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Class management reading
This document discusses different methods for grouping students in the classroom and managing student behavior. It covers grouping students as a whole class, individually, in pairs, and in groups. It discusses the advantages and disadvantages of each approach and factors to consider when creating groups, such as friendship, ability, participation level, and chance. The document also covers reasons why problem behavior occurs and ways for teachers to prevent it, such as establishing clear expectations and maintaining student engagement through appropriate activities.
Classroom management May 2019
Classroom management involves establishing strategies to ensure a productive learning environment, including how teachers structure classroom interactions, communication, physical space, and student conduct. Effective classroom management strategies include seating arrangements, instructing in students' native language, asking questions, correcting mistakes, addressing problem behaviors, and using different grouping approaches like individual work, whole class teaching, pairs, and groups. The goals of classroom management are to promote learning and positively guide student behavior, engagement, and social and academic development.
Best teaching apps
The document discusses trends in educational apps and technology. It notes that students are increasingly writing and learning in digital contexts, facilitated by ubiquitous social and new media. These technologies promote collaborative, participatory learning through project-based and wiki-based activities, digital storytelling, and more opportunities for practice and feedback. The document outlines future trends like adaptive learning, augmented and virtual reality experiences, integration of the internet of things into education, and artificial intelligence potentially changing how and where students learn.
Having fun with suprasegmentals and flipgrid
The document discusses using the video discussion platform Flipgrid to have students practice English pronunciation skills like stress, intonation, rhythm, and linking sounds. It proposes several exercises and activities using minimal pairs, tongue twisters, dictation, and songs lyrics. Students would record themselves reading lyrics and receive feedback to improve their pronunciation of suprasegmentals and incorporate these aspects into a final lip sync video recording. The conclusion states that this approach helped students develop understanding of English suprasegmentals, built their confidence, and positively impacted their fluency.
Using plickers beyond the test
Plickers is a real-time assessment tool that allows teachers to poll students without requiring student devices. It collects assessment data anonymously to check for understanding, review before assessments, and poll students to gather information. Plickers increases participation, provides instant feedback, facilitates differentiated learning, and saves time by allowing teachers to do quick formative assessments through multiple choice questions using personalized cards for each student.
Professional development courses 2018 2nd semester
This document lists professional development courses offered in the first and second terms of 2018. In the first term, courses are offered on topics such as interpretation skills, effective test-taking strategies, classroom management, assessment, English proficiency, understanding student errors, technology in the classroom, learning strategies, presentation software, and tutoring techniques. In the second term, courses cover critical thinking, designing teaching materials, dealing with learning difficulties, blended learning, communicating with parents, and conducting research. The courses range from one to three credits and include face-to-face and virtual sessions.
Communicative grammar elements
This document summarizes the key elements of communicative grammar teaching. It outlines the pre, while, and post stages of a communicative grammar lesson. The pre stage generates interest and sets context. The while stage focuses on expressions over vocabulary, engages previous knowledge, guides practice, and generates communication needs. Grammar is presented and errors are corrected. The post stage integrates other skills, recycles grammar, and allows free production. It emphasizes teaching grammar in context and through an integrated skills approach to develop practical communicative competence.
Recommended
Class management reading
This document discusses different methods for grouping students in the classroom and managing student behavior. It covers grouping students as a whole class, individually, in pairs, and in groups. It discusses the advantages and disadvantages of each approach and factors to consider when creating groups, such as friendship, ability, participation level, and chance. The document also covers reasons why problem behavior occurs and ways for teachers to prevent it, such as establishing clear expectations and maintaining student engagement through appropriate activities.
Classroom management May 2019
Classroom management involves establishing strategies to ensure a productive learning environment, including how teachers structure classroom interactions, communication, physical space, and student conduct. Effective classroom management strategies include seating arrangements, instructing in students' native language, asking questions, correcting mistakes, addressing problem behaviors, and using different grouping approaches like individual work, whole class teaching, pairs, and groups. The goals of classroom management are to promote learning and positively guide student behavior, engagement, and social and academic development.
Best teaching apps
The document discusses trends in educational apps and technology. It notes that students are increasingly writing and learning in digital contexts, facilitated by ubiquitous social and new media. These technologies promote collaborative, participatory learning through project-based and wiki-based activities, digital storytelling, and more opportunities for practice and feedback. The document outlines future trends like adaptive learning, augmented and virtual reality experiences, integration of the internet of things into education, and artificial intelligence potentially changing how and where students learn.
Having fun with suprasegmentals and flipgrid
The document discusses using the video discussion platform Flipgrid to have students practice English pronunciation skills like stress, intonation, rhythm, and linking sounds. It proposes several exercises and activities using minimal pairs, tongue twisters, dictation, and songs lyrics. Students would record themselves reading lyrics and receive feedback to improve their pronunciation of suprasegmentals and incorporate these aspects into a final lip sync video recording. The conclusion states that this approach helped students develop understanding of English suprasegmentals, built their confidence, and positively impacted their fluency.
