Eliminating down time
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The document provides tips for classroom management strategies to deal with students who finish assignments at different paces. It suggests having bell ringer activities, clearly specifying assignment timeframes, monitoring student progress, and providing early finishers with non-disruptive follow-up activities like checking their work, reading, writing, or using educational computer games and websites. Engaging students immediately, varying assignments, using cooperative groups, and communicating expectations can help reduce behavior issues from bored, struggling, or rushing students.
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During this workshop English teachers will be able to practice this simple approach to grammar in order to achieve the necessary English structure teaching to our students. Teaching by Stations is generally used when there are more than two teachers in a classroom. Nevertheless, that is not the case in the majority of the Bi-National Centers. To achieve a multi-teacher instruction given by a single educator is the purpose of this presentation. The development of this approach was a result of various trial and error procedures that ended up in a multi skilled way to what I like to call the fun shortcut to grammar.
Classroom language
This document provides guidance for teachers on building relationships with students and creating an effective classroom environment. It discusses establishing trust between teachers and students by showing personal interest, sharing some personal information, and being tactful during corrections. It also recommends encouraging student participation by making topics student-centered, acknowledging contributions, and using engaging activities like role plays. The document outlines strategies for communicating with parents, setting high expectations, encouraging questioning, and managing common classroom issues like students talking in their native language or finishing work early.
Obs task 2
The document provides guidance for observing a classroom to analyze patterns of interaction and communication. It includes questions for observers to consider regarding how the teacher opens and closes class, interacts with students, engages students, and checks their understanding. It also addresses the tools and materials used by the teacher, and how they adapt instruction in response to students. The observation focused on a class learning about weekdays, where the teacher used grouping, worksheets, videos and miming to engage students and check their comprehension of daily routines by the end.
James Appleby 15 5 15
This document provides guidance for lesson planning and structure. It recommends that teachers:
1. Explain the learning intentions and success criteria to students at the beginning of the lesson and refer to them throughout and at the end of the lesson.
2. Discuss the level of thinking required for lesson activities and relate it to the achievement standards (gathering, processing, applying levels).
3. Structure lessons to allow time for providing quality feedback to students.
4. Ensure lessons have a clear beginning, middle, and end, including setting expectations, the main lesson activities, and reviewing what was learned.
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