IMPROVING PUPILS’ PARTICIPATION DURING MATHEMATICS LESSONS By Amy Lau Mee Ling <amylau87@yahoo.com> ABSTRACT Group learning is a kind of social interaction where the pupils can learn from their peers. From my experience‚ pupils seldom involved themselves with each other in learning Mathematics. Therefore‚ I pursue a research that can help me to increase my Year 3 Kemboja pupils’ involvement in learning Mathematics by doing group work. The respondents consisted of 30 pupils from Year
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L.O. Multiply by 2‚5‚10 using the number line method. Three pupils did the same activity. Among three of them‚ Samuel needed more resources to understand the learning activity. I used the mini whiteboard and pen and the multiplication chart also. For the other two pupils‚ the number chart and counting on fingers was most sufficient for understanding the task.
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2014 Time : 8.15 – 9.15 a.m Class : 4 Enova Number of Pupils : 30/30 Proficiency Level : Intermediate to advanced Theme : World of Self‚ Family and Friends Topic : Unit 10: Unity in Diversity Content Standard : 1.1 By the end of the 6-year primary schooling‚ pupils will be able to pronounce words and speak confidently with the correct stress‚ rhythm and intonation. Learning Standards : At the end of the lesson‚ pupils will be able to: 1.1.4 Able to talk about related topics
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good behaviour within the groups and encouraging the pupils to complement each other’s learning and efforts. I can ask the children questions about the instruments and get them to really think about their task‚ I would also take part myself and try to play an instrument whilst giving positive support to any pupils who need it. My role during this lesson would be very hands on ensuring I circulate the classroom spending time with all the pupils so I can effectively evaluate their needs individually
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1984). An easy class atmosphere makes pupils feel emotionally easy with learning tasks and the teacher. A tense atmosphere makes pupils nervous and thus hinders them from participating in communicative activities. Setting up a motivating environment requires the teacher to supply pupils with comprehensible‚ relevant and interesting input and large varieties of class activities‚ such as role-play‚ pair work‚ group work and class discussion so that the pupils are entirely involved and immersed in the
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into proceedings‚ but who also provide pupils with thinking and reflection time. With this in mind I have provided a range of guidance that will help you to inject appropriate pace and reflection time into lessons The planning stage Ask yourself who is it that you want to work harder – the pupils or you? While obviously not ignoring your own contribution to the lesson‚ make pupil learning the main focus for all your lesson planning. Keep your pupils busy but provide opportunities for ‘focused’
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review the performance of the school • Make decisions about the school’s budget and staffing • Make sure the school provides for all its pupils‚ including those with special needs • Decide how the school can encourage pupil’s spiritual‚ moral and cultural development Governors are at the heart of how a school operates. Their job affects the interests of pupils‚ staff morale and how the school is seen by parents and others in the community. Governors are responsible for how the school is performing
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to improve the English vocabulary in my sixth grade group Submitted by Diana Dikis The aim of education is to bring the pupil to the realization of their potential. Children are different from each other‚ within the potential embedded in them. The aim of education should not necessarily be‚ to bring all pupils to a uniform level of knowledge‚ but rather‚ to give each pupil an equal opportunity to realize his potential. I chose to teach in a different and attractive form in the practice week‚ I
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point to O’Brien and Guiney (2001)‚ which is that for pupils to learn‚ the learning needs to be more than a teacher giving mountains of information. Both in researching and in teaching a scheme of inclusive lessons‚ I have learned that teaching needs to be differentiated for the variety of children in each class. In my own experience‚ having taught a class consisting of thirty pupils‚ two of whom are hearing impaired children and seventeen pupils for whom English is an addition language‚ “reasonable
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required to do. • There are clear roles and responsibilities for you working together with the teacher to support the pupils. • The work you are covering fits in with the activities and topics which have been planned for the term. • You are aware of where‚ when‚ what and who you will be working with. • The objectives of the learning activity. • The type and level of support the pupils may need. The above established you can start preparing and organising for the learning activity: • Where
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