Group -A- 

 

On Sunday from 27-8-2023, First Lecture we were attended, in this lecture of EduPreneuriship and University Work Environment Cooperation, at Polytechnic university of Suliamani, Pedagogy centre, Nali Hall, at 9:00 o’clock, approximately 35 participate in lecture.

 

 Entrepreneurship is the pursuit of opportunity beyond the control of resources. The essence of an entrepreneur is someone who "identifies a problem that needs to be solved and takes the risk to make a business from the solution. An entrepreneur is a person who sets up a business, taking on financial risks in the hope of profit.

Entrepreneurship is a way of thinking that enables students to work on interdisciplinary teams, identify opportunities, learn how to add value, and create a company, idea, or impact.

 

Entrepreneurship education is practical education that empowers students’ mind-set. Entrepreneurship pedagogies and practices are designed to improve leadership, creativity, self-insight, self-efficacy, or attitudes such as perseverance, risk-taking, pro-activeness, and uncertainty tolerance, often understood as the entrepreneurial mind-set.

Entrepreneurship education:  refers to an individual’s ability to turn ideas into action. It includes creativity, innovation, and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. This supports everyone in day-to-day life at home and in society, makes employees more aware of the context of their work and better able to seize opportunities, and provides a foundation for entrepreneurs establishing a social or commercial activity.

Entrepreneurship education can take different forms: lectures from alumni and guest speakers, seminars, workshops, roundtables, challenges, competitions, business idea contests, boot camps, hackathons, festivals, summer courses, and online activities.

Entrepreneurship may be in business, education, leadership, or innovative science.

Entrepreneurship Education: Someone who is a pioneer, takes initiative, and is different in the field of education and teaching.

Students nowadays learn these skills: the art of speaking, communication, teamwork, leadership, motivation, and critical thinking.

We think excellent entrepreneurship education consists of three ingredients:

-How to be different and what to learn

-interpersonal skills, language, body language, and intrapersonal skills

-A leading teacher: what does he do? How does he behave inside the university? How does he behave with his surroundings?

-Teachers in universities Only working at the university is a problem. The issue is with the teacher problem, the environment, social media, marketing, and the education system. marketing of teachers (lecture, seminar, conference, workshop, panel discussion media, and social media).

-An entrepreneur is someone who starts or owns a business. Whether it's in farming, retail, manufacturing, or the service sector, entrepreneurs are businesspeople who find success by taking risks.

·       Thinking differently

Thinking differently in education, scientific innovation, business, and politics became a practical

·       How turn idea into action (practical)

Knowledge, attitude, skills, and competencies

·       Social media (media content generated)

·       Online (face to face), video based learning 
 

Entrepreneurship education, which is a collection of formalized teachings, informs, trains, and educates anyone interested in participating in socio-economic development through a project to promote entrepreneurship awareness, business creation, or small business development.

 Why is a polytechnic university better than a classical university?

There is a huge focus on teaching practical and work-ready skills at polytechnics. Programmes are often developed alongside industry to ensure students graduate with in-demand skills. Universities tend to be more theoretical.

Industry speakers, work experience, placements, and well-connected tutors all help bridge the gap between study and the world of work. There’s a real push to help students land their first job after graduation, and the industry connections made during study can help them as they navigate their future in the industry. 

Entrepreneurship education focuses on developing real-world skills that will help students lead exceptional lives in a rapidly changing world.

·       How to collaborate and work with a team

·       How to speak in public and prepare an effective presentation

·       How to collect and analyze data

·       How to use social media as an advocacy tool

·       How to solve real, complex problems that don’t have a definitive answer

·       How to use curiosity and creativity to find an innovative approach to difficult problems

 
Entrepreneurship education is about

·       Managing Skills (9%)

·       New Business (18%)

·       Personal Skills (32%)

·       Opportunity Recognition (9%)

·       Attitudes, intentions, values, and behaviour (32%)

 

·       It is a function of innovation.

·       It is a function of fostering (enhancing) leadership.

·       It is an organizational-building function.

·       It is a function of high achievement.

·       It involves the creation and operation of an enterprise.

·       It is the process of creating value for customers by exploiting untapped opportunities.

·       It has a strong and positive orientation towards growth in wealth, knowledge, and employment.

·       It is concerned with attitudinal change, risk-taking abilities, and turning ideas into actions.

