Practical teaching tips_Esther
•Download as PPTX, PDF•
1 like•273 views
The document provides teaching tips for classroom management and instructional strategies for primary grade teachers. It emphasizes the importance of being prepared, establishing routines and procedures, and using engaging multi-sensory techniques like motions and songs. Specific suggestions are given for getting students' attention, monitoring behavior, and facilitating discussions, centers, and vocabulary development.
Report
Share
Report
Share
Recommended
Crash course in instruction
The document discusses instructional strategies for diverse learners. It recommends that instruction be explicit, research-based, engaging, informed, and prepared to address challenges. Some key strategies include explicit instruction using modeling, guided and independent practice. Strategy instruction teaches students specific approaches for tasks like reading, writing, and test-taking using mnemonics. Formative assessment through techniques like response cards and choral responding helps keep students engaged and informs instruction. Planning for different learners and what may not go as expected is also important. The overall goal is to clearly teach students what to do, make learning fun and check for understanding.
Plsgs session 1 personal learning style
This document outlines a learning module that will cover personal learning styles, goal setting, and follow up. It includes an introduction to learning styles like visual, auditory, and kinesthetic. Participants will complete learning style and goal setting activities. They will receive a certificate of completion and be contacted in follow up. The document reviews expectations, milestones, and learner plans. It also explains the value of understanding one's learning style and provides strategies for different styles.
What is active learning
Active learning (AL) techniques focus responsibility for learning on students by engaging them in higher-order thinking tasks like class discussions, think-pair-shares, and role plays. This helps students better remember concepts due to the marriage of three learning domains. AL is effective for large classes, time constraints, and limiting passive students. When using AL, instructors should consider objectives, group dynamics, timing, preparation needs, and providing feedback to ensure student understanding. Both students and instructors benefit from practice, feedback, and continuous learning around AL techniques.
Whole Brain Teaching
This document discusses the "Big Six" techniques used in Whole Brain Teaching (WBT) to engage students' brains and improve behavior and learning. It describes each of the six techniques - such as "Class-Yes" to grab attention and "Teach-Okay" for comprehension checks - and how they activate different areas of the brain. It also explains how the teacher evaluated their students' behaviors into four groups - Alphas to Challenging Students - and used this data to inform student groupings and seating arrangements during lessons. Implementing these WBT techniques has increased overall student engagement and positive behavior.
High ability student voice
The document contains responses from higher ability students on what teachers can do to create challenge, explain things clearly, and help students learn better. Some of the key strategies mentioned include:
1) Letting students be self-motivated and offering help when needed, while also challenging students with extension questions and frequent topic tests.
2) Using worked examples, clear explanations, and checking for understanding while allowing independent practice.
3) Varying lesson structure and content, providing engaging activities, and revisiting topics to reinforce learning.
4) Making lessons challenging and fun to maintain student focus and engagement.
Supporting very able students
High ability students can be identified in several ways including through their performance, observations of their skills and abilities, and the information known about them. Teachers should intervene to support and extend the learning of these students through specific strategies tailored to their subject and age group, such as allowing students to be self-motivated, think for themselves, and apply their knowledge. It is important to provide appropriate challenges and differentiation for high ability students.
Whole brain teaching
This document provides an overview of the Whole Brain Teaching strategy and agenda for a professional development session on the topic. It explains that Whole Brain Teaching involves establishing classroom rituals and routines to engage students' emotions and facilitate active learning. The session will demonstrate the 7 steps of Whole Brain Teaching, including Class-Yes, Teach-OK, scoreboard games, Hands and Eyes, Mirror, Switch, and classroom rules. Participants will practice the steps and discuss how to incorporate them in their own classrooms. The goal is for teachers to learn and be able to implement the Whole Brain Teaching strategy and understand Imagine's 6 measures of excellence.
Whole brain teaching
This document outlines techniques for effective "power teaching" presented at a teacher training session. It discusses identifying qualities of effective teachers, understanding power teaching strategies, and realizing their value. Teachers will learn common power teaching techniques to engage students, build relationships, maintain order, and inspire learning. Techniques include using attention signals, positive reinforcement, structured procedures, and focusing instruction to inspire students.
Recommended
Crash course in instruction
The document discusses instructional strategies for diverse learners. It recommends that instruction be explicit, research-based, engaging, informed, and prepared to address challenges. Some key strategies include explicit instruction using modeling, guided and independent practice. Strategy instruction teaches students specific approaches for tasks like reading, writing, and test-taking using mnemonics. Formative assessment through techniques like response cards and choral responding helps keep students engaged and informs instruction. Planning for different learners and what may not go as expected is also important. The overall goal is to clearly teach students what to do, make learning fun and check for understanding.
Plsgs session 1 personal learning style
This document outlines a learning module that will cover personal learning styles, goal setting, and follow up. It includes an introduction to learning styles like visual, auditory, and kinesthetic. Participants will complete learning style and goal setting activities. They will receive a certificate of completion and be contacted in follow up. The document reviews expectations, milestones, and learner plans. It also explains the value of understanding one's learning style and provides strategies for different styles.
What is active learning
Active learning (AL) techniques focus responsibility for learning on students by engaging them in higher-order thinking tasks like class discussions, think-pair-shares, and role plays. This helps students better remember concepts due to the marriage of three learning domains. AL is effective for large classes, time constraints, and limiting passive students. When using AL, instructors should consider objectives, group dynamics, timing, preparation needs, and providing feedback to ensure student understanding. Both students and instructors benefit from practice, feedback, and continuous learning around AL techniques.
