Are they the same pp
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This document discusses strategies for teaching mixed-ability classes. It begins by noting that some teachers see mixed-ability classes as a problem, but it could also be seen as natural given individuals' differences. It then explores how children can differ in terms of language perception, relationships, backgrounds, interests, gender, motivation and experience. Suggested strategies for responding to these differences include using group teaching, differentiating tasks, giving attention to different groups, and varying teaching methods. The challenges of meeting different needs are addressed, such as time constraints and pupil engagement, along with solutions like creating independent work and finding interests. The document warns against labeling pupils
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Solange reflects on her expectations at the start of her teaching practicum and what she learned. She hoped to acquire the skills needed to be a successful teacher and make lessons meaningful for students. During the year, she learned many practical teaching concepts and theories but recognizes that experience is also needed to adapt them to different classrooms. She has also learned the importance of making lessons relevant to students' lives rather than just repetitive exercises. While she was initially nervous about being in front of a class, the experience improved her self-esteem and public speaking skills. Overall, her expectations of gaining teaching skills and creating meaningful lessons were fulfilled.
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UTPL Describing good teachers
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Organising students and activities.
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Teacher's mime and gestures.
teacher as language model.
María Camila Mora Castaño
<a><img src="https://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png" /></a><br /><span>Describing Teachers</span> por <a>María Camila Mora Castaño</a> se distribuye bajo una <a>Licencia Creative Commons Atribución-NoComercial-CompartirIgual 4.0 Internacional</a>.<br />Basada en una obra en <a>https://es.slideshare.net/CamilaMora17/describing-teachers-75972527</a>.
Describing Teachers
Teachers see themselves in various roles such as actors, conductors, and gardeners. A teacher's role may change depending on the activity, with the overall aim of facilitating student progress. Common teacher roles include controller, organizer, assessor, prompter, participant, resource, tutor, and observer. Effective teachers are able to switch flexibly between these roles as appropriate for the learning situation.
Describing teacher
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This document discusses several topics related to classroom management including:
1. What a disciplined classroom looks like and factors that contribute to an orderly classroom environment.
2. Actions teachers can take to promote discipline in their classroom such as lesson planning, developing interpersonal relationships, and motivating students.
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Final reflection from my start of the year expectations to what i learnt dur...
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What is teaching?
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The teacher as teaching aid.
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<a><img src="https://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png" /></a><br /><span>Describing Teachers</span> por <a>María Camila Mora Castaño</a> se distribuye bajo una <a>Licencia Creative Commons Atribución-NoComercial-CompartirIgual 4.0 Internacional</a>.<br />Basada en una obra en <a>https://es.slideshare.net/CamilaMora17/describing-teachers-75972527</a>.
Describing Teachers
Teachers see themselves in various roles such as actors, conductors, and gardeners. A teacher's role may change depending on the activity, with the overall aim of facilitating student progress. Common teacher roles include controller, organizer, assessor, prompter, participant, resource, tutor, and observer. Effective teachers are able to switch flexibly between these roles as appropriate for the learning situation.
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This document discusses the roles of teachers. It describes teachers as facilitators who help students become independent learners by drawing from the teacher as a resource. Teachers perform by influencing learning through various internal and external factors. The roles of a teacher include being a controller, organizer, assessor, prompter, participant, resource, and tutor. Teachers act as performers, learners, and build rapport with students. They also serve as teaching aids by modeling language, using gestures, and providing comprehensible input. The document distinguishes between native and non-native English speaking teachers in terms of pronunciation, communication abilities, and experience teaching the language.
Roles of the teacher inside the classroom
The document outlines 9 different roles that teachers take on inside the classroom: planner, manager, monitor/observer, facilitator, diagnostician, language resource, assessor, and rapport builder. As a planner, the teacher prepares lessons in advance, and as a manager they organize the classroom and set rules. Additional roles include monitoring student work, facilitating learning, diagnosing issues, and building relationships between students.
