Wong, H. K., Wong, R. T., Jondahl, S. F., & Ferguson, O. F. (2014). The Classroom management book. Mountain View, CA, Harry K. Wong Publications. https://www.effectiveteaching.com/ Pg 8 When you have a disciple problem, you manage the behavior; you do not manage the classroom. Discipline Classroom Management Pg 11 the Key to Success is Consistency Students need to feel that someone is…
Problem Solving with poor relationship Solving with strong relationship ākonga talking over teacher during whole class teaching Is this led by particular individuals? yes: localise and engage specific ringleadersNo: how is attention gained? Student refuses to complete tasks Identify any pattern in refusal – specific to the task? – subject? – Time limit (too much time, not enough time)? –…
Recognising that children have an innate curiosity about the natural world means that teaching primary school science is both rewarding and critical to their futures. The focus of the chapters reflects the deep expertise in curriculum and pedagogy of the chapter authors. Included are chapters on the nature (wonder) of science and how children learn as well as the nuts and bolts of teaching: planning, pedagogy and assessment. In addressing the teacher education AITSL professional standards for teaching, there are chapters on digital pedagogies, differentiation and advanced pedagogies such as problem-based learning. Finally, there is a section on STEM education that explains how an integrated approach can be planned, taught and assessed.
Denise D. Nessel and Joyce M. Graham, 2007, Corwin Press, 2nd Edition, Thousand Oaks, California; ISBN: 9781412938815 pg 13 Chapter 1: Analogies Overview and Background Incomplete analogies are often included in standardized tests because completing them correctly is considered evidence of high-level thinking. Studying and creating analogies helps students develop comprehension of vocabulary and concepts as they improve their reasoning…
Author: Kay Collier Slone; Shar Publication; 3rd edition (January 1, 1988) [notes focus on general teaching aspects of the book, ignoring the excellent information on specifically teaching violin and/or string through the Suzuki method] Chapter 1: A Teacher Looks at Talent Education Pg 2 The teacher who finds himself on the Pre-Twinkle path may have come here intentionally, with a…
Along with curriculum knowledge and pedagogy, designing and planning for trajectories of learning encompasses assessment information and an understanding of each learner’s strengths, interests, needs, identities, languages and cultures. 2. Social Sciences 2.1. Concept-based learning in social studies Why are conceptual understandings important for social studies? One particularly useful aspect of concept-based learning is that after understanding a concept, students…
1. Overview: Building a Community of Learners ‘Te Tiriti in action’ also includes a range of different, authentic relationship types- partnerships, relationships, connections and collaborations; with a range of different purposes, e.g align, engage, consult, discuss, co-design, and develop’. Authentic Te Tiriti partners should also consider local issues, aspirations, positive change, and connecting with people. Our mahi as primary school…
Tēnā koutou notes: really popular with year 1/2, easy to sing, and could give different tamariki the chance to lead the call and response. This waiata is used to greet and welcome people at a pöwhiri or used just as a welcome song. It is easy to learn because each line is repeated or echoed. It is often performed with…
Opening karakia (used at Andersons bay primary school) Kia hora te marinoKia whakapapa pounamu te moanaHei huarahi mā tatou I te rangi neiAroha atu, aroha maiTātou i a tātou katoa. May peace be widespread. May the sea be like greenstone; a pathway for all of us this day. Let us show respect for each other, for one another. Bind us…
Pg 6 Te reo Māori is taught to a highly diverse group of students, in many different contexts, and by teachers with a wide range of language and teaching backgrounds. It is essential that teaching and learning focuses on enabling students to achieve worthwhile outcomes, and so the guidelines describe achievement objectives for student learning at each level. Teachers are…