Whole Brain Teaching
This document discusses the "Big Six" techniques used in Whole Brain Teaching (WBT) to engage students' brains and improve behavior and learning. It describes each of the six techniques - such as "Class-Yes" to grab attention and "Teach-Okay" for comprehension checks - and how they activate different areas of the brain. It also explains how the teacher evaluated their students' behaviors into four groups - Alphas to Challenging Students - and used this data to inform student groupings and seating arrangements during lessons. Implementing these WBT techniques has increased overall student engagement and positive behavior.
High ability student voice
The document contains responses from higher ability students on what teachers can do to create challenge, explain things clearly, and help students learn better. Some of the key strategies mentioned include:
1) Letting students be self-motivated and offering help when needed, while also challenging students with extension questions and frequent topic tests.
2) Using worked examples, clear explanations, and checking for understanding while allowing independent practice.
3) Varying lesson structure and content, providing engaging activities, and revisiting topics to reinforce learning.
4) Making lessons challenging and fun to maintain student focus and engagement.
Supporting very able students
High ability students can be identified in several ways including through their performance, observations of their skills and abilities, and the information known about them. Teachers should intervene to support and extend the learning of these students through specific strategies tailored to their subject and age group, such as allowing students to be self-motivated, think for themselves, and apply their knowledge. It is important to provide appropriate challenges and differentiation for high ability students.
Whole brain teaching
This document provides an overview of the Whole Brain Teaching strategy and agenda for a professional development session on the topic. It explains that Whole Brain Teaching involves establishing classroom rituals and routines to engage students' emotions and facilitate active learning. The session will demonstrate the 7 steps of Whole Brain Teaching, including Class-Yes, Teach-OK, scoreboard games, Hands and Eyes, Mirror, Switch, and classroom rules. Participants will practice the steps and discuss how to incorporate them in their own classrooms. The goal is for teachers to learn and be able to implement the Whole Brain Teaching strategy and understand Imagine's 6 measures of excellence.
Whole brain teaching
This document outlines techniques for effective "power teaching" presented at a teacher training session. It discusses identifying qualities of effective teachers, understanding power teaching strategies, and realizing their value. Teachers will learn common power teaching techniques to engage students, build relationships, maintain order, and inspire learning. Techniques include using attention signals, positive reinforcement, structured procedures, and focusing instruction to inspire students.
Reviewing tests effectively
This document provides guidance on helping students who performed poorly on a test. It recommends resetting the scene by reminding the student that one test does not define them. It then suggests evaluating the situation by considering factors like the student's preparation, note-taking process, understanding of course material, and test-taking approach. The document also advises reviewing the test to identify conceptual or procedural errors and working with the student to learn from the experience by improving their study strategies and communication with instructors going forward.
Whole brain teaching ho.edited
For those college students taking up Collaborative Learning. This may help you in the near future. I hope so :)
Pairworkgroup
This document provides strategies for making pair and group work effective in language teaching. It discusses why group work is important in a communicative language approach, as it allows for interaction, task-based learning, and focuses on meaning over exact grammar. Some challenges of group work include students speaking only in their native language, noise, lack of participation or understanding of tasks. Suggested strategies to address these challenges include enforcing an English-only rule, assigning student roles, clear instructions, and follow-up activities. The document also discusses learner-centered classrooms and different group configurations and techniques like jigsaw that promote participation.
Classroom management discipline_problems
The document discusses classroom management and discipline problems. It identifies types of misbehavior like excessive talking and being noisy. Causes of misbehavior include a student's mood, boredom, and lack of consequences. Two key aspects to diminish problems are effective lesson management and establishing clear rules and authority. Lesson management involves smooth beginnings, transitions, and endings to maintain student involvement. Establishing authority means conveying competence, setting rules, and dealing with misbehavior firmly but friendly through praise and prevention strategies.
Classroom management: discipline problems
The document discusses classroom management and discipline problems. It identifies some common types of misbehavior like excessive talking and being noisy. Some potential causes of misbehavior are listed, such as boredom, low self-esteem, and lack of consequences. The document emphasizes establishing authority and being skilled in lesson management to diminish discipline issues. It provides tips for effective lesson management, including smooth transitions, clear instructions, and maintaining student involvement. Establishing rules and positively reinforcing good behavior are also recommended for establishing authority and dealing with misbehavior.
Whole brain teaching
Whole brain teaching is a new "radical" idea to some, however it is nothing more than tried and true teaching practices, combined into a new approach. Whole brain teaching combines direct instruction, , sharing and immediate feedback to become a new style of teaching. Whole brain teaching surmounts to seven steps that a teacher incorporates into their everyday classroom.
Questioning For Coaching
The document discusses various statistics related to classroom questioning:
- Teachers ask an average of 135 questions per hour-long lesson.
- Teachers wait an average of 0.97 seconds before prompting for an answer to a question.
- 84% of lessons start with general question and answer recall.
- 62% of questions asked in a lesson are closed or lower-order questions.
- Only 15% of pupils in a classroom answer questions on average.
The document then discusses Bloom's Taxonomy and ways to use it to structure questioning to promote higher-order thinking skills in students. Various strategies are proposed for engaging students in questioning and developing their own question-asking abilities.
