If I have to tell you my own experience, I must confess that turning an obligation into pleasure, as regards reading books, depends on the reader. Ten years ago, I used to read whatever I wanted... Although it was not usual, if I got bored, I left the book aside a changed it for any other.
But things changed completely when I started the trainee college... I was not interested in most of the readings I had to read... They were compulsory, there was a limited time to read them... I had to understand its plot, I had to be able to analyse it... to reflect on the story itself, according to the writer, to the times in which it was written.
I passed most of the time complaining and missing those times in which I sat in the playground to read for pleasure and decided that I had to recover the feeling of getting immersed in the story. That story which I did not want to finish, that character who I considered my friend or an enemy... Those places which I could see and where I could smell the same as the character could.
I turned that pile of books into an opportunity... Even when I could not choose them or give up reading whenever I decided, I changed my mind towards them. Considering that I had to read during the whole year, I bought a new armchair and a nice lamp to accompany the decision. These are special for literature... not to study!! Because I don't need to take off my shoes when I study!!!
The way you arrange your class tells a lot about yourself. Some arrangements suits certain activities development but there is, for sure, a seating particular order which you prefer the most. This is what TES thinks about them:
Do you agree??
Sharing ideas with other teachers helps both, to facilitate useful tips which might be apply in other's lessons and to reflect on our teaching practice. Many times we do not consider the regular activities we do during our lessons as special as they are. This time I will tell you how I deal with new vocabulary with 8 or 9 years old children.
Don't expect it looks as "the revelation"... It just works for me!!
I prepare removable names for the words they have to learn. I usually stick a poster on the blackboard and label the parts using the removable cards. I ask them to repeat the words and after ones or twice, I take out the ones which I consider they already know.
I repeat the action some times, taking out the cards progressively until there is none of them. Then I choose a student who has to say all of the words and reward him or her with a sticker on his folder.
Sometimes the game is more difficult and deserves more than one sticker!!! The students consider it a challenge and enjoy it!!
Want to have a look???
For us teachers... the day of the exam is much easier than for our students...
For us students, the day of the eaxam is really difficult...
For people in general being assessed seem to be a traumatic issue to pass through. The reasons vary depending on many factors; most of them lie on the teacher's behalf.
Rick Stiggins (from Assessment Literacy) statets that having talked to our students about the reasons why to assess beforehand, helps them lower their guard:
The 4 key points teachers need to communicate with students taking assessments include:
What the assessment is for and what it is intended to measure. Both quantitative and qualitative research supports the notion that education strategies that help students understand what they are learning and how they will be assessed allow them to support one another effectively and develop a sense of autonomy.
The importance of all classroom assessments and the need for all students to do their best. Test-taking engagement is most likely to be a problem when students perceive an absence of personal consequences for test performance. This is called low-stakes testing (as seen from the student’s perspective). The general goal is to administer tests in such a way that maximizes student engagement throughout their test events. Although we can’t eliminate disengaged test taking from occurring, we can try to minimize its impact.
How the assessment results will be used by the teacher and the school. If the student knows what the subsequent data will be used for, they may be more engaged in taking the test. If the test results are not used to make decisions about instruction, tools or learning, it’s easy to see why students would feel disengaged from the process.
What parents will learn about assessments and outcomes. It’s important for establishing trust and transparency around the assessment process for students to understand what will be communicated to their parents about test data.
The purpose of...
Anyway... I'm not sure if I'll get rid of my panick attack just talking!!
Did you know that our brains can be trained just like any other muscle?
As teachers, we should encourage our students to think outside the box!
Every week we will share different brain teasers for you to solve them and have a little fun in the meantime.
You'll then find the solutions in the comments.
Let's start !!