The document discusses principles for making learning fun and engaging for children. It emphasizes that teachers should inspire students with a desire to learn by making the learning process enjoyable and stimulating their curiosity. To fully engage children, teachers must put effort into continually developing new and interactive ways of teaching, and teach with enthusiasm, animation, and excitement to stir the children's interest and motivation. The general principles advise starting from concrete, hands-on experiences before abstract concepts, and motivating children to learn by connecting it to their interests and making it a positive experience.
This document provides tips for being a good teacher. Some key aspects include having passion for teaching, strong communication skills, flexibility, compassion for students, establishing clear rules and authority, using humor, teamwork, respect, ethics, planning lessons in advance, giving students responsibilities, patience, making connections to students' experiences, establishing order and cleanliness in the classroom, dealing with disruptions privately, keeping high expectations, consistency in enforcing rules, using proximity to manage behavior, never touching students, and following up with students who are absent or misbehaving. Good teachers also show care for students, set positive relationships, and reflect an image worthy of emulation.
Underlying Issues with Homework document discusses:
- Research has shown homework provides little benefit and can be frustrating for elementary and middle school students. It is more effective for older students.
- The purpose of homework should be to provide practice, not introduce new concepts. If assigned, feedback is important.
- The flipped classroom model moves lectures outside of class time, allowing more class time for discussion, activities, and practice with teacher support. Even partially flipping the classroom can improve homework by making it more purposeful.
This presentation discusses homework and provides guidelines for teachers on assigning and checking homework. It defines homework as tasks assigned to students to be completed outside of class time to reinforce skills and concepts learned in class. The presentation outlines the objectives, types of homework including practice, preparation, extension and creative work. It provides tips for assigning homework such as ensuring students understand the purpose and can succeed on the tasks. Benefits include better retention and understanding, while drawbacks include loss of interest and pressure on students. A homework schedule is suggested to help organize assignments.
This document provides guidance and strategies for making homework meaningful and effective. It suggests developing a growth mindset in students by praising effort rather than innate ability. Homework should strengthen skills, allow independent learning, and extend classroom knowledge. Teachers should give relevant assignments and clarify expectations. Parents are encouraged to create a distraction-free study space and communicate with teachers about struggles. Alternatives to homework like logs and intervention programs provide support. The purpose of resources like homework club is to help students who need structure and assistance to complete assignments successfully.
Homework allows students to revise classroom learnings and builds the habit of self-study. This helps them to score better. At MIT Vishwashanti Gurukul, we understand the importance of homework in student's life. That is why our mentors give homework to each student.
To know more details you can visit here: https://www.mitgurukul.com/Importance-of-homework.php
practical steps that teachers can take in a children's ministries setting to successfully plan lessons using the curriculum they are using. This workshop is not curriculum-dependent. Rather, the concepts discussed can be employed using any curriculum.
1. The author aims to improve their classroom management skills, particularly when setting the tone on the first day of school.
2. They researched various techniques for effective classroom management and created a detailed lesson plan focused on having students write six-word memoirs.
3. Implementing the lesson has been delayed due to scheduling conflicts but the author plans to teach it and evaluate its effectiveness at establishing classroom management over the course of the school year.
The document discusses principles for making learning fun and engaging for children. It emphasizes that teachers should inspire students with a desire to learn by making the learning process enjoyable and stimulating their curiosity. To fully engage children, teachers must put effort into continually developing new and interactive ways of teaching, and teach with enthusiasm, animation, and excitement to stir the children's interest and motivation. The general principles advise starting from concrete, hands-on experiences before abstract concepts, and motivating children to learn by connecting it to their interests and making it a positive experience.
This document provides tips for being a good teacher. Some key aspects include having passion for teaching, strong communication skills, flexibility, compassion for students, establishing clear rules and authority, using humor, teamwork, respect, ethics, planning lessons in advance, giving students responsibilities, patience, making connections to students' experiences, establishing order and cleanliness in the classroom, dealing with disruptions privately, keeping high expectations, consistency in enforcing rules, using proximity to manage behavior, never touching students, and following up with students who are absent or misbehaving. Good teachers also show care for students, set positive relationships, and reflect an image worthy of emulation.
Underlying Issues with Homework document discusses:
- Research has shown homework provides little benefit and can be frustrating for elementary and middle school students. It is more effective for older students.
- The purpose of homework should be to provide practice, not introduce new concepts. If assigned, feedback is important.
- The flipped classroom model moves lectures outside of class time, allowing more class time for discussion, activities, and practice with teacher support. Even partially flipping the classroom can improve homework by making it more purposeful.
This presentation discusses homework and provides guidelines for teachers on assigning and checking homework. It defines homework as tasks assigned to students to be completed outside of class time to reinforce skills and concepts learned in class. The presentation outlines the objectives, types of homework including practice, preparation, extension and creative work. It provides tips for assigning homework such as ensuring students understand the purpose and can succeed on the tasks. Benefits include better retention and understanding, while drawbacks include loss of interest and pressure on students. A homework schedule is suggested to help organize assignments.
This document provides guidance and strategies for making homework meaningful and effective. It suggests developing a growth mindset in students by praising effort rather than innate ability. Homework should strengthen skills, allow independent learning, and extend classroom knowledge. Teachers should give relevant assignments and clarify expectations. Parents are encouraged to create a distraction-free study space and communicate with teachers about struggles. Alternatives to homework like logs and intervention programs provide support. The purpose of resources like homework club is to help students who need structure and assistance to complete assignments successfully.
Homework allows students to revise classroom learnings and builds the habit of self-study. This helps them to score better. At MIT Vishwashanti Gurukul, we understand the importance of homework in student's life. That is why our mentors give homework to each student.