Learning styles (power point)
The document discusses different learning styles, including the visual learning style. It describes the VAK model which categorizes learners as visual, auditory, or kinesthetic based on how they receive and process information. Visual learners tend to observe things like pictures, demonstrations, and films in order to improve their knowledge. They understand written instructions better than oral ones and use highlighting, color coding, mind maps and other visual techniques to memorize information.
VARK Learning Styles
The document discusses incorporating multiple learning styles into lessons to address different ways that students learn new information. It provides an overview of the VARK model of learning styles (visual, auditory, reading/writing, kinesthetic) and examples of strategies to engage each type of learner, such as using visuals, discussions, readings, and hands-on activities. Teachers are encouraged to incorporate diverse strategies into their lessons to help all students learn effectively.
Pace and challenge
This document discusses how to provide pace and challenge in lessons. It defines pace as moving quickly between well-ordered activities with enough thinking time. Challenge involves extending students' knowledge and skills and having them think for themselves to solve problems rather than being spoon-fed. Teachers can create challenge through high-level questioning, modeling thinking, scaffolding difficult tasks, and encouraging metacognition and reflection on the learning process. A variety of thinking tools and activities are presented to help structure challenging lessons.
Classroom management first
Classroom management is about establishing an environment focused on teaching and learning. To effectively manage a classroom, a teacher should have high expectations for students, apply rules consistently, use respectful language, avoid overreaction and confrontation, and use a variety of techniques and strategies with a positive approach. Some specific strategies for managing behavior include developing a classroom behavior plan, using a solution-focused approach, employing techniques like choice, take-up time, and partial agreement to deflect confrontation, and using signals, redirection, and tactical ignoring of attention-seeking behaviors.
Gifted and talented provision
This document discusses the importance of catering to gifted and talented (G&T) students through a total philosophy of teaching and learning. The author argues that focusing instruction around the needs of the most able students benefits all students. Some key aspects of a G&T-driven approach include embracing the full complexity of subjects, open-ended tasks with no limits, problem-solving, creativity, and cultivating independence. The goal is to provide intellectual challenge and remove barriers to learning for high-ability students, which raises standards and aspirations for all.
Teaching and learning briefing questioning
Questioning is a vital teaching tool that can be used to stretch high-ability students and support lower-ability students. Teachers should plan questions as part of their lesson planning to account for different student abilities. There are different types of questions that target different cognitive levels, from basic knowledge questions to more complex analysis, synthesis, and evaluation questions. Teachers can use techniques like "Pose, Pause, Pounce, Bounce" to engage students in answering and discussing each other's responses to questions. Getting students to generate their own questions is also an effective way to consolidate understanding of a topic.
Final Reflection (Tutoring) Powerpoint
The student tutor set goals to show their student new ways of learning, improve test scores, increase interest in school, and learn new teaching techniques. Their goals were successful as the student learned different approaches and enjoyed school more, resulting in improved test scores. The tutor also benefited by learning effective and ineffective teaching methods and becoming a better listener.
Learning Style
This document discusses four different learning styles: visual, aural, read/write, and kinesthetic. It provides descriptions of each style's preferences and example phrases used by people with that style. Study strategies are suggested for each style, such as making lists, diagrams, and flashcards for visual learners or talking through problems for aural learners. The document also mentions multi-modal learning involves using multiple styles and references the Barsh brain dominance inventory which categorizes left and right brain functions.
Different learning styles (1)
This slideshare will help you to understand what basically different learning styles pattern are how teachers can make children learn accordingly.
Ben Howard and Deborah Plowright - Checking for Understanding
A presentation from the first of the Ryedale Federation Twilight Training Sessions which took place in October where all 4 member schools took part in two training sessions hosted by both Primary and Secondary teaching staff.
The evening was an opportunity for staff from the different schools to meet each other, share ideas and teaching practice and participate in two sessions of four which they had prioritised themselves.
Module 1 how do you learn- narrated
This document outlines an agenda for a workshop on learning skills and styles. The workshop will cover how people learn best based on their learning style, which can be sequential, random, or balanced. It will also discuss the three primary sensory modes of learning: visual, auditory, and tactile/kinesthetic. Attendees will complete activities to identify their own preferred learning styles and will learn corresponding study strategies to enhance their learning. The goal is for participants to become actively engaged in the learning process.
Adult Learning Stylesppt
This document discusses different learning styles including visual, auditory, and kinesthetic styles. It provides examples of how each style may approach various learning tasks like spelling words, concentrating, meeting people, and putting things together. Comments from several individuals are also included, discussing their own preferred learning styles based on experiences with hands-on learning, auditory instruction, and visual demonstrations.
Teaching alliance 2016 student leadership
This document discusses student leadership initiatives to improve learning at a school. It summarizes that students observe lessons to provide feedback, lead assemblies on attitudes to learning, and brief staff. Students are encouraged to fully participate in class, come prepared, stay focused, and try answering questions instead of saying "I don't know." Applying these ideas will make students more employable, better citizens, and better educated. Teachers are asked to start lessons with engaging questions, allow student feedback, and discourage students from saying "I don't know." The goal is to improve student attitudes and preparation to help them succeed in and after school.
La libertad (reflexión final)
Este documento resume las diferentes perspectivas filosóficas sobre la libertad humana, incluyendo verla como ruptura, estructura ontológica o posibilidad de decir no. Explica que la libertad es lo que le da sentido a los actos humanos y a la vida, ya que nos permite elegir nuestro camino y definir nuestra personalidad. También argumenta que a pesar de los problemas en el mundo, tenemos la libertad para enfrentarlos como decisiones humanas en lugar de atribuirlos al destino. Concluye diciendo que la libertad es vital para
Vocabulary packet 7 greek word parts
This document defines Greek word parts and provides examples of English words that use those parts. It covers the Greek word parts "geo" meaning earth, used in words like geography and geology; "photo" meaning light, used in words like photograph, photogenic, and photocopier; and "auto" meaning self, used in words like autograph, autobiography, and automatic. Examples are given for each word to illustrate its meaning.
