This document provides information for parent volunteers about helping in the classroom. It includes the agenda which covers learning centers, writing, reading, behavior management and confidentiality. It describes expectations for learning centers, examples of volunteer roles, and tips for supporting students with writing, reading fluency, expression and unknown words. Guidelines are given for behavior management, maintaining confidentiality, and obtaining bus passes.
this workshop was conducted for textbook sales teams whose members have no background in education and are marketing textbooks directly to the basic education teachers
Workshop on Listening, by Ana Maria García in IES La Rábida (Huelva) during the Erasmus+ project "Skills for Success" Meeting, held in Huelva in September 2016
Writing across the Curriculum - Middle/Senior Years, MRCLFaye Brownlie
First of three days for MRLC. Establishing a classroom where writing is integral and accessible for all students. Beginning to build criteria with students. Writing with different purposes in mind. Revisiting writing process. Several strategies shared.
this workshop was conducted for textbook sales teams whose members have no background in education and are marketing textbooks directly to the basic education teachers
Workshop on Listening, by Ana Maria García in IES La Rábida (Huelva) during the Erasmus+ project "Skills for Success" Meeting, held in Huelva in September 2016
Writing across the Curriculum - Middle/Senior Years, MRCLFaye Brownlie
First of three days for MRLC. Establishing a classroom where writing is integral and accessible for all students. Beginning to build criteria with students. Writing with different purposes in mind. Revisiting writing process. Several strategies shared.
1st of 3 days for school teams. Strengthening our literacy practices. What does the research say? Frameworks include CR4YR, Every Child, Every Day, and the Fountas and Pinnell shift from teacher control to student control graphic. 2 examples: grade 2 writing from water web; intermediate volcano surfing sequence
I am sorry to bother you, I know how you are busy. I have attached the developing student reading skills presentation and proposal updated. Please let me know if you have any comments..
Here are some applied theories educators use in helping pupils who struggle in reading. As future teachers, education students learn them. Further, parents and guardians as well as private tutors who have no formal training in education can learn and use them in their roles in the education of future of the society.
K-8, one day session, as a kick-off to establishing effective, inclusive, literacy practices. With 'Every Child, Every Day' as a framework, examples are provided to put this in action.
World Read Aloud Day is celebrated on 24th February 2016. It motivates children, teenagers and adults worldwide to celebrate the power of words and creates a community of readers taking action to show the world that the right to literacy belongs to all people.
In this webinar, we will see how you can implement “reading aloud” practices in your EFL and CLIL classes. All activities presented can be adjusted for different age groups and space requirements.
A brief overview of 'Every Child, Every Day' and its implications for vulnerable readers. Including a whole class lesson on making thoughtful connections.
Day 2 in series, K-5, focusing on effective literacy practices. Reviewing Every Child, Every Day, building students' ability to identify and use strategies for decoding unknown words in reading, infusing writing into the day, building reflection and goal setting into writing, response writing in lit circles.
Based on the work in Learning in Safe Schools, 2nd edition by Brownlie and King, a pedagogical framework to support co-teaching all children IN the classroom and examples of such are presented.
Powerpoint slides from a workshop for Year 6 teachers at Beringgis Beach Resort, Papar on the 29th of August 2015
#creativityinexaminationclassroom
Visit 'Beyond Chalk & Talk'
> http://cindyjbj79.blogspot.com/
> FB: https://www.facebook.com/beyondchalkandtalk
> Twitter: https://twitter.com/cindyjbj
A focus on the importance of encouraging oral language with young children to enhance their thinking and their exploration of self and others. Also a focus on the language we use as teachers and how this influences a child's world. Strategies to use in the class.
1st of 3 days for school teams. Strengthening our literacy practices. What does the research say? Frameworks include CR4YR, Every Child, Every Day, and the Fountas and Pinnell shift from teacher control to student control graphic. 2 examples: grade 2 writing from water web; intermediate volcano surfing sequence
I am sorry to bother you, I know how you are busy. I have attached the developing student reading skills presentation and proposal updated. Please let me know if you have any comments..
