Tpd reflection primary - schefer elizabeth
•Download as DOCX, PDF•
0 likes•51 views
In this reflection on her teaching practicum, Elizabeth discusses putting her educational theory into practice and preparing varied resources for students with different learning styles. She reflects that she would improve time management and discipline in some activities. Elizabeth also notes the importance of receiving feedback from her tutor and teacher to improve her teaching from class to class and address new challenges.
Report
Share
Report
Share
Recommended
Tpd reflection secondary - schefer elizabeth
This summarizes a student's reflection on their teaching practicum. The student planned activities according to their students' levels and interests. The students were afraid of being taught in English but were able to complete all activities successfully. The student reflects they would change some time management and activities if they did the practicum again. They found value in receiving feedback from their tutor and teacher to improve their teaching from class to class. As a teacher, they recognize the challenges of addressing adolescent issues and finding new ways to engage students daily.
Tpd final reflexion fourdimensions primary level mestreflorencia
This document summarizes a student teacher's reflection on their experience teaching at the primary level.
The student teacher found the group of students difficult at first but they adapted well to each other. They had to consider the diverse social backgrounds of the students. While time management and additional activities need improvement, the lessons were well-planned and engaging for the students.
The principal was supportive, but the supervising teacher was unclear in her feedback and only focused on areas for growth without acknowledging successes like the student speaking English in the second lesson. Overall, the student teacher was pleased with student motivation and their own performance despite the teacher's negative attitude.
Mdd6
The author reflects on their first teaching experience and considers it a proof of their ability to teach well despite difficulties. They planned lessons carefully based on their methodology course, focusing on communicative approach and using realia when students struggled. While low student turnout was initially frustrating, applying what they learned helped them do a good job overall and identify areas to improve further like using more variety and target language.
Last penzu reflection
The student teacher overcame their initial expectations of how students would behave in the classroom. They realized students would not remain silent and pay attention the entire time, and tasks may need to be explained multiple times. The first class was enjoyed the most despite nerves, as students participated well and understood the material. Students seemed most motivated during group activities involving art, such as cutting and pasting or coloring. While initially nervous, receiving observations from teacher trainers was found to be essential for improving teaching skills. Office hours and support from the mentor teacher and trainers helped the student teacher feel accompanied and able to solve problems. Interacting with students twice a week started to change their perception of themselves as a future teacher. Receiving affection from students
Classroom management
This document discusses important aspects of classroom management, including atmosphere, interaction, participation, seating arrangements, and time management. It emphasizes establishing a friendly atmosphere, interacting with and engaging all students, varying seating based on activities, and carefully planning lessons and class time to maximize student participation and learning. Effective classroom management requires considering all these factors to create an organized, motivating learning environment.
Final conclusions
This document summarizes the author's experiences during their third practicum period as a teacher. It discusses the challenges of learning new educational technologies and adapting lessons for different age groups, from kindergarten to secondary level. The author reflects on the demanding nature of being an effective teacher and the importance of strong pedagogical skills, classroom management, and motivating students. They conclude that their goal is to one day have students work independently as if the teacher did not exist, following one of Maria Montessori's ideals of teaching success.
Whole brain teaching
This document provides an overview of the Whole Brain Teaching strategy and agenda for a professional development session on the topic. It explains that Whole Brain Teaching involves establishing classroom rituals and routines to engage students' emotions and facilitate active learning. The session will demonstrate the 7 steps of Whole Brain Teaching, including Class-Yes, Teach-OK, scoreboard games, Hands and Eyes, Mirror, Switch, and classroom rules. Participants will practice the steps and discuss how to incorporate them in their own classrooms. The goal is for teachers to learn and be able to implement the Whole Brain Teaching strategy and understand Imagine's 6 measures of excellence.
Power teaching for GREAT TEACHERS who inspire
This is my humble contribution for teachers of the world to enable them become GREAT TEACHERS who inspire.
Please Clap if you like this and feel free to use it as a teaching tool, do feel free to contact me via email or SKYPE professor.shamshad
May you be blessed today and beyond...........
Recommended
Tpd reflection secondary - schefer elizabeth
This summarizes a student's reflection on their teaching practicum. The student planned activities according to their students' levels and interests. The students were afraid of being taught in English but were able to complete all activities successfully. The student reflects they would change some time management and activities if they did the practicum again. They found value in receiving feedback from their tutor and teacher to improve their teaching from class to class. As a teacher, they recognize the challenges of addressing adolescent issues and finding new ways to engage students daily.
Tpd final reflexion fourdimensions primary level mestreflorencia
This document summarizes a student teacher's reflection on their experience teaching at the primary level.
The student teacher found the group of students difficult at first but they adapted well to each other. They had to consider the diverse social backgrounds of the students. While time management and additional activities need improvement, the lessons were well-planned and engaging for the students.
The principal was supportive, but the supervising teacher was unclear in her feedback and only focused on areas for growth without acknowledging successes like the student speaking English in the second lesson. Overall, the student teacher was pleased with student motivation and their own performance despite the teacher's negative attitude.
Mdd6
The author reflects on their first teaching experience and considers it a proof of their ability to teach well despite difficulties. They planned lessons carefully based on their methodology course, focusing on communicative approach and using realia when students struggled. While low student turnout was initially frustrating, applying what they learned helped them do a good job overall and identify areas to improve further like using more variety and target language.
