Presentation midterm didactics
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The document is a midterm exam from a Didactics class at Universidad de San Carlos de Guatemala. It contains a question asking whether the student agrees with a paragraph stating that good teachers carefully plan their classes and follow the plan without deviation, avoiding irrelevant topics from students. The student's response is that they agree teachers should plan carefully, but unexpected events may occur during a lesson requiring teachers to be flexible and find other ways to meet their objectives. The exam also contains multiple choice questions about effective and ineffective ways for a teacher to gain students' attention, emphasizing the importance of doing so politely and without losing the students' respect.
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First Midterm Exam DIdactics 1
This document appears to be notes from an English teaching methods class. It includes exercises matching student needs to types of English learning, identifying learner roles based on descriptions, and choosing appropriate grouping for classroom activities. It also discusses effective ways for a teacher to regain control of a noisy class and whether strictly planning all aspects of a class is preferable. The exercises focus on conceptualizing different approaches to teaching English as a second language.
After lesson narrative huarte
Students were engaged in the lesson, though initially struggled to understand instructions in English. With translation to Spanish, the lesson went smoothly. Not all planned activities could be completed due to lack of prepared electronic devices. Feedback from an observer helped identify areas for improvement like using the board more and checking on students at the back. The partner's lesson was creative and engaging, though some students were briefly distracted until redirected. Working as a team in the classroom was challenging at first but obstacles were overcome.
Observation task 1
The document summarizes an observation of an English lesson with the following key points:
- The observer drew a diagram of the classroom seating arrangement and recorded every time the teacher interacted with students, noting the attending strategy used.
- After the lesson, the observer reflected that the teacher was usually standing and moving around the classroom to monitor students. The teacher was able to be heard and seen clearly by all students and made eye contact when students answered questions.
- The observer learned that preparing a variety of short activities helps engage students and gives more opportunities to practice the target language.
What if ?
This document discusses strategies for addressing common challenges that may arise in an English language classroom. It provides tips for dealing with students at different levels, large class sizes, students who use their native language, lack of homework completion, uncooperative behavior, reluctance to speak, difficulties with audio tracks, and finishing work early. Suggestions include differentiating materials, using group work, enforcing English-only policies, modifying assignments, addressing behaviors privately, and having backup activities.
What if students are all at
This document discusses potential challenges that may arise in an English classroom and provides suggestions for how to address each one in 3 sentences or less:
1) If students are at different levels, teachers can divide them and apply different activities based on their abilities, use the same material with varying difficulty, and have advanced students help others.
2) For a large class, teachers should be accessible, use active learning techniques like group work, and leverage technology to communicate and assign work.
3) When students use their native language, teachers should explain benefits of English practice, establish norms for English use, and respond only in English to encourage its use.
Aimé's reflection on her practicum experience
Here is a reflection about my practicum that includes things that I could/couldn't improve, suggestions to take into consideration, if there were any obstacles during my practicum and how I manage to overcome them, etc.
How to be a good teacher?
Good teachers make their lessons interesting, have a strong personality, are knowledgeable about their subject, and act as entertainers in a positive way. They care deeply about their students' learning and have strong relationships with their students. Good teachers maximize the amount of time students spend talking in class and minimize their own talking time. They provide clear, logical instructions to students and check for understanding. While planning is important, good teachers are also flexible and able to respond to the dynamics in the classroom.
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.
Recommended
First Midterm Exam DIdactics 1
This document appears to be notes from an English teaching methods class. It includes exercises matching student needs to types of English learning, identifying learner roles based on descriptions, and choosing appropriate grouping for classroom activities. It also discusses effective ways for a teacher to regain control of a noisy class and whether strictly planning all aspects of a class is preferable. The exercises focus on conceptualizing different approaches to teaching English as a second language.