Approaches to Entrepreneurial Education
Three methods of entrepreneurial education are common:
1) Teach "about" entrepreneurship.
a theoretical and content-rich approach to analysing the phenomena. This is the most used strategy in schools. Ability to develop student soft skills, managerial, personal, and small group abilities.

 infrastructure issues
 Lack of Internet, laboratories, facilities, supplies, location, and an excellent teacher are examples.

2) Teach "for" entrepreneurship.
 Shows a career-focused approach to teaching potential entrepreneurs.

3) Teaching "through" is a process-based, experiential method that immerses students in entrepreneurial learning.

1. Prepare students for a future filled with uncertainty.

2. Allow room for innovation and collaboration.

3. Teach students how to identify problems.

4. Develop resilience (courage and resolve).

5. Improve the state of the planet.

 

Combine creativity, initiative, problem-solving, resource management, and financial and technological knowledge. These skills help entrepreneurs and workers create and adapt to change. Entrepreneurship education and training that focus on entrepreneurial thinking and behaviour can foster them.

Schools, vocational and higher education institutions, colleges, and universities are adding entrepreneurial education courses as standalone modules or curriculum components. Problem-based teaching and assessment work well

 

·       Autonomy/ self-determination

·       Risk assumption

·       Search and analysis of information

·       Quality of work

·       Communication: eye contact, listening, speaking, body language, intrapersonal, interpersonal

·       Self-confidence: cultivating and maintaining self-confidence, Embrace self-reflection: Regularly assess your strengths, skills, and accomplishments. Celebrate your achievements, however small they may seem, and use them as fuel for self-belief. Set realistic goals. Establish clear and attainable objectives.

·       Develop social networks and the generation of support networks: telling stories.

·       Dynamism

·       Leadership: 

·       Change management:

·       Initiative:

·       Innovation

·       Integrity

·       Self-control

·       Results orientation: 

·       Social mobility: 

·       Troubleshooting: 

·       Negotiation:

·       Responsibility: justice

·       Teamwork

Blogger is a personal website.

Social media is a digital technology that allows the sharing of ideas and information, including text and visuals, through virtual networks and communities. Social media typically features user-generated content that lends itself to engagement via likes, shares, comments, and discussion.

What is the most important purpose of social media?

With social media, you can share information and ideas in a variety of ways. Different outlets allow you to publish your own ideas in writing, with pictures, or through videos and voice recordings; and you can also hyperlink your audience to interesting articles, pictures, and videos.

-We learn how to make a personal blog during class.

-A personal blog is an online platform where individuals share their thoughts, experiences, interests, and hobbies.

It free for everyone 

-Having a personal website is a great way to get noticed. It allows you to showcase your work and tell people who you are. 

-For teachers, blogging provides a way to reach a wider audience and share their knowledge and expertise. It also provides an opportunity to receive feedback and engage in ongoing discussions with their students and other educators. Furthermore, blogging can be used as a powerful assessment tool.

-Common uses of Blogger include teaching, educational, and corporate use. Your blog can be a personal diary, a project collaboration tool, a guide, lecture, academic article,  or any other means of communicating and publishing information on the web. Its uses are as limitless as your imagination.

-It's important that each teacher have a Wikipedia, Google Scholar,  Research Gate, or Academia account.

-Social networking sites, such as Facebook, Blogger, Twitter, and Instagram.

-A teacher should engage with technology 100%.

 

Technology can help teachers facilitate an easier, more productive learning experience. Some examples of this in play are: preparing for an ever-increasing digital world. Jobs, especially, often rely heavily on computer skills and online modes of communication, such as email.

Technology is an important aspect of a teacher's success.

 

They pass on valuable knowledge, skills, and values to the students they teach, helping to create informed and responsible citizens in our society. Beyond academic skills, teachers also help to foster important life skills such as problem solving, critical thinking, and communication.

Task one 

we make a teamwork

1.    Critical thinking skills.

2.    Collaboration. 

3.    Communication and interpersonal skills.

4.    Organization and planning.

5.    Classroom Management.

6.    Facilitation and Engagement.

7.    Assessment and coaching.

8.    Collaboration and teamwork.

9.    Caring and inclusiveness.

10. Be well prepared.

11. Set specific goals.

12. Technologies.

13. Manage your time.

14. Set your rules.

15. Patience.

16. Give simple and clear instructions.

 1. Take a different path.
 2. Start a business.
 3. Stick with challenges.
 4. Delay gratification.
 5. Manage your own finances.
 6. Volunteer to lead.
 7. Practice communication skills: (body language, speaking to others, eye contact, gesture, movement, intrapersonal skills).
8. Learn from a mentor.

