Therefore, the teacher should be clear with her direction and the way it is being taught. The teacher should have a clear and calm voice, use words that the students would be able to understand and be able to make it interesting in the way it is delivered.…
Before any teaching session begins I would establish some ground rules with each new group of learners. I would explain the reasons for having these and promote discussion about what I expect from them as learners and what they can expect from me as tutor. I would most likely opt for a flip chart to write these down and use this activity to encourage participation by asking the group what they feel is important to them in terms of respect for each others individuality and what they feel is acceptable behaviour, this could include learners writing the groups ideas onto the flip chart or writing their ideas down, collating them and selecting the most appropriate and relevant ones which would then form the basis of an agreement. Examples of ground rules being respecting for each other, turning mobile phones to silent, not interrupting each other and allowing opinions to be expressed, do we allow swearing and if so at what level do we draw the line. Having established these ground rules I would suggest to the group that I draw up an agreement in the form of a list that we all adhere to and can refer to. I would also agree with the group the consequences of infringement of the agreement, this may be in 3 stages, 1 being polite reminder of our agreement, 2 being a discussion in private between myself and the learner and 3 if the infringement continued the learner would be asked to leave the course. This would underpin what the group agree to as appropriate behaviour and that they have set the boundaries and consequences…
Discuss the characteristics and structures of the cooperative learning activities with your Learning Team. Be sure to address the important components of group building as presented in research.…
This unit looks at the varied behaviours and reasons for the dynamics within a group and how to manage them in order to confidently deliver and engage the student within the lesson.…
Observe the class and be ready to offer any help to pupils who are struggling.…
The students were encouraged to ask each other questions as well as add to and challenge the answers provided by others. I utilized this opportunity to move students, as I seen fit, when formulating these groups. This allowed me to unite the lower ability student with the higher ability student. I felt this coming together greater impacted on the overall development of the students social skills. It gave the lower ability student confidence to offer an answer up to the teacher for consideration knowing that what she is about to say is coherent, having came to its conclusion with another student. I praised the good that she attempted to do and tried to ignore what wrong she does, in the hope that praise becomes a goal and provided her with motivation for further appropriate behaviour and…
A way to give good feedback could be to ask learners to lead the feedback and peer assess each other’s answers while the teacher joins in but does not necessary take lead, this will again encourage cohesion.…
The one question that I have is, is there anything we can do to make the shy students more…
1. Ensure that all students have read most of Romeo and Juliet and have seen 1 or 2 adaptations. 2. Discuss character using lecture notes. 3.…
4. Encourage students to work in pairs or small groups to feedback and add ideas, or use the ‘circuit training’ technique to get students really engaging with the work produced. Try to display outcomes so that everyone has access to the ideas.…
Do not give students the answers. Have students come up with the answers on their own, then they could discuss with a classmate, then the whole class would discuss the correct answer and why. While students are working in groups, the teacher would be walking around and looking at student’s notes to see their understanding. If you see that there is more than one approach to the answer, then call on the different students with the different approaches so there could be variety.…
Approaches that include activities such as role play where the learner may be expected to watch, listen, discuss, take notes, problem solve as well as partake in practical involvement allow for the development of group interaction. As with all approaches, this method may not suit all learners as some maybe reluctant to participate. When planning to use this technique its important that clear objectives are set and that all activities are clearly explained allowing time for feedback.…
In addition to inclusivity through the planning and delivery of lessons a teacher must also be…
As I did my group interaction within a Primary School, I was able to sit one side of the classroom with my group, which was an advantage as the children and I was still in a classroom, an environment where teaching and learning is done. I undertook the role of a teacher’s assistant and had a teacher’s assistant observing me which filled out my ‘Group Observation Sheet’. They were able to comment and feed back to me what I was doing…
Work within a clear framework. As directed by the teacher, organize work and give pupils clear instructions/explanations so to minimize opportunities for disruption.…