Pair Sharing In English

Listening and Responding. It is important to listen and the pupil an opportunity to speak, so they can express their own thoughts and feelings. You should respond appropriately and you may need to repeat back to make sure of your understanding. This also makes the pupil aware that you are listening and are interested. For example in my setting I had a pupil tell me that his Dad hurt his thumb with a hammer when he was putting a picture up. I repeated the sentence back to him but also continued the conversation by asking questions like, ‘Did his Dad have a sore thumb’, and ‘Did he need a plaster’. This showed that I was interested and I was also listening. The pupil responded well and was very excited to be telling me about it.

Things such as changing activities in class can also be explained before hand, at the start of the session to lessen the arguments, or sulks when an absorbed child is asked to change what they are doing!

In terms of numeracy, the children were drawing a variety of shapes in the sand which allowed me to use new words with them to further develop their vocabulary. I also used everyday words to help reinforce their existing vocabulary in a new context.

Students had previously covered the topic of developing fluency in multiplication by 2-digit numbers. After that topic students moved on to cover number sense, dividing by 1-digit divisors using mental math to prepare them for the following topic of my learning segment. The topic of my learning segment consists of developing fluency, dividing by 1-digit divisors. I designed my lesson as a three-day unit focusing on long division by modeling division with place-value blocks, dividing 2-digit by 1-digit numbers, and dividing 3-digit by 1-digit numbers. Students were introduced to division prior to my learning segment but the struggled to understand and comprehend division because students were only introduced to the division algorithm and were not provided with a mnemonic to help them recall the steps. Students also weren’t introduced to division with manipulatives or drawings. Therefore, I

Max cannot read information written on the whiteboard and sitting at the front of the class (preferably close to a power source if he using ICT resources) will enable Max to listen to the teacher (the teacher should talk while teaching because Max may miss visual clues and written instructions). For practical demonstrations or using visual aids it must be remembered that it would be beneficial for Max to be close to the adult. The adult who is supporting Max could read out the board work that the teacher is writing and the use of auditory descriptions would help Max follow along text in books and on the whiteboard. Colour highlighting would help to differentiate information on a page. Multi sensory learning will enrich Max’s learning within the classroom but it must be remembered that visual and special concepts will need further explanation because he would miss out on vital visual information. Also, the use of real objects when teaching will enable Max to have more of hands on learning and also allow him to change his thoughts from concrete ideas to abstract concepts. An example of this may used in his application of maths skills whereby Max could be investigating the area of shapes and this could then be extended to area of a room for carpeting. It will also be important for the teacher to be aware of Max’s strengths and these can be used to develop goals, dreams and aspirations.

A few students raise their hands. I wanted to further draw out students’ responses, so I used a vocabulary term we previously learned. I said, “Remember we learned about switch something.” After several students shouted out switch partners, I used the term partners to further describe the two numbers at the bottom. I used this opportunity to see what students understood about the partners while asking the students what the partners did. One student raised their hand and talked about a different set of switch partners and explained that you add them together. I realized they did not say they add up to the total, so I built on that response and said, “These partners down here, they are going to give us...” I paused and had students fill in the response with, “The big

Student’s performance during pair work: the way students completed a pair-work task, the responses they made during the task, and the type of language they used.

Additionally, Paula struggles staying focused and on-task during class instruction. Paula frequently gets lost and distracted with the material in front of her, but Paula makes up for it with her dedication to answer the question correctly. Frequently, Paula observes her peers respond during whole class discussions and also answers some of the questions asked during these discussions. The teacher uses these opportunities as a learning opportunity to highlight the correct answer or guide the students into saying the correct answer. It is great that Paula wants to participate in classroom discussions because she remains fully engaged and frequently offered the opportunity to state his own understandings about the concept or skill he is being taught. Drawing on this observation and the use of intervention work, the teacher can plan future opportunities to allow the students to not only communicate their understandings about the content they are being taught, but to also further drive in the content he is being

Bridge to Prior Knowledge: Recite the numbers 0-10 from number chart as a class. Than have each student count independently on the number chart or tell you how many counting manipulatives they have.

I find it imperative and important to use instructional strategies that assist the whole class and also individual students and even more importantly, students on IEP, 504 and ELL’s. I have no students that are on IEP’s, 504 plans, nor do I have any ELL’s, I do have some students who struggle with motivation and attentive learners. One way I will overcome this is by connect more with these students after I have lectured, or given instructions to ensure they have complete understanding. Additionally, students with motivation, I will work to ensure content is relatable to them and make connections with their own personal interests. This way, it can assist them in their motivation, finally, having multiple check-ins to keep them on track and assist

The teacher allowed students to work cooperatively in groups to discuss problem solving strategies. Students appeared to be very much engaged in learning through interaction with peers. The first grade teacher was very active in using the think-pair-share strategy to promote thinking and oral communication. During her writing lesson of editing a sample story, she asked students to think about what corrections they thought needed to be made, then asked them to share their thoughts with a partner. I thought this strategy was very much appropriate and effective for promoting students’ language acquisition, especially for her class of early intermediate language learners.

Tick tock, tick tock, the clock only moves one minute more. The door slams shut, the office phone rings, the sweeping of eraser shavings slowly drift to the floor, and in the background you hear the faint voice of the teacher calling your name. “Samantha…. SAMANTHA???” and then suddenly the face of embarrassment appears because you don’t know what is going on. “Sorry Ms. Johnson, I was distracted”. Oh distracted, that ten lettered word that kills the flow in every teacher’s lesson. The everyday struggles of students and even teachers within the classroom setting. So as a future educator I posed the question of “How can we improve student’s concentration in the classroom?”. I believe our answer is in Stability balls and activity breaks. By incorporating stability balls and mini activity breaks throughout our classroom, I believe the success and concentration of our students will vastly improve.

Understanding cognition and how we learn is essential in the developmental stages of children. Not all students learn in the same way, understanding the cognitive process will assist in the development of the students. By modifying my approach when giving instructions I have noticed growth in current students that I am working with. Using concrete materials and giving the opportunity for students to be involved in hands-on activities on a daily basis, is essential in making new material meaningful to learners.. The knowledge gained from this topic has increased my understanding and is benefiting the children I am currently

In addition to both teacher and student experiencing low levels of motivation, little to no attention is paid to the

I am primarily a secondary maths teacher, however, I also teach two periods of ESL (English as a Secondary Language) each week to year 6 non-native English speaking students. In the next two classes I intend to cover intermediate vocabulary and writing skills. During the planning process I want to focus on producing collaborative lessons where the students will work as small teams. I also want to