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How to Give Impressive Demo Session - 10 Proven Strategies | Teacher Interview | Usha Pandit — Transcript

by The Mindsprings English Teacher · 2,801 words · 400 segments · language en · Watch on YouTube

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0:00hi there if you are looking for a job as
0:04a
0:05teacher after your interview you will be
0:08expected to do a demo
0:13lesson a demo lesson in
0:162025 is very different from what it used
0:19to be 10 years
0:22ago this is Usha Pandit your mind
0:25Springs English teacher and today I'm
0:27going to show you what is different and
0:30how you should manage it so if you look
0:33at videos of 10 years ago they will talk
0:36to you about writing the date in the
0:39corner writing the name of the topic on
0:41the board and your body language smile
0:44at the children tell them your name talk
0:48about now these are a
0:51given but people today are not
0:55particularly looking for the small
0:58skills we are living in the 21st century
1:02so you need 21st century
1:04skills We are following the progressive
1:09NE 2020 goals so that you should know
1:14and perhaps show shades of it in your
1:17demonstration
1:19class and finally we are living in the
1:22age of AI and digital tools so keeping
1:26all this in mind you can't do a demon
1:30demonstration of a class the way you
1:32would have done it 10 years ago it has
1:36changed so let's see how we are going to
1:39do it and today I'm going to give you
1:41several tips on how to begin your demo
1:45lesson in a way in which you
1:49are going to be very impressive and
1:52secondly your students are going to
1:54enjoy themselves so much the energy in
1:57the classroom is going to be so high
2:00that no one can deny that you are a
2:03wonderful
2:04teacher okay so let's begin now if you
2:09know the NEP goals are critical thinking
2:13problem solving decision making
2:15communication skills you know the lot
2:19don't you so those are some of the
2:22little things that we need to
2:23incorporate we are looking at technology
2:26and Tech tools that you might want to
2:29use use as a kind of a prop in your
2:32lesson if you have the
2:34time all of these you don't have to do
2:37all of these it should be a part of the
2:41topic that you are given to teach it
2:44should lend
2:46itself to
2:48showing the people who are watching you
2:51that you are creative and you know what
2:55to use and
2:58where so let's look at those 10 things
3:02that we are looking at 10 ways we are
3:04looking at now it is possible that
3:06you're you're a teacher who's been
3:08teaching for a few years you can use
3:10this too this is not just for people who
3:13are doing a demo class but it's for all
3:16teachers if you want to grab the
3:19attention of your class you want
3:20children who are motivated and
3:23interested which seems to be the problem
3:26if you start on a wrong note and
3:28children have already switched off or
3:31they have decided that this is not going
3:34to be a fun
3:36class then All Is Lost so this is good
3:39for all teachers okay keep that
3:43introductory activity to 10
3:46minutes unless it lends itself to the
3:50learning and teaching process itself
3:53don't go more than 10 12 minutes on that
3:56introductory
3:57activity the next part part will be the
4:00activity itself or the explanation or
4:04whatever and finally you're going to
4:06conclude it in about 5 minutes which
4:08means you tie up the whole
4:11lesson the main points and you finish it
4:15in all this if you get your children to
4:18participate that is if children Drive
4:21the lesson that conclusion you ask a
4:24child to conclude and tell you what are
4:26the big points that we learned today you
4:29tell another child to write it on the
4:30board if you do stuff like this you are
4:33showing people that children are
4:36participating in your classroom and it's
4:38very powerful when you do that you must
4:42set some ground rules first the first
4:45one is hands up if you want to answer do
4:48not shout and scream the answers out
4:52collectively because people then don't
4:55hear what you are saying so that's the
4:57first rule time management I've already
5:00told you okay coming to the 10
5:03points that we are going to use to
5:05introduce the lesson the first one that
5:08I've got is a game a game is always a
5:11great ice breaker a warmer it helps to
5:15break the um tension in the classroom
5:19because remember when there is a demo
5:23and when there are two other people who
5:26are coming adults coming into the
5:27classroom you will not have a huge
5:30problem with discipline per se because
5:33children are on
5:35guard however they are also tense for
5:38you so a game is a good way to break up
5:42that tension and to put everyone in a
5:45state of
5:46relaxation the game must
5:49fit the
5:51topic it m what is good about a game is
5:54it stimulates curiosity it allows you to
5:57teach a concept it allows you to do a
6:00lot of language so there are multiple
6:03ways in which games can be
6:06used there was one I heard about musical
6:10chairs for demand and Supply in an
6:12economics class I thought that was
6:14brilliant if you take a um paper into
6:18the classroom and you cut it up you can
6:22actually show children the area in a
6:26maths
6:27class um I wouldn't take a ball that'll
6:31roll around and cause a lot of