Here are some applied theories educators use in helping pupils who struggle in reading. As future teachers, education students learn them. Further, parents and guardians as well as private tutors who have no formal training in education can learn and use them in their roles in the education of future of the society.
K-8, one day session, as a kick-off to establishing effective, inclusive, literacy practices. With 'Every Child, Every Day' as a framework, examples are provided to put this in action.
World Read Aloud Day is celebrated on 24th February 2016. It motivates children, teenagers and adults worldwide to celebrate the power of words and creates a community of readers taking action to show the world that the right to literacy belongs to all people.
In this webinar, we will see how you can implement “reading aloud” practices in your EFL and CLIL classes. All activities presented can be adjusted for different age groups and space requirements.
A brief overview of 'Every Child, Every Day' and its implications for vulnerable readers. Including a whole class lesson on making thoughtful connections.
Day 2 in series, K-5, focusing on effective literacy practices. Reviewing Every Child, Every Day, building students' ability to identify and use strategies for decoding unknown words in reading, infusing writing into the day, building reflection and goal setting into writing, response writing in lit circles.
Based on the work in Learning in Safe Schools, 2nd edition by Brownlie and King, a pedagogical framework to support co-teaching all children IN the classroom and examples of such are presented.
Powerpoint slides from a workshop for Year 6 teachers at Beringgis Beach Resort, Papar on the 29th of August 2015
#creativityinexaminationclassroom
Visit 'Beyond Chalk & Talk'
> http://cindyjbj79.blogspot.com/
> FB: https://www.facebook.com/beyondchalkandtalk
> Twitter: https://twitter.com/cindyjbj
A focus on the importance of encouraging oral language with young children to enhance their thinking and their exploration of self and others. Also a focus on the language we use as teachers and how this influences a child's world. Strategies to use in the class.
THIS PRESENTATION IS OF BOILERS WHICH ARE ABOVE 500 MW AND WHOSE DOWN COMERS ARE PRESENT ONLY ON THE FRONT SIDE.
THE INSIDE PART OF A RING HEADER IS ALWAYS A MYSTERY TO THE OUTSIDERS.IN THESE SLIDES SEE HOW ARE TUBES PRESENT INSIDE THE HEADER WHICH IS RARE TO SEE FOR ANYONE EVEN THOUGH HE IS WORKING IN A BOILER OR A POWER PLANT.
Part of the Love to Learn campaign co-organised by Bring Me A Book and the Chen Yet-Sen Family Foundation, these slides are from Mr James Henri's presentation, "Creating A Learner's Paradise", held in Hong Kong in June 2013
5 Techniques to know better for your students click to see onw well prepare technique for teachers to use in class
https://contentwritingcreatively.blogspot.com/2019/11/10-techniques-to-know-better-your.html
Faith Ward - Differentiation: Supporting All Learners in the School LibraryFaith Ward
Teacher Librarians fulfill many functions in our schools but their
main role is assisting students on the road to learning. As the
scope of student needs continues to broaden, how can Teacher Librarians build inclusive collections and support all students in research and independent reading quests? This presentation will help you gain a better understanding of differentiation in the library classroom and how to assemble resources that are challenging and accessible to a range of student abilities.
For the Final Paper, you will demonstrate an understanding of the .docxAKHIL969626
For the Final Paper, you will demonstrate an understanding of the complex set of issues that must be considered as you embark on your professional preparation to become a classroom teacher. The best way to do this is to conduct an interview of an educator to get a realistic perspective of the teaching profession. It is hoped that after the interview, you will have a better understanding of the daily work a teacher does and how the teaching philosophies and learning theories guide the teacher in making classroom decisions. In addition, you will then have an opportunity to reflect on your own “goodness of fit” as a future educator.