Using plickers beyond the test
Plickers is a real-time assessment tool that allows teachers to poll students without requiring student devices. It collects assessment data anonymously to check for understanding, review before assessments, and poll students to gather information. Plickers increases participation, provides instant feedback, facilitates differentiated learning, and saves time by allowing teachers to do quick formative assessments through multiple choice questions using personalized cards for each student.
Professional development courses 2018 2nd semester
This document lists professional development courses offered in the first and second terms of 2018. In the first term, courses are offered on topics such as interpretation skills, effective test-taking strategies, classroom management, assessment, English proficiency, understanding student errors, technology in the classroom, learning strategies, presentation software, and tutoring techniques. In the second term, courses cover critical thinking, designing teaching materials, dealing with learning difficulties, blended learning, communicating with parents, and conducting research. The courses range from one to three credits and include face-to-face and virtual sessions.
Communicative grammar elements
This document summarizes the key elements of communicative grammar teaching. It outlines the pre, while, and post stages of a communicative grammar lesson. The pre stage generates interest and sets context. The while stage focuses on expressions over vocabulary, engages previous knowledge, guides practice, and generates communication needs. Grammar is presented and errors are corrected. The post stage integrates other skills, recycles grammar, and allows free production. It emphasizes teaching grammar in context and through an integrated skills approach to develop practical communicative competence.
Web based activities and critical thinking
This document discusses using authentic websites in English language teaching and provides examples of lesson plans that utilize non-educational websites. It recommends authentic websites as they can be chosen to fit students' interests, provide opportunities for total comprehension, and foster independent learning. Two sample lesson plans are included, one involving students discussing weird foods from different countries using online sources and another having students research an animal and its habitat from a wildlife website to create an informational brochure. Teachers are tasked with finding their own non-educational website to use, preparing a 5-minute lesson plan description, and sending the full lesson plan to be graded based on criteria like addressing the four parts of the ABCD model and incorporating critical thinking.
Trip planner
This document is a 2-day trip planner template for a trip between two cities. The template includes sections for each day to plan two attractions to visit, how to get to each attraction, hours of operation, estimated time required, ticket prices, and tips from other travelers. It also includes sections to plan a restaurant and hotel for each day, including how to get to each location, hours, ratings, and customer reviews. The instructions note that the planner should choose one city and fill in the details for two attractions, one restaurant, and one hotel for each of the two days of travel, taking into account travel times and distances covered.
Teaching for multiple intelligences
This document summarizes the integration of learning styles theory and multiple intelligences theory proposed by Silver, Strong, and Perini. It begins by briefly outlining both theories independently, noting their complementary strengths and limitations. Specifically, learning styles theory focuses on individual differences in learning processes, while multiple intelligences theory centers on content and products of learning. The authors then describe a three-step process to integrate the theories: 1) describing learning styles abilities for each intelligence, 2) linking styles and intelligences to sample vocations, and 3) categorizing assessment products by intelligence and style. The result is a model linking the individualized process approach of styles with the content-focused intelligences theory.
Group 3
This document outlines an EFL lesson plan that uses educational technology. It includes watching a documentary about the impact of educational technology in EFL teaching. Students will then discuss ways technology is used based on the video and debate the advantages and disadvantages of different supplementary materials, including discussing textbooks in the classroom. For assessment, students will create a survey about technology, conduct it outside the classroom, and present results in a PowerPoint about which technologies others want to see used in EFL classrooms and why.
Group 2
The document discusses using a textbook in debates and outlines its benefits and restrictions. It also discusses using supplementary materials like realia in material design and ways to use educational technology in survey design. Finally, it addresses promoting the use of educational technology through a flyer and its impact on English as a foreign language teaching.
Group 1
This document provides instructions for an activity where students will discuss how technology has impacted classroom learning. In small groups, students will describe how a technology pyramid illustrating classroom tools may need to be modified. They will also discuss which tech tools they use daily and whether technology could replace coursebooks or teachers. Finally, students will prepare sample lesson plans incorporating tools like Prezi, blogs, web quests or YouTube to meet objectives, include practice, and assess learning.
Managing for success
The document discusses managing student success in the classroom. It recommends identifying and modifying problem student behavior while involving all students. Grouping students by pairs, small groups, and the whole class can help deliver lessons successfully and give students a sense of belonging. Various activities are outlined, such as identifying problem situations, role-playing, and creating lesson plans that include strategic student grouping.
Motivation
This document discusses different types of motivation. It separates motivation into intrinsic motivation which comes from within an individual like curiosity or a desire to succeed, and extrinsic motivation which comes from outside sources like goals or what other people think. The document also mentions affect, achievement, attitude, activities, and agency as factors related to motivation.
Teachers and teaching contexts
This document discusses teaching definitions, teacher roles, learning contexts, and a class observation assessment. It provides definitions of a teacher from Urban Dictionary and Vocabulary.com. It lists several teacher roles like facilitator, controller, prompter, participant, tutor, and resource. It also mentions learning contexts like reading in groups and a "Snakes and Ladders" game. Finally, it outlines a class observation report and assessment involving observing 3 classes with 3 different teachers and reflecting on various elements of the classes.
