Teaching practices

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

Within the profession of teaching, having a positive and enthusiastic approach within lessons has repeatedly been proven to drastically impact on the learning that takes place in the classroom. A teacher’s efficacy has a vital influence on their own personal behaviour, beliefs and motivation with their students and succeeding outcomes (Woolfolk & Hoy, 1990) having an individual interest and motivation to make science a fun and engaging subject is key to its delivery in a lesson. With being able to

in the next two years, and ultimately a principalship in the next five years. As a principal I plan to be the school curriculum leader. The principal has the responsibility of improving student achievement by implementing best instructional practices for teaching content standards. I will stay informed about all things that occur on my campuses, especially classroom instruction. I will spend a high percent of my time walking the hallways, devoting the majority of my efforts to evaluating, and coaching

things I have learned about myself as a supervisor, including my approach to clinical supervision, my conference skills, and my strengths and weaknesses. I now recognize more than ever that effective supervisors must consistently self-assess their practice and make adjustments as necessary for continuous improvement, just as effective teachers do. Throughout the clinical supervision process, it became apparent that I have strengths and weaknesses that relate to each step of the process. My most

learning and teaching strategies used in own specialism All the teaching I have carried out recently is in relation to people with learning disabilities and challenging behaviour. Some is classroom based, such as Risk and Conflict Management, Autism and behaviour interventions relating to an individual service user. I also used to teach PRICE (Protecting Rights In a Caring Environment). This is a physical intervention course which is practical and physical with no desks; therefore the teaching and learning

As I observed the class of the experienced practitioner(EP), I noticed that she stated clear objectives, emphasized and worked to meet those specific objectives throughout the plan. She ensured that the lesson was supported with appropriate resources to cater to the needs, interests and abilities of all learners. The EP included meaningful activities that are contextually relevant and engaging. I could see the enthusiasm rising in the students when they were asked to solve real life situations that

important one. Teachers know that providing their students with meaningful feedback improves student learning. Similarly, administrators who provide teachers with meaningful feedback improve the professional practice of those teachers. According to Better Feedback for Better Teaching (2016), “Evidence is the basis of fair evaluation and meaningful feedback” (p. 128). Evidence might include teacher and student questions, responses, behaviors, and statements (p. 129). Evidence should be nonjudgmental

Reflecting on your learning through writing is a very effective way to show what you know and understand. As a future teacher, you will be constantly reflecting on the students in your classroom, your teaching, and what you could do differently next time. To help you begin to develop this reflective practice this semester as you write about the things you learned from your readings, your own experiences as a writer, and your classroom experiences with your peers. The purpose of this assignment is to help

The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner. Summary of Artifacts The artifacts used are peer evaluations on my teaching practices. • Artifact 1, “Classroom Visit,” is an observation review of my instructional strategies used during a Shared Reading

Planning, teaching and assessment are essential in the primary school for a teacher to ensure that successful learning and progression takes place. These three components link together however they should not be considered as a linear experience because assessment should not and does not always occur at the end of these processes (Earl, 2003). The process has a cyclic nature where each part contributes to the final outcome; you must plan to be able to teach a lesson, but to do so you must assess