Classroom management
This document discusses several topics related to classroom management including:
1. What a disciplined classroom looks like and factors that contribute to an orderly classroom environment.
2. Actions teachers can take to promote discipline in their classroom such as lesson planning, developing interpersonal relationships, and motivating students.
3. Techniques for dealing with discipline problems including preventing issues, responding immediately but calmly when problems arise, and taking issues forward in a positive manner.
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The document discusses the roles of teachers. It describes teachers as controllers who lead classroom activities, organizers who structure student work, and assessors who provide feedback and evaluate students. Teachers also act as prompters to motivate students, participants to join activities, and resources to help students with questions. Additionally, the document states that teachers take on different roles depending on the situation and act as teaching aids by modeling language, using gestures, and providing comprehensible input to students.
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The document discusses various classroom management techniques including:
1. Using different seating arrangements like rows, circles, and separate tables to facilitate different types of lessons and student interactions.
2. Grouping students in different configurations such as whole class, groups, pairs, individually, or mixing classes to provide varied learning experiences.
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The document provides guidance on classroom management best practices including:
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- Explaining that the goal of discipline should be teaching students self-discipline through positive reinforcement and minimizing negative consequences like punishment.
- Outlining strategies for using positive and negative reinforcement, as well as extinction, to modify student behavior over time.
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- Microskills like questioning, instructions, feedback and correcting errors impact learning when used strategically during lessons. Considering these skills can help maximize students' language development.
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The document describes strategies for teaching mixed-ability classes, including differentiating instruction, peer tutoring, and group work. It notes that students differ in their learning styles, backgrounds, and abilities. Effective strategies include preparing leveled activities; varying teaching methods; and giving attention, time, and support to different groups. Challenges include the time needed, but they can be addressed through planning, monitoring, and training students for independent work. The strategies aim to meet all students' needs and help them learn at their own pace.
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Describing teachers
The document discusses the roles of teachers. It describes teachers as controllers who lead classroom activities, organizers who structure student work, and assessors who provide feedback and evaluate students. Teachers also act as prompters to motivate students, participants to join activities, and resources to help students with questions. Additionally, the document states that teachers take on different roles depending on the situation and act as teaching aids by modeling language, using gestures, and providing comprehensible input to students.
Effective Teaching Techniques
- Effective teaching methods vary based on the age group. For early elementary students, short periods of instruction are needed along with reassurance. Upper elementary students want to be actively involved in lessons rather than just told information.
- There are different learning styles - visual, auditory, and tactile/kinesthetic - and lessons should engage students in ways that match their preferred style. Getting students involved by relating new knowledge to what they already know makes lessons more interesting.
- Jesus was an effective teacher because he told memorable stories and parables that drew people in and made them think without realizing they were learning. He related lessons to people's lives and used examples they could understand.
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The document discusses various classroom management techniques including:
1. Using different seating arrangements like rows, circles, and separate tables to facilitate different types of lessons and student interactions.
2. Grouping students in different configurations such as whole class, groups, pairs, individually, or mixing classes to provide varied learning experiences.
3. Balancing student and teacher talk time to maximize opportunities for students to use the language while still providing necessary instruction.
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The document discusses different ways teachers can group students in the classroom, including whole-class teaching, individual work, pairwork, and groupwork. It outlines the advantages and disadvantages of each approach, and provides guidance on organizing effective pair and groupwork through considerations like task type, creating diverse groups, and establishing procedures. The goal is to encourage cooperation while maximizing student participation and independence.
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This document discusses and compares the teaching styles and approaches of two English teachers. It outlines the lesson plans and activities used by each teacher. While there are some similarities, such as eliciting verbs from students and forming past tense sentences, there are also differences. One teacher did not use a textbook and involved pair work and oral sharing, while the other projected textbook pages and had students remain seated. Both incorporated cognitive and affective humanistic approaches from the 1960s-1980s, but only one fully embraced the communicative language approach.