Last penzu reflection
The student teacher overcame their initial expectations of how students would behave in the classroom. They realized students would not remain silent and pay attention the entire time, and tasks may need to be explained multiple times. The first class was enjoyed the most despite nerves, as students participated well and understood the material. Students seemed most motivated during group activities involving art, such as cutting and pasting or coloring. While initially nervous, receiving observations from teacher trainers was found to be essential for improving teaching skills. Office hours and support from the mentor teacher and trainers helped the student teacher feel accompanied and able to solve problems. Interacting with students twice a week started to change their perception of themselves as a future teacher. Receiving affection from students
Classroom management
This document discusses important aspects of classroom management, including atmosphere, interaction, participation, seating arrangements, and time management. It emphasizes establishing a friendly atmosphere, interacting with and engaging all students, varying seating based on activities, and carefully planning lessons and class time to maximize student participation and learning. Effective classroom management requires considering all these factors to create an organized, motivating learning environment.
Final conclusions
This document summarizes the author's experiences during their third practicum period as a teacher. It discusses the challenges of learning new educational technologies and adapting lessons for different age groups, from kindergarten to secondary level. The author reflects on the demanding nature of being an effective teacher and the importance of strong pedagogical skills, classroom management, and motivating students. They conclude that their goal is to one day have students work independently as if the teacher did not exist, following one of Maria Montessori's ideals of teaching success.
Whole brain teaching
This document provides an overview of the Whole Brain Teaching strategy and agenda for a professional development session on the topic. It explains that Whole Brain Teaching involves establishing classroom rituals and routines to engage students' emotions and facilitate active learning. The session will demonstrate the 7 steps of Whole Brain Teaching, including Class-Yes, Teach-OK, scoreboard games, Hands and Eyes, Mirror, Switch, and classroom rules. Participants will practice the steps and discuss how to incorporate them in their own classrooms. The goal is for teachers to learn and be able to implement the Whole Brain Teaching strategy and understand Imagine's 6 measures of excellence.
Power teaching for GREAT TEACHERS who inspire
This is my humble contribution for teachers of the world to enable them become GREAT TEACHERS who inspire.
Please Clap if you like this and feel free to use it as a teaching tool, do feel free to contact me via email or SKYPE professor.shamshad
May you be blessed today and beyond...........
Power Teaching
The document provides information about power teaching techniques. It discusses establishing classroom procedures and using attention grabbers like "Class-Yes" to focus students. Specific techniques are described, such as "Teach-Okay" which involves briefly explaining concepts and having students rephrase and teach their peers. The document emphasizes rewarding positive behavior and correcting errors in a gentle way to motivate students.
6
The student teacher received feedback after their first lesson that helped them improve for the next class. They felt worried and frustrated with the restless students at first, but their guide teacher assured them the class was always like that and provided tips to keep students calm and engaged. Speaking with their guide teacher about the lesson helped ease the student teacher's concerns, as they believed they could develop their teaching skills and build stronger relationships with students over time.
Rubrics reflection
Rubrics are important tools for teachers to assess student performance and ensure fairness. When students understand what a rubric expects, they can develop better work and achieve better results. Rubrics also allow teachers to clearly identify their assessment criteria. The appropriate type of rubric - checklist or scale - depends on the area being assessed. For example, a checklist is best for listening assessment. Understanding how to create consistent and precise rubrics helps both students and teachers, as students know expectations and teachers can rely on results.
MDD5 comments
1) The document reflects on classroom observations and lessons, noting what the teacher does well, such as allowing pair work and using varied activities to actively engage students.
2) It also notes areas that could be improved, such as varying activities more to maintain student attention and addressing different motivation levels in mixed ability classes.
3) The reflections aim to help the observer learn better teaching strategies and how to meet individual student needs through careful observation and modified instruction.
Reflection on my practicum experience agustina sarmiento
This document summarizes a student's reflections on their practicum experience teaching English at a primary school. Some of the key challenges included teaching a student with Down syndrome for the first time and improving their use of English in the classroom. The student enjoyed a lesson where students created imaginary pizzas the most because it actively engaged all the students. Working with a pedagogical partner was very helpful for sharing ideas, receiving feedback, and improving their teaching skills. While nervous at first, completing the practicum made the student feel more prepared and confident to teach English at the primary level.
Effective classroom control
1) To establish control in large classrooms, teachers should set clear communication rules upfront and provide phrases students can use to participate respectfully.
2) When first encountering students, teachers should convey confidence, status, and firmness through posture, eye contact, relaxed poses, and formal but unambiguous instructions to establish authority respectfully.
3) Teachers should address misbehavior with a pause and serious tone rather than shouting, and rewards should be used sparingly for significant efforts that exemplify values rather than often.
TPD. Final Reflection Primary School
The document is a reflection from a student teacher, Jimena Benito, on her practicum experience teaching English to a 6th form class of 23 students at a primary school. In the first lesson, Jimena felt secure and organized, but the second lesson went poorly as she struggled with instructions and timing. For the third lesson after a month, Jimena incorporated suggestions to improve her lesson planning and classroom management, and felt more confident with a successful lesson. Overall, the experience helped Jimena become aware of strengths and weaknesses to improve future teaching practices, though she remains self-critical of mistakes made.