More Related Content
What's hot
Reviewing tests effectively
This document provides guidance on helping students who performed poorly on a test. It recommends resetting the scene by reminding the student that one test does not define them. It then suggests evaluating the situation by considering factors like the student's preparation, note-taking process, understanding of course material, and test-taking approach. The document also advises reviewing the test to identify conceptual or procedural errors and working with the student to learn from the experience by improving their study strategies and communication with instructors going forward.
Whole brain teaching ho.edited
For those college students taking up Collaborative Learning. This may help you in the near future. I hope so :)
Pairworkgroup
This document provides strategies for making pair and group work effective in language teaching. It discusses why group work is important in a communicative language approach, as it allows for interaction, task-based learning, and focuses on meaning over exact grammar. Some challenges of group work include students speaking only in their native language, noise, lack of participation or understanding of tasks. Suggested strategies to address these challenges include enforcing an English-only rule, assigning student roles, clear instructions, and follow-up activities. The document also discusses learner-centered classrooms and different group configurations and techniques like jigsaw that promote participation.
Classroom management discipline_problems
The document discusses classroom management and discipline problems. It identifies types of misbehavior like excessive talking and being noisy. Causes of misbehavior include a student's mood, boredom, and lack of consequences. Two key aspects to diminish problems are effective lesson management and establishing clear rules and authority. Lesson management involves smooth beginnings, transitions, and endings to maintain student involvement. Establishing authority means conveying competence, setting rules, and dealing with misbehavior firmly but friendly through praise and prevention strategies.
Classroom management: discipline problems
The document discusses classroom management and discipline problems. It identifies some common types of misbehavior like excessive talking and being noisy. Some potential causes of misbehavior are listed, such as boredom, low self-esteem, and lack of consequences. The document emphasizes establishing authority and being skilled in lesson management to diminish discipline issues. It provides tips for effective lesson management, including smooth transitions, clear instructions, and maintaining student involvement. Establishing rules and positively reinforcing good behavior are also recommended for establishing authority and dealing with misbehavior.
Whole brain teaching
Whole brain teaching is a new "radical" idea to some, however it is nothing more than tried and true teaching practices, combined into a new approach. Whole brain teaching combines direct instruction, , sharing and immediate feedback to become a new style of teaching. Whole brain teaching surmounts to seven steps that a teacher incorporates into their everyday classroom.
Questioning For Coaching
The document discusses various statistics related to classroom questioning:
- Teachers ask an average of 135 questions per hour-long lesson.
- Teachers wait an average of 0.97 seconds before prompting for an answer to a question.
- 84% of lessons start with general question and answer recall.
- 62% of questions asked in a lesson are closed or lower-order questions.
- Only 15% of pupils in a classroom answer questions on average.
The document then discusses Bloom's Taxonomy and ways to use it to structure questioning to promote higher-order thinking skills in students. Various strategies are proposed for engaging students in questioning and developing their own question-asking abilities.
Learning styles (power point)
The document discusses different learning styles, including the visual learning style. It describes the VAK model which categorizes learners as visual, auditory, or kinesthetic based on how they receive and process information. Visual learners tend to observe things like pictures, demonstrations, and films in order to improve their knowledge. They understand written instructions better than oral ones and use highlighting, color coding, mind maps and other visual techniques to memorize information.
VARK Learning Styles
The document discusses incorporating multiple learning styles into lessons to address different ways that students learn new information. It provides an overview of the VARK model of learning styles (visual, auditory, reading/writing, kinesthetic) and examples of strategies to engage each type of learner, such as using visuals, discussions, readings, and hands-on activities. Teachers are encouraged to incorporate diverse strategies into their lessons to help all students learn effectively.
Pace and challenge
This document discusses how to provide pace and challenge in lessons. It defines pace as moving quickly between well-ordered activities with enough thinking time. Challenge involves extending students' knowledge and skills and having them think for themselves to solve problems rather than being spoon-fed. Teachers can create challenge through high-level questioning, modeling thinking, scaffolding difficult tasks, and encouraging metacognition and reflection on the learning process. A variety of thinking tools and activities are presented to help structure challenging lessons.
Classroom management first
Classroom management is about establishing an environment focused on teaching and learning. To effectively manage a classroom, a teacher should have high expectations for students, apply rules consistently, use respectful language, avoid overreaction and confrontation, and use a variety of techniques and strategies with a positive approach. Some specific strategies for managing behavior include developing a classroom behavior plan, using a solution-focused approach, employing techniques like choice, take-up time, and partial agreement to deflect confrontation, and using signals, redirection, and tactical ignoring of attention-seeking behaviors.
Gifted and talented provision
This document discusses the importance of catering to gifted and talented (G&T) students through a total philosophy of teaching and learning. The author argues that focusing instruction around the needs of the most able students benefits all students. Some key aspects of a G&T-driven approach include embracing the full complexity of subjects, open-ended tasks with no limits, problem-solving, creativity, and cultivating independence. The goal is to provide intellectual challenge and remove barriers to learning for high-ability students, which raises standards and aspirations for all.
