, and helpless. With so much uncertainty, how can we navigate this range of emotions? After all, researchers remind us that our stress-management skills ultimately help our students (and those around us) stay calmer.

Acknowledge your emotions

Begin by acknowledging the emotions you are experiencing right now and genuinely offer yourself some understanding. Researchers Kristin Neff and Chris Germer invite us to take a moment for what they call a “self-compassion break”—a gentle, reassuring practice that you can try any time in your day when you feel particularly overwhelmed, discouraged, or frustrated. For what it’s worth, I practice it all the time—and my teenage daughter finds it reassuring and calming, as well.

Affirm your values and Strength

What if restlessness and cynicism seem to prevail, and you don’t feel effective in your work—or lack thereof? It’s crucial to keep coming back to “what matters” most to you, again and again. And, more importantly, to seek opportunities to enact your values in small ways each day.

Having a guiding light is helpful, but so is making a concrete plan. Try this Use Your Strengths exercise where you choose a personal strength—such as courage, teamwork, or humor—consider one simple way you might use it each day for a week, and then act on your idea whenever the opportunity arises.

Send Good wishes to others

Practice sending good wishes to others. It is one of the most effective ways for increasing our empathy and compassion for others. Studies indicate that people who practice loving-kindness for just a few weeks can experience more self-compassion and positive emotions, and relief from depression, anxiety, and chronic pain.

Consider mindfulness as a way of being

Mindfulness, broadly speaking, is another form of kindness. It’s taking time—right now—to simply be with your thoughts and feelings. No judgment necessary. Although we face a time of great uncertainty and a challenging mélange of emotions, we can draw on multiple tools to help us pause, be with those emotions, and redirect them. If we practice taking healthy “timeouts” on our own, we are more likely to model and share these rituals with our students, colleagues, and family members. Let’s commit to practicing self-care each day so that we can move forward together with a greater sense of ease, purpose, and kindness.


At  Mind Boosters Academy we ensure that the students enhance their teaching skills with Microteaching and we are continuously organizing Microteaching session for our students. 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.

Creating an effective classroom display

Professor Peter Barrett has studied the connection between the physical design of schools and student academic progress for years, publishing the Clever Classrooms study in 2015. The study, which assessed 153 primary school classrooms on their physical characteristics, found that the physical environment of the classroom can explain 16 per cent of the variation in learning progress over one school year.

‘Our study was one of the first, if not the first, to take a really broad view of a wide range of physical classroom design factors and successfully relate them to learning impacts,’ Barrett tells Teacher. ‘Since then, we have carried out a series of smaller projects concerned mainly with practical implementation of the results.’

Avoiding Overcrowding

‘If all the walls are completely covered with lively displays it seems, from our empirical results, that the environment created is just too distracting. Equally though, if the walls are left bare it is under-stimulating,’ Barrett explains.

‘So somewhere in between is ideal. One way of saying this can be that covering up to 80 per cent of the wall area in “calm” displays, or limiting this to 50 per cent if the displays are “lively”, is about optimal for learning.’

Barrett adds that his research team came across quite a few classrooms with displays covering windows. While these displays can look nice, he says the fact that they obstruct daylight outweighs the visual gratification of window displays.

‘It is theoretically possible to imagine a classroom with large windows facing the sun where some obscuring of the sun could be welcome, but in absolutely most cases daylight should be prioritised. This is because daylight (without glare) was the biggest factor we found with positive impacts on learning rates,’ he shares.

Be innovative with classroom displays

Barrett has witnessed many instances of innovative wall displays in classrooms. One of the most powerful ways to be innovative with your displays is to make the whole greater than the sum of the parts, he explains. This can happen when a class project brings together a range of individual work into a class display the students all own together, he says.

Another consideration to make is taking displays outside of the classroom. Some schools are starting to place these outside of the entrance to the classroom so that this sense of belonging and orientation starts from the moment they enter their space, Barrett explains.


Barret, P., Davies, F., Zhang, Y., Barrett, L. (2015). The impact of classroom design on pupils’ learning: Final results of a holistic, multi-level analysis. Building and Environment, Vol. 89.

Teacher Magazine

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.




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