To know more details you can visit here: https://www.mitgurukul.com/Importance-of-homework.php
practical steps that teachers can take in a children's ministries setting to successfully plan lessons using the curriculum they are using. This workshop is not curriculum-dependent. Rather, the concepts discussed can be employed using any curriculum.
1. The author aims to improve their classroom management skills, particularly when setting the tone on the first day of school.
2. They researched various techniques for effective classroom management and created a detailed lesson plan focused on having students write six-word memoirs.
3. Implementing the lesson has been delayed due to scheduling conflicts but the author plans to teach it and evaluate its effectiveness at establishing classroom management over the course of the school year.
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.
Professional standards for teaching assistantsMrsMcGinty
These standards define the role of teaching assistants (LSAs) in schools to maximize their contribution to students' education. The primary role of LSAs is to work with teachers to raise learning, attainment, independence, self-esteem, and inclusion for all students. LSAs must maintain proper boundaries and reflect the school's values and policies through their conduct. They should have sufficient subject and special educational needs knowledge, behavior management strategies, and commitment to self-improvement through reflection. LSAs support teachers and learning through relevant strategies, inclusion promotion, effective assessment, and communication skills adapted to students' needs. They work with other professionals, parents, and agencies through effective collaboration, information sharing, and understanding of roles to inform planning and
The document discusses best practices for homework based on research. It recommends that homework should have a clear educational purpose, be appropriate for students' abilities and needs, and strengthen the connection between school and home. Research finds generally positive correlations between homework and achievement when homework is well-designed and explained. The document provides guidance for teachers, students, and parents on effective homework policies and practices.
The document discusses the importance of objectives in lesson planning. It provides definitions of learning objectives and lists other names they may go by. Some key points made include:
- Objectives were originally used in WWII to make teaching more efficient and were later applied to public schools in the 1960s.
- Objectives should describe what the learner is expected to achieve and can be measured by behaviors like listing, naming or explaining.
- Effective lesson planning is important as it forces teachers to consider what and how they will teach, and helps structure lessons for both teachers and students.
Schools have reduced variance for disadvantaged students in several ways:
1. Providing individual and small group tuition in core subjects, extending the school day, and supporting attendance and enrichment activities.
2. Implementing vertical tutoring and regular progress checks to identify students needing extra support.
3. Deploying teaching assistants and reducing class sizes to enable 1:1 intervention.
4. Consulting students, staff, and parents to understand obstacles and tailor support for different year groups.
5. Appointing support staff to address social, emotional, and non-academic barriers to learning.
6. Holding frequent progress discussions to monitor impact and adjust support in real-time.
The document summarizes a workshop for substitute teachers that focused on building a substitute teacher toolkit. Key points covered in the workshop included: identifying effective substitute teaching strategies; discussing the contents of a professional substitute toolkit including personal, classroom, rewards, and activity materials; modeling fill-in activities; and providing resources for substitute teachers.
Homework has been shown to improve student GPA. It serves four main functions: 1) pre-learning to introduce topics, 2) checking understanding, 3) practice of skills, and 4) processing concepts. For homework to be effective, it should be differentiated, involve minimal parental involvement, include feedback but not grading, follow an established policy, and have homework support programs. Homework time should be designated and parents should facilitate homework without doing it for students.
The document discusses many valuable qualities of good teachers. Good teachers hold themselves to the same standards they hold students, are willing to change their teaching methods if students don't understand, and take individual student factors into consideration. They also work well with others, are creative in making lessons engaging, and are empathetic, organized, and passionate about their curriculum and students. Above all, good teachers never give up on their students and are resilient in overcoming obstacles.
Rethinking Time in the Middle School ClassroomMindi Rench
This document discusses rethinking classroom time allocation to incorporate more student talk. It recommends using a workshop model with mini-lessons, independent work time, and reflection. During independent work, students can talk in small groups or literature circles. Formative assessments like conferring provide feedback. Rituals and routines are needed to support student voice and choice within this structure. Providing time for student collaboration and conversation promotes deeper learning and retention compared to direct instruction alone.
The document discusses lessons designed to better engage boys in learning. It notes that boys often struggle with focus, self-esteem, and understanding expectations. Lessons should develop literacy and numeracy, relate to life experiences, use interactive techniques, and provide structure and feedback. Key recommendations include concentrating on key concepts, paying attention to literacy and numeracy, ensuring understanding of goals, and relating material to real-world examples. The document provides examples of activities to strengthen literacy, such as using word walls and writing frames, to help boys progress.
The document outlines key considerations for lesson planning in the areas of assessment for learning (AfL), behavior management, challenge, deeper learning, and student engagement. Each section lists questions teachers should ask themselves to ensure their lesson plans effectively address that area. For example, for AfL it suggests planning assessments to check different students' progress throughout the lesson and ensure feedback is acted on. For behavior, it prompts checking seating plans and group organization. And for engagement, it recommends capturing student interest through varied activities and pacing.
1) The document outlines the importance and process of lesson planning for teachers. It discusses key areas like content, teaching methods, delivery, and ensuring lessons are organized, focused, and facilitate learning.
2) Effective lesson planning keeps teachers organized and focused, allows them to know what will be covered in class and boosts confidence. It also makes their work easier and helps ensure content is properly transmitted.
3) The document stresses that teachers should never enter a class without planning, as it could result in them cutting a sorry figure in front of students.
This document provides information for students about the 5th and 6th grade math class taught by Ms. Martekia Dorsey at North Bolivar Consolidated School District. Ms. Dorsey's goals are to build character, responsibility, and math skills in her students. Her philosophy emphasizes that students need to actively participate in learning through activities, feedback to improve, and structured repetition. The document outlines her policies on attendance, homework, grading, classroom rules and routines, and the math content to be covered for the school year.
Effective Lesson planning is essential for a great teaching learning experience.
Stephen Covey's 7 habits of highly effective people is used as a framework for lesson planning.