After lesson narrative huarte
Students were engaged in the lesson, though initially struggled to understand instructions in English. With translation to Spanish, the lesson went smoothly. Not all planned activities could be completed due to lack of prepared electronic devices. Feedback from an observer helped identify areas for improvement like using the board more and checking on students at the back. The partner's lesson was creative and engaging, though some students were briefly distracted until redirected. Working as a team in the classroom was challenging at first but obstacles were overcome.
Observation task 1
The document summarizes an observation of an English lesson with the following key points:
- The observer drew a diagram of the classroom seating arrangement and recorded every time the teacher interacted with students, noting the attending strategy used.
- After the lesson, the observer reflected that the teacher was usually standing and moving around the classroom to monitor students. The teacher was able to be heard and seen clearly by all students and made eye contact when students answered questions.
- The observer learned that preparing a variety of short activities helps engage students and gives more opportunities to practice the target language.
What if ?
This document discusses strategies for addressing common challenges that may arise in an English language classroom. It provides tips for dealing with students at different levels, large class sizes, students who use their native language, lack of homework completion, uncooperative behavior, reluctance to speak, difficulties with audio tracks, and finishing work early. Suggestions include differentiating materials, using group work, enforcing English-only policies, modifying assignments, addressing behaviors privately, and having backup activities.
What if students are all at
This document discusses potential challenges that may arise in an English classroom and provides suggestions for how to address each one in 3 sentences or less:
1) If students are at different levels, teachers can divide them and apply different activities based on their abilities, use the same material with varying difficulty, and have advanced students help others.
2) For a large class, teachers should be accessible, use active learning techniques like group work, and leverage technology to communicate and assign work.
3) When students use their native language, teachers should explain benefits of English practice, establish norms for English use, and respond only in English to encourage its use.
Aimé's reflection on her practicum experience
Here is a reflection about my practicum that includes things that I could/couldn't improve, suggestions to take into consideration, if there were any obstacles during my practicum and how I manage to overcome them, etc.
How to be a good teacher?
Good teachers make their lessons interesting, have a strong personality, are knowledgeable about their subject, and act as entertainers in a positive way. They care deeply about their students' learning and have strong relationships with their students. Good teachers maximize the amount of time students spend talking in class and minimize their own talking time. They provide clear, logical instructions to students and check for understanding. While planning is important, good teachers are also flexible and able to respond to the dynamics in the classroom.
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.
What If? Chapter 14 Most relevant aspects of the book How to Teach English by...
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Obs task 4 (1)
This document describes an observation task for students in an English teaching program to analyze teaching skills and strategies. It involves observing teacher presentations and recording what teachers do and what students do. Students are asked to identify key components of effective presentations. They also observe how teachers give instructions and manage student errors. The purpose is for students to become aware of effective teaching techniques for skills like classroom presence, voice quality, instruction delivery, and error correction.
classroom management in my english classes
1. The document discusses classroom management and lesson planning techniques for English teachers.
2. It covers managing people in the classroom including students, teachers, and parents. It also covers managing classroom resources.
3. The document then discusses the key elements of an effective lesson plan including establishing clear objectives, incorporating a variety of activities, and providing opportunities for student practice and production.
First Narrative
The student teacher observed their first English lesson at School No. 4. The lesson focused on children's rights and had students write sentences expressing their rights using vocabulary provided. The teacher emphasized developing identity and used technology like blogs to promote collaboration and respect. Technology was integrated in a later lesson by having students complete sentences about rights using netbooks, with the teacher highlighting the Argentine origin of the software.
Martínez, bárbara mandatory assignment 1- pca. docente iii
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3) The essay agrees technology can help teaching and learning when used appropriately but argues teachers must thoughtfully consider methodology to include curricular, cultural, and pedagogical approaches.
1º Observation Report
This observation report summarizes a class taught by two teacher trainees, Rocio Belén Villoría and Amneris Denis Pereira, to a 4th grade English class of 15 students at Escuela No 6. The class was observed by Prof. Lis María Luján Ramos. The report provides feedback on various aspects of the trainees' teaching performance, including their leadership presence, classroom atmosphere, lesson pacing and structure, activity design and types, language instruction techniques, student participation, and areas for future improvement. Overall, the lesson is praised for its positive qualities while targeted suggestions are offered to help strengthen specific elements of the trainees' teaching practice.