Teaching and learning briefing questioning
Questioning is a vital teaching tool that can be used to stretch high-ability students and support lower-ability students. Teachers should plan questions as part of their lesson planning to account for different student abilities. There are different types of questions that target different cognitive levels, from basic knowledge questions to more complex analysis, synthesis, and evaluation questions. Teachers can use techniques like "Pose, Pause, Pounce, Bounce" to engage students in answering and discussing each other's responses to questions. Getting students to generate their own questions is also an effective way to consolidate understanding of a topic.
Final Reflection (Tutoring) Powerpoint
The student tutor set goals to show their student new ways of learning, improve test scores, increase interest in school, and learn new teaching techniques. Their goals were successful as the student learned different approaches and enjoyed school more, resulting in improved test scores. The tutor also benefited by learning effective and ineffective teaching methods and becoming a better listener.
Learning Style
This document discusses four different learning styles: visual, aural, read/write, and kinesthetic. It provides descriptions of each style's preferences and example phrases used by people with that style. Study strategies are suggested for each style, such as making lists, diagrams, and flashcards for visual learners or talking through problems for aural learners. The document also mentions multi-modal learning involves using multiple styles and references the Barsh brain dominance inventory which categorizes left and right brain functions.
Different learning styles (1)
This slideshare will help you to understand what basically different learning styles pattern are how teachers can make children learn accordingly.
Ben Howard and Deborah Plowright - Checking for Understanding
A presentation from the first of the Ryedale Federation Twilight Training Sessions which took place in October where all 4 member schools took part in two training sessions hosted by both Primary and Secondary teaching staff.
The evening was an opportunity for staff from the different schools to meet each other, share ideas and teaching practice and participate in two sessions of four which they had prioritised themselves.
Module 1 how do you learn- narrated
This document outlines an agenda for a workshop on learning skills and styles. The workshop will cover how people learn best based on their learning style, which can be sequential, random, or balanced. It will also discuss the three primary sensory modes of learning: visual, auditory, and tactile/kinesthetic. Attendees will complete activities to identify their own preferred learning styles and will learn corresponding study strategies to enhance their learning. The goal is for participants to become actively engaged in the learning process.
Adult Learning Stylesppt
This document discusses different learning styles including visual, auditory, and kinesthetic styles. It provides examples of how each style may approach various learning tasks like spelling words, concentrating, meeting people, and putting things together. Comments from several individuals are also included, discussing their own preferred learning styles based on experiences with hands-on learning, auditory instruction, and visual demonstrations.
Teaching alliance 2016 student leadership
This document discusses student leadership initiatives to improve learning at a school. It summarizes that students observe lessons to provide feedback, lead assemblies on attitudes to learning, and brief staff. Students are encouraged to fully participate in class, come prepared, stay focused, and try answering questions instead of saying "I don't know." Applying these ideas will make students more employable, better citizens, and better educated. Teachers are asked to start lessons with engaging questions, allow student feedback, and discourage students from saying "I don't know." The goal is to improve student attitudes and preparation to help them succeed in and after school.
What's hot (20)
Ben Howard and Deborah Plowright - Checking for Understanding
Ben Howard and Deborah Plowright - Checking for Understanding
Viewers also liked
La libertad (reflexión final)
Este documento resume las diferentes perspectivas filosóficas sobre la libertad humana, incluyendo verla como ruptura, estructura ontológica o posibilidad de decir no. Explica que la libertad es lo que le da sentido a los actos humanos y a la vida, ya que nos permite elegir nuestro camino y definir nuestra personalidad. También argumenta que a pesar de los problemas en el mundo, tenemos la libertad para enfrentarlos como decisiones humanas en lugar de atribuirlos al destino. Concluye diciendo que la libertad es vital para
Vocabulary packet 7 greek word parts
This document defines Greek word parts and provides examples of English words that use those parts. It covers the Greek word parts "geo" meaning earth, used in words like geography and geology; "photo" meaning light, used in words like photograph, photogenic, and photocopier; and "auto" meaning self, used in words like autograph, autobiography, and automatic. Examples are given for each word to illustrate its meaning.
Vocabulary Packet 5 Lesson 15 (Latin roots)
This document defines Latin roots and their meanings in English words. It explores the roots "art" meaning art or skill, "pop" meaning people, and "corp" meaning body. For each root, it provides example English words derived from that root along with their part of speech and definition.
Vocabulary packet 8 (ab )
This vocabulary packet defines 8 words beginning with the prefix "ab-", which means "away from". The words are: abduct, abrupt, absent, absolve, absorb, abstain, abstract, and absurd. Definitions and part of speech are provided for each word.
Vocabulary packet 8 (word stories)
This vocabulary packet defines 8 words - panic, flashy, gargantuan, china, pineapple, vandalism, popcorn, and jeep - and provides their part of speech. For each word, a short definition or description is given to explain its meaning.
Resumen y comentario crítico
El documento ofrece instrucciones para escribir un comentario crítico efectivo en 3 oraciones o menos. Debe incluir una introducción que enuncie el tema principal y la intención del autor, varios párrafos centrales donde se exprese la opinión personal a favor o en contra con argumentos, y una conclusión que resuma la idea clave. Asimismo, señala errores comunes a evitar como limitarse a parafrasiar el texto sin añadir análisis crítico o cometer fallas de redacción y organización.