This document discusses qualities of effective language teachers. It explains that while some teachers are naturally gifted, good teachers develop their skills through personality, knowledge, experience and reflection. It emphasizes that teachers should be adaptable to unexpected events, take on different roles like controller and prompter, build rapport with students, and respect students by treating them evenly and listening to them. Good teachers prepare well, keep records to evaluate their teaching, and manage classes effectively through clear instructions and procedures.
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.
The document provides information on developing a 15-minute lesson plan to challenge a group of students with varying cycling abilities, from those who have never ridden a bike to those who can ride a few meters. It discusses the importance of providing an appropriate level of challenge for all students to avoid boredom or anxiety. Various challenge cards are proposed that students can use to direct their own learning of French grammar structures at different levels, with examples of tasks for different cards related to topics like using opinions, adverbs, linking words, tenses (past, conditional, future), irregular verbs, and paragraphs.
This document outlines the characteristics of a good teacher according to Javed Iqbal. It discusses that good teachers are professional, competent, flexible, and able to adapt their teaching based on student needs. Additionally, good teachers exhibit traits like being a psychologist to understand students, being optimistic in their approach, and being creative in their teaching methods. Other qualities include admitting mistakes, serving as a role model, managing their classroom effectively, and maintaining a positive demeanor. The goal is for teachers to embody these characteristics and continuously improve their practice.
This document provides advice from experienced teachers on how to plan and execute effective lessons. Some key tips include keeping lesson plans brief and flexible, experimenting with new ideas but being willing to change approaches, reflecting critically on lessons to improve, and sharing ideas with other teachers for ongoing learning and growth. Veteran teachers also recommend focusing on students' efforts and progress, rather than just assignments, and starting lessons simply before increasing complexity.
This document provides background information about education in the United States presented by Dr. Rocco Tomazic, Superintendent of the Linden Public Schools. It discusses the authority and structure of education from the U.S. Constitution to state departments of education. It also describes New Jersey's core curriculum standards, graduation requirements, and the development of the Common Core State Standards. The presentation concludes with an overview of the Linden Public School district, including facilities, students, staff, budgets, and the daily operations of schools.
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.
Professional standards for teaching assistantsMrsMcGinty
These standards define the role of teaching assistants (LSAs) in schools to maximize their contribution to students' education. The primary role of LSAs is to work with teachers to raise learning, attainment, independence, self-esteem, and inclusion for all students. LSAs must maintain proper boundaries and reflect the school's values and policies through their conduct. They should have sufficient subject and special educational needs knowledge, behavior management strategies, and commitment to self-improvement through reflection. LSAs support teachers and learning through relevant strategies, inclusion promotion, effective assessment, and communication skills adapted to students' needs. They work with other professionals, parents, and agencies through effective collaboration, information sharing, and understanding of roles to inform planning and
The document discusses best practices for homework based on research. It recommends that homework should have a clear educational purpose, be appropriate for students' abilities and needs, and strengthen the connection between school and home. Research finds generally positive correlations between homework and achievement when homework is well-designed and explained. The document provides guidance for teachers, students, and parents on effective homework policies and practices.
The document discusses the importance of objectives in lesson planning. It provides definitions of learning objectives and lists other names they may go by. Some key points made include:
- Objectives were originally used in WWII to make teaching more efficient and were later applied to public schools in the 1960s.
- Objectives should describe what the learner is expected to achieve and can be measured by behaviors like listing, naming or explaining.
- Effective lesson planning is important as it forces teachers to consider what and how they will teach, and helps structure lessons for both teachers and students.
Schools have reduced variance for disadvantaged students in several ways:
1. Providing individual and small group tuition in core subjects, extending the school day, and supporting attendance and enrichment activities.
2. Implementing vertical tutoring and regular progress checks to identify students needing extra support.
3. Deploying teaching assistants and reducing class sizes to enable 1:1 intervention.
4. Consulting students, staff, and parents to understand obstacles and tailor support for different year groups.
5. Appointing support staff to address social, emotional, and non-academic barriers to learning.
6. Holding frequent progress discussions to monitor impact and adjust support in real-time.
The document summarizes a workshop for substitute teachers that focused on building a substitute teacher toolkit. Key points covered in the workshop included: identifying effective substitute teaching strategies; discussing the contents of a professional substitute toolkit including personal, classroom, rewards, and activity materials; modeling fill-in activities; and providing resources for substitute teachers.
Homework has been shown to improve student GPA. It serves four main functions: 1) pre-learning to introduce topics, 2) checking understanding, 3) practice of skills, and 4) processing concepts. For homework to be effective, it should be differentiated, involve minimal parental involvement, include feedback but not grading, follow an established policy, and have homework support programs. Homework time should be designated and parents should facilitate homework without doing it for students.
The document discusses many valuable qualities of good teachers. Good teachers hold themselves to the same standards they hold students, are willing to change their teaching methods if students don't understand, and take individual student factors into consideration. They also work well with others, are creative in making lessons engaging, and are empathetic, organized, and passionate about their curriculum and students. Above all, good teachers never give up on their students and are resilient in overcoming obstacles.
Rethinking Time in the Middle School ClassroomMindi Rench
This document discusses rethinking classroom time allocation to incorporate more student talk. It recommends using a workshop model with mini-lessons, independent work time, and reflection. During independent work, students can talk in small groups or literature circles. Formative assessments like conferring provide feedback. Rituals and routines are needed to support student voice and choice within this structure. Providing time for student collaboration and conversation promotes deeper learning and retention compared to direct instruction alone.
The document discusses lessons designed to better engage boys in learning. It notes that boys often struggle with focus, self-esteem, and understanding expectations. Lessons should develop literacy and numeracy, relate to life experiences, use interactive techniques, and provide structure and feedback. Key recommendations include concentrating on key concepts, paying attention to literacy and numeracy, ensuring understanding of goals, and relating material to real-world examples. The document provides examples of activities to strengthen literacy, such as using word walls and writing frames, to help boys progress.
