LESSON 1 1. Which of the instructional materials enumerated in this lesson do you often use? Are there categories you have not tried? Why? Materials often used: A. Printed and Duplicated Materials I do use a lot of printed materials in teaching my pupils. I do find that my pupils do better when we are making use of the board but I do need an evidence to show how the pupil is doing to their parent or guardian and that is by means of printed materials. B. Non-Projected Display Materials
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concrete objects and technology is very helpful for teaching math and it also is good for the kinetic learners. Keeping up with technology and the latest trends will help teachers keep their students attention in learning. One tool that I like to use a lot and will use when I start teaching is the Cuisenaire rods. Cuisenaire rods are rods that come in ten different sizes and come in different colors including: white, red, green, purple, yellow, dark green, black, brown, blue, and orange. You can either
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manage the school or the classroom well. They should focus on teaching/ managing the learners on how they can apply their learnings on their everyday living. 2. I can say that in my school, instructional supervision is well-managed. Our school head focuses on the improvement of the instruction. She checks our lesson plans/ daily lesson log. Every now and then, she makes sure that her teachers are teaching their pupils. She encourages the pupils to study well as well as the teachers to teach with
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national curriculum achieving greater clarity over the core and essential knowledge contents of geography.” (Geographical Association, 2011, p.2 – cited in Debates in Geography). Having observed lessons in my school for several weeks now, I agree with this emphasis on teaching ‘core’ knowledge contents as I feel as if the emphasis in the classroom is more centred around designing creative activities which attempt to gain ‘buy-in’ from the students
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|Activity: |Activity: |Activity: |Activity: | |Say words from list of 10, |Introduce a letter, write it on |Select a short story with a |Use an active lesson to keep
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Topic of the lesson Politics has a female face Objectives: SWBAT (students will be able to) * Use proper vocabulary on the topic * Be ready to discuss the problems of gender stereotypes in politics * Develop their critical thinking * Express their thoughts and opinions in debates * Develop their listening skills Materials needed: * Tapescript for the text for listening * Handouts for reading and discussing * Dictionaries Time required: 90 minutes The quotation
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1. Write the quote, You are what you eat, on the whiteboard. Ask kids what they think these words mean. Let them share their interpretations and ideas with a partner or in a small group. After groups have had discussion let each group pick one interpretation of the quote and write it on the whiteboard. After each group's ideas are on the board the teacher reads each one, letting the kids agree or disagree with a thumbs up or thumbs down. Kids must sharing why they feel the way they do. Make sure
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Parsley T. Bernard English 101-207 8 April 2015 TEACHING and LEARNING Life is a learning process. We learn from many aspects of life. We learn from other people, animals, situations, circumstances, choices and decisions...all are teachers. As a child, I was eager to learn new ideas. I had three older sisters, who were also teachers to me. My oldest sister was a on the volleyball team at her school. I remember watching her practice with a friend in our backyard, while I would
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may lead to a consequence, and in the novel Ethan Frome we grasp this lesson. I don’t believe that Ethan, Mattie, or Zeena deserved their fates. For example, Zeena was described as having an unpleasant appearance and was made out to be the villain in the story. She was mean towards Ethan and Mattie and, in my opinion, used her sickness as a way to manipulate and control Ethan. She made some mistakes and was full of negativity but I don’t believe she deserved her fate in the end. When she found out
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sent the final invoice for the last 25 percent of the project costs. Meghan sent the project evaluation form to Sarah and met with her project team members. Two days later, Meghan received the following e-mail, “Meghan, I did not approve this report, and it cannot be distributed. I see all kinds of problems in the report that must be corrected before the report is OK.” The e-mail was from Christine. Meghan was very careful to follow the directions of Christine and had approval from Sarah for the
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