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Factor in the classroom management
Teacher in the classroom
Using the voice
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Classroom interaction
Group work organization
Criteria for effective questioning
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The document provides guidance on classroom management best practices including:
- Establishing ground rules for presentations, group work, and classroom behavior.
- Reinforcing the importance of developing excellent classroom management skills for teacher success.
- Explaining that the goal of discipline should be teaching students self-discipline through positive reinforcement and minimizing negative consequences like punishment.
- Outlining strategies for using positive and negative reinforcement, as well as extinction, to modify student behavior over time.
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- Classroom dynamics, learning styles, motivation, and learner autonomy affect student learning and should be considered when planning lessons.
- Teachers must facilitate student-centered interaction and evaluate students' progress, while maintaining an appropriate pace in lessons.
- Microskills like questioning, instructions, feedback and correcting errors impact learning when used strategically during lessons. Considering these skills can help maximize students' language development.
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This document provides information about the Teaching Knowledge Test (TKT), an international qualification for language teachers developed by Cambridge English. It discusses the aims of the TKT to increase teacher confidence and job prospects by focusing on core teaching knowledge. The document outlines the three TKT modules which cover language and language learning/teaching, lesson planning and use of resources, and managing the teaching/learning process. It provides details on test format, scoring bands, recommended resources, and contact information for the Cambridge ESOL Taiwan office.
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This chapter discusses different ways to group students for classroom activities. It identifies grouping students into whole classes, pairs, individually, and groups. Each grouping method has advantages and disadvantages depending on the lesson objective. The chapter also provides guidance on organizing pair and group work, such as forming groups strategically, establishing clear routines and procedures, and being prepared to troubleshoot issues. Overall, the chapter aims to help teachers choose optimal grouping strategies based on their lessons.
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Task-based language learning is a student-centered approach where students complete meaningful tasks using the target language. It focuses on task outcome over language accuracy. Tasks are done in groups and include pre-task planning, task performance, report, analysis, practice. It engages students but may neglect discussion forms. Cooperative learning involves students working together towards a common goal, developing social skills. Benefits include higher achievement and interpersonal skills. Examples include think-pair-share, jigsaws, problem-solving. Factors like learning styles and brain processing should be considered.
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2. Implementing peer tutoring to provide weaker students support from stronger peers.
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Differentiation pd 8.17.2011
For the past few years, reading has taken center stage in PD—specifically because this is an area that has been deemed as being one that most of our students struggle with as evidenced by ISAT performance. For the past couple of years, teachers have been exposed to the concept of Reading Across the Curriculum. At first, Haugan received PD from an outside consultant and then last year, most of our PD was delivered on-site by our Master Teachers. This year, we are going full force with Reading Across the Curriculum and marrying it to the Differentiation concept—Haugan personnel will be the driving force behind the initiative; in terms of providing all PD ourselves. So far, we have delivered 4 PowerPoint presentations that have some type of literacy/differentiation element embedded into it: Ex: 1. Formative Assessment; 2. Word Maps to Build Comprehension; 3. Summarizing; and 4. Differentiation.
Differentiation ppt: We opened the year with a PD session on differentiation. Although many of our Haugan teachers have been to conferences/workshops that delve deeply into this concept, we felt that we needed to present teachers with practical techniques that they could immediately put into practice the first week of school—techniques that would help them get to know their students’ interests and learning styles. In having an idea of students’ interests and learning styles, teachers are better able to engage students.
Effective Teaching
This documents present an overview of effective teaching such as
What is effective teaching?, What are its characteristics?, What are the steps to become an effective teacher?
Jackee Gadson
This document provides an overview of differentiated instruction from a teacher, Ms. Gadson, to students and parents. It explains that differentiated instruction allows students to access and demonstrate learning in different ways according to their individual needs and styles. The classroom will use flexible grouping, student choice, and adjustments to accommodate different learners. Students are encouraged to provide feedback on how they learn best. Parents are asked to share insights about their children to help the teacher. The teacher will perform assessments, support all students, and maintain communication to create a supportive learning environment.
portfolio.pptx
The document is a course document for a Pre-Bridging Teacher Licensure course. It includes:
1) An introduction and table of contents covering 4 standards - professional and ethical conduct, professional knowledge, professional practice, and professional growth.