The document outlines key considerations for lesson planning in the areas of assessment for learning (AfL), behavior management, challenge, deeper learning, and student engagement. Each section lists questions teachers should ask themselves to ensure their lesson plans effectively address that area. For example, for AfL it suggests planning assessments to check different students' progress throughout the lesson and ensure feedback is acted on. For behavior, it prompts checking seating plans and group organization. And for engagement, it recommends capturing student interest through varied activities and pacing.
1) The document outlines the importance and process of lesson planning for teachers. It discusses key areas like content, teaching methods, delivery, and ensuring lessons are organized, focused, and facilitate learning.
2) Effective lesson planning keeps teachers organized and focused, allows them to know what will be covered in class and boosts confidence. It also makes their work easier and helps ensure content is properly transmitted.
3) The document stresses that teachers should never enter a class without planning, as it could result in them cutting a sorry figure in front of students.
This document provides information for students about the 5th and 6th grade math class taught by Ms. Martekia Dorsey at North Bolivar Consolidated School District. Ms. Dorsey's goals are to build character, responsibility, and math skills in her students. Her philosophy emphasizes that students need to actively participate in learning through activities, feedback to improve, and structured repetition. The document outlines her policies on attendance, homework, grading, classroom rules and routines, and the math content to be covered for the school year.
Effective Lesson planning is essential for a great teaching learning experience.
Stephen Covey's 7 habits of highly effective people is used as a framework for lesson planning.
This document discusses qualities of effective language teachers. It explains that while some teachers are naturally gifted, good teachers develop their skills through personality, knowledge, experience and reflection. It emphasizes that teachers should be adaptable to unexpected events, take on different roles like controller and prompter, build rapport with students, and respect students by treating them evenly and listening to them. Good teachers prepare well, keep records to evaluate their teaching, and manage classes effectively through clear instructions and procedures.
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.
The document provides information on developing a 15-minute lesson plan to challenge a group of students with varying cycling abilities, from those who have never ridden a bike to those who can ride a few meters. It discusses the importance of providing an appropriate level of challenge for all students to avoid boredom or anxiety. Various challenge cards are proposed that students can use to direct their own learning of French grammar structures at different levels, with examples of tasks for different cards related to topics like using opinions, adverbs, linking words, tenses (past, conditional, future), irregular verbs, and paragraphs.
This document outlines the characteristics of a good teacher according to Javed Iqbal. It discusses that good teachers are professional, competent, flexible, and able to adapt their teaching based on student needs. Additionally, good teachers exhibit traits like being a psychologist to understand students, being optimistic in their approach, and being creative in their teaching methods. Other qualities include admitting mistakes, serving as a role model, managing their classroom effectively, and maintaining a positive demeanor. The goal is for teachers to embody these characteristics and continuously improve their practice.
This document provides advice from experienced teachers on how to plan and execute effective lessons. Some key tips include keeping lesson plans brief and flexible, experimenting with new ideas but being willing to change approaches, reflecting critically on lessons to improve, and sharing ideas with other teachers for ongoing learning and growth. Veteran teachers also recommend focusing on students' efforts and progress, rather than just assignments, and starting lessons simply before increasing complexity.
This document provides background information about education in the United States presented by Dr. Rocco Tomazic, Superintendent of the Linden Public Schools. It discusses the authority and structure of education from the U.S. Constitution to state departments of education. It also describes New Jersey's core curriculum standards, graduation requirements, and the development of the Common Core State Standards. The presentation concludes with an overview of the Linden Public School district, including facilities, students, staff, budgets, and the daily operations of schools.
This document discusses the challenges new teachers face and provides advice for navigating the different phases of a teaching career. It outlines five phases new teachers typically go through: Anticipation, Survival, Disillusionment, Rejuvenation, and Reflection. For each phase, it offers tips for new teachers such as maintaining momentum, asking for help from colleagues, and focusing on curriculum development. The document also shares advice from experienced teachers, such as being well-organized, having a lesson structure, and collaborating with other teachers.
This document discusses using children's literature in a Chinese language classroom to teach young learners about cities in China. It proposes reading a storybook aloud about a panda visiting seven large Chinese cities and their famous tourist sites. After reading, students would locate the cities on a map of China and discuss them. It also describes follow-up extension activities like a "World Traveler" class activity and Chinese calligraphy that reinforce the lesson's objectives of distinguishing and locating the seven cities.
The document summarizes a Startalk program that used drama to teach Chinese language and culture. The 2012 program for high school students involved a six-week immersion in Chinese incorporating storytelling, art, and performance based on the classic text "Journey to the West". Students learned about characters, settings, and time periods through role-plays, presentations, and creating their own versions of the journey. The program aimed to better integrate language learning and drama compared to past years.
This document summarizes key aspects of the International Baccalaureate (IB) Diploma Programme and its Chinese language curriculum offerings. It describes the four levels of Chinese language courses offered (A1, A2, B, ab initio), their objectives, assessments, and recommended entry criteria. It also provides an overview of the core elements of the IB Diploma Programme, including its mission, learner profile, curriculum contents and structure, and assessment principles and practices.
This document summarizes Morgan A. Jones' presentation about how learning Chinese language and culture changed him and can build communities in NYC. It describes his personal journey learning Chinese from childhood through graduate school, including studying abroad in Beijing. It outlines how Chinese helped him improve personally, with his family, and at work. It discusses his role translating in the March 2011 NYC bus crash response and working with city agencies. It promotes learning Chinese in NYC schools and engaging with the growing Chinese community, with the goal of striving to deeply understand and serve all NYC communities.