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Mixed abilities classes present challenges for teachers as students have different language levels. It is important for teachers to choose appropriate content and strategies to keep all students engaged at their own pace. There are disadvantages like some students preferring individual work, but also advantages like developing tolerance and cooperation. Teachers should vary their teaching, use games and visuals, and allow individualization and personalization to cater to different learning styles and keep students motivated.
Final reflection from my start of the year expectations to what i learnt dur...
Solange reflects on her expectations at the start of her teaching practicum and what she learned. She hoped to acquire the skills needed to be a successful teacher and make lessons meaningful for students. During the year, she learned many practical teaching concepts and theories but recognizes that experience is also needed to adapt them to different classrooms. She has also learned the importance of making lessons relevant to students' lives rather than just repetitive exercises. While she was initially nervous about being in front of a class, the experience improved her self-esteem and public speaking skills. Overall, her expectations of gaining teaching skills and creating meaningful lessons were fulfilled.
2º Observation Report
Rocío led an English lesson for a fourth grade class. She began with a greeting song and reviewed fruit, vegetable, and meat vocabulary using colorful flashcards. Rocío spoke English throughout and checked individual student understanding by walking around. Two activities involved matching words to pictures on posters and ordering words to form questions and answers. The students were engaged but Rocío needs to reinforce learning with closures by checking poster vocabulary as a class and having groups read their question-answer sentences. Rocío managed her time well despite not finishing all planned activities, and the pedagogical partner provided helpful support.
why God made teachers
Here are some completed sentences about the best teacher:
- When I was at school, the best teacher was Ms. Smith. She made learning fun and always encouraged her students.
- The best teacher I ever met is Mr. Johnson. He was passionate about his subject and really took the time to help students who were struggling.
- The best English teacher is Mrs. Lee. She helped improve my writing and public speaking skills through creative lessons and feedback.
- I think the best English teacher should be enthusiastic, a good listener, and find ways to relate the material to students' lives.
- I want to be an English teacher who inspires students to love reading, thinks of creative ways to teach grammar
Tpd 2015 tielve - third period final report - secondary-checked
The document is a reflection by Myriam Tielve on her teaching practicum with secondary school students in Argentina. She faced challenges adapting to the mixed ability group who lacked intrinsic motivation to learn English. Through creative lesson planning and varied techniques like gestures and peer explanations, she tried to make lessons communicative while following the syllabus. Though feeling mixed after lessons, strategies used could benefit mixed ability classes. Reflecting, she would improve checking understanding in the target language. The experience gave her new perspectives on how school communities can impact motivation to learn a new language.
Final Reflection about my Practicum
Valentina Monge felt fear and anxiety on her first day teaching 6th grade, but those feelings disappeared after she began teaching lessons. She found students' behavior and lack of attention to be her biggest challenge, which she attributes to the complex changes of adolescence. To engage students, she planned entertaining activities with her pedagogical partner. Students enjoyed activities involving videos, songs, and laptops the most and showed commitment to interactive and creative activities. Valentina received helpful feedback from observing teachers after lessons that helped her improve her teaching, and working with a pedagogical partner and mentor teacher made her feel supported throughout the practicum experience.
Reflection on primary school period
1) The document reflects on a teaching experience working with primary school students, who were more receptive than younger students.
2) The aim of the lesson was for students to understand that a given number of objects can only have one number assigned to it.
3) Based on the students' engaged participation in activities, songs, and answering questions, the teacher believes the students understood the numbers concept well and the practice was significant.
Piii final reflection- bárbara martínez
The student teacher completed their practicum teaching English at the secondary level. They felt anxious at first working with an experienced observer teacher. During lessons, they saw the observer use simple handmade materials that engaged students. This helped the student teacher feel more confident. The student teacher was asked to speak only English in class, making them insecure, but students were able to understand and participate. The student learned to not underestimate students and trust the strategies and routines they have learned. The experience helped them develop confidence in their teaching abilities while remaining open to new learning.
