BODYBUILDING

Rita Jairath

Indian bodybuilder (born 1969)

Rita Jairath (Singh) is an athlete in women’s bodybuilding from India. Winning the Pro-Card from the International Federation of Bodybuilding (IFBB). She is also an IFBB Pro-League International Judge and a part of the Judging Panel at the highest level in international shows.

Dr Rita Jairath

Rita Jairath is an entrepreneur and one of the pioneering athletes in women’s bodybuilding in India, she won the pro-card from the International Federation of Bodybuilding. she has several National and international accolades. She has represented India internationally and is the only woman IFBB PRO-LEAGUE International Bodybuilding judge from South-east Asia.

She is also a Bharatnatyam dancer and a World Peace Ambassador. She is a prolific writer and has been published in fitness magazines.

She has been awarded an Honorary Doctorate in Women and Child Empowerment by The American University affiliated to the United Nations.


Achivements :National Body lifting Championship (2011): Gold Medal
National Body lifting Championship (2012): Gold Medal
National Body lifting Championship (2013): Gold Medal
Arnold Classic, Asia (2016): Silver Medal
Amateur Olympia, Asia (2017): Silver Medal
NPC North East Summer Classic, Open and Masters (2015): 1st Place in each
NPC Eastern Championship, Wayne, USA (2015): 2nd place (Open), 3rd place (Masters)
NPC Ft. Lauderdale Cup, Florida (2016): Gold Medal
NPC Eastern New Jersey (2015): Gold Medal

http://www.bodybuilding.com

Teacher(Person who helps others to acquire knowledge, competences or values)

teacher (also called a school teacher or, in some contexts, an educator) is a person who helps students to acquire knowledge, competence or virtue.

Duties and functions
A teacher’s role may vary among cultures.

Teachers may provide instruction in literacy and numeracy, craftsmanship or vocational training, the arts, religion, civics, community roles, or life skills.

Formal teaching tasks include preparing lessons according to agreed curricula, giving lessons, and assessing pupil progress.

A teacher’s professional duties may extend beyond formal teaching. Outside of the classroom teachers may accompany students on field trips, supervise study halls, help with the organization of school functions, and serve as supervisors for extracurricular activities. In some education systems, teachers may be responsible for student discipline.

Competences and qualities required by teachers
Teaching is a highly complex activity. This is partially because teaching is a social practice, that takes place in a specific context (time, place, culture, socio-political-economic situation etc.) and therefore is shaped by the values of that specific context. Factors that influence what is expected (or required) of teachers include history and tradition, social views about the purpose of education, accepted theories about learning, etc.

Competences
The competences required by a teacher are affected by the different ways in which the role is understood around the world. Broadly, there seem to be four models:

the teacher as manager of instruction;
the teacher as caring person;
the teacher as expert learner; and
the teacher as cultural and civic person.

Qualities
Enthusiasm

A teacher interacts with older students at a school in New Zealand
It has been found that teachers who showed enthusiasm towards the course materials and students can create a positive learning experience. These teachers do not teach by rote but attempt to invigorate their teaching of the course materials everyday. Teachers who cover the same curriculum repeatedly may find it challenging to maintain their enthusiasm, lest their boredom with the content bore their students in turn. Enthusiastic teachers are rated higher by their students than teachers who didn’t show much enthusiasm for the course materials.


A primary school teacher on a picnic with her students, Colombia, 2014
Teachers that exhibit enthusiasm are more likely to have engaged, interested and energetic students who are curious about learning the subject matter. Recent research has found a correlation between teacher enthusiasm and students’ intrinsic motivation to learn and vitality in the classroom. Controlled, experimental studies exploring intrinsic motivation of college students has shown that nonverbal expressions of enthusiasm, such as demonstrative gesturing, dramatic movements which are varied, and emotional facial expressions, result in college students reporting higher levels of intrinsic motivation to learn. But even while a teacher’s enthusiasm has been shown to improve motivation and increase task engagement, it does not necessarily improve learning outcomes or memory for the material.

There are various mechanisms by which teacher enthusiasm may facilitate higher levels of intrinsic motivation. Teacher enthusiasm may contribute to a classroom atmosphere of energy and enthusiasm which feeds student interest and excitement in learning the subject matter. Enthusiastic teachers may also lead to students becoming more self-determined in their own learning process. The concept of mere exposure indicates that the teacher’s enthusiasm may contribute to the student’s expectations about intrinsic motivation in the context of learning. Also, enthusiasm may act as a “motivational embellishment”, increasing a student’s interest by the variety, novelty, and surprise of the enthusiastic teacher’s presentation of the material. Finally, the concept of emotional contagion may also apply: students may become more intrinsically motivated by catching onto the enthusiasm and energy of the teacher.

Interaction with learners
Research shows that student motivation and attitudes towards school are closely linked to student-teacher relationships. Enthusiastic teachers are particularly good at creating beneficial relations with their students. Their ability to create effective learning environments that foster student achievement depends on the kind of relationship they build with their students. Useful teacher-to-student interactions are crucial in linking academic success with personal achievement. Here, personal success is a student’s internal goal of improving themselves, whereas academic success includes the goals they receive from their superior. A teacher must guide their student in aligning their personal goals with their academic goals. Students who receive this positive influence show stronger self-confidence and greater personal and academic success than those without these teacher interactions.

Students are likely to build stronger relations with teachers who are friendly and supportive and will show more interest in courses taught by these teachers. Teachers that spend more time interacting and working directly with students are perceived as supportive and effective teachers. Effective teachers have been shown to invite student participation and decision making, allow humor into their classroom, and demonstrate a willingness to play.

School Bus Initiative

The focus of our last quarter has been working with local groups to improve bus networks. We believe that it is vital to provide transportation options for children living in rural areas. Thanks to our donors we were able to fund 50 buses and 200 cars that transport children to schools all around the globe.

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