I check for understanding and try to engage my ELL students to actively participate in the lesson. When they are done, I then ask each group to share their fact sheets and for the rest of the class to fill out the Navajo Culture handout on the board from what they learn from their classmates. When each group has presented their fact sheets, I instruct the students to fill out the other part of the Culture handout with their own culture. We then put those answers on the board. I instruct the students to put away their worksheets until tomorrow and project cloze sentences with the new vocabulary.
Learning Outcome 1: Understand the schools policy and procedures for displays. 1.1 Obtain a copy of your schools policy (If your school doesn’t have one, discuss it with your teacher or use the generic one provided). Describe your schools policy for displays. When making a new display for the classroom or corridor, you first have to remove everything that is on there, remover every staple that you can find on the backboard as this come under health and safety. You then plan out your design, explaining what it is about, will it be a display of showing the children’s work or display information about the current topic.
Where would you find out what the workplace procedures are for responding to emergency incidents in the workplace? A copy of the workplace procedures manual for responding to emergency incidents is located in the main office and also a flow chart is located in workshop. You can also ask the office manager or workshop manager for procedure details. 4. Who are some examples of designated persons for reporting queries and concerns about safety in the workplace? Queries and concerns about safety in the workplace can be reported to the workshop manager or the office manager.
CONTENT * Ask the class to give you terms associated with study * Write these terms down on the blackboard * Discuss the purpose of studying * Give different outlines of the different study methods you are teaching * Read global Warming in the Geography textbook as well as the teachers summary * Use group interaction to go through study steps of these global warming pages * After each step analyze the information obtained and have a class discussion * The arrangement show how learners arrange the information differently from each other * Use spider diagram or mind maps to summarize information of global warming serving to let learners practice summarizing techniques CONCLUSION * Give a quick overview again of study method * Ask class what they have learned extra about studying * What part of the method do they think will be most helpful to them * Give homework HOMEWORK * Learners must use their geography handbooks * Give specific page number and
Our teachers are able to provide exercises or activities to parents to practice at home with the learner thus reiterating what is being taught in the classroom. E.g. asking the learner to set the dinner table and giving them a specific number of forks to be placed on the table as well as knives. This is teaching those to count in pairs as well as numeracy. After each term parents will receive a report of their child’s progress for that period and also be advised on their child’s areas of
Coaching Report Leading Through Coaching Report-Module 8 Rhondalyn J. Cornett Grand Canyon University-TCH 518 April 25, 2012 Leading Through Coaching When examining the real-world applications of collegial and peer coaching you see educators who are beginning to take control of their growth as an educator. In the past teachers depended on their administrator to tell them what they were doing correct and what they were doing incorrect in the classroom. The administrator would come in the classroom for 30-45 minutes observations looking for strengths and weakness, and not really understanding the dynamic of the classroom. The administrator will offer recommendations for the teacher, and give them strategies they will expect to see
A good leader must have good communication skills to enable the successful execution of the organization’s goals through the work of the employees. In the case study “The Superintendent’s Directive,” the Carville City School District experienced an issue as a result of a communication problem between the superintendent, one of his school principals and the teaching staff (Daft, 2012, pp.287-288). Superintendent Porter sent an e-mail to all of the principals in his district after attending a management summer course which stipulated that each teacher develop a set of performance objectives for each class they teach (Daft, 2012, p.288). Principal Weigand of Earsworth Elementary School forwarded this email with a one-month deadline to his teachers (Daft, 2012, p.288). The e-mail was not well received.
Bring photos of landfills, dumptrucks, and different items which are able to be recycled. Bring a recycling box from the city. Possible discussion questions: List how you will document responses: I think a KWL chart will work really well in this particular unit. It will give a good understanding of what children already know and where they want to go with the topic Props added to classroom on introductory day: Recycling tubs, items which are recyclable, books. List the Concept Objective(s) to be reinforced this week: Children will explore ways in which items can be recycled by using them to create new items.
Here are the steps in my fire escape plan. Step one is for all teachers to get their students lined up in an orderly fashion. Step two is for teachers to grab their emergency kit containing their classroom roll. Step three is to direct their class through their routes and exits. A way to improve the exits is by using science.
Teacher should set out the learning objective clearly because for the level 1 pupils especially Year Two pupils, without a clearly and precise induction set, the objective of the lesson will not be fully achieved. Teacher then asked the pupils what they know about pottery and when this craft is used in their daily life. According to Lorin Anderson (2002), "When examining instructional activities, one must ask, “What is the pupils supposed to learn from his or her participation in this activity? What knowledge is to be acquired or constructed? What cognitive processes are to be employed?” That’s why teaching and learning process require intentional planning and flexibility.