To organise an area to seat 7 children. I would prepare the area and set out the learning material and instruments and instructions for each child to use. I would assist the children in following the teachers instructions and encourage all of the children to take part in the lesson .I would also watch the children carefully to make sure they understood the teachers instructions , if a child was struggling in would gently tell them again and help them to understand what was happening in the lesson . Engaging and encouraging each child to explore the different sounds and experiment with the instruments. If the children have different instruments in think it would be a good idea to take it in turns to try out each instrument so the child gets to experience each instrument and they can have the same experience and discuss this with each other at the end of the lesson.
Student often work at stations and learn through team building and planned movement. In order to facilitate student learning; I often use a pedagogy of strategies which helps student learners meet academic goals. In developing lessons, I support the findings by Bruner that emphasizes the
Monitor every time the child would do this. * Participant – This would mean to monitor a child when they are within a group. * Non Participant – this would mean to monitor the child when they are working on their own with another member of staff. * Trail or Movement – This would be observing a child’s behaviour in the classroom * Target Child – Observing one child In my SEN PMLD class we also use other methods of keeping these accurate within the team we use checklists on the wall, (obviously confidential) for instance we all know that Joe Bloggs bites, so we have his name on a check list that has a tally chart next to his name, the team are aware what this means but if a parent or other person came in the would just see; Week Commencing 25/08/14 Name | Mon | Tue | Wed | Thur | Fri | Total | Joe Bloggs | // | // | //// | | / | 9 | Mary Smith | /// | / | | //// | ////// | 14 | Bob Frances | // | | / | | /// | 6
References Werner, P., Thorpe, R., & D. Bunker (1996). Teaching Games for Understanding: Evolution of a Model, Journal of Physical Education, Recreation & Dance, 67:1, 28-33 Mitchell, S., Oslin, J. & L. Griffin (2003). Sport foundations for elementary physical education: A tactical games approach. Champaign, IL: Human Kinetics.
Competency Statement 1 To Establish and Maintain a Safe, Healthy, Learning Environment I strive to provide an environment that is both a physical and emotional safe haven. Focusing on meeting their basic health needs and allowing for a fun learning experience. Function Area 1: Safe Environment Preschoolers are naturally active and inquisitive, therefore not always aware of hazards or behaviors that could cause injuries. I try to achieve this is by: * Supervising children at all times * Having eyes on every child and doing child counts * Utilizing classroom rules: Walking feet * Daily environment checks * Loose screws, broken hardware, splinting wood * Inspection of toys and equipment * Choke test small objects * Supplies are non-toxic and developmentally appropriate. * Familiar with classroom emergency procedures * Prepared for emergences through role-playing and monthly fire drills.
The objects are not of regular shape, but are soft in texture and allow for an abundant amount of jumping and wrestling on. They allow children to explore their own abilities at their own rate with no fear of them getting hurt. 8. First Steps Toward Teaching the Reggio Way: This edited book is a collection of experiences by educators as they apply principles of the Reggio philosophy in their own environments. Through practical, real-life examples and advice, it shares experiences of ordinary teachers working to apply the Reggio Approach in their own classrooms, and demonstrates its wide applicability by discussing its implementation in a variety of teaching settings - including preschool, elementary school, with inner city children, in children's museums and
Students are taught to develop their skills through specific techniques. They are encouraged to review and ask questions during tutoring sessions based on the teacher’s instruction. Students generate questions and draw conclusions through reciprocal peer interaction. The reinforcement they receive while working in groups motivates learning. These sessions create a classroom where student pairs can work on different levels and on different types of problems (i.e., word problems or counting) or at varying reading levels.
(English, 2009). Subject positions emerged: (1) Classroom teacher: Too many responsibilities, time management, responsible for covering the curriculum, role of expert instructional decision maker, and role of learning facilitator; (2) ESL department: Completely responsible for all ELLs, responsible for constructing a fun community for ELLs, and supporting teachers with small group instruction and data; (3) English language learners: ELLs are responsible for their own success or failure, role of deficient and passive students who need special help, and the student’s role is determined by different labels either mainstream, ELL, or Special Education. (English, 2009, p. 6). What is your opinion of the literature review? Is it comprehensive?
This should be achieved through specialised lifts, ramps and any alterations in any physical feature that allowed the student true and free access to their education. This part of the act came into effect on the 1st of September 2005. Personal practice As a Creative Arts Tutor I follow the concept of Art being for all. Art is a medium for education that should refuse no one. Art has always shown me freedom and so my role as an educator is one to pass this on to all my students.
Running head: UNWRAPPING THE TECHNOLOGY STANDARDS Unwrapping the Technology Standards Larry Kuykendall Grand Canyon University Instructional Technology EDU 225 Jennifer Taylor September 14, 2011 Unwrapping the Technology Standards Comparison Chart |NETS for Teachers |Master Technology Teacher Standards | |Teachers utilize their knowledge of subject matter, teaching and |The Master Technology Teacher successfully model and relate classroom | |learning, and technology to facilitate experiences that advance |teaching methodology and curriculum models that support active student | |student learning, creativity, and innovation in both