2) Sections on each standard with content on topics like creating a positive learning environment, the importance of lesson objectives, differentiation, and reflecting on teaching practices.
3) Examples of activities teachers could do like preparing physical activities for students and analyzing their own strengths and weaknesses.
The document provides an overview of the key topics and standards covered in a teacher licensure course with the goal of developing teachers' professional knowledge and practice.
Differentiated Instruction Presentacion In Service Training 2009
Differentiated instruction is a teaching approach that aims to meet the diverse needs of students in the classroom. It involves modifying content, process, products, and the learning environment based on student readiness, interests, and learning profiles. Effective differentiated instruction involves flexible grouping of students, ongoing assessment to inform instruction, providing students with choices, and ensuring all students are engaged in challenging work. The document provides examples of how teachers can differentiate content, process, and products to address the varied needs of students.
Promoting Seal In The Classroom Practical Suggestions
The document discusses strategies for promoting social and emotional learning in the classroom. It focuses on creating a positive learning environment, helping students develop self-awareness and manage their feelings, and encouraging positive attitudes and social skills. Some key recommendations include using praise and rewards to reinforce positive behavior, clearly establishing and referring to expectations and rules, teaching and modeling listening and communication skills, and providing opportunities for student voice and peer support.
How TA practice can promote Teaching & Learning CPD 24.06.15
This document discusses the roles of teachers and teaching assistants in promoting effective teaching and learning. It outlines that teachers should plan lessons collaboratively with teaching assistants, clearly communicating expectations and objectives. During lessons, teachers should designate specific support roles for assistants, such as working with small groups, to ensure all students are actively engaged. The goal is for assistants to facilitate learning for all students and help reduce dependency, while teachers differentiate instruction to promote independence.
Methodology of Teaching Children with Intellectual Diability
This PowerPoint presentation explains clear the methodology of teaching children with intellectual disability presented by Richard Mensah a student at university of education winneba.
Reading materials were gathered from a course taken at the second semester of level 300.
Learning
The document provides guidance on developing student independence and motivation. It emphasizes cultivating intrinsic motivation by fostering student curiosity, passion for learning, and sense of progress. Teachers are advised to plan activities that give students choice and control over their learning. Developing independence requires direct instruction on how to learn as well as opportunities for self-reflection and peer assessment. While confidence is important, students should not feel their ability is fixed or that success is guaranteed without effort.
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Secuencia didactica. angela lopez, solange cortese
El documento presenta la fundamentación y metodología de un proyecto de inglés para sexto grado en la escuela n° 92 “Hipólito Yrigoyen”. El proyecto se centra en el vocabulario relacionado con las partes de la casa, objetos del hogar y preposiciones de lugar. A lo largo de 11 clases, los estudiantes participan en diversas actividades lúdicas como juegos, puzzles y trabajos en libretas para practicar los contenidos de una manera colaborativa y significativa.
Clil project (angela, solange)
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Practical 17 assessment, testing and evaluation. angela, solange
This document discusses assessment, testing, and evaluation in language teaching. It provides examples of formative, summative, continuous, and alternative forms of assessment. Formative assessment is ongoing and used to provide feedback to students, while summative assessment evaluates learning at the end of a period of study. Continuous assessment continually evaluates student work. Alternative assessment may include portfolios that integrate school and personal life. Assessment provides information about student progress, strengths and weaknesses to guide instruction and materials. It is important to consider student views and reduce anxiety during assessment.