Vocabulary packet 5 (latin roots)
This document defines Latin roots and their meanings in English words. It explores the roots "art" meaning art or skill, "pop" meaning people, and "corp" meaning body. For each root, it provides example English words derived from that root along with the part of speech and definition.
David molden sikkim 2
Mountains provide water for over 1 billion people downstream but climate change threatens this supply. Glaciers are retreating in most areas except the Karakorum and changes in timing and amounts of runoff increase risks of floods and droughts. Meeting future food, energy, and development needs while minimizing additional water use will require improved management including reducing vulnerabilities, finding solutions across sectors, better landscape and watershed practices, valuing mountain ecosystems, addressing data gaps, and prioritizing mountains globally.
Vocabulary packet 6 (de )
This document provides definitions for words with the prefix "de-". It defines the following words: decay, decline, decode, decrease, deduct, dejected, depress, and deport. For each word it gives the definition, part of speech, and an example sentence for the word "dejected". The summary is in 3 sentences or less.
Tugas khusus Cut in PT.Badak LNG
Dokumen tersebut memberikan ringkasan tentang studi kelayakan pemanfaatan kembali air backwash dari Iron Removal Filter Plant-36 di Utilities II untuk mengurangi pembuangan air. Dokumen ini meliputi analisis kualitas air backwash, desain unit recycle air, dan analisis biaya untuk menghitung penghematan dengan adanya unit recycle air tersebut.
Sentimiento y razón en hume
Hume argumenta que tanto la razón como el sentimiento juegan un papel importante en los juicios morales. Defiende que los juicios morales se basan principalmente en sentimientos universales de humanidad, pero que la razón también desempeña un papel al analizar las circunstancias de las acciones. Sostiene que la utilidad es parte del mérito de las acciones virtuosas, pero que lo que realmente otorga la aprobación moral es que tales acciones promueven la felicidad humana.
Lesson 1 point of view (fiction)
The document discusses different points of view in fiction. It explains that there are 5 main points of view:
1) First-person point of view is told from the perspective of someone who is involved in the story.
2) Third-person limited point of view is told from the perspective of one character and only reveals their thoughts and feelings.
3) Third-person omniscient point of view allows the narrator to know the thoughts and feelings of all characters.
4) Firsthand point of view involves an eyewitness account from someone directly involved in an event.
5) Secondhand point of view involves learning about an event from someone who was not directly involved but heard about it
Vocabulary packet 6 (ad )
The document defines prefixes related to "ad-":
1) "ad-" means "to, toward" and is a prefix found in words like advance, adhere, admission, adapt, adjourn, adjacent, adhesive, and address.
2) It provides definitions and parts of speech for the words adapt, adhere, adhesive, adjacent, admission, advance, address, and adjourn.
3) It gives examples of how humans adapt to their environment through changes in living based on environmental situations like climate or pollution levels.
Teachers workshop_Rachel
This document outlines a teaching workshop for 4th grade teachers. It covers topics like classroom management, work time structure, talking types, volume, body position, help sources, consequences, and instructional strategies. Some specific strategies discussed include using talking chips to encourage participation, boosting individual engagement through think-write-show responses, using vocabulary games like Quiz-Quiz-Trade, and incorporating movement with activities like Statues. The workshop also provides examples of writing prompts, paragraph structure, and using details to support a main idea. A variety of technology tools are presented as well.
Viewers also liked (18)
Similar to Practical teaching tips_Esther
MATH TEACHING APPROACHES.pptx
This document discusses approaches for teaching mathematics at the elementary level. It includes 13 approaches: discovery approach, inquiry teaching, demonstration approach, math-lab approach, practical work approach, individualized instruction using modules, brainstorming, problem-solving, cooperative learning, integrative technique, looking for clues and key words, making a chart or table, and finding a pattern. The document also provides examples and explanations of techniques for teaching mathematics like using dramatizations, children's bodies, play, toys, stories, natural creativity, problem-solving abilities, technology, and assessments. [END SUMMARY]
Developing A Behavior Plan
The document provides guidance on developing a behavior plan to address problematic behaviors in students. It outlines key questions to consider, such as identifying triggers and functions of the behavior. It then matches potential intervention strategies to different behavioral functions, such as using reinforcement to address attention-seeking behaviors, teaching communication skills to address escape-motivated behaviors, and providing choices and control to address control-motivated behaviors. Common questions about behavior plans and ensuring interventions are appropriate and can be implemented across settings are also addressed.
Learning Styles (1) (1).pptx
The document discusses different learning styles - visual, auditory, and tactile. Visual learners learn best through pictures and diagrams. Auditory learners prefer hearing information spoken. Tactile learners like using touch to take in information. The document provides tips for different learners on how to study effectively based on their preferred learning style. It emphasizes the importance of understanding one's own learning style and being flexible to use different styles.
Learning Styles.pdf
The document discusses different learning styles including visual, auditory, and tactile learners. Visual learners learn best through pictures and diagrams while auditory learners prefer hearing information. Tactile learners learn through touch and kinesthetic activities. The document also discusses surface versus deep learning and provides tips for students to identify their own learning styles and build relationships with instructors.
Learning Styles.pdf
The document discusses different learning styles including visual, auditory, and tactile learners. Visual learners learn best through pictures and diagrams while auditory learners prefer hearing information. Tactile learners learn through touch and kinesthetic activities. The document also discusses surface versus deep learning and provides tips for students to identify their own learning styles and build relationships with instructors.