Final personal evaluation second period
1) The document is a personal evaluation by Nadia Asencio of her teaching practicum experience.
2) During the practicum, Nadia observed other teachers' classes, applied the skills and knowledge from her studies, and reflected constantly on her experiences in the classroom.
3) Nadia realized aspects of her own teaching she needs to improve, such as time management, pronunciation, and checking student understanding, based on feedback from her tutor observations of her classes.
Mdd 6 reflective selfevaluation gerardo valdivia zavalla
This document contains a reflective self-evaluation from a student teacher's practicum experience. It discusses what was learned about teaching, the values that underpin the teacher role, and strengths and weaknesses identified. The student teacher learned that being a teacher is difficult, requiring skills like organization, good rapport, flexibility, and entertainment. Their vision of teaching values responsibility and organization. Strengths included developing organization skills and accepting feedback, while weaknesses were grammar-focused classes and time management. Professional development needs identified were finding new teaching approaches and realizing the broader role of teaching values for life.
How to be a good learner
Teachers have to offer help and advice, but students are the ones who have to take responsibility for their own learning.
Task 4.2
The document discusses best practices for conducting peer lesson observations between teacher trainees. It recommends that the trainer introduce observations as a learning process for both parties. Trainees should observe how teachers manage introductions and icebreakers since these set the tone. The trainer needs the lesson plan and materials in advance. Observations should last the entire lesson to see how students and teachers relax over time. Feedback should start positively and criticisms, if any, should be constructive. The trainer should manage discussions respectfully and advise trainees to view mistakes as learning opportunities rather than failure. A second observation is best with a new trainer to avoid bias.
Whole brain teaching
Whole brain teaching is a new "radical" idea to some, however it is nothing more than tried and true teaching practices, combined into a new approach. Whole brain teaching combines direct instruction, , sharing and immediate feedback to become a new style of teaching. Whole brain teaching surmounts to seven steps that a teacher incorporates into their everyday classroom.
My favourite teacher 1
Galina Feodorovna Koshkina has been an English teacher for 30 years and enjoys helping her students learn the language and about other cultures. She uses various teaching technologies like interactive whiteboards to engage students. Koshkina created a website called "Notes of the English Teacher" to share resources with colleagues. She views teaching not just as a profession but a way of life and takes responsibility in helping students learn seriously.
Whole brain teaching
This document outlines techniques for effective "power teaching" presented at a teacher training session. It discusses identifying qualities of effective teachers, understanding power teaching strategies, and realizing their value. Teachers will learn common power teaching techniques to engage students, build relationships, maintain order, and inspire learning. Techniques include using attention signals, positive reinforcement, structured procedures, and focusing instruction to inspire students.
Gunzelmann tpd - final reflection
The student reflects on completing her teaching practice period, which helped her overcome her fears of making mistakes in front of students. While she struggled at first, receiving advice and feedback from observing teachers helped her improve. She is grateful for the support of her family and teachers throughout her career and practices.
How to be a good teacher
The document discusses what makes a good teacher according to students and teachers. It provides several key points:
1) Good teachers make their lessons interesting so students do not get bored. They are passionate about their job.
2) Students prefer teachers who share their own personality and interests rather than hiding behind their role. Having knowledge beyond just their subject is valued.
3) Balancing entertainment and amusement with actual teaching and learning is important. Teachers should be approachable for students to discuss problems.
Reflection on Primary Practicum Bosso Passed
1) The author reflects on their primary practicum experience teaching English to 7-12 year olds. They enjoyed engaging the students and avoiding arguments through communicative activities.
2) The experience highlighted the importance of understanding students' interests and needs to create effective lessons. Lesson planning should consider the specific group.
3) The author reinforced their love of teaching large groups and designing meaningful, experiential lessons. They aim to help other teachers adapt materials to better meet student needs.
Reflection on Secondary Practicum Bosso Passed
This document is a reflection on a secondary practicum completed by Gilda Bosso. It discusses achieving the goal of teaching the first conditional structure to elementary students for an exam. Six lessons with varied activities helped students speak and learn without feeling like they were studying. The reflection emphasizes the importance of being flexible to adapt lessons even with good planning, as well as using technology to engage modern students. It also discusses how teaching experiences and challenges are shared across experienced teachers, and the value of fostering good relationships and adapting viewpoints for students' benefit.
Reflection on Kindergarten Practicum Bosso Passed
This document summarizes the author's reflections on a kindergarten practicum teaching experience. Some key points:
- The author taught a lesson on families to 4-year-olds using photos and a video, and had students bring in family photos to share. This engaged the students more than expected.
- The experience helped the author become more caring, open-minded, and flexible with students. It also helped overcome a fear of teaching young learners.
- Feedback noted students were more engaged in singing after the author's involvement. The author feels confident to make changes and manage classes going forward.
- Personal beliefs about not liking to teach young learners were challenged, and the author now loves
How to group students
Having a mix-ability classroom can be challenging as excellent students tend to dominate discussions and teachers may assume all students understand. To address this, the teacher groups students by proficiency level so weaker students are not overshadowed. Excellent students receive more challenging tasks while weaker students get lower-level work. Later, each group presents their work according to ability, and the teacher uses the top groups' answers to help explain concepts to weaker students.
