All Discussions Tagged 'Teaching' - Classroom 2.02024-03-28T13:26:31Zhttps://www.classroom20.com/forum/topic/listForTag?tag=Teaching&feed=yes&xn_auth=noSeptember 2016: Do you have a job?tag:www.classroom20.com,2016-08-08:649749:Topic:11187482016-08-08T20:55:25.750ZEd Vectushttps://www.classroom20.com/profile/EdVectus
<p>As the end of summer looms before us, many newly or recently qualified teachers will be frantically applying to jobs domestically or waiting beside the phone for their interview results. Some teachers will be anxiously awaiting approval to appear on occasional or daily supply call lists, while others will be impatiently wondering when a long-term classroom teaching position will open up. It can be both frightening and frustrating to not have a job lined up for the upcoming academic year. So,…</p>
<p>As the end of summer looms before us, many newly or recently qualified teachers will be frantically applying to jobs domestically or waiting beside the phone for their interview results. Some teachers will be anxiously awaiting approval to appear on occasional or daily supply call lists, while others will be impatiently wondering when a long-term classroom teaching position will open up. It can be both frightening and frustrating to not have a job lined up for the upcoming academic year. So, what are the options?</p>
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<p>1. Teachers can continue to wait and hope for a job to open up ; or</p>
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<p>2. Teachers can think outside the box and discover a whole new world of possibilities.</p>
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<p>International teaching is one of these options. Certain international schools are very happy to interview and hire teachers who are newly qualified or have less than 2 years of classroom experience for full-time teaching jobs in their certified subject area. These schools support newer teachers and encourage them to excel and become part of the community. And not only are teachers given the opportunity to teach, but they are also flown over by the school and are provided with accommodations and health care as part of their compensation packages.</p>
<p>What's more: international teachers have the opportunity to experience life in a new country and immerse themselves in another culture. On weekends or holidays they can travel and learn more about the world around them. They will find excitement in the local culture and gain experience working with students from diverse backgrounds.</p>
<p>While these options are enticing for recently qualified teachers who need a job for September, there are also opportunities for more experienced teachers looking to make a fresh start or hoping to gain a new experience.</p>
<p>Where will you be in September?</p> The Power of Student Choicetag:www.classroom20.com,2016-06-10:649749:Topic:11129752016-06-10T19:41:58.903ZEd Vectushttps://www.classroom20.com/profile/EdVectus
<p>Encouraging students to take charge of their learning is a an effective way to keep them engaged and motivated in the classroom. When students feel that they can influence or guide their own learning, they are far more likely to participate in class discussions and activities. </p>
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<p>Here are 4 ways to encourage your students to take charge of their learning:</p>
<p>1) <em>Integrate topics that interest them</em>. Get to know your students personally: ask them about their interests…</p>
<p>Encouraging students to take charge of their learning is a an effective way to keep them engaged and motivated in the classroom. When students feel that they can influence or guide their own learning, they are far more likely to participate in class discussions and activities. </p>
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<p>Here are 4 ways to encourage your students to take charge of their learning:</p>
<p>1) <em>Integrate topics that interest them</em>. Get to know your students personally: ask them about their interests or hobbies, their likes and dislikes, and what inspires them. Take note of the sports or games they play, the people they idolize, the music they listen to, and the books, television shows or movies they watch. If you can integrate these topics into your lessons or activities, students will be more interested, as well as invested, in the subject area.</p>
<p>2) <em>Keep it fresh</em>. Change up the flow of the school day: teach a lesson that is normally held indoors, outside. Bring a couch into your classroom or offer pillows for students to sit down on during a class discussion. Play music during certain activities, invite guest speakers, or use technology more often. The more you surprise and excite your students with unexpected lessons or changes in the usual daily routine, the more energy they will have to participate. </p>
