When students see others doing this it quickly reminds those who may have forgot that they too need to place their homework in the basket. Mr. Collet is then able to quickly see who has turned in homework and who has not. He also has provided the opportunity to each parent to purchase a daily planner; the planner allows the student to write down daily homework assignments for each class period and parents may follow up by looking at the planner nightly to ensure that the work is getting completed. Mr. Collet also allows for the students to participate in deciding what homework assignments are going to be assigned. Students get to give the opinion on what is best for them to learn from by helping Mr. Collet collectively agree upon what material they will have homework on.
As the year goes on, I can gradually add more work. Each day when they enter the classroom, dropping off their take home folder will be routine. I will collect their homework assignments from their folders and return their folders back to them, along with their weekly assignment sheet. Their weekly assignment sheet will always stay in their homework folder. If assignments aren't turned in for the day, I will ask the student why it wasn't completed and send a note home to the parents.
She meets with her assistant teacher in the morning before the children come in and shares with her assistant what the lesson plan for the day is. Most of the classroom materials are prepared when the teacher is in the classroom, an hour before the students arrive. Miss Lisa and her assistant make sure that all the materials are where they belong. If a new lesson is going to be given, all the materials needed to give the lesson are placed in a section of the classroom where the teacher will have quick access to. Miss Lisa makes monthly scheduled parent meetings.
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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.
Behavior Expectation #1: The students must have their name and an appropriate heading on their papers. At the front of the classroom, I have a sample paper with exactly what I want and an example shown. • Name: Johnny Doe • Date: 10/06/2010 • Period: 3 • Assignment: pg. 21 # 6-15 Behavior Expectation #2: Once students are finished with their papers they are to turn them into the appropriate bin which I have placed on a table by my desk in the classroom. All students are to put their assignments in to the bin and not on my desk so I can keep everything organized.
Unit 2 3.5 Explain when and how to refer other adults to further sources of information, advice or support. If any other adults in our school, such as parents or staff, asked me for advice or support regarding a child, my first point of contact would be our SENCO (special education needs co-ordinator) leader. At my school the SENCO leader has a lot of experience so would know exactly where to send them for the specific help they needed. She is responsible for the day to day running of the schools SEN policy. A SENCO is also the person who laisses with the parents, teachers and any other professionals involved with the child.
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.
Ethical Leadership Field-Based Shadowing Ann Webb Ethical Leadership Field-Based Shadowing For my first internship field-based activity, I chose to learn about the administrative role by shadowing the elementary principal for an entire day. Going into this activity, I expected the principal to routinely be involved with student discipline, field questions from staff members, and spend a majority of the day completing tons of necessary paper work. It was not long into this process that my prospective began to change. After answering numerous calls and greeting students arriving on the bus, the principal stopped to write a short thank you note and a birthday greeting to two staff members. This action made me realize that
My days are filled with communicating with the staff at my children’s school and using the internet to correspond with my instructor for school. The types of communication with the teachers and faculty at the school consist of me talking to the instructor and delivering messages to the other members of the staff. I communicate with some students some of the time by answering questions for them and showing them whatever the teacher has just taught. When they have computer lab, I am there to assist the teacher with showing the kids how to do what she is telling them to do. There is lunch where I have to make sure the students all get their trays, eat and throw the trays away.