Reflection kinder schefer
This document summarizes a teacher's reflections on their first practicum teaching kindergarten. The teacher believes they need to apply the strategies and methodologies learned in previous years. They prepared a variety of resources to teach students with different learning styles. If they had to do the practicum again, the teacher would prepare more games for students to practice what they learn and work on reducing their anxiety. As teachers, they must prepare for different problems students face and new challenges that arise each class, as teaching is a constant learning process.
Moller Poulsen - Nivel Inicial - Dimensions of Reflective Learning
1) The student completed their first practicum teaching English to young learners, with goals of gaining initial teaching experience and familiarizing themselves with the learners' group dynamics.
2) The student reflected that they need to improve classroom management strategies and how activities are presented to keep learners engaged.
3) The experience helped the student recognize areas for growth, like classroom management, but was also enjoyable and provided insight into working with young learners and themselves as a future English teacher.
More Related Content
What's hot
Power Teaching
The document provides information about power teaching techniques. It discusses establishing classroom procedures and using attention grabbers like "Class-Yes" to focus students. Specific techniques are described, such as "Teach-Okay" which involves briefly explaining concepts and having students rephrase and teach their peers. The document emphasizes rewarding positive behavior and correcting errors in a gentle way to motivate students.
6
The student teacher received feedback after their first lesson that helped them improve for the next class. They felt worried and frustrated with the restless students at first, but their guide teacher assured them the class was always like that and provided tips to keep students calm and engaged. Speaking with their guide teacher about the lesson helped ease the student teacher's concerns, as they believed they could develop their teaching skills and build stronger relationships with students over time.
Rubrics reflection
Rubrics are important tools for teachers to assess student performance and ensure fairness. When students understand what a rubric expects, they can develop better work and achieve better results. Rubrics also allow teachers to clearly identify their assessment criteria. The appropriate type of rubric - checklist or scale - depends on the area being assessed. For example, a checklist is best for listening assessment. Understanding how to create consistent and precise rubrics helps both students and teachers, as students know expectations and teachers can rely on results.
MDD5 comments
1) The document reflects on classroom observations and lessons, noting what the teacher does well, such as allowing pair work and using varied activities to actively engage students.
2) It also notes areas that could be improved, such as varying activities more to maintain student attention and addressing different motivation levels in mixed ability classes.
3) The reflections aim to help the observer learn better teaching strategies and how to meet individual student needs through careful observation and modified instruction.
Reflection on my practicum experience agustina sarmiento
This document summarizes a student's reflections on their practicum experience teaching English at a primary school. Some of the key challenges included teaching a student with Down syndrome for the first time and improving their use of English in the classroom. The student enjoyed a lesson where students created imaginary pizzas the most because it actively engaged all the students. Working with a pedagogical partner was very helpful for sharing ideas, receiving feedback, and improving their teaching skills. While nervous at first, completing the practicum made the student feel more prepared and confident to teach English at the primary level.
Effective classroom control
1) To establish control in large classrooms, teachers should set clear communication rules upfront and provide phrases students can use to participate respectfully.
2) When first encountering students, teachers should convey confidence, status, and firmness through posture, eye contact, relaxed poses, and formal but unambiguous instructions to establish authority respectfully.
3) Teachers should address misbehavior with a pause and serious tone rather than shouting, and rewards should be used sparingly for significant efforts that exemplify values rather than often.
TPD. Final Reflection Primary School
The document is a reflection from a student teacher, Jimena Benito, on her practicum experience teaching English to a 6th form class of 23 students at a primary school. In the first lesson, Jimena felt secure and organized, but the second lesson went poorly as she struggled with instructions and timing. For the third lesson after a month, Jimena incorporated suggestions to improve her lesson planning and classroom management, and felt more confident with a successful lesson. Overall, the experience helped Jimena become aware of strengths and weaknesses to improve future teaching practices, though she remains self-critical of mistakes made.
Final personal evaluation second period
1) The document is a personal evaluation by Nadia Asencio of her teaching practicum experience.
2) During the practicum, Nadia observed other teachers' classes, applied the skills and knowledge from her studies, and reflected constantly on her experiences in the classroom.
3) Nadia realized aspects of her own teaching she needs to improve, such as time management, pronunciation, and checking student understanding, based on feedback from her tutor observations of her classes.
Mdd 6 reflective selfevaluation gerardo valdivia zavalla
This document contains a reflective self-evaluation from a student teacher's practicum experience. It discusses what was learned about teaching, the values that underpin the teacher role, and strengths and weaknesses identified. The student teacher learned that being a teacher is difficult, requiring skills like organization, good rapport, flexibility, and entertainment. Their vision of teaching values responsibility and organization. Strengths included developing organization skills and accepting feedback, while weaknesses were grammar-focused classes and time management. Professional development needs identified were finding new teaching approaches and realizing the broader role of teaching values for life.
How to be a good learner
Teachers have to offer help and advice, but students are the ones who have to take responsibility for their own learning.
Task 4.2
The document discusses best practices for conducting peer lesson observations between teacher trainees. It recommends that the trainer introduce observations as a learning process for both parties. Trainees should observe how teachers manage introductions and icebreakers since these set the tone. The trainer needs the lesson plan and materials in advance. Observations should last the entire lesson to see how students and teachers relax over time. Feedback should start positively and criticisms, if any, should be constructive. The trainer should manage discussions respectfully and advise trainees to view mistakes as learning opportunities rather than failure. A second observation is best with a new trainer to avoid bias.