<p>3) <em>Ask what they want to learn about</em>. By encouraging your students to share ideas about what they want to learn about, they can make suggestions and guide their learning. It will provide them with the opportunity to contribute to their own learning and research or discuss topics that matter to them.</p>
<p>4) <em>Set goals</em>. If students set and monitor their own learning goals, they will be able to track their own progress and see how their hard work influences a positive outcome. If the goal is not achieved, assist your students in visualizing the necessary steps that need to be added so that the goal can eventually be achieved. Alternatively, modify the goal so that it is more realistic. If students can keep track of their own learning, it will instill them with a sense of responsibility.</p>
<p>5) <em>Be a positive role model</em>. By being an enthusiastic teacher who is passionate about learning, your positive energy may inspire your students to follow suit. Students often idolize their teachers (whether or not you know it!), so by demonstrating how much you care about education, your students may eventually adopt this same attitude and perspective.</p>
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<p>By implementing these 4 techniques, you are providing the necessary tools to encourage your students to take charge and direct their own learning. This involvement may even instill a lifelong love of learning that will stay with your students into adulthood.</p> The Survival Guide for Making it to Summer Breaktag:www.classroom20.com,2016-05-26:649749:Topic:11116862016-05-26T20:08:55.880ZEd Vectushttps://www.classroom20.com/profile/EdVectus
<p>The beginning of June is usually characterized by glossy eyed, frizzy haired teachers who are frantically grading student assignments or are gulping down coffees after late night dates with report cards. Summer break is nearly within your grasp, yet you can't see passed the mountain of work that seems to be blotting out the sun.</p>
<p>Before you have a nervous breakdown or call it a quits, remember these four tips for how to make it to the end of the academic year:</p>
<p>1. Organization.…</p>
<p>The beginning of June is usually characterized by glossy eyed, frizzy haired teachers who are frantically grading student assignments or are gulping down coffees after late night dates with report cards. Summer break is nearly within your grasp, yet you can't see passed the mountain of work that seems to be blotting out the sun.</p>
<p>Before you have a nervous breakdown or call it a quits, remember these four tips for how to make it to the end of the academic year:</p>
<p>1. Organization. Wipe the dust off your agenda books and calendars and put them to use! Organize your workload according to deadlines, level of importance or the amount of time it will take to complete a specific task. </p>
<p>2. Goals. Set realistic goals for yourself to break up the work into manageable chunks and to encourage you look ahead to the next step.</p>
<p>3. Recharge your batteries. Never forget to look after yourself: spend time with your family, go for a run or read a book. Do something that relaxes you and helps you expend negative emotions. It's important that you still have time for yourself. </p>
<p>4. Sleep. As difficult as it can sometimes be, aim for 8 hours of sleep a night. If you are constantly exhausted, it will take you longer to get your work done and you will increase the risk of getting sick.</p>
<p>Always remember that your health and happiness are paramount to your success. We remind our students that organization, goal setting, relaxation, exercise and sleep are important for their developing minds and bodies. Why should we be any different?</p>
<p>Good luck to all of you teachers! The end is in sight!</p> How hard is it to teach abroad?tag:www.classroom20.com,2014-02-04:649749:Topic:9932462014-02-04T01:41:31.622ZC.J. Cruisehttps://www.classroom20.com/profile/CJCruise
Hi there I am a student at Johnson University, in the teacher education program. My focus is elementary (K-6) and ESL (English as a second language for k-12) I love to travel abroad and see new places. I would love to be able to teach abroad once I am done with school. I don't have a specific country that i want to teach in, but in general how hard is it to teach in other countries? Is there a lot of paperwork and hoops to jump through? or is it pretty much a smooth process? If anyone has any…
Hi there I am a student at Johnson University, in the teacher education program. My focus is elementary (K-6) and ESL (English as a second language for k-12) I love to travel abroad and see new places. I would love to be able to teach abroad once I am done with school. I don't have a specific country that i want to teach in, but in general how hard is it to teach in other countries? Is there a lot of paperwork and hoops to jump through? or is it pretty much a smooth process? If anyone has any insight on this it is much appreciated. I know different countries have different rules, so I ask this as a very general question.<br />