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Solange taught her 6th grade class about places in the neighborhood. She reviewed vocabulary from the previous lesson and introduced new vocabulary for shops, buildings, and facilities. Students worked in groups to write sentences about what is and is not in their neighborhood. They enjoyed the activity and were engaged. Solange demonstrated good classroom management, rapport with students, and use of English and Spanish. She monitored students, encouraged interaction and different grouping. It was a meaningful lesson that students could relate to. Solange and her pedagogical partner Angela worked well together to plan and provide interesting classes.
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Solange teaches an English lesson to 6th grade students focusing on the grammar points "there is" and "there are". The lesson includes warm-up activities, reviewing the target grammar through examples on the board and student practice identifying true/false sentences, describing a room using the grammar, and completing a worksheet with the structures. The teacher monitors students as they work and provides support. Areas for improvement include giving students more opportunities to produce oral English and better organizing information on the board. The teacher demonstrates good classroom management and rapport with students.
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1. Solange Cortese taught two lessons on the topics of "There is/There are" to a 6th grade class of 12 students.
2. The lessons went well, with engaging activities identifying feelings and vocabulary about houses. Solange displayed good classroom management and rapport with students.
3. Areas for improvement included speaking more loudly, providing whole-class feedback after activities, and being more attentive to conflicts in the classroom. The teacher educator provided suggestions and praised Solange and her partner Angela for their collaborative efforts and use of visual materials.
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This document provides a summary of three English lessons on the topic of the local community for a 6th grade class in primary school in Argentina. The lessons aim to teach students vocabulary related to buildings and places in the city, as well as the structures "there is/there are" and "there isn't/there aren't." Over the three lessons, students will identify important places on a map, complete sentences about locations using prepositions, describe what is and isn't in their own neighborhoods, and discuss how to improve their community. The class has 15 students between ages 11-13 with varying English proficiency levels and some behavioral challenges.
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After studying pictures of linguistic landscapes, the author found that English was more prominent in fashion stores, likely because concepts like fashion, appearance, and prestige are related to English. The presence of English also increases in city centers, usually using short phrases and simple vocabulary. While store owners may not speak English, immigrant communities sometimes use signs in their native languages to indicate their origins. Though some see the spread of English as threatening cultural identity, the author argues that our multilingual society supports learning English additively rather than subtractively.
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The document summarizes two lesson plans for teaching prepositions of place to 6th grade English language learners. It describes the class, which has 13 students aged 11-12 of beginning English proficiency. Over two 40-minute lessons, students played a wheel game with preposition instructions, completed worksheets about "there is/are", and played a game of Simon Says using prepositions. The goal was to practice prepositions of location through interactive activities.
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This document provides a lesson plan summary for two lessons on prepositions of place taught to a 6th grade English class in Argentina. It describes the class of 15 students aged 11-13 and their beginning English proficiency level. Lesson 5 involved a spinning wheel game with preposition instructions to draw objects in a house worksheet. Lesson 6 reviewed house vocabulary through a crossword puzzle and completing a poem with prepositions. The objectives, vocabulary, and procedures are outlined for consolidating students' knowledge of prepositions of place.
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This document summarizes two English lessons taught to 6th grade students focusing on prepositions of place. In the first lesson, students played Simon Says and a treasure hunt game to practice prepositions like "next to", "on", "under". They also completed activities from a booklet. The second lesson included another treasure hunt to find puzzle pieces using map instructions with prepositions. Students also sang a song about ghosts filling in blanks with prepositions and worked on another activity in their booklet. Both lessons aimed to teach and practice prepositions of place.
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The document provides details of two lesson plans for a 6th grade English class, including objectives, activities, procedures, and materials. Lesson 1 reviews vocabulary like family members, clothes, and body parts through a board game. Lesson 2 focuses on parts of a house and reinforces this vocabulary through a song, crossword puzzle, and bingo game. The goal is to strengthen students' knowledge of these topics through varied interactive activities.
