Assess the readiness of Grade I pupils | Monitoring of the conduct of SReA | SReA reading passages/Questionnaires/Form | Pupils were grouped as to ready or not ready | Teachers focus more on the pupils who are not ready | June 2013 | Pre-test | Diagnose the academic perfor-mance of students | Monitoring of Pre-test | Test Questionnaires | Teachers had initiatia-tive to devise instruct-tional materials or apply alternative programs | Materials were devised based on pupils’ needs | July 2013 | Phil-IRI(Pre-test)
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individual differences to detect what has gone wrong to a pupil or pupils or other groups of adults persons which may affect the performance of a pupil or pupils in a classroom or school set up. Due to those challenges‚ the performance of a pupil may go down. For instance a pupil who has been doing very well in class start to perform badly‚ sociology in this case will help the teacher to find out reasons as to why the performance of that particular pupil is going down and once the problem is discovered‚
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teacher. This invariably happens within the confines of a school. The school being the environment designed to help pass on the knowledge‚ skills and qualities required as preparation for adult life. Our school is a section of a partnership involving pupils‚ families‚ the local and extended communities and school staff that give all the opportunity to develop each child’s formal learning and to promote everyone’s spiritual‚ moral‚ social and cultural development .In this way our school is pivotal in
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ASSESSMENT IN INCLUSIVE SETTINGS EN Assessment for Learning and Pupils with Special Educational Needs The aim of this paper is to provide a summary of the key issues that emerged during the Agency project Assessment in Inclusive Settings in relation to the application of the concept of Assessment for Learning to pupils with special educational needs (SEN). A significant aspect of inclusive assessment in practice that emerged from the on-going discussions with Project Experts was the concept
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ICT is a valuable tool for supporting the learning as it extends teaching and learning in many ways. It allows teaches and pupils to use visual and auditory media to extend learning and encourage pupils to become actively involved. Having the ICT technology in schools it encourages the pupils to access a wide range of information and communication opportunities and enables pupils to store and retrieve‚ draft and redraft‚ test and analyse. This develops there learning skills that are required for the
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MATH TEACHING METHODS 1. 1. Teaching and Learning – no easy task – complex process. 2. 2. Each pupil is an individual with a unique personality. 3. 3. Pupils acquire knowledge‚ skills and attitudes at different times‚ rates and ways. 4. 4. 8 general teaching methods for math: Co-operative learning Exposition Guided discovery Games Laboratory approach Simulations Problem solving Investigations 5. For effective teaching use a combination
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Unit 7 Support Assessment for Learning 1.1 One of the main responsibilities of the class teacher is to monitor and assess pupil achievement and progress. This is vital to be able to report back to parents or other staff. Assessment is an ongoing process and teachers implement this in a variety of ways from weekly spelling and maths test to bi-annually and annually testing. My role as a Teacher’s Aide within my primary school is very unique. I primarily work with children in Key Stage
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Quality of learning What are different groups and individual pupils actually learning as opposed to doing? Are pupils consolidating previous skills/knowledge or learning something new? Can all pupils make the links between previous/new learning? Can pupils talk about what they are learning‚ as opposed to simply describing what they are doing? Do they consistently produce work of a good standard? Are pupils working independently? Are they self-reliant - do they make the most
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should cover escorting pupils from work to their destination‚also make sure there is a suitable adult -child ratio Before taking pupils out on activities‚the school will have to get consent forms from the parents/carers to say they have permission for their child to go anywhere with a member of staff‚this should be in writing and should include the activity‚time and date and when they are due back‚what the activity is‚the price and what is required on the activity by the pupils. The school should have
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Responsibilities Support for Pupils * Supporting pupils to achieve their learning goals. * Supporting pupils to improve their independent living skills. * Assist with the development and implementation of IEPS by recording lesson notes and being aware of pupil targets. * Assisting pupils during therapy sessions. * Attending to pupils physical needs. * Giving support to pupils (individually or groups) who need to finish a particular task. * Helping pupils to progress through reading
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