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I need to see someone who can be self-critical but who also recognises when things go well.
Someone who makes suggestions as to how the lesson may have gone better, what they would do differently with hindsight. I like to hear them talk of the individual student's progress in the lesson, and how they would follow it up. Remembering pupils' names is always impressive. I'd rather see an ambitious lesson that goes a bit awry than a safe boring one. Brett Dye, headteacher, Parc Eglos school. You can browse our reader submissions by clicking here , or read our headteachers' tips below: Looking for your next role?
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Show 25 25 50 All. You can also give a thumbs-up or shake hands to congratulate a student. After you give directions, wait five seconds without talking to allow students to absorb the information. If you want to check for understanding, ask kids to turn and talk to a partner and rephrase the directions.
Then, if needed, repeat the directions again or let a student repeat them to the class. To do quick assessments throughout the day, you can ask students to give a thumbs-up or thumbs-down to communicate their understanding. You can also have them use dry-erase boards or turn and talk to a partner to share answers.
Let kids do online research on a topic by designing or using ready-made online scavenger hunts or WebQuests. Almost every teacher interview begins this way. Posted by Marlana Martinelli All Posts. Behaviour that supports learning. No Teacher Left Behind: I like to hear them talk of the individual student's progress in the lesson, and how they would follow it up.
If you want to see if students understand something they read, use book-response journals and ask them to write short or extended reactions. Sure, being able to look up words in the dictionary and define them is an important skill, but there are lots of different and more exciting ways to learn vocabulary. You can let kids make a picture collage to illustrate a word or play a game of charades to guess a word and explain its meaning.
Incorporate music or creative writing into your vocabulary lessons by having students create a poem, rap, or song about words and their meanings.
Edited by Linda Frye Burnham and Steven Durland. This collection of articles is for teachers who would like to explore working with artists in their school. It begins with “23 Questions from Teachers that Artists Can Help Answer,” which addresses intriguing problems teachers are grappling with and matches them.
This is one of our favorite new teacher tips. Try helping a class clown channel humorous talent into something productive—perhaps a few minutes of comedy at the end of the period or day. If you want to check for understanding, ask kids to turn and talk to a partner and rephrase the directions. Then, if needed, repeat the directions again or let a student repeat them to the class.
To do quick assessments throughout the day, you can ask students to give a thumbs-up or thumbs-down to communicate their understanding. You can also have them use dry-erase boards or turn and talk to a partner to share answers. If you want to see if students understand something they read, use book-response journals and ask them to write short or extended reactions.
Sure, being able to look up words in the dictionary and define them is an important skill, but there are lots of different and more exciting ways to learn vocabulary. You can let kids make a picture collage to illustrate a word or play a game of charades to guess a word and explain its meaning. Incorporate music or creative writing into your vocabulary lessons by having students create a poem, rap, or song about words and their meanings.
This is one of our favorite new teacher tips. Try helping a class clown channel humorous talent into something productive—perhaps a few minutes of comedy at the end of the period or day. To get tattling under control, make a tattle box, where students can submit their tattling remarks instead of interrupting class.
You can also use a stoplight system to deal with tattling i.