Whole brain teaching
Whole brain teaching is a new "radical" idea to some, however it is nothing more than tried and true teaching practices, combined into a new approach. Whole brain teaching combines direct instruction, , sharing and immediate feedback to become a new style of teaching. Whole brain teaching surmounts to seven steps that a teacher incorporates into their everyday classroom.
My favourite teacher 1
Galina Feodorovna Koshkina has been an English teacher for 30 years and enjoys helping her students learn the language and about other cultures. She uses various teaching technologies like interactive whiteboards to engage students. Koshkina created a website called "Notes of the English Teacher" to share resources with colleagues. She views teaching not just as a profession but a way of life and takes responsibility in helping students learn seriously.
Whole brain teaching
This document outlines techniques for effective "power teaching" presented at a teacher training session. It discusses identifying qualities of effective teachers, understanding power teaching strategies, and realizing their value. Teachers will learn common power teaching techniques to engage students, build relationships, maintain order, and inspire learning. Techniques include using attention signals, positive reinforcement, structured procedures, and focusing instruction to inspire students.
Gunzelmann tpd - final reflection
The student reflects on completing her teaching practice period, which helped her overcome her fears of making mistakes in front of students. While she struggled at first, receiving advice and feedback from observing teachers helped her improve. She is grateful for the support of her family and teachers throughout her career and practices.
How to be a good teacher
The document discusses what makes a good teacher according to students and teachers. It provides several key points:
1) Good teachers make their lessons interesting so students do not get bored. They are passionate about their job.
2) Students prefer teachers who share their own personality and interests rather than hiding behind their role. Having knowledge beyond just their subject is valued.
3) Balancing entertainment and amusement with actual teaching and learning is important. Teachers should be approachable for students to discuss problems.
Reflection on Primary Practicum Bosso Passed
1) The author reflects on their primary practicum experience teaching English to 7-12 year olds. They enjoyed engaging the students and avoiding arguments through communicative activities.
2) The experience highlighted the importance of understanding students' interests and needs to create effective lessons. Lesson planning should consider the specific group.
3) The author reinforced their love of teaching large groups and designing meaningful, experiential lessons. They aim to help other teachers adapt materials to better meet student needs.
Reflection on Secondary Practicum Bosso Passed
This document is a reflection on a secondary practicum completed by Gilda Bosso. It discusses achieving the goal of teaching the first conditional structure to elementary students for an exam. Six lessons with varied activities helped students speak and learn without feeling like they were studying. The reflection emphasizes the importance of being flexible to adapt lessons even with good planning, as well as using technology to engage modern students. It also discusses how teaching experiences and challenges are shared across experienced teachers, and the value of fostering good relationships and adapting viewpoints for students' benefit.
Reflection on Kindergarten Practicum Bosso Passed
This document summarizes the author's reflections on a kindergarten practicum teaching experience. Some key points:
- The author taught a lesson on families to 4-year-olds using photos and a video, and had students bring in family photos to share. This engaged the students more than expected.
- The experience helped the author become more caring, open-minded, and flexible with students. It also helped overcome a fear of teaching young learners.
- Feedback noted students were more engaged in singing after the author's involvement. The author feels confident to make changes and manage classes going forward.
- Personal beliefs about not liking to teach young learners were challenged, and the author now loves
How to group students
Having a mix-ability classroom can be challenging as excellent students tend to dominate discussions and teachers may assume all students understand. To address this, the teacher groups students by proficiency level so weaker students are not overshadowed. Excellent students receive more challenging tasks while weaker students get lower-level work. Later, each group presents their work according to ability, and the teacher uses the top groups' answers to help explain concepts to weaker students.
What's hot (20)
Reflection on my practicum experience agustina sarmiento
Reflection on my practicum experience agustina sarmiento
Mdd 6 reflective selfevaluation gerardo valdivia zavalla
Mdd 6 reflective selfevaluation gerardo valdivia zavalla
Similar to Tpd reflection primary - schefer elizabeth
Reflection kinder schefer
This document summarizes a teacher's reflections on their first practicum teaching kindergarten. The teacher believes they need to apply the strategies and methodologies learned in previous years. They prepared a variety of resources to teach students with different learning styles. If they had to do the practicum again, the teacher would prepare more games for students to practice what they learn and work on reducing their anxiety. As teachers, they must prepare for different problems students face and new challenges that arise each class, as teaching is a constant learning process.
Moller Poulsen - Nivel Inicial - Dimensions of Reflective Learning
1) The student completed their first practicum teaching English to young learners, with goals of gaining initial teaching experience and familiarizing themselves with the learners' group dynamics.
2) The student reflected that they need to improve classroom management strategies and how activities are presented to keep learners engaged.
3) The experience helped the student recognize areas for growth, like classroom management, but was also enjoyable and provided insight into working with young learners and themselves as a future English teacher.
Writing
Being a good teacher requires planning lessons carefully, using materials appropriate for different learning styles, and properly structuring class into beginning, middle, and end sections. While teaching requires effort, it is not inherently difficult if the teacher plans thoroughly, engages students through varied activities, and checks for understanding throughout the lesson and at the conclusion. A good teacher is dedicated to continual improvement through careful planning and adapting to students' needs.