The mentor guides and supports the mentee as they navigate their journey of learning or discovering something new. Mentees can be of any age, but they typically look up to the mentor as an authority figure who can help them gain insight and wisdom in their chosen field.

9. Work in sales.

10. Get involved with other entrepreneurs.

11. Help others with their businesses.

12. Keep learning.

-Video-based learning is a type of e-learning that allows you to gain knowledge and skills via video.Video-based learning is a remote training method that relies on live or prerecorded video to teach new skills and knowledge. Video-based learning uses images, graphics, on-screen text, and audio to deliver a multi-sensory learning experience that fosters engagement and knowledge retention.

Video-based learning has become increasingly popular due to the pandemic happening. With the ability for people to learn through video and at their own pace.

 

What is online learning?

Online learning, also known as distance education or eLearning, refers to the delivery of educational content and instruction through the internet. It allows students to take courses and earn degrees remotely, without the need to be physically present on campus.

What are the digital ways of learning?

Digital learning is the practice of learning using technologies in an effective way, combining different elements such as blended or virtual learning using, e.g., mobile technologies or e-learning.

A digital learning strategy may include any of or a combination of any of the following:

 

-Video learning 

-Sound learning 

-Online learning 

 

Digital learning complements face-to-face learning (class learning). (paper)

 

Task 2 

1.    Adaptation difficulties.

2.    Technical issues (lack of access to digital devices and internet connections).

3.    Poor time management.

4.    Lack of human contact or social interaction.

5.    Lack of motivation and competition.

6.    Too bulky chunks of information.

7.    Limited access to resources and support.

8.    Lack of practical knowledge.

9.    Lack of university environment

Task 3 

1. Easy to access anytime.

2. Learn whenever you want.

3. Learning at an individual pace.

4. Many ways to use.

5. Easy to deliver.

6. More effective learning.

7. Opportunity for self-study.

8. Chance for self-testing.

9. Encourage creative thinking.

10. Reduced Costs.

- How to make effective video learning
• Activate students, generate interest, and add value to course content.
• Provide real-life examples, case studies, or storytelling. Students learn skilled distinction via contrasting case demonstrations.
• Encourage instructor-led discussion and debate.
• Ensure students have access to an archived resource for review and remediation, from initial exposure through anytime.
• Use video to simplify learning for novice students with limited prior knowledge.
• Offer several viewpoints on a topic rather than relying on one.
• Allow students to remark and reply to videos, promoting reflection and the integration of new material into their knowledge.
• Offered instructive material as an alternative to in-class lectures. The teacher can be "a guide on the side" in an active learning environment while using their subject knowledge and experience. Note that this does not mean digitising an in-class lecture but repurposing it.
• Add to a multimedia setting like online lessons or classroom presentations.
• Encourage students to create media to measure their comprehension. Student-led media projects foster creativity, accountability, and subject mastery.

· Lecture-based video education is less engaging than other methods. It should go along with a worthwhile activity because it does not guarantee in-depth learning.
 Why Video material, such as text or images, is difficult to easily scan with the naked eye.

·        Students with more prior knowledge may benefit more from text or visual training rather than video. known as the expertise reversal effect.

·        Poor content design and message hinder video effectiveness, regardless of media type.

·       Worked examples in text may be more useful and efficient for learning than in video format. Text is another effective communication tool. Good text design makes it easy to read. Providing several examples for comparison can make this especially true. Based on instructional content and audience understanding, choose media judiciously. A good literature assessment of educational research on your topic will save you time from picking the wrong presentation structure or instructional method.

·        read more

·        Think about words.

·        prepare 

·        listen and are interested

·        Be aware of nonverbal communication traps.

·        Honesty is the best policy.

·        show and seek some understanding.

·        Think about perspectives.

·        Develop your skills.

 

 Task 4

Can be used in the lectures to impart knowledge and skills.

can be used in the lecture to convince students about an idea or thought, especially for humanitarian science.

In the lecture, it makes the lecture more leisurable and effective and helps in remembering, especially using hooks during the lecture.

