Notebook Correction/Exercise Book Correction MethodsRajeev Ranjan
Teaching is an art. It demands a lot of expertise and patience while checking notebooks. Errors are integral parts of learning process. Do not create error threatening environment; at the same time sensitize your learners gradually to write accurately and fluently. In order to achieve an effective error correction method, it is very important for teachers to have a clear understanding of the nature of errors. As Corder (1967, cited in Cook, 1995: 22) Rajeev Ranjan
Notebook Correction/Exercise Book Correction MethodsRajeev Ranjan
Teaching is an art. It demands a lot of expertise and patience while checking notebooks. Errors are integral parts of learning process. Do not create error threatening environment; at the same time sensitize your learners gradually to write accurately and fluently. In order to achieve an effective error correction method, it is very important for teachers to have a clear understanding of the nature of errors. As Corder (1967, cited in Cook, 1995: 22) Rajeev Ranjan
Aimé's reflection on her practicum experience Aime Huarte
Here is a reflection about my practicum that includes things that I could/couldn't improve, suggestions to take into consideration, if there were any obstacles during my practicum and how I manage to overcome them, etc.
Weak students remedial teaching tips and techniques for teachers and parentsRajeev Ranjan
What is remedial teaching ? Who are identified as weak students? Characteristic feature of weak students at home. Characteristic feature of weak students at school.Story of a weak student. How to help weak students. Teacher role and responsibilities, parent role at home
An explanation of The Daily 5 program promoted by Gail Boushey & Joan Moser. This presentation is an abridged version of the original produced by teachers at Wilson School in Davenport, Iowa.
Asking Questions that Extend ConversationsBrearn Wright
This Power Point outlines how asking questions enhances conversations. It also identifies qualities of questions that extend conversations. This presentation provides knowledge of the types of questions that strengthen conversations. This Power Point provides a definition of an open-ended questions and describes the types of questions that stop conversations.
Aimé's reflection on her practicum experience Aime Huarte
Here is a reflection about my practicum that includes things that I could/couldn't improve, suggestions to take into consideration, if there were any obstacles during my practicum and how I manage to overcome them, etc.
Weak students remedial teaching tips and techniques for teachers and parentsRajeev Ranjan
What is remedial teaching ? Who are identified as weak students? Characteristic feature of weak students at home. Characteristic feature of weak students at school.Story of a weak student. How to help weak students. Teacher role and responsibilities, parent role at home
An explanation of The Daily 5 program promoted by Gail Boushey & Joan Moser. This presentation is an abridged version of the original produced by teachers at Wilson School in Davenport, Iowa.
Asking Questions that Extend ConversationsBrearn Wright
This Power Point outlines how asking questions enhances conversations. It also identifies qualities of questions that extend conversations. This presentation provides knowledge of the types of questions that strengthen conversations. This Power Point provides a definition of an open-ended questions and describes the types of questions that stop conversations.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
1. Weekly Lesson Evaluations prompt sheet
Week beginning: 23rd
–
27th
May
Targets from last evaluations:
Continue with ‘games’ which can
invigorate students
Reflective Practice: how successful were the lessons?
Year 7
24th
May 2016 – Monologues
This lesson focused on monologues and to be able to write a monologue in
the role of Katniss. I felt that this activity was enjoyable as they were able to
stand up and present themselves, showing off their speaking and listening
ability to the students. One thing that was problematic was the difference
between a monologue in a play and a movie. I felt I ran into problems when I
showed a monologue from the Pursuit of Happiness and they were confused
as they thought a monologue was only to be specific to an audience. In the
future, I need to stick to monologues on stage rather than in a movie.
25th
May 2016 – Assessment Debriefing
This lesson was formally observed by Huw, my mentor at school. I focused on
assessment feedback – SPAG. Overall, Huw was happy with the lesson, but I
was in an extreme panic beforehand as I had lost the materials that I was
going to use for collaborative learning. It was extremely worrying, and
perplexing but I had to improvise. I felt I kept calm under pressure and the
lesson went better than expected. Huw did say that the lesson was too SPAG
heavy and this could have been countered by praising students for their
assessments and even using the visualizer to show off work. I feel this is
important, and one of the biggest things that I would take out of that lesson –
in feedback lessons, I seem to focus on the ‘even better ifs’, but I should try
and balance it out, as well as motivate students. Francis has spoken about
this before, where praise is extremely important and this has to be utilized in
feedback sessions.
Year 8
23rd
May 2016 – Assessment Preparation
Students prepared for assessment on the question ‘who is to blame for the
tragedy?’ This lesson helped students plan for their assessment, where they
ranked who they thought was to blame for the tragedy and giving reasons
why. Thereafter, students drew a table with the character, why they are to
blame and quotes to support this claim. I felt the table worked particularly well
as this allowed them to express their opinions, and supporting those with
quotes. I also helped students by giving them scenes to focus on for each
character, which I felt was appropriate scaffolding.
26th
May 2016 – Assessment
Students wrote their assessment ‘who is to blame for the tragedy?’. The
lesson went without any problems. Beforehand, I gave them a sample PEE
paragraph and asked students why it hit the ‘level 8’ assessment criteria. This
model would show what I expect in their PEE paragraphs, as well as reminder
2. how to structure a PEE paragraph.
Year 9
23rd
May 2016 – Act Three
This lesson focused on reading through Act Three and having some
explorative discussion which will aid them for their assessment. The students
really enjoyed reading through the play, where characters were assigned to a
student, and were engaged. I felt the discussion also went well, where we
spoke about who they would blame most for the death of Eva Smith. One
improvement could have been to get students to write a paragraph in their
books about who they thought was to blame for the death of Eva Smith and
why, so that they will already have a paragraph which can be used and
extracted when planning their assessment.
24th
May 2016 – Preparing for Assessment
This lesson focused on preparing for assessment. I felt that they worked well,
but my instructions could have been clearer when explaining what to do in a
carousel and taking notes down. To make it clearer, this could be shown on a
PPT slide, or break down my instructions so that the students can do this in
steps. I also felt that all the students did not always have a constant reminder
about the question, which has led to some students doing worse than their
previous assessment. To combat this, I would possibly write up the question
in the corner of the board so that they have a constant reminder. Overall, I felt
that the lesson where I used collaborative learning and carousel work really
helped students share their ideas together and note down any quotes which
they could explain in detail.
Year 10
26th
May 2016 – Speeches lesson
In this lesson, I focused on speeches and the features of a persuasive
speech. This entailed looking at Emma Watson’s ‘HeForShe’ speech at the
UN Conference, where she spoke about women’s equality. I felt that the video
of Emma Watson’s speech was engaging, and that they were able to produce
openings to their speech that were similar to hers, as well as implementing
the features that they have been taught throughout KS3. In this year 10 class,
I have found it hard to get some students to stop talking and the low-level
disruption was evident in this lesson. I feel that this can be improved when I
have my own classes and have my own authority with them. Some of the
performances given were extremely powerful, and showed the students how
powerful some of the techniques used actually were.
Action Points:
Assert authority when needed
Balance positivity with ‘even better ifs’ in feedback lessons