My journal 1
Michelle kept a teaching journal during her observations and teaching of English lessons to 5-year-olds in Spain. Her early entries expressed worries about the lack of comprehensible input, focus on songs and art over vocabulary, and difficulty changing entrenched teaching habits. Later entries showed small successes teaching vocabulary directly in English despite student resistance to the new language. However, her mentor noted the journal lacked deep analysis of lesson planning, materials, and strategies to foster student understanding and language learning. The mentor encouraged Michelle to reflect more on constructive approaches to teaching young learners a new language.
Primary teacher interview
First, the student interviewed the primary teacher to discuss doing their teaching practicum in her first grade class. The teacher explained that this class was larger and louder than the kindergarten class but that the students had learned to write. The student was responsible for bringing their own audio equipment instead of having access to a television. They discussed the schedule, hours required, and agreed on a starting date. The student also reviewed their teaching methodology and materials. Finally, the teacher provided details on the curriculum and informed the student of routines to continue in the class.
Nievas - Secondary level - Journals
This document summarizes a trainee teacher's lessons with a secondary school class over four sessions. The lessons focused on developing students' communicative skills through activities involving writing, listening, speaking, and group work. Students reacted positively overall, actively participating in lessons and completing all activities. The trainee found group work and providing opportunities for students to share opinions to be effective strategies. Areas for improvement included better organization of sharing time and incorporating more speaking and listening practice to motivate students. Lessons helped students improve writing and provided insights to inform future lesson planning.
4º Observation Report
This document provides an observation report from a class taught by trainees Rocio Villoría and Amneris Pereira. The observer provides feedback on various aspects of the class including: liking the story selected but suggesting allowing more creative student versions; reducing written work; making activities more interactive and engaging; ensuring proper group work; avoiding rushing students; having the teaching assistant play a more active role; and providing a proper closing to the class. The observer concludes that most suggestions from prior observations were implemented, demonstrating improvement.
Tpd 2017 reflection on secondary stage novillo hall
I have been teaching secondary school for many years, but this experience taught me a lot. The aims of this teaching period were quite challenging as I had limited time but was asked to cover a wide range of topics, finish a novel, and contextualize new topics. I had to find ways to introduce new elements like ICT and articulate my teaching with the course teacher. While students participated, some preferred doing activities without class involvement. Overall it was a constructive experience that confirmed teaching is my vocation, though there were challenges in managing student fatigue and motivation towards the end of the year.
Classroom management ppt 1
This document discusses principles and techniques for effective classroom management. It emphasizes the importance of consistent discipline, establishing routines, smooth transitions between activities, balancing variety and challenge in lessons, and being aware of all classroom activities. It provides tips for preventing disciplinary issues like implementing cooperative learning, using varied teaching methods, and developing patience and respect for students. The document also discusses appropriate and inappropriate ways to deal with minor disruptions and reinforcing positive behavior.
classroommanagementppt1-160220142609.pptx
This document discusses principles and techniques for effective classroom management. It emphasizes the importance of consistent, proactive discipline through establishing routines, smooth transitions between activities, and balancing variety and challenge in lessons. It also recommends being aware of all classroom activities, resolving minor issues before they escalate, reinforcing positive behavior, and treating disturbances calmly. The document provides tips for maximizing instructional time, preventing disciplinary problems, and dealing with issues in acceptable versus unacceptable ways.
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What If? Chapter 14 Most relevant aspects of the book How to Teach English by...
In this Slide Show you will find the main ideas about chapter 14 of the book How to Teach English by Jeremy Harmer with some pictures related to the topic.