Learning Styles Mmp
The document discusses learning styles and provides suggestions for teaching students with different learning preferences. It defines three main learning styles: visual, auditory, and tactile/kinesthetic. Visual learners learn best through seeing, auditory learners through listening, and tactile/kinesthetic learners through moving, doing, and touching. It recommends that teachers use a variety of teaching methods to engage students with different strengths, like allowing movement for tactile learners or discussing texts for auditory learners.
2 g and input situation meeting & workshop november 22nd 2016
Salam,
2G & The input Situation
( Meeting and workshop November 22nd 2016)
The meeting points:
1) the intial problem solving concept
2) The 4 learning Situations
3) The input situation ( 2nd learning situation)
4) The teaching frame works ( PPU - PDP - PIASP )
5) How to teach PPU?
6) How to teach PD read
7) How ot teach PDP listening
8)How to teach grammar?
9 How to applly PIASP ( to teach grammar and pronunciation items)
10 ) How to deal with TD session?
Special thanks to my audience for thei great collaboration and coordination , they were amazing as usual with their great contribution and workshops , specially this meeting where all showed great mastery how to deal with each framework whic enable them plan a leanrning sequence without facing great problems . Thank you all
By : Mr Samir Bounab ( teacher trainer at MONE)
The power point links:
By : Mr Samir Bounab
Managing young learners
This document provides guidance on managing a young learner classroom and discusses various strategies and techniques. It addresses dealing with learner differences, discipline, routines and responsibilities, variation, and praise. Key recommendations include considering learners' ages and abilities, dealing with problems directly while giving learners choice, establishing clear routines, giving students responsibilities, varying activities to engage different learning styles, and providing regular praise. The expert views emphasized creativity, noticing learners, addressing behaviors, keeping promises, and motivating students.
HowtoHelpUGStudySmart
This document provides study tips and strategies for both students and teachers. It recommends that students focus for 25 minutes then take a 5 minute break. An ideal study space is quiet with no distractions. Taking notes and rewriting notes after class helps reinforce learning. Teachers should differentiate between important concepts and facts, encourage note-taking, use questioning to check understanding, and help students form study groups. The overall goal is teaching students how to learn effectively.
10 Ideas to Get Students Motivated
Here are 10 ideas to motivate students:
1) Establish relationships and high expectations by showing students you believe in their success and will help them achieve it.
2) Set clear objectives for each lesson so students understand what is expected of them.
3) Utilize peer instruction by having students teach each other, which has a 90% retention rate.
4) Try deliberative practice by quizzing students before teaching to identify misconceptions and then discuss as a class.
2013 newmans error analysis and comprehension strategies
- Anne Newman identified 5 common hurdles students face when solving word problems: reading the words, comprehending what they read, transforming the information into a process to solve the problem, carrying out the necessary procedures, and encoding the answer.
- Newman's research showed that about 60% of student errors occur before even reaching the processing stage due to issues with reading, comprehension and transformation.
- Teachers are encouraged to use prompts based on Newman's framework to help students identify where they may be facing difficulties when solving word problems. This includes asking students to explain what the question is asking, how they will solve it, showing their work, and checking that their written answer actually responds to the original question.
Good to Great - Male School - 2009
This document summarizes the key topics and agenda covered in a professional development training for teachers. The training focused on improving instructional strategies to enhance student learning and engagement. Specific topics included examining feedback and assessment practices, building a professional learning community, setting personal goals to improve student outcomes, and exploring teaching methods like inquiry-based and experiential learning. The agenda outlined sessions on backward design, formative assessment, classroom management, questioning techniques, and character education. Overall, the training aimed to help teachers develop as professionals and create optimal learning environments for students.
Learning and Teaching Style - Day 2
The document provides information and instructions for various classroom activities and techniques, including: conducting a learner needs analysis to identify student skills, goals, and needs; understanding different learning styles and matching teaching methods accordingly; a student biography exchange method where students interview each other; a micrologue technique where students write and present short stories summarizing events; and a macrologue technique for developing extended discussions.
Effective Walkthroughs in Math and ELA Classrooms
Participants will be introduced to a model for conducting effective and focused walkthroughs that are grounded in research-based teaching strategies, the necessary look-fors in rigorous ELA and Math classrooms, and how to engage teachers in reflective conversations on teaching and learning.
In this webinar you will learn:
how to conduct effective walkthroughs in your schools
how to identify the necessary look-fors in Math and ELA classrooms
how to engage in reflective and robust conversations with teachers
British council resources i
This document contains resources and guidelines for various roles involved in the LINGUAVENTURAS ESL Project from SED. It outlines the functions of cooperantes (teachers), shared functions for organizing resources and student data, and functions of support teachers. It provides guidance on lesson planning, assessment, methodology, and improving language proficiency. Other sections discuss suitable classroom tasks for different age groups, methods for presenting vocabulary, and tips for giving clear instructions and providing feedback to teachers to improve their practice.
Classroom management for Language Assistants
The document discusses strategies for classroom management and student engagement. It suggests dividing teachers and students into groups to discuss what they want and expect from each other. Some ideas generated for getting students to participate include using popsicle sticks, greeting students at the door, and asking 3 questions. For regaining attention, suggestions include using signals like lights on/off, clapping patterns, and counting down. Both positive reinforcement like praise and negative consequences are discussed as ways to modify student behavior.
Lesson planning
Lesson planning is an essential part of classroom management and the learning process. A lesson plan outlines the objectives, activities, timeline, and resources for a lesson. It should define what the teacher wants students to know or be able to do by the end of the lesson. An effective lesson plan structures the content, determines how it will be delivered, assesses student learning, and evaluates the lesson's effectiveness. Proper preparation, including considering students' level and needs, is important for a successful lesson.
