Teaching approaches

Assignment 4: Lessons from the classroom. In this assignment I have been asked to reflect in detail on my experience of the classroom during the CELTA course (both teaching and learning) for self-assessment and professional development purposes. Before the course I already had one-year experience as an English teacher, using my own teaching methodology, which was not efficient and lacked in many essential stages and aims of my lessons. At the beginning of the CELTA course I realised that it was very

in school in Guadalajara. Thanks to the ten teaching practices I have had lots of hours to practice my teaching. I went from knowing absolutely nothing about teaching, to feeling like I can teach any subject in English at ease. I understand what to do, and what not to do in a classroom setting. My observers helped me improve my teaching from adequate to a professional standard. What is a good teacher? A good teacher is one that has a passion for teaching. A good teacher is one that is takes pleasure

suggest that both direct and lecture instruction models should be studied in order to determine different approaches with the two and which works better for the learners. Other articles look at this instruction model differently and, therefore, offer different results. Direct instruction was first developed by Siegfried Englemann and Wesley C. Becker. Few studies have been conducted on teaching styles, two of the instruction models that are used today is direct-instruction and lecture-instruction

Context for Usage: The grade levels this text is designed to prepare educators for teaching is evidenced first in its overall discussion of properly preparing students to be able to write on demand for state assessment tests. Given that such tests do not regularly take place until students are out of elementary education it is apparent

was told he was teaching math when he started actually working. When he first started teaching, he was faced with many obstacles. His first day in the classroom, there were more kids than there were desks. Even so, the students’ first language also created a learning barrier. Mr. Escalante asked the students who spoke Spanish move to the front of the class, and students who spoke English were asked to move to the back. Throughout the basic course, and even up through his teaching of calculus, Mr

essons from the Classroom Page 1 Introduction The most rewarding aspect of teaching is the impact the teachers have on their students. Whether it be because the classroom atmosphere was so much fun or the teacher really got the student interested in a specific subject, the impact a teacher has on someone can last a lifetime. While I am far from being someone's favorite teacher, I hope I can make an impact on the lives of as many students as possible through inspiring confidence and creating a respectful

Final ELED 424 – Elementary Social Studies Methods Tina C. Denning At the beginning of this term the beliefs statements were as follows: 1) Social Studies is a social relationship in a number of studies (history, geography, etc.). Noting a past of memorization of dates and names, and no relevance therefore, nothing was memorable or had any importance. 2) How I want to teach social studies? Taking information and making it fun so students can remember it longer and using groups not limiting ourselves

PEDAGOGICAL STRATEGIES FOR THE TEACHING OF MATHEMATICS IN NIGERIAN PRIMARY SCHOOLS FOR SCIENTIFIC AND TECHNOLOGICAL DEVELOPMENT BY AJILEYE, Adewole Mukaila Department of Mathematics Osun State College of Education, Ilesa E-mail: ajileye4ever@yahoo.com Abstract For a country to be technologically developed there is need for efficient handling of mathematics at levels of education. The perennial low performance of pupils in mathematics has been attributed among other things to inadequate

Article one, teachers give their account on their teaching experiences with phonics and how they incorporated a culturally relevant curriculum. A third grade teacher who taught history was teaching the basic information about different cultures than the actual culture from their perspectives. Another teacher taught more on inferential teaching, relating what we know and experienced in our own life. One of the teachers taught phonics by making a personal alphabet book with the help of the parents

Caleb Gattegno (1911–1988), one of the most prominent and productive educators of the twentieth century, is best known for his innovative approaches to teaching and learning foreign languages (The Silent Way). In 1972, Caleb Gattegno introduced The Silent Way, that is, a language teaching method whose basic concept is that the teacher should remain silent much of the time, thus its name while the students speak as much as possible. In the same way, Gattegno was under the impression that the teacher