Obs task 4 (1)
This document describes an observation task for students in an English teaching program to analyze teaching skills and strategies. It involves observing teacher presentations and recording what teachers do and what students do. Students are asked to identify key components of effective presentations. They also observe how teachers give instructions and manage student errors. The purpose is for students to become aware of effective teaching techniques for skills like classroom presence, voice quality, instruction delivery, and error correction.
classroom management in my english classes
1. The document discusses classroom management and lesson planning techniques for English teachers.
2. It covers managing people in the classroom including students, teachers, and parents. It also covers managing classroom resources.
3. The document then discusses the key elements of an effective lesson plan including establishing clear objectives, incorporating a variety of activities, and providing opportunities for student practice and production.
First Narrative
The student teacher observed their first English lesson at School No. 4. The lesson focused on children's rights and had students write sentences expressing their rights using vocabulary provided. The teacher emphasized developing identity and used technology like blogs to promote collaboration and respect. Technology was integrated in a later lesson by having students complete sentences about rights using netbooks, with the teacher highlighting the Argentine origin of the software.
Martínez, bárbara mandatory assignment 1- pca. docente iii
1) The document is a reflective essay assignment for three students - Martinez, Bravo, and Ciccarelli - on secondary education in Argentina.
2) It discusses the Argentine law guaranteeing citizens the right to public education and argues secondary education is currently facing a deep crisis, exacerbated by the pandemic, which has highlighted a technological gap between students.
3) The essay agrees technology can help teaching and learning when used appropriately but argues teachers must thoughtfully consider methodology to include curricular, cultural, and pedagogical approaches.
1º Observation Report
This observation report summarizes a class taught by two teacher trainees, Rocio Belén Villoría and Amneris Denis Pereira, to a 4th grade English class of 15 students at Escuela No 6. The class was observed by Prof. Lis María Luján Ramos. The report provides feedback on various aspects of the trainees' teaching performance, including their leadership presence, classroom atmosphere, lesson pacing and structure, activity design and types, language instruction techniques, student participation, and areas for future improvement. Overall, the lesson is praised for its positive qualities while targeted suggestions are offered to help strengthen specific elements of the trainees' teaching practice.
Taller planning 09 primaria
The document provides guidance for English language teachers on lesson planning. It discusses key concepts in lesson planning such as objectives, materials, activities and assessment. It provides examples of different parts of a lesson including warm-up, presentation, practice and production. It also outlines principles for planning such as variety, flexibility and considering the needs of students, school and community. Guidelines are given for developing clear instructions and checking student comprehension.
Power point presentation advanced listening forum 2
Mixed abilities classes present challenges for teachers as students have different language levels. It is important for teachers to choose appropriate content and strategies to keep all students engaged at their own pace. There are disadvantages like some students preferring individual work, but also advantages like developing tolerance and cooperation. Teachers should vary their teaching, use games and visuals, and allow individualization and personalization to cater to different learning styles and keep students motivated.
Final reflection from my start of the year expectations to what i learnt dur...
Solange reflects on her expectations at the start of her teaching practicum and what she learned. She hoped to acquire the skills needed to be a successful teacher and make lessons meaningful for students. During the year, she learned many practical teaching concepts and theories but recognizes that experience is also needed to adapt them to different classrooms. She has also learned the importance of making lessons relevant to students' lives rather than just repetitive exercises. While she was initially nervous about being in front of a class, the experience improved her self-esteem and public speaking skills. Overall, her expectations of gaining teaching skills and creating meaningful lessons were fulfilled.
2º Observation Report
Rocío led an English lesson for a fourth grade class. She began with a greeting song and reviewed fruit, vegetable, and meat vocabulary using colorful flashcards. Rocío spoke English throughout and checked individual student understanding by walking around. Two activities involved matching words to pictures on posters and ordering words to form questions and answers. The students were engaged but Rocío needs to reinforce learning with closures by checking poster vocabulary as a class and having groups read their question-answer sentences. Rocío managed her time well despite not finishing all planned activities, and the pedagogical partner provided helpful support.
why God made teachers
Here are some completed sentences about the best teacher:
- When I was at school, the best teacher was Ms. Smith. She made learning fun and always encouraged her students.
