303 support learning acti

My main weakness is my ability to manage a classroom. I must learn to establish myself as the teacher, and that my word has meaning behind it. I must create an environment that allows the students to understand the reason for the things we are doing, and that it is imperative that they are engaged in the learning to become a more balanced

Organisation of the lesson: the entry, structuring, and closure of the lesson. Teacher’s time management: allotment of time to different activities during the lesson.

Planning and preparation of teaching is supremely important, the teacher and teaching assistant need to work together to achieve the best learning result. Lesson plans and structures will be implemented and will be catered for each learner; they will include teaching methods and techniques, assessments and targets. Teachers have policies, procedures and regulations to adhere to and within organisations will have to take into consideration budgets and resources.

The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

A second area that I need to grow in that would increase my instructional effectiveness would be to use more high order questioning throughout my lessons and assessments. Students did well on their post-assessment but I feel student would have been more successful and met all learning goals if I would have asked questions at a higher level to really get them thinking about the content. It was a challenging to create questions and formative assessment questions that were high level with the content being taught. Creating higher order questions with history was a struggle due to the content being mainly memorization of facts but I feel it would have greatly benefited the student to think of it in a different way rather than just remembering what happened.

For each activity, two “lesson plans” are given. First there is a general description of the activity. Next, there is a teacher script that includes wording a teacher could use when teaching the lesson.

Problems I experienced were not having a great area content, but I was lacking complete knowledge. I think my content and language objectives worked well, as for the other concepts lacked in details. I think I was more involved with the content and did not give enough information in when it came to interaction and lesson delivery. I think the involvement should have been explained at greater length. I lacked the focus on what I should do rather than the students.

Grouping should be reviewed and altered based on student improvements and needs. Students can learn a lot from their peers who may not be at their same ability level. Students can also be grouped by their differences in order to help students grow at all different levels. Students’ gender, social class, and race should not be the main variable associated with sorting students into

When it comes to the students’ different abilities, she put the students in groups based on

Teaching demands a lot of creativity and being able to adapt to different situations and environments. However, in order to experience lasting success, more than pot luck, charisma and spontaneity are required. Planning is essential. Planning and preparation gives a certain level of confidence. Whether it is a single lesson or a whole course, planning allows you to design the learning journey you wish to take your students on. In designing, you can make sure that you are catering for all your learners’ needs. This includes sufficient differentiation; for SEN needs as well as your gifted and talented students. In planning you can ensure that your lessons have a definite beginning, middle and end and have clear aims and targets. At this stage you will also prepare and plan resources. Also, you must plan your assessments. How will you know when the students have learned what you set out to teach? How will they know? How are you going to prove that learning has taken place at the end of the course? All these points will be addressed in the planning stage of the teacher training cycle.

An area on the lesson planner labelled, ‘Implementing the Lesson,’ (see Page 5 of Appendices One) illustrates the timings and activities of the session. Out of these the following three timings and activities that the learners completed, have been chosen. Firstly, I will examine the

Before the session will commence, teacher will be involved in planning learning. This process involves creating the session plan, resources and activities needed to perform the subject. On very occasions

As proposed by Dymoke and Harrison, good lesson planning is essential to successful teaching in so far as stating, `It is often the case that poor teaching, classroom management and behaviour stem from lack of explicit planning` (2008, p.122) It is suggested then, that thorough planning is fundamental to the successful learning of pupils in many ways. Whilst allowing the teacher to follow a process of thinking, providing a mental practice session if you like, the act of planning therefore becomes an imperative aid for both student and teacher.

One of the biggest weaknesses in executing the lesson, to include a self-assessment, was my lack of ability to learn names quickly, fully understanding the climate of the classes, and lack of experience with teaching the subjects. Many day to day adjustments had to be made in both subject areas. One in particular for the Geometry classroom was that the PowerPoint presentations had to be adjusted to further break down and reteach Algebra concepts, the lowers level learning objectives, prior knowledge that did not consistently transfer to this classroom. In addition, the anti-bullying assignment was changed from a group assignment, an anti-bullying campaign to an individual quick write essay where basically the whole class successfully shared

70). After charting her results, we determined that she has an expressive personality. Because I do not know her well, I read to her the strengths and weaknesses of her personality, which she completely agreed with. She is social, outgoing, and enjoys being fun as well as sometimes reactive and overbearing. I then asked her to describe her biggest strength and weakness as a teacher. She knew right away that her strength is building rapport with students, going on to describe the relationships she formed with students that were unsuccessful in most classrooms. She stated that, “If I can get them (her students) to trust me, I can get them to learn”. Her weakness was a bit more difficult to determine, finally deciding that she struggles most with organization and data collection. She then proceeded to ask me a series of questions about the school policies, activities, curriculum, and administration. Of course, I filled her in on all of the