A seminar has special characteristics that different teaching and should be mediated to other audiences.

 -(objectives) characteristics of presentation

Market-Oriented Education:
Market-oriented education refers to the relationship between education and careers in all fields.
Market-oriented education should become a central principle for the academic institutions in Kurdistan, and it’s one important aspect of the Bologna process that allows students to tackle opportunities through project-based learning and independent work.

Entrepreneurship is both the study of how new businesses are created and the actual process of starting a new business; the terms are used interchangeably. An entrepreneur is someone who has an idea and works to create a product or service that people will buy by building an organisation to support those sales.

Edupreneurship is the practice of entrepreneurship in the education sector.

-Who can be an entrepreneur?
 • Who can take risks
 • Who has the ability to work hard
 • Who feels the need for achievement
 • Who has a desire for responsibility
 • Who has some financial strength
 • Who seeks for opportunity
 • Who may have previous experience
 • Who has a desire for independency

·        Family environment

·       Education

·        Age

·        Working history

·        Family contacts

·       Professional contacts

·        Lifestyle

·       Culture

 

Building an entrepreneurship framework with having cultural, political, and country circumstances in mind will brings creative idea into reality and provide opportunity for youngsters to develop themselves and even the community as well.
Entrepreneurship Framework

Our idea is about a practical example for herbal product production.

Idea: The entrepreneur envisions creating a line of all-natural herbal skincare products catering to eco-conscious consumers seeking chemical-free and sustainable alternatives to mainstream skincare items.

Market Research: Comprehensive market research is conducted to identify the target market, customer segments, and industry trends. This includes competitor analysis, an assessment of herbal ingredient demand, pricing strategies, and distribution channels.

Prototyping (the first version of the product): A small batch of herbal skincare products is developed, incorporating selected herbs and natural ingredients. These prototypes are tested on potential customers to gather feedback and refine the product formulation, scent, texture, and packaging.

Production: Upon finalising the product, the entrepreneur sources high-quality herbal ingredients, ensures sustainable harvesting practices, establishes a production facility, and creates a production plan. Eco-friendly packaging is adopted, and a distribution strategy is devised. Continuous monitoring and adaptation to market trends and customer feedback are key to successful production and scalability.

1. Relevance: It maintains the alignment of education and research with real-world requirements, making graduates more employable.
2. Innovation: Partnerships can foster innovations, solutions, and new technologies.
3. Internships and Job Opportunities: Collaborations with the business community provide students with internships and employment opportunities.
4. Funding: Industry partnerships can generate funds for research, infrastructure, and scholarship programmes.
5. Networking: Students and faculty can make connections with professionals, thereby enhancing future opportunities.
6. Entrepreneurship: Universities can assist entrepreneurs by connecting them with mentors and other resources.
7. Problem-Solving: Universities can assist in resolving industry issues through research and innovative solutions.

8. Lifelong Learning: Continuing education workshops and conferences co-organised with industry can assist professionals in staying current with the newest trends and abilities in their field.

9. Economic Impact: Strong collaboration between universities and industry can stimulate economic development in the local and regional areas, attracting businesses, creating jobs, and promoting growth.

Public universities are government-funded.

while private universities rely more on tuition and market-oriented education.

Market orientation is a strategic focus on identifying consumer needs and desires in order to define new products to be developed. Established businesses like Amazon and Coca-Cola use market orientation principles to improve or expand their products or services. Even consumer demands that are impractical today can inform long-range decision-making.

 

Applied science universities, or polytechnic universities, in some universities in Europe have a link with companies through government directors.

Task 1 : We make an activity by teamwork.

 

 
Disadvantages of government-funded universities

1. Teachers or universities depend on government services.

2. The salaries of teachers and staff depend on the government.

3. Students are waiting for the government to provide employment and find a job.

4. A university of government graduate student with base knowledge education, then graduates can study masters and PhDs. 

5. may face challenges in maintaining and upgrading their infrastructure, including laboratories and research facilities. This can hinder the quality of research conducted by graduate students.

 
Advantages of government-funded universities

1. Provide free tuition for students to study.

2. Admission to colleges is based on grades and intelligence.

3. The aim of learning is for education and teaching rather than for business.

4. Provide a job offer for teachers.

5. Students in public universities study more programmes and modules than in private universities because they have more time.