Writing (=
Being a good teacher requires planning lessons carefully, using materials appropriate for different learning styles, and properly structuring class into beginning, middle, and end sections. While teaching requires effort, it is not inherently difficult if teachers plan thoroughly, engage students through varied activities, and assess learning at the conclusion of each lesson. A good teacher is dedicated to continual improvement of their teaching skills and passionate about their students' learning.
Fs2 zebb
This document contains details from a field study student observing classes to identify applications of learning principles and lesson objectives. The student provides their target, which is to deduce lesson objectives after observing teachers and see how guiding principles in formulating objectives are applied. Their performance is rated on tasks like observation, analysis, reflection, portfolio, and submission deadlines. The student outlines their plan to observe two classes, reflect on guide questions, and analyze how teachers develop and apply lesson objectives.
Final personal evaluation first period
The document is a personal evaluation by Nadia Asencio of her kindergarten practicum experience. Some key points:
1) Nadia found the practicum challenging but learned a lot from observing other teachers and receiving feedback. She improved her skills in areas like using visual aids and checking comprehension.
2) Reflecting on a video of her own class, Nadia realized one activity was too long and students lost attention. She also learned the importance of encouraging full sentence responses.
3) Nadia realized she needs to consider students' age, memory span, reviewing past material, seating arrangements and being prepared for any situation. This experience will influence her future teaching decisions.
Self assessment
The student teacher observed many classes at the beginning of their training to become familiar with the teaching environment. While interaction with students was initially low, it improved as they got to know each other. Time management and keeping students attentive were challenges, but strategies like calculating activity times and using a points system helped address these. By the end of the training, the student teacher had gained experience dealing with diverse students and teaching methods, and felt they had improved their teaching skills like time management and assessment.
Tpd beramendi-trabajo de reflexión final-secondary level-checked (1)
This document summarizes Cintia Beramendi's final teaching practicum at the secondary level. She struggled to find a school that would accept her for her practicum period in October and November. She was eventually able to complete her observation lessons at E.S.B N°306 from October 2nd to November 6th. During this time, she worked to get to know the students and build rapport before teaching. The goal of the experience was for Cintia to improve her skills and apply strategies and knowledge from her studies. She worked to engage 30 adolescent students through interactive activities and meaningful use of the target language. While challenging at times, the experience helped Cintia overcome her fears and confirm her preference for
Beramendi tpd-trabajo de reflexión final-kinder-pdf
Cintia completed her kindergarten practicum teaching 7 English lessons to first graders. She found lesson planning took more time than expected. While nervous, she learned about the teaching process and was able to communicate in English with the students through miming and examples. Cintia enjoyed working with the children and confirmed she wants to teach young learners. Feedback from her tutor and teachers helped her improve her lesson timing and recognize her strengths. Overall, Cintia was satisfied with her teaching experience and progress, though knows she still has more to learn in her career.
field study
The document outlines a student teacher's practice teaching activities. It includes goals, tasks, and reflections for orientation at a cooperating school, familiarizing with school facilities, observing classroom routines, and preparing for a first lesson plan. The student teacher aims to learn school and teacher expectations, analyze the vision and mission, and establish order in the classroom. Through tasks like school tours and discussions, the student reflects on preparing for the teaching profession and establishing discipline among students.
Fostering Teacher Development Using Simple Technologies to Listen and Respond...
Fostering Teacher Development Using Simple Technologies to Listen and Respond...Technological Ecosystems for Enhancing Multiculturality
This document discusses using simple technologies to support teacher candidates' learning from practicum experiences. It examines four technologies - daily entries in a table, a shared notebook, a poster, and a narrative - that students used to document experiences. The author realizes his responses to students focused more on the technologies than the professional learning or reflection-in-action. He concludes technologies have limits and opportunities, and identifying and supporting learning requires careful listening and responding from teacher educators.Conclusion
Teaching requires consideration of many factors. Teachers must understand their students and select appropriate materials, strategies, activities, and methods. However, developing positive relationships with students can be even more challenging, as teachers must adapt their approach for different groups while maintaining patience. The author found that their knowledge of teaching English grew little by little through hands-on experience, such as creating activities for non-literate children that focused just on speaking and listening. While teaching is not easy due to daily variability between groups, the author feels confident and reenergized to continue learning through their career after completing their practicum.
Tpd schulze secondary - 4 dimensions of...
1) The author completed their practicum experience teaching secondary students at a private school. They felt comfortable with the target language level and enjoyed teaching this age group.
2) Their lessons aligned with students' needs, abilities, and the reality of preparing for an exam. The author was able to successfully incorporate theoretical aspects of teaching into practice.
3) Most students were at a similar language level, allowing the author to focus on the class as a whole. Time management and further understanding each student could be improved. Feedback from observers was sometimes discouraging but the author remains motivated to continue developing their skills.
Classroom management.pdf
Classroom management involves organizing the classroom environment, students, time, and resources to facilitate student learning. It is important because it helps students stay on task and learn effectively. Good classroom management includes establishing discipline, preparation, motivation, a safe learning environment, and building student self-esteem. Key aspects of classroom management are the physical classroom, the teacher's role, and grouping students appropriately. The teacher should consider seating arrangements, movement, instructions, monitoring, and physical conditions to effectively manage students.
Central Peninsula Instructional Rounds Evaluation
The document discusses the experiences and perspectives of school principals regarding their participation in Instructional Rounds. Key points include:
- Principals now look more closely at student learning and engagement in classrooms rather than just teacher actions.