Literacy in the content areas
This document provides information on establishing an effective reading workshop structure and strategies for increasing student retention and learning through repetition. It discusses:
- The structure of a reading workshop, which includes a mini-lesson, reading time, and group share.
- The "stickiness principles" for effective teaching - teaching what students are ready to learn, engaging students, using physical representations, and repetition.
- Specific strategies like using stories, gestures, anchor charts, and a predictable mini-lesson structure to incorporate the stickiness principles into instruction.
Prep Night 2007
The document discusses measures at a school to help children achieve, including student wellbeing programs, special needs support, literacy and numeracy instruction. Literacy involves a daily reading and writing block with small group work. Numeracy follows the SINE program with daily lessons involving introductory activities, whole class instruction, small group work with the teacher, and sharing time. Parents are encouraged to assist in the classroom during literacy and to support home reading and numeracy activities.
Module 10
This document discusses effective teaching approaches and strategies. It begins by asking if content knowledge is enough for effective teaching. It then outlines several instructional approaches like expository (lecture, mastery learning, direct instruction), hands-on (discovery learning, experiential learning, authentic activities), and interactive/collaborative (cooperative learning, reciprocal teaching). It emphasizes the importance of effective questioning techniques like wait time and discusses grouping students heterogeneously when possible to avoid tracking. Finally, it introduces the QAIT model which focuses on elements teachers can directly control to improve instruction.
Similar to Practical teaching tips_Esther (20)
2 g and input situation meeting & workshop november 22nd 2016
2 g and input situation meeting & workshop november 22nd 2016
2013 newmans error analysis and comprehension strategies
2013 newmans error analysis and comprehension strategies
Recently uploaded
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.Gender and Mental Health - Counselling and Family Therapy Applications and In...
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Constructing Your Course Container for Effective Communication
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Hindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
BBR 2024 Summer Sessions Interview Training
Qualitative research interview training by Professor Katrina Pritchard and Dr Helen Williams
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...Nguyen Thanh Tu Collection
https://app.box.com/s/qhtvq32h4ybf9t49ku85x0n3xl4jhr15How to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Recently uploaded (20)
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Constructing Your Course Container for Effective Communication
Constructing Your Course Container for Effective Communication
B. Ed Syllabus for babasaheb ambedkar education university.pdf
B. Ed Syllabus for babasaheb ambedkar education university.pdf
IGCSE Biology Chapter 14- Reproduction in Plants.pdf
IGCSE Biology Chapter 14- Reproduction in Plants.pdf
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
Practical teaching tips_Esther
- 1. Practical Teaching Tips A Primary Perspective
- 2. Classroom Management: General Thoughts Rule #1: Be Prepared -When you have to pause to refocus they get distracted. -Know your lesson. -Have supplies ready and close by. -Plan for Transitions and Early Finishers -Have procedures to get attention/be ready -Routines help students know what to expect and what is expected of them. -Have a behavior management plan that works for you.
- 3. Classroom Management: Practical Strategies Getting Attention: • General Management -Teacher: “1-2-3, Eyes on Me” -Ask 3, Then Ask Me -Noise Level Stoplight Students “1-2 Eyes on You” -Clapping Patterns -Chchch (Echo) -Two lips closed 2 eyes on me. Listening and Ready: -Give me 5 (Eyes are Watching, Ears are Listening, Lips are closed, Hands are Still, Feet are Quiet) -Criss-cross applesauce, spoons in a bowl.
- 4. Classroom Management: Practical Strategies Behavior Management Systems: -Free Time Minutes -Points earned and spent/class money -Stoplight -Marble Jar (Whole Class) -Divide into teams/table groups -Moving Clips Remember: -Individual and group -Move up, not just down -Proximity and Motivation
- 5. Teaching Strategies: General Thoughts Master the Mini-lesson. Short attention spans. Multisensory whenever possible. -Motions, songs, props, write, read, hear, say. Key Questions/ Objectives -Introduce them at the beginning and return to them often. General Pattern: -Prior Knowledge, New Content, Model, Practice, Assess
- 6. Teaching Strategies: Practical Suggestions Centers/ Task Board Charts, T-Charts, and Venn Diagrams) Gallery Walk Bingo or another activity Think-Pair-Share during a movie. Exit/Entrance Slips Graphic Organizers (KWL
- 7. Teaching Strategies: Practical Suggestions Continued Discussions/Questioning: If only a few people raise their hands, ask students to: “tell someone near you”, then repeat the question. If an answer is not complete or not exactly what you were looking for, try asking “does someone want to add to that?” Jar of sticks with names/numbers Whiteboards Think-Pair-Share
- 8. Teaching Strategies: Practical Suggestions Continued Vocabulary: Memory I have_______, Who has ________ Act it out (do it together, or in groups and share) Word Wall Concept Circles (What’s my Rule?-Learn relationships between words.) Word Detectives
Editor's Notes
- Rule #1: Be Prepared-When you have to pause to refocus they get distracted. -Know your lesson as much as possible.-Have supplies ready and close by. -Plan for Transitions and Early Finishers-Have a procedure to get their attention and to show they’re ready.-Routines are good. (You don’t have to do the same activities every time but following a similar pattern will help students know what to expect and what is expected of them.) -Have a behavior management plan that works for you.