6. The ability of scientific teachers in public universities to have more advanced abilities and skills

7. The certificate of a public university is recognised around the world.

8. Universities and colleges play a vital role in expanding opportunity and promoting social justice.

Being able to communicate effectively is the most important of all life skills. Communication is simply the act of transferring information from one place to another. This may be vocally (using voice), written (using printed or digital media such as books, magazines, websites, or emails), visually (using logos, maps, charts, or graphs), or non-verbally (using body language, gestures, and the tone and pitch of voice). How well this information is transmitted and received is a measure of whether your communication skills are good.

-Communication is divided into two types: verbal communication and non-verbal communication.  

Verbal communication is any communication that uses words to share information with others. These words may be both spoken and written. Communication is a two-way process. Communication is about passing information from one person to another.

Nonverbal communication means conveying information without using words. This might involve using certain facial expressions or hand gestures to make a specific point, or it could involve the use (or non-use) of eye contact, physical proximity, and other nonverbal cues to get a message across.

According to Albert Mehrabian, a researcher of body language, who first broke down the components of a face-to-face conversation. He found that communication is 55% nonverbal, 38% vocal (human sounds), and 7% verbal word-only.

Different Categories of Non Verbal
• Three types
• Body position (posture)
• Eye contact
• Gesture and movement

• seven types
• Eye contact
• Facial expression (happiness, sadness, anger, and fear)
• Gestures
• Posture and stance
• Space relationship
. Touch (tactile)
• Vocal(sounds)

-Why it’s important to be aware about non-verbal communication in the classroom?

-What is non-verbal communication?
 • Nonverbal communication (NVC) is the nonlinguistic transmission of information through visual, auditory, and kinesthetic (physical) channels.
 • Nonverbal communication is the transmission of messages or signals through a nonverbal platform such as eye contact, facial expressions, gestures, posture, and the distance between two individuals.

 

-should be formal.

The body of the person shouldn't be strange (negative) and shouldn't grab the attention of students.

-In general, posture is different between cultures and environments.

Posture is equally important. Standing tall with your shoulders back and your head up and walking with purpose conveys confidence and authority. Students respond positively to that type of body language and realise innately that you are the leader.

 Direct eye contact is also important.

Posture conveys information about interpersonal relations. Personality traits such as confidence, submissiveness, and openness.

 -Types of eye contact

-There are three basic types of gazing:

The social gaze is often described as a friendly gaze, which involves moving your eyes around an imaginary inverted triangle on someone's face.

The intimate gaze allows individuals to convey feelings of closeness, trust, and vulnerability. While triangular gazing involves the movement of the eyes between the eyes and mouth in a triangular pattern, the intimate gaze goes beyond this pattern by focusing on maintaining eye contact for an extended period. 

The basic principle of the power gaze is to lock eyes with the other person and gaze intently into them. Even without words, this can be devastatingly powerful in making the other person feel that you are superior and should be believed and obeyed. Do not stare too hard. (business)

-The duration of gaze conveys different signals, such as focusing on a student to reduce bad behavior or being aware of all students and showing gratitude with a facial expression.

 

A face supports the message a speaker is trying to convey to the audience.

 

·    Essentially, gestures are a form of nonverbal communication and can involve any part of the body, from nodding your head to facial expressions to hand movements.

· Gesturing is a powerful tool in the classroom. It helps teachers explain and assess, and it helps students recall information and solve problems more efficiently.

 

-Relationships space

-appropriate people and situations

Zone 1: intimate distance zone (0–18 inches)

parents and children, lovers, husband and wife

Zone 2: personal distance zone (18–14 inches)

close friends

Zone 3: social distance zone (4–12 inches)

Co-workers, social gatherings, friends, work situation

Zone 4: public distance zone (12+ inches)

actors, total strangers, important officials, and teachers

·     verbal: how others talk to us

·     physical: personal space, your body, privacy

·   internal: self-regulation skills, limit on energy expended on self vs. others

·  emotional/mental: thoughts, feelings, values, views, and opinions

·   financial: giving or lending to others; monetary decisions

·   sexual: giving consent, sharing details, setting limits

Classroom management for learning. 

In this era, the most important competency for teachers is that teachers at universities should be leaders in society. A teacher has an impact on the behaviour, ideas, personality, and desire for learning of students.