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If going to teach in other counties is affected by where I get my degree here is some information on my school education program: <a href="http://johnsonu.edu/Academics/School-of-Education.aspx">http://johnsonu.edu/Academics/School-of-Education.aspx</a> What is a whiteboard? (app review)tag:www.classroom20.com,2011-10-15:649749:Topic:7620072011-10-15T17:45:43.352ZMr Stuhttps://www.classroom20.com/profile/MrStu
There's an app out there that calls itself an iPad whiteboard. It allows you to write on it with various types of markers, import pictures and play videos. It records what happens and allows you to play it back. Sounds great.<br />
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My question is, why are we replicating whiteboards? Why would we use an iPad, a mobile, multifaceted high-functioning device to replicate an immobile, wall-mounted writing surface?<br />
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This looks like a great app, and I'll certainly use it, but let's admit that it is not the…
There's an app out there that calls itself an iPad whiteboard. It allows you to write on it with various types of markers, import pictures and play videos. It records what happens and allows you to play it back. Sounds great.<br />
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My question is, why are we replicating whiteboards? Why would we use an iPad, a mobile, multifaceted high-functioning device to replicate an immobile, wall-mounted writing surface?<br />
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This looks like a great app, and I'll certainly use it, but let's admit that it is not the answer, but just a bridge. It's a step in the right direction of where we need to go in terms of creating interactive, portable learning platforms that allow for capturing our learning and discovery process. What we don't need is more whiteboards.<br />
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Here's the link:<br />
Review<br />
http://educationaltech-med.blogspot.com/2011/10/screenchomp-use-your-ipad-as-whiteboard.html<br />
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App store<br />
<a href="http://itunes.apple.com/us/app/screenchomp/id442415881?mt=8">http://itunes.apple.com/us/app/screenchomp/id442415881?mt=8</a> Priniciples of Creative Teachingtag:www.classroom20.com,2011-06-21:649749:Topic:6589042011-06-21T18:33:32.415ZAbdelouahed OULGOUThttps://www.classroom20.com/profile/AbdelouahedOULGOUT
<div class="content clearfix"><div><div align="justify">Much talk runs, among the community of teachers, around learner’s needs to master a foreign language; yet to be creative in teaching, I believe, is the most required quality a language learner would need to construct his learning. What is it meant by Creative Teaching? On what principles it is founded? And how does a Creative Teacher differ from his traditional fellows? <br></br><br></br>Teaching creatively resembles teaching effectively.…</div>
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<div class="content clearfix"><div><div align="justify">Much talk runs, among the community of teachers, around learner’s needs to master a foreign language; yet to be creative in teaching, I believe, is the most required quality a language learner would need to construct his learning. What is it meant by Creative Teaching? On what principles it is founded? And how does a Creative Teacher differ from his traditional fellows? <br/><br/>Teaching creatively resembles teaching effectively. Effectiveness is the number one standard distinguishing Creative Teaching from any other mode of instruction. No teaching is creative without being effective, and no teaching is effective without being simultaneously creative. Creativity and effectiveness to a modal language teacher are as twins to their mother. When learners are able to turn the knowledge they are taught into actual outcomes, authentically and appropriately, one can simply judge teaching to be effective and creative.<br/><br/>CT is so creative because of its variety and openness. To be a Creative Teacher, you ought to take off your fashionable black glasses and put on up-to-date colorful ones. You ought to open up new horizons for new ideas and expectations. Teaching is no longer that predictable; everything is possible to happen in a way you have never expected. Think about nothing and everything and think up open and varied plans for anything you might imagine or intend to do. Never have one mode of thinking and doing things because the people you are addressing cannot be resumed into one stereotypical category; each leaner has got his own profile- style, preferences, mode, temper, experiences, and even DNA- and should be dealt with accordingly.<br/><br/>A Creative Teacher is a successful thinker, producer and investor. He is not that man who pursues his fellow teachersto consume their plans and thoughts only to fill in the gaps and kill the time; he is rather an effective thinker who spends most of his time to produce something new and reform others’ thoughts and plans by adding his personal touches and leaving his impact and impressions on everything traditional. This is one of the highest ways of modernizing teaching: the personalization of teaching. When a Creative Teacher sits down to plan a lesson his mind works hard, bringing into mind everything that can affect teaching: the audience, the environment, the teaching tools, techniques, process; and any mental, affective, and behavioral action that might affect both teaching and learning. Until his teaching is productive, a teacher will never be successful.</div>