- The best teacher I ever met is Mr. Johnson. He was passionate about his subject and really took the time to help students who were struggling.
- The best English teacher is Mrs. Lee. She helped improve my writing and public speaking skills through creative lessons and feedback.
- I think the best English teacher should be enthusiastic, a good listener, and find ways to relate the material to students' lives.
- I want to be an English teacher who inspires students to love reading, thinks of creative ways to teach grammar
Tpd 2015 tielve - third period final report - secondary-checked
The document is a reflection by Myriam Tielve on her teaching practicum with secondary school students in Argentina. She faced challenges adapting to the mixed ability group who lacked intrinsic motivation to learn English. Through creative lesson planning and varied techniques like gestures and peer explanations, she tried to make lessons communicative while following the syllabus. Though feeling mixed after lessons, strategies used could benefit mixed ability classes. Reflecting, she would improve checking understanding in the target language. The experience gave her new perspectives on how school communities can impact motivation to learn a new language.
Final Reflection about my Practicum
Valentina Monge felt fear and anxiety on her first day teaching 6th grade, but those feelings disappeared after she began teaching lessons. She found students' behavior and lack of attention to be her biggest challenge, which she attributes to the complex changes of adolescence. To engage students, she planned entertaining activities with her pedagogical partner. Students enjoyed activities involving videos, songs, and laptops the most and showed commitment to interactive and creative activities. Valentina received helpful feedback from observing teachers after lessons that helped her improve her teaching, and working with a pedagogical partner and mentor teacher made her feel supported throughout the practicum experience.
Reflection on primary school period
1) The document reflects on a teaching experience working with primary school students, who were more receptive than younger students.
2) The aim of the lesson was for students to understand that a given number of objects can only have one number assigned to it.
3) Based on the students' engaged participation in activities, songs, and answering questions, the teacher believes the students understood the numbers concept well and the practice was significant.
Piii final reflection- bárbara martínez
The student teacher completed their practicum teaching English at the secondary level. They felt anxious at first working with an experienced observer teacher. During lessons, they saw the observer use simple handmade materials that engaged students. This helped the student teacher feel more confident. The student teacher was asked to speak only English in class, making them insecure, but students were able to understand and participate. The student learned to not underestimate students and trust the strategies and routines they have learned. The experience helped them develop confidence in their teaching abilities while remaining open to new learning.
My journal 1
Michelle kept a teaching journal during her observations and teaching of English lessons to 5-year-olds in Spain. Her early entries expressed worries about the lack of comprehensible input, focus on songs and art over vocabulary, and difficulty changing entrenched teaching habits. Later entries showed small successes teaching vocabulary directly in English despite student resistance to the new language. However, her mentor noted the journal lacked deep analysis of lesson planning, materials, and strategies to foster student understanding and language learning. The mentor encouraged Michelle to reflect more on constructive approaches to teaching young learners a new language.
Primary teacher interview
First, the student interviewed the primary teacher to discuss doing their teaching practicum in her first grade class. The teacher explained that this class was larger and louder than the kindergarten class but that the students had learned to write. The student was responsible for bringing their own audio equipment instead of having access to a television. They discussed the schedule, hours required, and agreed on a starting date. The student also reviewed their teaching methodology and materials. Finally, the teacher provided details on the curriculum and informed the student of routines to continue in the class.
Nievas - Secondary level - Journals
This document summarizes a trainee teacher's lessons with a secondary school class over four sessions. The lessons focused on developing students' communicative skills through activities involving writing, listening, speaking, and group work. Students reacted positively overall, actively participating in lessons and completing all activities. The trainee found group work and providing opportunities for students to share opinions to be effective strategies. Areas for improvement included better organization of sharing time and incorporating more speaking and listening practice to motivate students. Lessons helped students improve writing and provided insights to inform future lesson planning.