 

Leaders help companies avoid risks and follow safe pathways, but an entrepreneurial leader takes calculated chances when he believes they will succeed. This might give the company the Midas touch for growth if done well. These executives handle risks well.

Entrepreneurial leaders intuitively spot possibilities others miss. This allows them to exploit scenarios only they could imagine. Saras defined "effectuation" in 2001 to describe how entrepreneurs find chances.

All the finest entrepreneurs are open to fresh ideas from any source. They are content to work with a wide collection of people with different opinions to achieve a shared goal, unlike conventional leaders, who desire a team with similar viewpoints. Entrepreneurial leaders adapt to their shifting settings and quickly understand what works best.

Implementing entrepreneurial leadership in a company increases its agility. This lets a corporation use its resources to compete. In other words, their company model adapts and uses all available resources.

Entrepreneurial workplaces constantly encourage positive attitudes and help companies develop, inspire, and retain people. Thus, your company loses less talent to competitors.

Entrepreneurial leadership will help future companies weather instability and stay competitive.

6. Competitiveness

not be possible under traditional leadership.

7. Motivation

8. Goals

9. Contribution

10. Teamwork

11. Support

12. Creativity

Who is a leader?
A leader is an individual who has the ability to influence and lead others by example. He is someone who holds a dominant position, has a vision, and stays committed to his goal. The qualities of a good leader are:

 

A boss is an individual who is in charge of the organisation. He is someone who takes control over employees, orders tasks, and assigns duties to them.

In a company, there is no term called ‘boss’, but the word indicates a person who is the owner of the organization.

·       A leader seeks solutions. A boss gives answers.

·       A leader is generous with praise. A boss expects big results. 

·       A leader creates value. A boss counts value. 

·       A leader trusts. A boss controls. 

·       A leader listens and speaks. A boss commands. 

·       A leader creates more leaders.

·       Leaders Listen.  Bosses Talk.

·       Leaders Direct. Bosses Push. 

·       Leaders are patient. Bosses Rush. 

·       A leader coaches them. A boss drives employees

·       A leader says "we". A boss says "I".

·       A leader fixes the breakdown. A boss places blame for the breakdown.

·       Leaders tech it Bosses expect greatness.

·       Leaders inspire confidence. Bosses cause nervousness.

·       Be a leader, not a boss.

 

-Entrepreneurial Leadership in Higher Education
Good entrepreneurial leadership in higher education means having the following skills and characteristics:

·        Excellent communication skills

·       Self-aware

·       Resourceful

·       Lead by example (story telling) 

·        Power of teaching and learning

·        Having a vision and plan

·        They Are Lifelong Learners

·        They Create Collaborative, Inclusive Learning Environments

·        An understanding of student outcomes

·       The ability to implement large-scale turnarounds

·        An understanding of the variety of tools available to educators

·       The ability and the desire to reform (university) school culture

·       A commitment to quality professional development (updating themselves)

·       An understanding of the variety of tools available to educators

·       Knowledge of the best ways to support staff

·       Control the Experience

·       The ability to measure progress and success

·       Personal use and exploration of new tools

· Which style of leadership should a teacher have in university?

attendance of students

strange behaviour
 2- Democratic or Participative leadership 

Democratic leaders are the first to seek feedback and share decision-making responsibilities. In education, this often means gathering feedback from students, staff, administrators, and families to implement school-wide changes and policies. "Democratic leadership is about believing students, parents, and the community have a voice," says Dr. Scroggins. "This approach helps build community and nurture partnerships among stakeholders."

Different opinions
 3- The Laissez-faire or free-rein leadership
 4- Paternalistic leadership
 5- Strategic Leadership

aim, objective, plan, and overcome challenges.
 6- Coach-Style Leadership 

Coaching leaders take young or struggling teachers under their wings to mentor. This style of leadership is usually time-consuming and requires much empathy and patience on the leader’s part. However, it has significant benefits for teacher development and student academic success.
 7- Bureaucratic Leadership
 8. charismatic leadership
9- Transformational leadership 

motivation, implementation, and creativity
 10- Transactional leadership
 11- Visionary Leadership
 12- Servant Leadership

 
- How to reduce stress while presenting and teaching (techniques to overcome panic)

• practice. Naturally, you'll want to rehearse your presentation multiple times.