- Professional discussions around teaching practice have increased as a result of participation in Instructional Rounds.
- Some schools have implemented new practices like internal Instructional Rounds or a focus on differentiated learning based on what they observed.
Episode 5
(1) The document outlines a student teacher's first teaching activity on sentence structures and their goals, tasks, performance ratings, directions, and reflections.
(2) The student teacher's goals are to perform the activity well, prepare materials, and follow instructions. Their tasks are to complete a tasks matrix, identify sentence types, plan a lesson on sentence forms, and teach the lesson.
(3) In their reflections, the student teacher analyzes their satisfactory performance and realizes the importance of preparation, engaging teaching methods, and classroom management.
Reflections And Assignments
This document summarizes Zulema Roque's reflections on her goals and experiences during the early days of her teaching internship in the United States through TEA-Guatemala.
Some key points:
- She initially wanted to learn classroom management strategies but focused on methodologies, standards, and student needs support systems.
- Her mentor helped her refine her goals to learning new teaching methods, understanding US bilingual schools, and exploring student support.
- Observing her mentor has been helpful, and she will soon start teaching her own classes with guidance.
PD 2 - Final reflection
1) The document reflects on the author's experience completing a teaching practicum working with a group of students to learn about children's language acquisition and behaviors.
2) Through the practicum, the author was able to apply what they learned in their studies and test activities and materials created with the students, noticing their reactions and level of motivation.
3) The author believes the experience was beneficial not only for themselves but also for the students, and that they have identified areas of classroom management and explanations that can be improved going forward.
Field Study 2 Episode 1 Principles of Learning
The document discusses the principles of learning that were observed being applied in classroom teaching. It provides 9 examples of how the cooperating teacher demonstrated different principles of learning in their classroom instruction and activities. The student observer analyzed how the teacher's application of the principles impacted learning and engaged students. The key principles observed being applied were that learning is cooperative/collaborative and that it is an evolutionary process. The observer agreed that the principles guided effective teaching and learning.
lessonplaning-phpapp02.ppt
This document discusses the importance of lesson planning for teachers and learners. It notes that lesson planning helps teachers stay organized and prepared, while showing learners that the teacher cares about their learning. The document also emphasizes including variety, coherence, challenge, and flexibility in lesson planning. When designing a lesson plan, teachers should consider objectives, prior knowledge, materials, tasks, timing, and interaction modes. Key components of an effective lesson plan include objectives, procedures, and aids used.
Similar to Tpd reflection primary - schefer elizabeth (20)
Moller Poulsen - Nivel Inicial - Dimensions of Reflective Learning
Moller Poulsen - Nivel Inicial - Dimensions of Reflective Learning
Tpd beramendi-trabajo de reflexión final-secondary level-checked (1)
Tpd beramendi-trabajo de reflexión final-secondary level-checked (1)
Beramendi tpd-trabajo de reflexión final-kinder-pdf
Beramendi tpd-trabajo de reflexión final-kinder-pdf
Fostering Teacher Development Using Simple Technologies to Listen and Respond...
Fostering Teacher Development Using Simple Technologies to Listen and Respond...
More from Elizabeths Schefer
Schefer tpd - lesson plan 4 - secondary - passed-
This lesson plan is for a 3rd year beginner English class with 23 students. The lesson focuses on sports and free time activities. The objectives are for students to identify and name different words related to sports, and develop their speaking and listening skills through various interactive activities. The plan includes a warm-up activity revising sports vocabulary, reading and answering questions about sumo wrestling, playing a Jenga game using sports sentences, listening to and completing lyrics from Shakira's "Waka Waka" song, and making posters about sports they enjoy. A variety of teaching methods are used including group work, games, reading, writing and songs to engage students and integrate different skills in an communicative classroom environment.
Schefer tpd - lesson plan 3 - secondary - passed
This lesson plan summarizes a class focused on sports and free time activities for beginner English learners. The plan includes revision of previously learned sports vocabulary, introduction of new vocabulary related to famous athletes and strange sports, and activities to develop speaking, listening, reading and writing skills. Students will watch videos, complete worksheets, discuss questions in groups and play a game to reinforce the target vocabulary and grammar in an engaging, communicative way. The plan demonstrates consideration of learning styles, sequencing of activities, integration of skills and use of technology to support language learning objectives.
Schefer tpd - lesson plan 2 -secondary -passed
This lesson plan summarizes an English class for 23 beginner level students focused on sports and free time activities. The plan includes a warm-up activity revising sports vocabulary, showing pictures of sports and having students identify them. Students will then complete a chart about indoor and outdoor sports. They will watch a video about sports in the UK twice and complete a worksheet about it. Finally, students will work in groups to create posters about typical sports in Argentina. The plan integrates speaking, listening, reading and writing skills through varied activities using videos, pictures and group work.
Schefer tpd - lesson plan 1 - secondary - passed
This lesson plan is for a 120 minute English class for beginner level 3rd year students. The lesson focuses on sports and free time activities. It includes 7 activities to help students practice identifying and naming sports, asking and answering what someone is doing in the present continuous tense through pictures, videos, games and exercises. The plan integrates speaking, listening, reading and writing skills. Formative assessment will check understanding of vocabulary and grammar through class participation and completion of worksheets. The plan demonstrates good organization, sequencing of stages and activities, and use of various teaching strategies and resources to engage different learning styles.