6:35disruption so don't take anything that
6:37disrupts keep that game simple and let
6:41it give a message the message as I said
6:44can be the concept or it can be whatever
6:48your goal is in the lesson so not more
6:51than 10 minutes of playing and then you
6:53can get into your regular class whatever
6:58it is that you are the activity that you
7:00have planned for the class the second
7:03one is
7:05stories stories are very good because
7:07again they are interesting they
7:10suspenseful they create curiosity and
7:13everyone loves a good story keep the
7:16story short and brief don't tell them
7:18long stories and make sure that it
7:21serves the lesson the lesson that you're
7:24teaching the story must actually help to
7:27either pass on the big message of the
7:30lesson or it must exemplify how some
7:34concept is used in life which that story
7:37seems to be explaining you will get a
7:40lot of stories that help you to explain
7:43complicated Concepts and that is a
7:46wonderful way of
7:49starting you can do a beginning of a
7:53story and you can kind of tell children
7:55to end the story you can talk about the
7:57characters in the story and that might
7:59be a good lesson values in The Story So
8:02Stories are excellent as a starting
8:05point the third one is riddles and jokes
8:10anything funny if you have a sense of
8:13humor in the class that's a great way of
8:15breaking the ice so optical illusions if
8:19you put up a um something on your
8:23whiteboard with an optical illusion and
8:25ask children to kind of look at it and
8:28give you a perspective on what it might
8:30be you can do math with it so there are
8:33many ways in which you can grab
8:35attention by bringing in certain things
8:40that are unexpected into the classroom
8:43okay literature language all this is
8:46good with jokes and riddles you can do
8:48puns and playoff words all of this is
8:52possible the fourth one is you can bring
8:55in an object a picture a cartoon or a
8:59reference to a popular film or something
9:03new that has come up on the um Netflix
9:08that people are talking about excellent
9:13because that's what everyone is talking
9:15about that is life that is a connection
9:19that is a link as long as it connects to
9:22your topic in some way one of these is a
9:26great way to get children to engage
9:30once that interest is sparked and
9:34stimulated then it is easy for you to
9:38start delivering your lesson to them if
9:41you say open your books to page 36 and
9:45let us look at paragraph three you have
9:47lost them
9:49completely so never do that start with
9:54of an activity that is real okay
10:00the fifth one is a video clip video
10:03clips are wonderful YouTube is full of
10:07great video clips in almost every
10:10subject and sometimes there are Concepts
10:13that are
10:14explained to an audience by people who
10:18are experts people who have used a lot
10:21of materials that are um real that are
10:283D and and where there is a lot of
10:31Animation now you can't compete with
10:33that in a classroom so if I want to show
10:36the movement of maybe um particles in a
10:41particular science lesson or I want to
10:45see how a machine looks from the inside
10:48or I want to uh look at the human body
10:52and its
10:54interactions then a video cannot be
10:57challenged in terms of the kind
11:00of interest that it will create so video
11:04clip is excellent learning material to
11:07bring into a classroom if the class has
11:09been
11:12digitized again you can bring in
11:14something from AI you can put up uh your
11:18hook your computer on and ask chat GPT a
11:23question anything that is modern will
11:27lead children to a debate to a
11:30discussion to talk abouts
11:34explain refer find all of these things
11:38can happen very quickly if you use these
11:43tools it could be talking on strategies
11:47it could be talking about screen time it
11:49could be talking about the future of
11:51games it could be talking about the
11:53impact of games on your subjects so many
11:56things when you talk of Technology there
11:58is a World there that belongs to those
12:01children in the future which we may not
12:05enter but they are it's going to be part
12:07of their lives so use
12:10that the sixth one is current news
12:14current news
12:16controversies it could be an accident
12:19there's a lot there to discuss there is
12:22a lot there to connect to the topic that
12:24you are talking about so choose those
12:27items carefully it might be a a recent
12:32Riot somewhere it could be a
12:35war um event that you are describing so
12:39it depends on what you are doing you can
12:41even use it an accident for speed and
12:43velocity
12:45so you can talk about cars so you
12:48therefore that I will leave to you but
12:51you must kind of work on that a little
12:53bit on your for your
12:56lesson if you have topic card
13:00where the topic is just given you can
13:01Flash it and we can look at just agree
13:04or disagree that can create a lot of
13:07excitement because if you agree raise
13:09your hands and if you disagree raise
13:12both your hands and put a cross that
13:14kind of physical activity sitting in one
13:17place is safe and will also give a lot
13:20of
13:21wonderful energy to the
13:25classroom you can use a movie title a
13:28song title you can use uh Gossip
13:31anything to generate
13:33opinion or you might look at a
