The Backbencher Project for Teachers

As teachers, one of the many challenges we face is the mammoth task of delivering content heavy syllabus to children. With the constraint of time and resources and having to play multiple roles in a classroom, this process can be quite demanding. As a result of this, it becomes increasingly difficult to create lasting retention, in terms of transfer of content/information, in the classroom.

The Accelerated Learning (AL) methodology is a ground-breaking technique that helps to address this challenge. Based on the latest brain research, AL is a total system meant for enhancing learning effectiveness while optimally using the time you have. It introduces methods that help teachers effectively plan their syllabus in a way that the lesson plan is more student-centric than teacher-download. It also helps in creating a positive learning environment for the students, which again leads to better retention.

AL helps shift the mindset that it is the sole responsibility of the teacher to transfer knowledge and be the only person invested in the learning process. It introduces the concept of “learning is creation not consumption.” This mindset shift helps the students to become an integral part of the learning process, thereby reducing the pressure on teachers.

What is an ideal classroom? There is no one answer. In our opinion, the perfect classroom consists of actively involved learners, learning in a way that makes sense to them and teachers who create the environment to enable this.

It is not an easy task to create this ideal situation especially when one of the classroom challenges is- how to actively engage learners in the learning process. In the olden days, learning wasn’t limited to a bench or a notebook. More often than not, learning happened outside the classroom, it was a multisensory experience. And that is exactly what we’re offering through Metalog. To make learning a multisensory experience.

The Metalog Games/Tools are not your average P.E games. These games are designed to teach concepts related to communication, teamwork, leadership, cross-cultural awareness, D&I etc. in your classroom. One of the added advantages of using Metalog games and what sets it apart from other learning games, is that it does not deviate from your lesson plan. The simplicity of these games along with its powerful de-brief allows you to seamlessly attach it to your lesson plan and create a lasting impact for learners/students.

Children with special needs or who are differently abled require a different approach to learning altogether. They have been known to show great affinity to learning methods that involve a physical stimulus. This could be a reason why they excel at physical theatre, sculpture and clay modelling.

The simplicity of Metalog games allows these children to understand basic instructions and not feel overwhelmed by it. Most of the activities that are designed for differently abled children are usually a one on one activity. But because the Metalog games are played in groups, it pushes them to work in teams and not feel singled out/alone. It also leaves them with a sense of accomplishment. Another reason why these games work for differently abled children is because it allows the children to learn basic hand eye coordination skills: to hold, to let go, to catch or to reach out.

As teachers, we find ourselves constantly juggling between different personas and roles, a school can be quite the theatrical stage. Especially teaching multiple grades, would mean donning multiple hats. Teaching a Grade 1 to Grade 4 class would mean having a teaching style that’s highly engaging and fun whereas teaching a Grade 7 to Grade 10 class would mean engaging the students but also giving importance to the content/syllabus at hand. It’s a similar challenge when you’re teaching the same grade but have very different learning styles in the classroom.

You as a teacher, are entering and exiting different stages throughout the day. And there are different lenses through which you see and assess you audience (your students). You have in your mind, your own perspectives about your class and surroundings, your own unique way of dealing with situations and your own unique teacher persona.

As learning professionals/teachers you have an invisible boundary to your thinking which might limit your thinking/responses/actions. That’s what we call a Box. But what is this box? The box contain all our thinking, reasoning, biases, judgements and filters. So, what does your box look like? Wouldn’t it be different from someone else’s box? These are all the questions we help you explore and understand your unique teaching box/ style/ way of doing things.

Once you’ve used the concept of the Box to understand your existing “teacher box”, you can then work towards creating a different box for yourself. One that will not limit your thinking and make you more aware of your biases and self-imposed challenges.

Due to the COVID-19 crisis, schools and educational establishments have suffered a setback. At a time like this, conventional classroom learning may not be possible. We believe that this is the time to innovate and branch out. 
Here at The Learning Gym, we believe that a “fit learning professional” is one who leverages technology and uses it to his/her advantage. This is where virtual classrooms kick in.

One of the many challenges of virtual classrooms is the perception that there is a lack of impact as compared to a face to face session. The lack of control over the classroom in a virtual setting is also a cause for worry. And of course, the question arises: Is it possible to create powerful learning impact in a virtual setting?

The concept of “virtual classrooms” has existed for many years with universities applying it to their distance learning programs. It is a tool that gives students and teachers worldwide exposure and is easily accessible. Yes, there are challenges in a virtual learning format, but challenges can be met with solutions. As an organization, we’ve gone through several changes with regard to COVID 19 and if there’s one thing we’ve learnt, it is the importance of adapting to change.

We’ve created learning formats, using a combination of the above-mentioned tools, to help teachers translate their F2F expertise in a virtual setting. During the session, you will learn in depth about the different challenges of a virtual classroom and how to tackle them one by one. The session is platform agnostic which means you can your takeaways on any platform to enhance your students’ virtual classroom experience.

Children with special needs or who are differently abled require a different approach to learning altogether. They have been known to show great affinity to learning methods that involve a physical stimulus. This could be a reason why they excel at physical theatre, sculpture and clay modelling.

The simplicity of Metalog games allows these children to understand basic instructions and not feel overwhelmed by it. Most of the activities that are designed for differently abled children are usually a one on one activity. But because the Metalog games are played in groups, it pushes them to work in teams and not feel singled out/alone. It also leaves them with a sense of accomplishment. Another reason why these games work for differently abled children is because it allows the children to learn basic hand eye coordination skills: to hold, to let go, to catch or to reach out.