• dress style

• observation
• Well prepared 
• Attend Other Speeches
• Arrive Early
• Meet and Greet.
• Transform Nervous Energy Into Enthusiasm
 • Adjust to Your Surroundings.
• Use Positive perspectives (Visualization)
• Take Deep Breaths.
• Smile
• Body language
• Food

•Tell a Story & Engage People Emotionally

•  Make a Great First Impression

• Express One Idea in Each Slide

•  Use a pointer.

Classroom management refers to the actions an instructor takes to establish and maintain a conducive learning environment. These actions include decisions about structure, organisation, and course activities that support students by moderating their expectations and behaviours.

 We  discussed some guidelines, laws, policies, and curriculum in the classroom in addition to higher education on the issue of classroom management with Mr. Dr. Karwan so that teachers do not have confrontations and conflicts with students.
These are the most important points that Dr. Karwan emphasised.
1. Students must enter the classroom on time, and the teacher must be present before the student. (commitment to time)
2. Using mobile phones and chewing gum are prohibited in class.
3. Some strange behaviours should be warned of in advance that are not allowed in the classroom.
4. The student must ask if he or she wants to leave.
5. Students' requirements for attending laboratories and fields, for example, labcoat
6. How to participate in the classroom
7. Classroom rules
8- Teaching methods (lecture, power point, textbook, book)
9. Sending premature lectures to students
10- Discuss course books and syllabi and discuss workload assessment tools, quizzes, learning outcomes, grade distribution, resources, and books.
11- Discussing the daily examination time in the monthly examination
12. Consider the situation of students, for example, in the month of Ramadan.
12. Protection of scientific trust
13. Story-telling and giving examples
14. General discipline: we must inform the student in advance.
15- Time management is very important for teachers and students.
16. When is it appropriate for students to ask questions during the lecture explanation? 

·       Fosters an environment that supports academic, social, and emotional learning;

·       Facilitates a structured and organized environment where students can focus on learning; and 

·       Builds trust and healthy relationships between instructor and students, and peer-to-peer among students.

·       Maintains attention and fosters motivation and engagement; and

·       Minimizes disruption and interference with learning.

The classroom is a unique learning environment with unique features, processes, and dimensions. Each class has its own history, inner jokes, and comforts and discomforts, even if they are public spaces. Depending on the students, time of day, room layout, and other factors, each classroom has its own unique dynamics.
 By structuring courses and lessons around these elements, instructors may greatly impact classroom ecology. Effectiveness:
 • Being present: constantly scan the space and be attentive to events.
 • Overlapping: multitasking while keeping eye contact and closeness keeps attention.
 • Momentum: deliver engaging, well-prepared classes that maintain student attention.
 • Maintain team awareness and accountability: maintain student interest and decrease predictability.
 • Offer diverse, hard assignments that challenge students to the correct degree of brainpower.

-Important considerations in classroom management
Classroom management might feel like a showdown between students and teachers. If you feel this way, change your strategy.
• Do your regulations match your purpose and learning goals? Help or hinder student motivation? Have any of your policies or processes been too harsh?

• What level of control is necessary and in what areas? How do you balance group order with student autonomy?

• How can you promote individual and collective learning responsibility? How are you building a learning community?

• How do external circumstances (e.g., time of day, classroom location, weather) affect class behaviour?

• What is more important for you in big vs. small classrooms, or lecture vs. lab/studio classes?

• How do you show respect for yourself and your students in your roles?

We learned that effective classroom management begins with strong organisational skills—preparing your materials carefully, practicing with the technology, and getting a sense of how to best organise and move around in the room—but that’s not where the planning ends.

Consider these techniques as you develop your classroom management style:
A) Begin to establish an effective environment on the first day of class.
Plan your first class carefully since first impressions set the tone for the semester.
• Introduce yourself. Specify your preferred greeting.
• Offer an ice breaker to promote student relaxation and interaction.
· Engage students in the course soon after teaching.
• Use class time to review and highlight key syllabus points. Ensuring the syllabus outlines learning goals, class style, and anticipated behaviour may start student involvement before you meet with them. Teachers who properly and concisely deliver a course overview are appreciated during the initial few frantic add/drop weeks.
• Anticipate late students. Getting lost, too!
• Set community norms with students, like phone, laptop, chatting, sleeping, eating, late arrivals, and early departures. Students will love the democratic approach.
• Learn names immediately to boost student engagement. Use props (name cards, photographs, index cards), take attendance (UConn policy bans grading attendance), and hand back papers and assignments to tie a name to a face.
B) Interact with students regularly.
Regular engagement builds rapport and improves classroom management.
• Welcome students to the classroom.
• Engage in a brief conversation. Start class with a quick chat about a current event or assignment topic.
• Include discussion, group work, or video segments to engage students and relate the lecture subject to real-world events and situations.
• Ask questions and reply to student feedback with sufficient time.
During class, make eye contact with as many students as possible.
C) Be ready to respond to challenges.
Expecting and planning for classroom issues is the best approach to avoiding them.