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This document discusses linguistic imperialism in English language textbooks and presents strategies for countering its effects. It defines linguistic imperialism as using English teaching to shape students' identities through language in a way that positions English as superior. This can cause other languages and their cultures to become extinct. As an example, the document analyzes an English textbook that teaches Australian culture instead of Argentine culture, failing to connect to students' lives. However, locally produced textbooks in Argentina have emerged that allow students to learn English without adopting foreign cultural patterns. These materials strengthen national identity while acknowledging diversity. Learning English through localized content provides cognitive, social and communicative advantages for students.
Choosing coursebooks
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Practical number 13
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Practical 8 essay
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Are they the same pp
- 1. Are they the same? Children come in all types
- 2. “Some teachers say that they find teaching classes of mixed ability one of their main problems. But maybe the problem is in thinking of mixed ability classes as a problem rather than as something natural in a group of individuals "
- 3. -Teachers´ experience of differences -Teachers´ expectations of pupils -Strategies for responding to different needs
- 4. Teachers´ experience of differences How different are children? They may differ: in their perception of the language relationship with the teacher family background types of intelligence Interests gender attitude and motivation for learning English experience of the world
- 5. How to respond to differences? Some suggestions and strategies Use group teaching Give differentiated tasks to suit particular needs Give attention to different groups at different times Vary teaching methods to cater for a range of different abilities and styles of learning
- 6. Challenges and solutions Time consuming satisfaction of seeing children make progress at their level. Design a material bank with activities for different levels Allocation of time/attention given to different groups. make pupils more independent so that they can work on their own. This will free teachers to spend time with individuals who need extra help. Difficulty in aiming the lesson at the right level. introduce lessons demonstrating very clear what is required to do. Pupil’s lack of interest or low ability in certain skills and certain types of activity. The first step is find out why a pupil is not interested-
- 7. Teacher’s expectations of pupils. What is the message of this cartoon? children are very quick to know how they have been labelled or assessed by teachers
- 8. How do your expectations of pupils affect them? Views and prejudices on the part of the teachers about what children should be like as students. Teachers' views and expectations about how individual children will perform in class based on their backgrounds or previous experience. Teachers respond to children according to their prejudices about them. If they think a child is clever, they will ask more challenging questions. If they think a child is weak, we will tend to give him/her more support in answering. Children begin to behave as we expect them to, and so they end up becoming successful or failing according to teachers' expectations.
- 9. What do labels tell us? Labels: High ability average low ability weak But what are we basing our labels on? Before making judgements or underestimating pupils’ abilities, think about this. Are we providing pupils with a huge and diverse range of activities, so that they have the chance of performing better?
- 10. How can you avoid labelling children? Teachers need to find out pupil’s views of themselves. This can help them to realize what worries or fears they may have which will hamper their progress. Teachers are responsible for creating diverse activities, topics and situations in which Children have the chance to show their skills and abilities.
- 11. High expectations. If we approach pupils with an open mind and expect the best from them, this will help raise their expectations of themselves which may predispose them to learn. It may also benefit pupils' attitude and behaviour at the time of learning. Consequently, children may perform better.
- 12. Strategies for responding to different needs Differentiating activities 1 Peer tutoring 2 Group teaching 3
- 13. Differentiating activities Teachers can consider Core work for pupils Reinforcement work for more intensive practice Extension work for helping to move pupils further on and to challenge them. Aim: to match work and activities according to pupil’s needs, interests and abilities and depending on the support children need.
- 14. Peer tutoring: Children work together with a partner or buddy. Slower or weaker pupils can be paired with a stronger partner for some activities, in which we feel they may need extra support. Rules: . Buddies are friends. They are there to help you. They support you, not dominate. They help you when you get stuck. They help you to do things for yourself- they do not tell you the answers.
- 16. Group teaching strategies Teacher: - To be very well organized and plan the lesson carefully - To develop a proper system for monitoring and checking work done by pupils on their own - To train pupils to be able to work independently for a large part of the lesson Pupils: - To learn how to work more independently and to feel confident doing this - To collaborate and help each other - To learn to follow instructions