4º Observation Report
This document provides an observation report from a class taught by trainees Rocio Villoría and Amneris Pereira. The observer provides feedback on various aspects of the class including: liking the story selected but suggesting allowing more creative student versions; reducing written work; making activities more interactive and engaging; ensuring proper group work; avoiding rushing students; having the teaching assistant play a more active role; and providing a proper closing to the class. The observer concludes that most suggestions from prior observations were implemented, demonstrating improvement.
Tpd 2017 reflection on secondary stage novillo hall
I have been teaching secondary school for many years, but this experience taught me a lot. The aims of this teaching period were quite challenging as I had limited time but was asked to cover a wide range of topics, finish a novel, and contextualize new topics. I had to find ways to introduce new elements like ICT and articulate my teaching with the course teacher. While students participated, some preferred doing activities without class involvement. Overall it was a constructive experience that confirmed teaching is my vocation, though there were challenges in managing student fatigue and motivation towards the end of the year.
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Power point presentation advanced listening forum 2
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Final reflection from my start of the year expectations to what i learnt dur...
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Tpd 2015 tielve - third period final report - secondary-checked
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Tpd 2017 reflection on secondary stage novillo hall
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But what about those students who stay shy and withdrawn through weeks and weeks of classes?
We have all had a shy learner in the class.
You know, that learner who stays very silent during class work.
The one who stares at her desk when you are looking for your learners to answer.
The one who did his homework but never gave the answers aloud.
The one who got great mark and teacher thinks he or she cheated because such learners never take part in the lessons nor behave as their mates
Although it is great to have a range of different personality and temperaments learners in a classroom, teachers have to worry if learners are always quiet.
It is not about getting these students to ‘overcome’ their shyness or turning them into extroverted students. It is about encouraging and supporting them, creating a learning environment that they feel comfortable in. They will provide you with a little more, but it takes time.
They are not being disruptive or creating problems for the rest of the class, which makes it easy to just let them fade into the background and consider shyness as not special educational need, But putting in the effort to get those learners to participate is a big challenge for teachers.
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The document provides tips and skills for teachers to improve their classroom performance and effectively communicate ideas to students. It emphasizes the importance of subject matter mastery, developing creative teaching methods, using vocal and physical animation, incorporating humor, role-playing, props, and suspense. Teachers are encouraged to show passion for their subject, understand students, and dedicate themselves to excellence in teaching through enthusiasm, dedication, and unwavering student support.
OUR TEACHER OUR HERO
NAME: Ababa, Jose Enrique
Alaheno, Lyle Anthony
Apurado, Welmerlito
Araoarao, Alvin
Cabonita, Niccu
Canillo, Reymon
SPEC 101+ PRESENTATION (8).pptx
The document discusses strategies for effective classroom management in a multi-grade classroom. It identifies several key components of classroom management that are important to implement from the start: [1] classroom design, [2] establishing clear rules and discipline procedures, and [3] thoughtful scheduling and organization. It also emphasizes using different instructional techniques tailored to how different grades of students learn best. Classroom management is important as it creates an orderly learning environment, improves academic learning and social-emotional growth, and increases student engagement while decreasing negative behaviors.
Classroom management 101
The document discusses effective classroom management strategies. It begins by asking teachers to reflect on their current classroom management practices and provides objectives around identifying strengths and needs as well as applying strategies for great classroom management. It then discusses what classroom management entails, such as effective discipline, preparation, and building student self-esteem. The document provides tips for developing rules, consequences, procedures, and building relationships to establish a well-managed classroom. It emphasizes preventing misbehavior through organization, teaching expectations, and positive reinforcement.
Classroom management
Classroom management involves establishing routines, monitoring student behavior, and using various techniques to minimize disruptions and maximize instructional time. Effective classroom management addresses the physical environment, establishes clear expectations and consequences, and builds positive relationships with students. Key strategies include arranging the classroom for interaction, developing consistent routines, and using reinforcement of good behavior rather than punishment when issues arise.