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</div> Online Resources for Teaching and Learningtag:www.classroom20.com,2011-04-18:649749:Topic:6261612011-04-18T21:54:03.001ZElizabeth Crawfordhttps://www.classroom20.com/profile/ElizabethCrawford
Check out these three academic gems that can help enhance teaching and learning without any out-of-pocket costs. Share your experiences in using these sites or others you’ve found for your students.<a href="http://bit.ly/eVLDZp">http://bit.ly/eVLDZp</a>
Check out these three academic gems that can help enhance teaching and learning without any out-of-pocket costs. Share your experiences in using these sites or others you’ve found for your students.<a href="http://bit.ly/eVLDZp">http://bit.ly/eVLDZp</a> Teaching for Creative Outcomes: Why We Don't, How We All Cantag:www.classroom20.com,2010-07-19:649749:Topic:4901182010-07-19T20:18:51.907ZAnthony Manzohttps://www.classroom20.com/profile/AnthonyManzo
It will not fit here. Please go to<br></br>
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<p class="MsoListParagraph" style="text-indent: -0.25in;"><span style=""><span style="">1.<span style="font: 7pt "Times New Roman";"> </span></span></span> <a href="http://anthony-manzo.blogspot.com/2010/05/teaching-for-creative-outcomes-why-we_17.html">http://anthony-manzo.blogspot.com/2010/05/teaching-for-creative-outcomes-why-we_17.htm</a> <br></br></p>
<p class="MsoListParagraph" style="text-indent: -0.25in;">It is It is ronic that the…</p>
It will not fit here. Please go to<br/>
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<p class="MsoListParagraph" style="text-indent: -0.25in;"><span style=""><span style="">1.<span style="font: 7pt "Times New Roman";"> </span></span></span> <a href="http://anthony-manzo.blogspot.com/2010/05/teaching-for-creative-outcomes-why-we_17.html">http://anthony-manzo.blogspot.com/2010/05/teaching-for-creative-outcomes-why-we_17.htm</a> <br/></p>
<p class="MsoListParagraph" style="text-indent: -0.25in;">It is It is ronic that the act of passing on prior inventions and discoveries, or acquired knowledge, seems to diminish the inclination to think creatively. Clearly, the mind is empowered by<br/></p>
<p class="MsoNormal" style="margin-bottom: 12pt; text-align: justify; text-indent: 0in; background: none repeat scroll 0% 0% white;"><span style="font-family: Arial;">acquiring the experiences and knowledge accumulated by our predecessors;<br/> however, it also can be powerfully constrained by the way in which knowledge is<br/>
transmitted. In point of fact, there appears to be a host of subtle but<br/>
pervasive factors woven through the fabric of traditional schooling that tend<br/>
actually to discourage the type of critical analysis--the thoughtful<br/>
articulation and decomposition of a problem--that leads to constructive<br/>
thinking. I take constructive thinking to be the composition and assembly of<br/>
possible solutions, including some that may need to be invented. Constructive<br/>
thinking, then, includes both "critical" and "creative"<br/>
intellectual processes. <br/></span></p>
<p class="MsoNormal" style="margin-bottom: 12pt; text-align: justify; text-indent: 0in; background: none repeat scroll 0% 0% white;">Excerpt from: Manzo/Manzo/Thomas (2009) Content Area Literacy 5th edition Wiley Publishers<br/></p>
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<p class="MsoListParagraph" style="text-indent: -0.25in;"><span style=""><span style=""><span style="font: 7pt "Times New Roman";"> </span></span></span> <a href="http://anthony-manzo.blogspot.com/2010/05/teaching-for-creative-outcomes-why-we_17.html">http://anthony-manzo.blogspot.com/2010/05/teaching-for-creative-outcomes-why-we_17.html</a></p>
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<br/> How can the Connected Classroom enhance 21st century learning.tag:www.classroom20.com,2010-05-25:649749:Topic:4734852010-05-25T17:28:00.546ZArie Welshttps://www.classroom20.com/profile/afwels
<p style="TEXT-ALIGN: left"> </p>
<p>This week students from <a href="http://www.eldecollege.nl">Elde College</a> explain in the Dell Connected Classroom tour what 21st century learning is. As part of there curriculium of computer science. Presenting a digital solution. Check out <a href="http://bit.ly/dj5mXG">http://bit.ly/dj5mXG</a></p>
