Teacher Target Language use affects pupils’ confidence to speak in class Identification: The enquiry has been written to provide insight into Teacher Target Language use within Modern Foreign Languages classes and the effect it can have on pupils’ confidence in a year seven class starting in a new school. Aims: I aimed to investigate whether the use of the target language by the teacher in the classroom within one year seven class could: * Increase pupils’ confidence to use the target language
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learning for all pupils. - works under the guidance of the Class Teacher - would not be expected to undertake any direct teaching responsibilities or lead the class‚ however may be required to supervise the class in the temporary absence of the teacher. Duties and responsibilities can include: planning‚ delivering and evaluating teaching and learning activities with the Class Teacher‚ helping to prepare for lessons‚ assisting pupils who require additional support‚ observing pupil performance and
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feel that they are spending a large amount of time marking but it seemed to have little impact on pupils’ subsequent work and that they would prefer to provide more oral feedback rather than relying on written feedback in pupils’ books. Teachers can overcome this challenge by helping pupils’ to develop skills in marking and reviewing their own work and that of their peers in order to involve pupils more in marking and feedback. (Ofsted reports‚
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Hayangon Primary School Action Research TITLE OF RESEARCH: Improvement of the MPS in National Achievement Test (NAT) in Mathematics III of the Grade III pupils of Hayangon Primary School from 48.17 to 53.17. TIMEFRAME: June 2011 to March‚ 2012 I. SITUATION: For several years now the researcher have observed that the pupils in Grade III of Hayangon Primary School have been struggling in their performance in Math as indicated by the results of the yearly National Achievement Test (NAT). Poor
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that there are like more than 40 pupils. Their ages vary from 7 to b years old. Almost from these pupils are Roman Catholic in religion‚ there are few who are Born again Christian .During class: 1. How much interaction is there in the classroom? Describe how the students interact with one another and with the teacher. Are there groups that interact more with the teacher than others. The interactions between each other including the teacher are present. The pupils interact with their classmates when
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Hayley Simpson HAY851SI Teaching Assistant level 3 Assignment 1 Question 1 Give examples of how you would plan activities. Planning and preparation of teaching is supremely important‚ the teacher and teaching assistant need to work together to achieve the best learning result. Lesson plans and structures will be implemented and will be catered for each learner; they will include teaching methods and techniques‚ assessments and targets. Teachers have policies‚ procedures and regulations
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Language is a very important means of communication in daily human life. Human beings use language‚ both in written and spoken form‚ to express their ideas. In a wider scope‚ language functions as a means of international communication by at least two persons. In a smaller group whose members share the same language‚ for example‚ there are likely no difficulties in using the language since the persons involved in the process of communication are used to speaking their own native language. On the
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clear objective Conveyed to pupils in simple language: ’what I am looking for is pupils who can…’ • Structured lessons‚ often with an engaging starter‚ with new skills and ideas introduced in well-planned stages‚ and always with a summary at the end; • Challenging and engaging tasks to interest all pupils‚ coupled with appropriate interventions by teachers‚ including: 1. Practical work to develop the teaching skills of ICT capability; 2. Oral work to develop pupils’ knowledge and understanding;
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“ASSESS THE IMPORTANCE OF SCHOOL FACTORS SUCH AS RACISM AND PUPILS RESPONSES TO RACISM IN CREATING ETHNIC DIFFERENCES IN EDUCATIONAL ACHIEVEMENT”. (20 MARKS) Ethnic differences concerning education achievement arise from numerous factors these including internal and external school factors such as racism‚ pupil responses‚ material and cultural deprivation which is faced by some ethnic groups and are the main reasons to explain why certain ethnic groups perform the way in which they do. Within this
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When one is to look at the current Irish curriculum they would think that the teaching in schools is completely content driven. This can be seen by where the majority of the focus in our schools is aimed directly at the pupils preparing for examinations at the end of the term. It seems to be that “Curriculum is the story we tell our children about the good life’ Trant (1998) (As cited by Orla McCormack) rather than letting them experience it for themselves. When we look at the national curriculum
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