This document outlines the requirements to become a Chinese instructor in New Jersey, including having a bachelor's degree with a 2.75 GPA or higher, 30 credits in Chinese with 12 at the advanced level, 3 credits in second language acquisition, passing the ACTFL Oral Proficiency Interview and NYU Mandarin 16-Point Proficiency Exam, providing documentation of credentials through an evaluation service, and obtaining a license either as a citizen or through a sworn affidavit and five-year non-citizen license. The document also provides timelines for credential evaluations, exams, credit banking, and receiving a teaching license once all application materials are submitted.
The use of digitized lessons and online tech tools are gradually transforming the landscape of K–12 education. This presentation will introduce the concepts of blended learning and flipped instruction, and show how the Chinese American International School (CAIS) and the Chinese program at Lakeside School are developing a set of “flipped classroom” digitized online lessons in Mandarin Chinese to supplement traditional classroom instruction. This demonstration will also model modes of delivery to students and formative assessment techniques delivered via learning management systems. The presentation will conclude with ramifications for improving the learning experience for students as well as thoughts for continued development in blended learning for Chinese programs.
Speaker:
Cheyenne (Xiaoyun) Zhang Matthewson is a Chinese instructor at Lakeside Upper School in Seattle, teaching beginning to advanced level Chinese. She has presented at ACTFL and at the NCLC on teaching advanced level Chinese in high schools and on building a high-functioning Chinese program in a secondary school setting. She has served on the board of directors for the CLTA -Washington State since 2012.
Adam Ross has taught Chinese language in both K-12 and university settings for over 20 years, and is presently working as Program Manager for Digital Chinese Initiatives at the Chinese American International School (CAIS) in San Francisco. In addition to his work in schools, he has led numerous workshops in starting and building Chinese language programs and in using online tools to support student learning in Chinese classes. He also has served as a Team Leader consultant for many STARTALK student and teacher programs across the US.
1. The document provides 10 tips for learning Chinese, including putting in consistent time studying listening, reading, writing and speaking; enjoying the learning process; believing you will become fluent.
2. It recommends finding a native Chinese speaker to practice pronunciation with, as well as using a variety of learning materials like books, videos, music, movies and radio immersion.
3. The tips suggest concentrating on whole sentences rather than single words, learning to write characters or pinyin, practicing basic conversational phrases, being willing to make mistakes, and spending at least 15 minutes daily studying while facing the reality that learning a language takes gradual long-term effort.
Asia Society PGL2012--Matt Nink--Collaborative Leadershipmnink
This document discusses collaborative leadership in the classroom, school, and community. It defines collaborative leadership as a constructive process based on community partnership and multiple perspectives, where shared visions are built together and success is celebrated collectively. The document outlines the qualities of collaborative leaders and distinguishes collaboration from mere cooperation. It provides examples of how collaborative leadership can be applied through school initiatives and community projects to increase student achievement and promote wellness.
Fulbright Classroom Teacher Exchange Program, Oct. 6 and 20, 2012
This session will introduce you to the "what, why, and how" of teaching for global competence. We will examine the importance of global education in today's world, unpack the definition and key aspects of global competence, and explore strategies and resources for integrating global competence into your teaching.
This session will focus on two main areas: 1) Best practices in the Pre-AP® Chinese Language and Culture classroom; 2) improving student performance on written presentational tasks using Understanding by Design in the AP® Chinese classroom. Participants will explore appropriate pre-AP activities that can be incorporated into lower-level Chinese language classes to effectively acquaint students with and prepare them for the goals and expectations of the AP Chinese Language and Culture course. Moreover, based on the concepts of Understanding by Design, participants will learn how to develop effective instructional strategies for written presentational tasks and how to assess students’ written responses in order to improve overall students performance in the AP Chinese classroom. The session will also invite interaction with attendees and will conclude with a question-and-answer period.
Speaker:
Lisa Podbilski is the World Language Department Chair and Upper School Chinese teacher at Louisville Collegiate School in Kentucky. She is in her 15th year of teaching Chinese and is the co-chair of the AP Chinese Language and Culture Development Committee. She is also currently servicing on the Board of Directors for the Chinese Language Association of Secondary-Elementary Schools (CLASS).
Lili Wong: As the first Chinese teacher in Central California since 1991, Lili has strong commitment to promoting Chinese language in the Central Valley of California and bringing forth the interest and attention of Chinese culture to her community. Lili earned her B.A. in English from Fu-Jen University in Taiwan and M.A. in Linguistics from California State University, Fresno. She has a Professional Clear Single Subject Credential in Chinese, a Professional Clear Multiple Subject Credential, a SDAIE Certificate (Specially Designed Academic Instruction in English), and a CLAD Certificate (Cross-cultural Language And Academic Development). Lili has been a teacher in Clovis West High School, Buchanan High School and Clovis Community College in California since 1991. Lili has also served as one of the Scoring Leaders in AP Reading since the launch of AP Chinese Exam in 2006. She is currently a Member of AP Chinese Language and Culture Committee.
This document discusses technology tools that can be used to create a paperless classroom. It introduces tools for teaching, promoting creativity and collaboration, and designing student-centered learning opportunities, including the iPad apps Evernote, Dropbox, Google Drive, Voicethread, and Blackboard. It explains how these tools can save paper, money, and time while creating a more efficient and organized learning environment. It also covers considerations for creating a paperless classroom like equipment needs and managing time and expenses.
Guided Reading (GR) in English has been approved as an effective strategy of teaching reading skills such as fluency and comprehension. The presenters will discuss how Chinese as a Second Language (CSL) teachers can build up GR into Chinese reading instruction.
This document provides an agenda for a teacher professional development session. It includes presentations on differentiated instruction, a brainstorming activity on differentiation, and time for working on monographs and preparing portfolios, cover letters, resumes and interview skills. Presenters will discuss their experiences with peer feedback sessions. Teachers will learn about differentiated instruction through examples and strategies. They will get into groups to create differentiated literacy lessons. The document provides resources for building teaching portfolios and preparing for job interviews.