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<p>We are explaining about 21st century learners and teachers. We introduce people to new ways of learning and teaching using a Google app…</p>
<p style="TEXT-ALIGN: left"> </p>
<p>This week students from <a href="http://www.eldecollege.nl">Elde College</a> explain in the Dell Connected Classroom tour what 21st century learning is. As part of there curriculium of computer science. Presenting a digital solution. Check out <a href="http://bit.ly/dj5mXG">http://bit.ly/dj5mXG</a></p>
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<p>We are explaining about 21st century learners and teachers. We introduce people to new ways of learning and teaching using a Google app environment. What tools are you using? Can you share and join us in our quest in finding the technology solutions<br/> on <a href="http://connected-classroom.edu-4-you.com">http:connected-classroom.edu-4-you.com</a> our post your discussions here.</p>
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<p style="TEXT-ALIGN: left"><img width="200" src="http://storage.ning.com/topology/rest/1.0/file/get/1798928958?profile=RESIZE_320x320"/> <img width="200" src="http://storage.ning.com/topology/rest/1.0/file/get/1798929056?profile=RESIZE_320x320"/></p>
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<p> </p> The Great Grammar Debatetag:www.classroom20.com,2009-10-26:649749:Topic:3969842009-10-26T16:02:15.057ZMark Penningtonhttps://www.classroom20.com/profile/MarkPennington
It seems to me that the key lines of division within grammar instruction (meaning syntax, word choice, usage, punctuation, and even spelling—a catch-all term that most English language-arts teachers use to describe the “stuff” that we “have to , but don’t want to” teach) have been drawn between those who favor <b>part to whole</b> and <b>whole to part</b> instruction. As a brief aside… isn’t this much akin to the graphophonic (phonics-based) and whole language reading debate? Anyway, here is my…
It seems to me that the key lines of division within grammar instruction (meaning syntax, word choice, usage, punctuation, and even spelling—a catch-all term that most English language-arts teachers use to describe the “stuff” that we “have to , but don’t want to” teach) have been drawn between those who favor <b>part to whole</b> and <b>whole to part</b> instruction. As a brief aside… isn’t this much akin to the graphophonic (phonics-based) and whole language reading debate? Anyway, here is my take on the assumptions of both positions:<br />
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Advocates of part to whole instruction believe that front-loading instruction in the discrete parts of language will best enable students to apply these parts to the whole process of writing. Following are the key components of this inductive approach.<br />
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1. <b>Memorization</b> of the key terminology and definitions of grammar to provide a common language of instruction.<br />
2. <b>Identification</b> of grammatical constructions leads to application.<br />
3. Familiarity with the <b>rules of grammar</b> leads to correct application.<br />
4. Teaching the <b>components of sentence construction</b> leads to application.<br />
5. <b>Distrust of one’s own oral language</b> as a grammatical filter .<br />
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Advocates of whole to part instruction believe that back-loading instruction in the discrete parts of language, as is determined by needs of the writing task, will best enable students to write fluently and meaningfully. Following are the key components of this deductive approach.<br />
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1. <b>Minimal memorization</b> of the key terminology and definitions of grammar and minimal practice in identification of grammatical constructions.<br />
2. <b>Connection to one’s oral language is essential</b> to inform fluent and effective writing.<br />
3. Reading and listening to exemplary literature and poetry provides the <b>models</b> that students need to mimic and revise as they develop their own writing style.<br />
4. <b>Minimal error analysis</b>.<br />
5. Teaching <b>writing as a process</b> with a focus on coherence will best enable students to apply the discreet parts such as subjects, predicates, parts of speech, phrases, clauses, sentences, and transitions to say something meaningful.<br />
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Of course, how teachers align themselves within the <b><a href="http://penningtonpublishing.com/blog/grammar_mechanics/the-great-grammar-debate/" target="_blank">Great Grammar Debate</a></b>is not necessarily an "either-or" decision. Most teachers apply bits and pieces of each approach to teaching grammar. I take a stab on how to integrate the inductive and deductive approaches in <b><a href="http://penningtonpublishing.com/blog/grammar_mechanics/how-to-integrate-grammar-and-writing-instruction/" target="_blank">How to Integrate Grammar and Writing Instruction</a></b>.