It can be difficult to determine why quiet students are not contributing: are they shy or introverted by nature, do they suffer from anxiety or depression, or are they simply unprepared?

Here are a few ways to tease out the discussion:

 • Give weekly quizzes, reflection papers, or homework.
Many public school pupils are used to tests and grades, so they may not value ungraded work. Preparation for even a low-graded assignment might motivate kids to accomplish homework.

• Clarify concepts and help with problem-solving:
If you work with content in class, acknowledge students' thoughts, and provide feedback, they'll expect to be prepared.

• Class participation graded:
Ask your students to help set class participation standards and score their discussion contributions with a rubric, clickers, or other techniques.

• Flip the classroom: Instead of lecturing on reading, require students to view or read online lectures before class to complete classroom exercises (e.g., group work, case studies, problem-solving).

• Make expectations clear:
Establish discussion guidelines, participation requirements, and models. Provide scaffolding by giving roles or strategies to those unfamiliar with conversation (Brookfield, 2011).

• Call on students by name:
When pupils feel nameless, they may not talk; show them you care and respect them by learning their names.

• Encourage positive responses and elaboration:
Learn to respond to student remarks to promote involvement. Instead of declaring, “No, that’s wrong,” ask a question that helps pupils find the problem. Students are more inclined to contribute when they don’t feel intimidated. Repeat or rephrase statements, and respond immediately.

• Introduce active learning exercises:
Students who feel too on-the-spot to participate in class discussions may benefit from small groups, role plays, etc. Give pupils as many avenues to participate as is feasible.

• Allow students to think before answering questions.
Some of our greatest minds require time to gather and express themselves. Giving kids 10, 15, or 30 seconds to answer challenging questions while making eye contact shows you will wait. Or have them take notes for a few minutes and then ask what they came up with. Consider think-pair-share exercises: Students talk to a peer before sharing their answers with the class after considering and taking notes.

• Show your enthusiasm: Instructors who actively participate in discussions and provide true value will encourage student engagement.

 

Don’t let down once the course gets underway. 

Arouse students’ curiosity.

Convey your passion for the subject.

Make course material relevant.

Assign challenging but achievable tasks.

Give students some control over their learning.

Be available to meet students before and after class and during office hours.

 

In the first part of the lecture, each of us individually presented a five-minute mini-lecture on our specialty, and Mr. Miran gave each of us comments and some important techniques about body language.

 

In the second part of the lecture, we welcomed a teacher named Dr. Sarkawt, who has been a teacher for thirty years and is still a continuous teacher. He told us about his teaching experience.
 The most important things he mentioned were:

·       What does it mean to teach?

·        What does entrepreneurship mean?

·       The importance of taking responsibility.

·       Founder of Sulaimani Technical College.

·       Gaining student love is very important.

·       We must be active.

·       Create a good learning environment.

·        Build very good relationships with students, as well as create barriers (distance).

·       We need to take care of our hearts and feelings.

·       Students know which teachers are loyal, experienced, and capable.

·        Teachers should have their own guidelines for their students, which Dr. Karwan explained to us in detail.

·       Giving 100% confidence to students, which Dr. Karwan has previously explained to us.

·       We must not allow students to exploit us.

·       We should not discriminate between males and females.

·       Using mobile phones and chewing gum are prohibited in class.

·       We need to have a love for our specialty.

·       Get student feedback (you must do it yourself).

·       We need to have a plan, which Dr. Karwan explained to us in detail.

·        We must know the etiquette of lectures and teaching.

·       Teaching methods vary according to culture.

·       We must become the third person.

·        Have a lot of reading in our field of expertise to promote the field of knowledge.

·       teamwork, which Dr. Karwan emphasised earlier on the importance of teamwork

·       You must have your own discipline in the classroom and laboratory.

·       free-time for five minutes in the classroom