Greetings & Review : Letter

Ask students if they have and questions or concerns they would like cleared up before moving into the activity.

Classroom Etiquette . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Memorize the names of all your students within the first week of instruction. Use students’ names frequently.

I like to make all of my students feel important, speaking to them directly, using eye contact, using their name, asking them direct questions.At first, I carry out an evaluation to test their prior knowledge, their preferred learning styles and to assess if any additional support is needed. I can then change the teaching level to fit new conditions and pitch it correctly to each individual.

be a few students who act out or disrupt the flow of learning. This is no different for Ms. Anderson. She

I don’t have a steady classroom. I have different students throughout the day. I usually have between eight and 12 students at a time. The class is small so I can have “eyes in the back of my head” and give students the attention they needs.

Pass out the student handouts (handouts will be stapled together in a packet—each student gets one packet with materials)

be subtler, for instance nodding less profusely, as this ensures that your students do not feel patronised and feel comfortable enough to contribute to discussions.

surrounded by talk by giving the pupils plenty of opportunity to speak to both staff and students so

Students are groups based on their academic level, and have their desks are set in 4 groups of 6 with one group being in a set of 5. Two groups are in the front of the class while the other two groups are in the back of the class. 2 students are placed facing the window and 2 other students are facing the closets (making the students facing each other), and the last 2 students are facing the front of the classroom. I find that this positioning of the students is great for allowing students to turn and talk, and work as a group for certain assignments. The down side, however, is that students tend to talk excessively to one another, and get distracted more

There are several strategies I employ in my lessons to demonstrate mutual respect for, rapport with, and challenge students to engage in learning. During mini-lesson and class discussion, I use physical gestures and verbal affirmations. I make eye contact, nod my head, repeat correct students’ responses in my own words, and build on their responses to promote thinking. Video Clip 1 begins with the moment when students turn and talk with their partner after watching the video of slam poetry, “Knock Knock.” At 00:03, I count down the numbers from three to one to bring every student’s attention to me and ask students to share out what they are noticing about the structure of “Knock Knock.”

At this moment in time, I am sitting next to Brad Fullenger, a student who is arrogant, obnoxiously, and very distracting. I feel as though my level of productivity would greatly increase if I were to have a seat away from Brad. I would like to think that you would want the best work environment for your students and have little to no distractions. Not being able to go deep in thought and free from any interference can be quite a nuisance. I will be very thankful with your help; words won't be able to describe my joy.

2) Group Work: When the instructor at front finish perform a series of movement, let students form a small group (three kids

3) Let students know that you care about them. Although many of us assume our students know this it 's not necessarily the case. Let the students know that you want them to succeed, whether it be to pass your latest test, or class, or graduate from college and get a good job. Let them know that you appreciate the work they do on classwork, or a test, or homework. Take the time

* Try to create a sense of community where the students feel more comfortable in front of each other. One suggestion made was to have the students sit in a circle.