Please be courteous of the teachers you are interviewing. Plan ahead and schedule your interviews early. It can be difficult to secure an interview date with the teacher. Writing or emailing a thank-you note to the teacher you interviewed is good professional practice. (I already done the interview for you)Requirements: You will interview one teacher at the elementary level (K-5) or secondary level (6-12) depending on where your own teaching interests lie. Please ask your teacher the following questions and record their responses: Mrs. Jones is a 3rd teacher at Solomon Elementary
Why did you decide to become a teacher? What was your motivation and what attributes do you think are important for a teacher to exhibit to be effective? (Attributes/Motivation) I became a teacher because I enjoy working with kids and seeing them make learning connections. In college I had developed and taught my own preK summer program. Once out of school, I worked at a child development center, teaching preK as well as working with the school age program. I found that I really enjoyed working with school age children. So I began working with Red Cross youth programs as well as Boy and Girl Scouts. I went back to school and completed a Master of Arts in Teaching program. I think a teacher needs to be someone who wants to help children become successful citizens. They need to be able to communicate to both children and adults. A teacher also needs to be someone willing to collaborate with others sharing ideas to help all students succeed. They need to be willing to learn and grow.
· What is your philosophy of education? What is the role of the teacher and the students? (Teaching Philosophy) I believe that every child can learn and should be given the opportunity. The teacher should present the concepts and instruction in a way students can understand. The material should be challenging and should get students excited. I believe that students should be given the opportunity to learn in a variety of ways. Students need to come to school ready to learn. It is very frustrating to work with students who refuse to try.
· What are your learning goals for your students? How do you effectively meet their needs? (Learning Theory) My learning goals for my students are ideally to meet academic success and be proficient in ...
3. Learning Centres
Learning centres are used while the teacher takes a
small guided reading or reciprocal reading group.
Students are grouped according to like needs, not 'like
levels'. For example, students who need to develop
expression when reading.
Students have learning engagements to suit their
learning needs- learning centres are not activity
rotations.
4. Expectations for during
Learning Centres
Students work quietly and help each other as
needed.
Students work independently.
Students know that they are not to interrupt the
Guided Reading session with the teacher.
5. What will you be doing
during learning centres?
Maybe...
Guide a text discussion
Listen to students read
Lead a reading or writing learning engagement
Support students while they play a game
Support students during writing
6. Writing
3 Steps and move on to the next child:
1. Look for something they have done well (according to
the lesson focus) eg. Lesson focus is Narrative Text
Features, look for where they have used pronouns or
similes appropriately
2. Find something that is nearly correct and support/
question them while they fix it.
3. Find something that is incorrect and show them how to
fix it.
7. During writing, children are
thinking about:
• How to grip the pencil • Punctuation
• How to form letters • Grammar
• What information to include • Idea generation
• Structure/ Genre features • Spelling
• Audience
9. Spelling tips
• Spelling: Do not fix each incorrect
spelling word.
• “How do I spell....?”
• Kids are encouraged to use their best
spelling during a first draft
• Spelling focus during editing using
classroom resources
10. How to...
Conduct a text
introduction before
reading
11. How to...
Help a child who is
unsure of a word
when reading
Pause, Prompt, Praise
12. How to...
Help a child
develop Fluency
and Expression
when reading
13. Behaviour Management
When working with a group of specific students,
ensure the students follow our Essential Agreement.
Keep students on task by asking questions like:
"What should you be doing now?"
"Where should you be?"
"Tell me about what you are up to."
Encourage the students by praising good behaviours and
use the class management strategies.
14. Confidentiality
The privacy of both parents and child must be respected at all times.
Children can easily be hurt by apparently harmless remarks from their
peers or other children.
There is an expectation that information we share with you and
observations you make of student ability and behavior in the
classroom will be kept confidential
If another parent approaches you about their own or another child’s
progress please direct them to speak to us
15. Bus Passes
Currently you need to email cdnis@kcm.com.hk
and request a seat on the bus, indicating that you
are volunteering for a school activity.
Changes to be made from October 31
16. Bus pass changes to be
made from October 31
If you require a bus pass, you will need to let your
teacher know at least one week before you start
helping in the classroom.
The teacher will then organize for you to have a
‘regular helpers’ pass, so that you can catch the
bus.
The pass states which months, days and times you
will be helping.