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.
CHAPTER 16Succeeding in Your Teacher Education Program, and BeyJinElias52
This document summarizes an interview with Amber Velasquez, a second grade teacher at Chandler Oaks Elementary School. Some key points:
- Ms. Velasquez teaches in a new school building with many windows and technology resources. Parent involvement is high, with parents volunteering daily.
- She advises teacher candidates to continue learning through professional development as the profession and best practices change over time.
- Ms. Velasquez finds joy in teaching through giving back to her community, seeing students' growth, and fulfilling different roles to meet students' needs each day.
This document provides training and guidance for becoming an academic mentor such as a peer tutor or study group leader. It outlines expectations for professionalism, scheduling, communication, and utilizing different learning styles. It also discusses roles and responsibilities, problems that may arise and resources for handling them, suggestions for leading effective study groups, and details regarding payment for services. The overall goal is to equip mentors to best support students' academic needs.
This document provides top 10 lists and tips for teachers in their first year. It begins by describing the ups and downs of a first year teaching like riding a rollercoaster. It then gives tips for being prepared before the first day such as setting up the classroom and having backup lesson plans. Next, it provides top 10 tips to begin the school year focusing on planning, expectations, respect, and self-care. Further sections give tips for classroom management centered on respect, sample classroom rules, and tips for the first day of school. It concludes with additional reminders for having a successful first year such as getting to know students, parents, and maintaining work-life balance.
Ayesha Mehar create these slides to train teachers about theirselves and their kinds and habits also. They can develop theirselves with the help of this kind of training session.
This document is a portfolio created by Orly Abellanosa for her practice teaching. It includes:
- Reflections on her readiness and preparation to teach students.
- Notes about her first experiences at her cooperating school and interactions with her cooperating teacher and students.
- A case study of a teenage student who became pregnant and how it affected her school performance and experience.
The document provides guidance for teachers on getting started with differentiated instruction in their classrooms. It recommends that teachers first examine their philosophy on individual student needs. Teachers should then start small with differentiated tasks for part of a lesson. The document also suggests establishing routines, empowering student independence, continuing self-reflection, and developing support from colleagues, administrators, parents and the community to help with the long-term process of differentiation.
Implementing Student-Led Conferences in schools. Matt Zagami leads CTLE - approved professional development in NYC schools. This presentation helps teachers get more meaningful interaction out of student/ parent/ teacher conferences by investigating the purpose and methods used.
This document provides guidance for parents on helping children with homework. It discusses how homework allows children to practice important life skills like time management, discipline, and independence. It emphasizes that parents should provide support through establishing a study area, communicating with teachers, monitoring completion, and rewarding progress without doing the homework for their children. The goal is for parents to guide children through the homework process and work with educators to ensure student success.
This document discusses strategies for promoting creativity in the classroom. It begins by quoting Jean Piaget, who said the goal of education is to create inventive thinkers who can discover new things. Research shows that creative teaching strategies help increase student achievement and engagement. When students are creative in class, they are curious, question rules, make connections, envision possibilities, explore ideas, and critically reflect. The document provides examples of creative activities and techniques teachers can use, such as giving students time to work freely and providing an engaging classroom environment. It emphasizes that developing creativity in students requires teachers to also be role models of creative thinking.
This document discusses strategies for effective teaching. It addresses how to get students actively engaged in learning through techniques like well-structured questions and think-pair-share activities. The document also discusses maintaining smooth lesson flow by avoiding unrelated tangents and keeping student attention focused. Additionally, it provides tips for communicating clear expectations to students and building personal relationships. These include using achievement contracts, treating students respectfully, and sharing personal anecdotes. The document also offers advice for dealing with resistant students, such as avoiding arguments and not holding grudges. Overall, the document emphasizes preparing engaging lessons, maintaining focus, setting clear expectations, and building rapport to improve teaching effectiveness.
The document provides tips for teachers on how to help students who stutter in the classroom. It recommends: (1) not telling students to slow down or relax, (2) not completing words for them or talking for them, and (3) helping all students learn to take turns talking and listening to reduce interruptions. It also advises teachers to (4) expect the same quality and quantity of work regardless of whether a student stutters, and (5) speak to students in an unhurried way, pausing frequently.
The document provides 12 tips for teachers to support students struggling with emotional or behavioral issues:
1. Start fresh with each student and avoid preconceptions based on past teachers' comments.
2. Draw on past successful techniques but remain open to new approaches for each student.
3. Maintain a patient mindset and avoid negative labels for students.
4. Expect some disorganization and forgetfulness from students dealing with emotional issues and provide accommodations.
5. Reduce classroom stress by giving flexible deadlines and avoiding penalties for non-academic reasons.
ONE QUESTIONLARGE CLASS I have given you the whole module under th.docxarnit1
ONE QUESTION
LARGE CLASS I have given you the whole module under the question requirements.
QUESTION
You need to teach vocabulary of character personality traits such as honest, stubborn, or sensible. NOT moods such as ahppy and sad.
When considering presentation techniques have in mind the target language is NON VISUAL you can’t draw honest so think of another way to convey the meaning
Please include
List of words of words you will teach
Assumed knowledge of students list of vocabulary structures you will expect your students to know
Anticipated problems.
Solution
s.
Prearations and aids
Step by step entire lesson and timing
THIS IS MY LAST CHANCE HELP
Understandably, before teachers begin teaching their first large class, they tend to think about the challenges inside the classroom. However, after a few days, it becomes clear that responsibilities outside class are equally challenging.
Welcome to this module on
teaching large classes.
Teaching large volumes of students at any one time is always a challenge, and so it is particularly important for the teacher to be well prepared. This module can help you overcome the difficulties generated from a large class, but it will also help you make the most of the benefits that it can provide.
