As an exit ticket, Mrs. Calvin instructed the students to choose one structure; tell whether it was found on plant cell, animal cell, or both; and tell its function. The next day, Mrs. Calvin started the lesson by going over the objective and vocabulary with the students. Then the teacher reviewed the scoring rubric for the “Act it Out” project. She also gave the students the opportunity to share what they learned the day before. Next, the students went back to the groups that they formed the previous day to make final preparations for their performances.
The teachers walked around the classroom stopping in on each group to offer assistance. They listened to the student’s questions and comments, while asking guiding questions and giving necessary feedback to assist the students in completing the assignment. The students were listening to the teachers’ instructions as well as asking questions and commenting on the possible solutions presented by the group and the teachers. They worked with the teachers and the group to come up with
The student that has a calculator always keeps it on top of his table, and the paraprofessional is constantly reminding him to use it. The students who have answers recorder sit at the same table; they are also next to a computer station where they can type their responses and print them out. The set of twins are seated away from each other to promote individualism. The students always receive modifications during instructions and for homework. The paraprofessional and special education teacher send examples of what the students are learning.
Teaching assistant level 3 Assignment 12 Question 1 Outline the daily /weekly routine for the pupil and or the class whose learning you support? Morning Reception children should arrive between 8:45 and 8:50am and proceed quietly to their classroom where the teacher will be waiting. Parents are welcome to accompany their children into school. School commences, for reception children, at 8:55am. Parents should deliver their children to the classroom via the reception class door and not be walking through the school as older children will have already begun their school day.
Range Proof of observation – Recording time Evidenced Discuss the security arrangements when children arrive at the setting. (1.2) All the children from Reception, Year 1 and Year 2 wait on the Infant playground with their parent/main carer until the bell goes at 8.55am. It is usually the Head Teacher that rings the bell or, in her absence, the Deputy Head Teacher. The children are then escorted to the main door of their classroom by their parent/main carer where they are greeted by a member of staff, usually their class teacher. The children have daily routines of hanging up their coats and putting their book bags and lunch boxes away.
European Explorers: Research Project In School You will work on parts of your project at school. You will use your computer time with Mrs. Shifman or Ms. Bishop to help you complete a timeline on the computer and complete some extra research. Research your explorer using the information Mrs. Ozanich provided to you. Research information about your explorer using the Internet sites Mrs. Ozanich linked to the social studies page on the 5th grade website. Create an interactive, digital timeline on your explorer in the computer lab.
Individual students will be using their iPads consistently throughout the day. They will be used across the curriculum with students blogging, interacting on our class wiki, and creating multimedia projects. In small group instruction, specifically Tier 2 instruction, the iPads will be used to differentiate instruction. During small group instruction I will using Apps that compliment our units of study. Some students made need help with basic math facts while other students are ready to do some enrichment problem solving with their mathematics.
Then we came in. They had some more story telling while the lunch was being placed on their tables. As the letter of the day was "Q" the teacher was saying and writing every students name on the board with a Q and the students asked to write my name on the board too starting with a Q. Then even for lunch most kids wanted to sit around me . It was so
For the interview project I spoke with Jessica Flynn a US history and AP Comparative Governments and Politics teacher at Greenwich High School. She has been teaching at Greenwich High School for two years now. I was able to get some of her insight regarding curriculum and how it works in her specific district. 1) How do you integrate technology into the curriculum that you teach? * At GHS (Greenwich High School in Greenwich CT) every classroom has a Smart-board, which is especially useful when integrating technology into daily lessons.
As the days went by I learned more activities to do and fun activities to help the children learn. By my third week I was writing lesson plans and learning what the correct benchmarks were to make sure that my lesson plan consisted of each section we needed for teaching the children. Now time came for me to actually teach a lesson to the children and the lead teacher as an assistant to me. The Children were responsive to me during my lesson they were eager to tell me what they knew and what they had learned the week before. There were many things I needed to learn and do in the classroom still.