Ways to present an objective
The document provides 9 different ways to present learning objectives to students in an engaging manner, such as encoding the objective, using a KWL chart, leaving out a keyword for students to guess, revealing the objective at the end of the lesson, making a puzzle out of the objective, using a learning continuum, recording an audio explanation of the objective, creating a sign with the objective, and introducing the objective before the lesson. The purpose is to twist how learning objectives are presented to students to make the lesson more interesting.
How to get away with grammar
The document provides techniques for teaching grammar in an engaging way without directly teaching grammatical terminology. It recommends giving grammar contexts through student experiences and examples, asking questions to promote critical thinking, assigning research for students to find answers collaboratively, and making lessons memorable through creative activities.
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আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
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Web based activities and critical thinking
This document discusses using authentic websites in English language teaching and provides examples of lesson plans that utilize non-educational websites. It recommends authentic websites as they can be chosen to fit students' interests, provide opportunities for total comprehension, and foster independent learning. Two sample lesson plans are included, one involving students discussing weird foods from different countries using online sources and another having students research an animal and its habitat from a wildlife website to create an informational brochure. Teachers are tasked with finding their own non-educational website to use, preparing a 5-minute lesson plan description, and sending the full lesson plan to be graded based on criteria like addressing the four parts of the ABCD model and incorporating critical thinking.
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This document is a 2-day trip planner template for a trip between two cities. The template includes sections for each day to plan two attractions to visit, how to get to each attraction, hours of operation, estimated time required, ticket prices, and tips from other travelers. It also includes sections to plan a restaurant and hotel for each day, including how to get to each location, hours, ratings, and customer reviews. The instructions note that the planner should choose one city and fill in the details for two attractions, one restaurant, and one hotel for each of the two days of travel, taking into account travel times and distances covered.
Teaching for multiple intelligences
This document summarizes the integration of learning styles theory and multiple intelligences theory proposed by Silver, Strong, and Perini. It begins by briefly outlining both theories independently, noting their complementary strengths and limitations. Specifically, learning styles theory focuses on individual differences in learning processes, while multiple intelligences theory centers on content and products of learning. The authors then describe a three-step process to integrate the theories: 1) describing learning styles abilities for each intelligence, 2) linking styles and intelligences to sample vocations, and 3) categorizing assessment products by intelligence and style. The result is a model linking the individualized process approach of styles with the content-focused intelligences theory.
Group 3
This document outlines an EFL lesson plan that uses educational technology. It includes watching a documentary about the impact of educational technology in EFL teaching. Students will then discuss ways technology is used based on the video and debate the advantages and disadvantages of different supplementary materials, including discussing textbooks in the classroom. For assessment, students will create a survey about technology, conduct it outside the classroom, and present results in a PowerPoint about which technologies others want to see used in EFL classrooms and why.
Group 2
The document discusses using a textbook in debates and outlines its benefits and restrictions. It also discusses using supplementary materials like realia in material design and ways to use educational technology in survey design. Finally, it addresses promoting the use of educational technology through a flyer and its impact on English as a foreign language teaching.
Group 1
This document provides instructions for an activity where students will discuss how technology has impacted classroom learning. In small groups, students will describe how a technology pyramid illustrating classroom tools may need to be modified. They will also discuss which tech tools they use daily and whether technology could replace coursebooks or teachers. Finally, students will prepare sample lesson plans incorporating tools like Prezi, blogs, web quests or YouTube to meet objectives, include practice, and assess learning.
Managing for success
The document discusses managing student success in the classroom. It recommends identifying and modifying problem student behavior while involving all students. Grouping students by pairs, small groups, and the whole class can help deliver lessons successfully and give students a sense of belonging. Various activities are outlined, such as identifying problem situations, role-playing, and creating lesson plans that include strategic student grouping.
Motivation
This document discusses different types of motivation. It separates motivation into intrinsic motivation which comes from within an individual like curiosity or a desire to succeed, and extrinsic motivation which comes from outside sources like goals or what other people think. The document also mentions affect, achievement, attitude, activities, and agency as factors related to motivation.
Teachers and teaching contexts
This document discusses teaching definitions, teacher roles, learning contexts, and a class observation assessment. It provides definitions of a teacher from Urban Dictionary and Vocabulary.com. It lists several teacher roles like facilitator, controller, prompter, participant, tutor, and resource. It also mentions learning contexts like reading in groups and a "Snakes and Ladders" game. Finally, it outlines a class observation report and assessment involving observing 3 classes with 3 different teachers and reflecting on various elements of the classes.
Ways to present an objective
The document provides 9 different ways to present learning objectives to students in an engaging manner, such as encoding the objective, using a KWL chart, leaving out a keyword for students to guess, revealing the objective at the end of the lesson, making a puzzle out of the objective, using a learning continuum, recording an audio explanation of the objective, creating a sign with the objective, and introducing the objective before the lesson. The purpose is to twist how learning objectives are presented to students to make the lesson more interesting.
How to get away with grammar
The document provides techniques for teaching grammar in an engaging way without directly teaching grammatical terminology. It recommends giving grammar contexts through student experiences and examples, asking questions to promote critical thinking, assigning research for students to find answers collaboratively, and making lessons memorable through creative activities.
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