Fs 1 episode 3 classroom management and learning
The document describes a classroom observation conducted by a student as part of a field study. It includes observation notes on the classroom layout, rules, routines, seating arrangement, behavior management strategies, and how these aspects affect student learning and behavior. The student observed that the organized classroom with clear rules and routines helped students stay on task. The teacher reinforced positive behaviors and addressed misbehavior appropriately. Overall, the classroom management strategies seemed to create an environment where students could participate and learn effectively.
Classroom management
Educaterer India is an unique combination of passion driven into a hobby which makes an awesome profession. We carve the lives of enthusiastic candidates to a perfect professional who can impress upon the mindsets of the industry, while following the established traditions, can dare to set new standards to follow. We don't want you to be the part of the crowd, rather we like to make you the reason of the crowd.
Today's Effort For A Better Tomorrow
Classroom management
Educaterer India is an unique combination of passion driven into a hobby which makes an awesome profession. We carve the lives of enthusiastic candidates to a perfect professional who can impress upon the mindsets of the industry, while following the established traditions, can dare to set new standards to follow. We don't want you to be the part of the crowd, rather we like to make you the reason of the crowd.
Today's Effort For A Better Tomorrow
classroom-management -English work pff.pptx
This document outlines strategies for effective classroom management presented at a workshop in Kuwait. It defines classroom management and lists its benefits. Various techniques are described, including using body language, setting rules and routines, praise and incentives, effective lesson planning, controlling class energy, and developing teacher-student rapport. The document also provides examples of disruptive behaviors and suggested remedies, and asks participants to classify different classroom factors.
Classroom management
Classroom management is a term teachers use to describe the process of ensuring that classroom lessons run smoothly without disruptive behavior from students compromising the delivery of instruction.. different classroom management tips and techniques are used to maintain discipline in class.
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This document discusses strategies for creating a positive learning environment in K-12 classrooms. It emphasizes establishing safe, secure, and fair learning environments through consistent policies and procedures. It also stresses maintaining environments that promote respect, care, collaboration, and motivation. Specific strategies mentioned include arranging furniture appropriately, keeping the classroom clean and orderly, having clear expectations, engaging activities, minimizing distractions, getting to know different student types, and using positive discipline. The overall goal is to nurture students and inspire continued learning.
Classroom Management: An Overview
Managing the class is a great concern for teachers, especially the novice ones. This presentation provides an overview on important dimensions of classroom management.
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Presentation midterm didactics
- 1. Universidad de San Carlos de Guatemala Plan: sábado Facultad de Humanidades Salón: 406 Profesorado de Educación Media en Ingles Didáctica Especial del Idioma Ingles (Idi 250) Catedrático: Lic. Héctor de Jesús Palala FIRST MIDTERM EXAM DIDACTICS Vilma Noemi Rios Perez Carnet No. 201406074 Guatemala 21 de marzo de 2016
- 4. CHAPTER II Do you agree with the following paragraph? Why? Why not? “Good teachers plan their classes minutely so that everything they do is prearranged. Once they are in the classroom, they follow their plan without deviation, always watching out for irrelevancies which the students may bring up and which would disrupt the plan”. Answer: I agree that good teachers plan their classes carefully in order to be prepared to teach the subject in the best way. If there are irrelevant interruptions from students, teachers can take the decision to continue with the plan. Although there could occurred unexpected events during a lesson that could interrupt the class, teachers should be prepared to handle with these situations and be able to find other way to accomplish what they planned.
- 11. 5. The teacher stands in front of the class with arms folded, fixing the students with a baleful stare. The teacher waits. This way is less effective because it demonstrates that the teacher is mad at his students and this is could be a negative form of gaining their attention. 6. The teacher shouts at students to be quiet. If the teacher shouts at students they are going to lose their respect. Teachers have to try don’t yell at all, instead they could speak loudly asking for students´ attention but in a polite way. 7. The teacher stands on a table and shouts at students to be quiet. This way is the less effective; in this case the teacher is not gaining the respect of his students. He doesn’t feel self-confident to keep in control his classroom at the point that he has to stands on the table. That shouldn´t be a professional behavior, and students aren’t going to take him seriously.