13:36particular title give them a title and
13:38say what genre do you think this is so
13:42it's a great way to study genres is it a
13:46horror or you might give them a crime
13:49movie and say how would you change it
13:51into a romance or how would you change
13:53it into science fiction that again gets
13:56a lot of talk going and your the
13:58children will be interested again as I'm
14:01telling you it depends on the lesson
14:02that you're doing number seven is
14:06activity magic tricks
14:10experiments wonderful way to introduce
14:12science is through Discovery according
14:15to me because if I can give you an
14:19experiment a simple experiment to do in
14:21small teams then you will discover
14:25things that you will bring to me and
14:27then we can put it on the board and we
14:30can all together collectively decide
14:32whether we have found all the little
14:34bits and pieces that there are to
14:36discover if you start explaining the
14:39concept I have an analogy for it it's
14:43like taking children to a beautiful
14:45place and telling all of them close your
14:48eyes very tightly and then describing to
14:51them what you can see and they are just
14:54listening to you and you expect them to
14:56be
14:57excited so don't do that
15:00experimentation by the child or by teams
15:03of children is like opening their eyes
15:07and enjoying what they see they may not
15:11be 100% correct you can always draw
15:13their attention to small bits and pieces
15:15that they missed out but it's their work
15:18and their Discovery so that's what you
15:21can do you can do it for science you can
15:22do it for maths you can do it for almost
15:24anything if you give them an activity
15:27that allows them to discover
15:29okay the eighth one is a statement a
15:33quote what if questions what if Hitler
15:36was never born what if Gandhi lived in
15:39the age of social media do you think
15:42people would have spared him it's a
15:45brilliant question to start looking at
15:49lives of people and how social media has
15:52influenced us in a way in which we do
15:55not allow anyone to operate without
15:57criticism so is that freedom of speech
16:00now see you're already getting into a
16:02very meaty wonderful lesson that is
16:05going to make your students wise I hope
16:09you can see where I'm coming from all
16:11this can be done in a quick way don't
16:14dwell on it don't get into a long drawn
16:18discussion just show your
16:20interviewers that you are capable of
16:23providing great excitement and great
16:27learning to your class
16:29the ninth
16:30one is a question so questions are
16:34always wonderful if you walk into the
16:36classroom and say how many people
16:38believe in
16:39ghosts you got
16:41attention so there'll be a whole bunch
16:43of there'll be buzz in the class and you
16:45want hands up so and then you can go on
16:49from there especially if you're going to
16:52do a ghost story or something that that
16:55uh pertains to ghosts you can can do
16:59that what is the most important part of
17:02a machine or a system or a human being
17:06that is again up for
17:07grabs everyone will have a different
17:10answer and that will lead to a lot of
17:13discussion a lot of scientific
17:15explanations from the students not from
17:18you so that will be a great one to do
17:22how would you improve something
17:24creativity that's a big one how would
17:27you improve a shopping trolley or
17:30traffic lights how would you improve the
17:32simple things of life around you and
17:35make life easier that could be a quick
17:38one oral one if you're doing an
17:41introduction and that will give children
17:43a lot of thought and a lot of critical
17:46thinking the last one I have for you is
17:48leading in from the previous
17:51lesson now if they have already done
17:54certain lessons you can ask them what
17:57lesson did you do I'm not not saying
17:59that you need to revise that lesson or
18:00you I'm expecting you to know the lesson
18:03and ask them questions on it no no you
18:05don't do anything like that you tell
18:08them talk to me about the content of the
18:10lesson in newspaper
18:13headlines so in four headlines I should
18:16know what that lesson is
18:18about or you can give do a social media
18:21meme on that lesson and tell me how that
18:25what so that I know what that lesson is
18:27about or you can do a jail sentence for
18:31the topic or you can do a jail sentence
18:34for the main character in that concept
18:37anything so you can do a j jail sentence
18:40on for gravity or you can do a jail
18:42sentence for um Abraham Lincoln it I
18:47don't know what you did last time but
18:49this is a great way of not just revising
18:52a previous lesson but bringing in a lot
18:54of fun a lot of creativity and tons of
18:57critical thinking
18:59so I've given you a lot of wonderful
19:02tips on how to motivate children in the
19:05first 10 minutes of your class how to
19:08impress those people who are sitting
19:10there and then of course when you do
19:14this activity you will find that
19:17children actually are completely ready
19:20for that lesson that you are going to
19:22start and sometimes they almost know
19:24half of it making your job so much more
19:29easy so I hope you enjoyed that one if
19:32you use any of these do write and tell
19:34me how it went thank you

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