Schefer tpd - lesson plan 1 - primary - passed
The document provides a lesson plan for a 2nd grade Spanish class focused on circus vocabulary and actions. The plan includes warm-up activities to review animals and actions, teaching circus vocabulary through pictures and questions, a worksheet for students to complete individually and with partners, and a closing mime activity. The plan aims to develop students' speaking, listening, writing and reading skills through interactive games, songs and partner work integrating multiple intelligences.
Schefer tpd - lesson plan 2 - primary - passed
This document provides a lesson plan for a 2nd grade Spanish class focused on the circus and abilities. The lesson plan includes 3 activities: 1) introducing and discussing the story "Giraffes Can't Dance" through questions, 2) having students color and describe a giraffe by writing what it can and can't do, and 3) playing a guessing game where students ask yes/no questions to identify an animal placed on the teacher's forehead. The plan aims to develop students' speaking, listening, writing and reading skills through interactive activities integrating different skills and styles. Assessment of grammar, vocabulary and comprehension is built into the writing and game portions.
Schefer tpd - lesson plans 1 -kinder- passed(1)
This lesson plan summarizes a Kindergarten English class about animals. The class has 10 students at a beginner language level. The lesson aims to teach students to identify and name different animals through songs, games, and activities using pictures, finger puppets and flashcards. Key activities include singing songs about weather, feelings and animals, playing a guessing game to name animals from pictures, and running to touch animal pictures on the wall when named. The class ends with a goodbye song. Homework assigns creating animal figures from cardboard and buttons.
Schefer tpd - lesson plans 3 -kinder- passed
The lesson plan summarizes a 40 minute Kindergarten class focused on animals. The class will revise wild animals and their actions through songs and a die game. Students will learn parts of the body like eyes, ears, mouth and tail by describing a lion. They will complete a coloring activity with missing body parts on different animals. Throughout the class, speaking, listening and pronunciation skills will be developed through teacher-student interaction using songs, games and activities.
Schefer tpd - lesson plans 2 -kinder- passed
The document provides a lesson plan for a kindergarten class about animals. The 40 minute lesson has the goals of identifying and naming wild animals as well as developing speaking and listening skills through songs, games, and interaction. The lesson includes a warm up singing activity, reviewing weather and feelings, watching a video about animals at the zoo, identifying animals from pictures and acting out their movements, and a closing song. Homework involves listening to the zoo song again at home.
Schefer tpd - lesson plans4 -kinder - passed
This lesson plan summarizes a 40 minute kindergarten lesson on animals. The lesson aims to teach students to identify different animal body parts like eyes, ears, legs and tails through songs, games and an arts activity where students make animal masks. The plan includes a warmup song, presentation using flashcards and miming body parts, two interactive games where students touch pictures of long and short tails, and an arts activity where students make animal masks with googly eyes, pasta and glue while listening to animal songs. The lesson concludes with a cleanup song and homework of noting activities in their folders.
Cv elizabeth schefer 1
Este documento presenta el currículum vitae de Elizabeth Schefer. Actualmente trabaja como docente de inglés en la Escuela Rural N°46. Tiene estudios secundarios como Perito Mercantil y terciarios como Analista Programador e Inglés. Ha tomado varios cursos y capacitaciones docentes. Tiene experiencia laboral como docente de inglés en varias escuelas desde 2006 hasta la actualidad y también ha trabajado como secretaria académica y ejecutiva.
More from Elizabeths Schefer (11)
Recently uploaded
Top five deadliest dog breeds in America
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
How to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Assessment and Planning in Educational technology.pptx
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
How to Add Chatter in the odoo 17 ERP Module
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.
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdA Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
The Diamonds of 2023-2024 in the IGRA collection
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.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar KanvariaRecently uploaded (20)
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
Assessment and Planning in Educational technology.pptx
Assessment and Planning in Educational technology.pptx
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance.pptx
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Tpd reflection primary - schefer elizabeth
- 1. Reflection- Primary - ScheferElizabeth Colegio del Sol In this second part of the practicum I put in practice not only the theory learnt but also all the suggestions given by my tutor. Thinking about the aims of this experience, and taking into account everything I learned throughout the Profesorado, it is time to transform all my knowledge into practice. On the other hand, I needed to prepare a variety of resources to teach all the students in the class. I prepared classes for the different kinds of learning styles such as visual learners, kinaesthetic learning among others. Thinking forward and inward: If I had the chance to develop this practice again, I would make some changes related to how to manage time and discipline. In some activities, students needed more time to conclude with the different activities that I had planned. On the other hand, I think it is very important to have other perspectives when we work in our practice. I would like to say that I felt very nervous when the teacher was observing my practice. Although it was necessary because, through every suggestion or comment, it really helped me see the things I was doing wrong. Taking into account all the suggestions from both my tutor and the teacher I was able to improve class after class my teaching practice. Thinking outward: Taking into account the different problems that children go through, as teachers we must prepare ourselves for the different situations that occur within the classroom. Moreover, class after class, we find new challenges, and it is not an easy topic to address. That is why as a teacher we are always learning from our practice. Every day is a new challenge, for example, how I will present the topic as I can make it attractive and significant at the same time or how to work with different abilities, violence and disinterest among others.