The Habits of Mind model seeks to teach students how to think, guiding them to higher levels of effectiveness and instilling advanced mental habits that lead to peak performance. This model enhances students’ reflective thinking skills, enabling them to apply these skills in various learning and teaching situations.
This workshop aims to introduce the concept of Habits of Mind, apply strategies to develop these habits in participants and their students during the learning and teaching process and emphasize the importance of developing Habits of Mind in everyday life.
The World Health Organization affirms that mental well-being is an integral and inseparable part of an individual’s health. It contributes to the balance of emotions, thoughts, impressions and relationships, fostering the development of positive behavior patterns.
Negative life events significantly contribute to anxiety, stress, feelings of threat and despair. Cognitive-behavioral intervention aims to address these disturbances through cognitive restructuring. Counselors work to adjust students’ thoughts, encouraging them to adopt more adaptive perspectives and behaviors that align with their current circumstances.
The role of the educational counselor has become pivotal in the learning and teaching process, addressing the behavioral and cognitive challenges students face. Counselors help students acquire the knowledge and skills necessary to tackle future challenges and succeed in the job market.
This workshop aims to assist participating educators in understanding the concept of 21st-century skills. These include learning and creativity, communication and collaboration, digital literacy, critical thinking, flexible thinking and social media management during counseling.
A person’s ability to successfully manage various situations is closely linked to their self-awareness and understanding of their needs.
Helping students overcome crises and transition from a state of denial to stability and adaptation requires the collective efforts of teachers, counselors and principals. They must provide students appropriate support to deal with crises and emergencies effectively.
This report presents the results of an external impact evaluation of the Advanced Instructional Leadership Professional Diploma (AILPD) program. The aim of this evaluation is to evaluate the impact of the program on public school leader graduates, specifically their transformation into instructional leaders, and the improvements observed in school culture, teachers' professional development, professional learning communities, mindset and attitudes, and students' learning outcomes.
This report presents the evaluation findings of the 'Psychological Adaptation Skills During Crises and Emergencies Program,' delivered by the Queen Rania Teacher Academy.
The primary objective of this evaluation is to assess the program's impact on creating an enhanced, inclusive, secure, and conducive learning environment within targeted schools.
This report presents the results of a study done for the Arabic programs at Queen Rania Teacher Academy which was based on the participants’ responses in those programs from the year 2013 until the year 2021. The study focused on the main impact of these programs in improving the quality of teaching the Arabic language through assessing the practices, behavior and beliefs of the participants while teaching the language. The study also included a group of recommendations for improvement based on its outcomes.
This report presents the evaluation results of the “Teach Like a Champion Programme” which is delivered by Queen Rania Teacher Academy.
The main purpose of the evaluation is to measure the impact of the TLaC program (علّم بثقة) in promoting change in the teaching and learning practices among all educators and students and creating a positive culture inside and outside the classroom if acquired practices from the program were applied.