In this module, you will find out:
a variety of methods and techniques to help you teach a large class of students to communicate in English
how to manage your time outside class
ways to manage a large group of students
how to keep your students participating and motivated
how to cater for students with different proficiency levels
how to arrange students
how to promote learner independence
how to organise feedback
how to monitor and assess student performance in a large class
WHAT DO WE MEAN BY LARGE CLASS
When we say 'large' we generally mean a class of 30-60 students, in some instances up to 100. The educational system of some countries precludes the formation of language groups that are so large, however in other countries, for instance India, China or South Korea, such classes are quite common.
School administrations may choose to split students into smaller groups for the following reasons:
Overpopulation and a lack of teachers.
The traditional belief that still prevails in some parts of the world where the aim of a language course is to prepare students for an examination (usually a formal, written, grammar-based one) rather than teach them to communicate in English. A lesson is therefore viewed as a lecture where a certain amount of knowledge is to be passed on to the students.
Depending on room size it would be difficult to divide the class but definitely possible.
Assess competency and delegate stronger class members to lead smaller groups within class room.
Delegate 4 class members if your class is 60 and instruct them each to distribute and collate homework.
Failing to prepare before entering the class means the class is doomed to fail
Rising to the challenge stimulates professional gro.
This document provides information on time management strategies for college students. It begins by outlining differences between high school and college expectations, including being responsible for attending class, completing assignments on time, and treating others respectfully. It then lists 10 tips for success, such as assessing priorities, knowing important deadlines, and getting to know instructors. The document continues by discussing the importance of time management and asking students to consider how many hours they will work, how many classes they will take, and how much time they will study. It provides charts to help students plan their schedules and suggests they take fewer credits if working more hours. The document emphasizes setting goals, using schedules, maximizing out-of-class learning, and saying no
The document provides advice for new teachers from experienced educators. Some key pieces of advice include: build positive relationships with students, parents, and colleagues; establish clear routines and classroom management from day one; ask for help from other teachers and staff; take care of yourself by maintaining a work-life balance and not taking work home; and remain organized, consistent, and flexible in your planning and teaching.
CHAPTER 7Developing a Philosophy of Teaching and LearningTeacJinElias52
CHAPTER 7
Developing a Philosophy of Teaching and Learning
Teacher Interview: Heather Cyra
Heather Cyra has been a teacher at Guild Gray Elementary School for four years. Approximately 600 students attend kindergarten through fifth grade at Guild Gray. The school is located between an older, well-established neighborhood and low-rent apartment complexes. Student enrollment fluctuates at the school, and teachers may be asked to change grade levels when populations at specific grade levels decrease or increase. Ms. Cyra began teaching first grade but after one year she was moved to fifth grade. For as long as she remembers, she wanted to be a teacher. She knew that there would be challenges and rewards in teaching, but teachers make a difference in the world. She wanted to be creative and use the natural skills she possesses for helping people learn.
What do you see when you see excellence in teaching?
I see someone who is organized and has created an enjoyable, engaging environment—teachers who keep the students engaged in learning and also help everyone learn. I see excellence in teaching when I see teachers who have “fun” with their students; teachers who listen to their students and keep the students from being bored. Excellence in teaching is also surprising the students with unexpected activities, rewards, or information.
How do you know when your students are learning?
There are many ways to know that students are learning. You can often tell just by the looks on their faces that show whether they are confused or enlightened. You can tell by verbal cues from how the students respond to the questions you ask or how they contribute to class discussions. You can tell from a written assessment or merely a show of hands. If they are not responding the way I expect them to then I realize I have to reteach a concept or go back over something that may not have been explained in a way that they can understand. If you are tuned in to your students it is quite easy to tell when students have checked out by the way they look at you or don’t and by the responses they give you.
What brings you joy in teaching?
When I see how far the students I started out with grow in a year. By keeping track of their stages of development, I can see how much they have learned and how their attitudes and behavior have developed. When my students tell me at the end of the year that they don’t want to leave, I know that I have created a warm, nurturing environment. I feel like I am doing something right. It’s not entirely about what the tests say. As long as they’re learning, showing growth, and enjoying themselves in school and have enjoyed their fifth-grade experience I am happy and feel like I have done my job.
How did you develop a personal philosophy of teaching?
I constructed my philosophy one course at a time through integration of the most prominent and influential pieces of knowledge from each professor and textbook. During the course in special education my ...
This document discusses classroom action research as a method for teachers to improve their practice. It begins by explaining that classroom action research involves teachers identifying an area for improvement, collecting data on the issue, analyzing the results, and making changes to address the issue. The document then provides details on how to conduct classroom action research, including choosing a topic, developing research questions, collecting and analyzing data, and sharing results. It also shares an example of one teacher's action research on improving classroom discipline. The teacher observed issues with discipline across classrooms, developed strategies to address it, provided counseling to disruptive students, and found that student participation and behavior improved as a result of these actions.
Kenny Pieper, an English teacher, conducted research on using shorter, focused homework tasks. He adapted existing classwork into weekly homework exercises for his S2 English class over two months. Completion rates increased from slowly to unusually low numbers not completing it. Reading scores also improved, with many achieving Level 4. The implications are that focused, timely homework can improve learning and attitudes if tied closely to classroom content.
Similar to Finding Your Place in the School Community (20)
This document summarizes a teacher's first three months of teaching at PS/IS 119 The Glendale school. The teacher teaches Mandarin Chinese to grades 6-8 and has 25 periods per week, including lunch duty twice a week and an after school Mandarin club three days a week. Their responsibilities also include bulletin boards, parent-teacher conferences, and monthly department meetings. They have 14 classes totaling 405 students. The document outlines their first day procedures and daily class routine, and provides advice to future teachers to always have a backup plan and keep a positive attitude.
This document outlines the structure and expectations for several beginner and intermediate level classes. It discusses establishing rules and routines, including assigned seats, punishments and rewards, and the importance of setting expectations. The need for one-on-one conversations with students is emphasized to ensure tradition is upheld and a welcoming environment is created.
This document provides information about the Great Neck South Middle School in New York and its Chinese program. It describes the school district and schools. It then discusses the Chinese teacher's classes, which include students in 6th, 7th, and 8th grades, most of whom are native Chinese speakers. The teacher uses various techniques to teach Chinese such as rhythms, singing, writing characters, technology, and classroom games. Challenges include switching between simplified and traditional Chinese, as well as integrating non-native Chinese speakers. The school environment is supportive but the teacher must work to overcome obstacles and communicate effectively.
The document summarizes a school trip taken by Albert Leonard Middle School to China in the spring of 2012. The trip included visits to Shanghai for 6 days, Suzhou for 1 day, and Beijing for 4 days. While in Shanghai and Beijing, the students visited local middle schools and participated in cultural activities like tai chi, brush painting, and seal carving. They also toured popular landmarks in Beijing such as Tiananmen Square, the Forbidden City, and the Monument to the People's Heroes. The students were impressed by China's modernization, amazing history, emphasis on education, and food.
This document provides a lesson plan for teaching the Chinese fable "Yugong Yishan" or "Moving the Mountains" to 4th grade students. The plan introduces new vocabulary and teaches the "Ba" structure through reading the story. Activities include predicting the plot, numbering heads together to discuss questions, demonstrating "Ba" examples, and having students interview the character Yu Gong. A final project asks students to create their own version of the story in pocket books. The teacher aims to make Yu Gong relatable so students understand obstacles can be overcome through perseverance.
This document provides materials for a thematic unit on the Chinese folktale "Mr. Foolish Moves the Mountain" for beginner Chinese language learners. It includes objectives, assessments, instructional strategies, vocabulary, and sample lesson plans. The story is about an old man named Yu Gong who wants to move two mountains blocking his front door. Through determination and the efforts of future generations, the mountains are eventually moved. Lessons incorporate activities like role plays, retelling, interviews, and creating pocket books to help students understand the cultural meaning and develop language skills.
The document describes the stages of backward design for planning instruction. It includes 3 stages: 1) Identify desired learning outcomes, 2) Determine acceptable evidence of student learning, and 3) Plan lessons and assessments. Each stage is then broken down into more specific steps like setting standards, choosing assessments, and designing units and lessons. Examples are provided for how to approach each step.
The document wishes someone a happy new year in Chinese and apologizes that the author's Chinese is not good. It also mentions the band "Forward Marching Band". The document identifies the author as a student at Trinity.
This document discusses a private school's foreign language program, focusing on its Mandarin Chinese courses. It offers an overview of the school's small size, strong community commitment, and freedom in teaching. The foreign language program starts in pre-K and offers French, Spanish, and Mandarin Chinese. Mandarin Chinese courses are offered from 3rd grade through high school, using project-based and immersive learning approaches. The program also includes performances, field trips to China, and a summer exchange program, but faces challenges in curriculum development, program sustainability, and addressing achievement gaps.
This document summarizes Yun Qin's lesson plan for teaching students to read and retell a simple Chinese story called "Yugong Yi Shan". The lesson plan has the following key points:
1. Students will read the story "Yugong Yi Shan" aloud with the teacher and discuss the beginning, middle, and end.
2. Students will then read the story independently and retell the sequence of events to the teacher.
3. The teacher will explain the structure of stories and have students roleplay parts of the story to practice retelling.
4. As an assessment, students will retell the story to partners to check their comprehension and ability to recount what happened.
The document summarizes a lesson plan for teaching an upper elementary Chinese class about the folktale "Yugong Yishan" (The Foolish Old Man Who Removed the Mountains). The lesson introduces vocabulary, has students make predictions and retell details about the story. It also teaches the "Ba" grammatical structure. Students practice using this structure and complete an activity where they place classroom items in locations using the structure. They then create their own versions of the story in pocket books.
The document discusses the challenges faced by a first-year teacher at P.S. 170 in Brooklyn, New York. It introduces the school's diverse student population and the teacher's responsibilities for a 5th grade ESL self-contained classroom. It outlines challenges in classroom management, balancing the Danielson Framework and PBIS models, and teaching various content areas. Successes come from working with others, seeking help, listening to colleagues, and building relationships.
PS 94 has a dual language program with a 3rd grade class of 26-27 Chinese immigrant students. The class is taught by Xuange Liu and Yibo Lu. The school day includes an extended day program, read aloud, reading workshop, writing workshop, social studies/word study, lunch, prep, math workshop, and an afterschool Chinese program. The classroom has various learning centers, displays student work aligned to standards, and uses strategies and tools to support student learning in both English and Chinese. Time management and balancing work and personal life are challenges for the teachers.
The document summarizes Mando Mandarin's online Chinese language learning services. It discusses who they are, case studies of schools and programs, what they have learned, the demand for Chinese teachers, and opportunities to join their team. They provide synchronous online Chinese lessons to K-12 schools and universities across the US and other countries.
The Mandarin program at Lycée Français de New York began in 2005 with one teacher and 12 students and has grown to 3 teachers and over 500 students in grades 3 through 12. The program faces challenges of retaining students and teachers while continuing growth. Good communication with colleagues, students, parents, and administrators is important for the continued success and future development of the program.
On September 30, Professor Zhou talked about how to integrate calligraphy into teaching Chinese and how calligraphy helped with child psychological development.
American kids learn to read through a balanced literacy approach involving reading, writing, and word work. During reading, teachers model strategies like making connections and predictions. Shared, guided, and independent reading are used. The writing process includes shared, interactive, and independent writing. Word work includes phonics and vocabulary. A print-rich environment exposes students to language. Assessment of reading includes speed, expression, and comprehension.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.