teachings far from a 9-to-3:30 job: heres what our day really entails - interactive whiteboard act

teaching's far from a 9-to-3:30 job: here's what our day really entails - interactive whiteboard activities

by:ITATOUCH     2019-06-30
teaching\'s far from a 9-to-3:30 job: here\'s what our day really entails  -  interactive whiteboard activities
It can be said that the current teaching and education is the focus, which is quite safe.
The tricky thing about discussing schools and education is that everyone has gone to school and we all feel like experts.
Most likely, there have been some changes in the school since you were there. Maybe. Hopefully.
A typical teaching day in 2018 is very different from 50, 30, 20 or even 10 years ago.
And while collaboration seems to be a new buzzword in the staff room, it's becoming an incredible weapon, not only can we combat the growing needs, accountability and change management of today's schools, but we need to develop more work.
Life balance, teacher ability, teacher identity and integration.
But don't believe me-
Well, not yet.
Come and walk with me and spend a typical day in teacher's life.
It was shocking that it did not start at 9: 00 in the morning, nor did it end at 3: 30 in the afternoon. (
Side note: as a lead teacher, some roles and duties have also been added)Arrive —
Is there anything better than the morning whiteboard marker?
Read the log responses and writing samples from yesterday's group to identify possible areas of focus for the class or group (
Or when a child has mastered the skills we have always focused on, the way to celebrate by sharing with the whole class).
Check the time and importance of the email.
Check out all the notifications sent yesterday . . . . . . There are too many leftovers . . . . . .
A few kids forgot.
Follow up is needed to make sure there is something that parents need.
Update the visual schedule on the event whiteboard for the day as forgot to do so yesterday afternoon.
Put "dad joke" on the whiteboard next to our classroom door . . . . . . Choose a joke related to last week's conversation with the class about playing homophones. (
Why did the Baker become a banker?
He wants to make more money. .
The second cup of coffee.
Technically speaking, it was the first time I had coffee at school.
Follow up previous conversations and discussions with team members about students, resources that may help read, or concerns about professional reading.
Double check the plan file for the day before and check that all resources are ready.
Complete the visual welcome slide to help students see what is expected, what is going on, and highlight the key dates to be added in the diary.
Stroll through the horizontal corridors and staff rooms and contact the base with team members to learn about what they were and how they felt before today.
Use time to alert upcoming events, key events happening today and any follow-up events
Ups is needed for our team.
Check the staff room whiteboard to see who is in and out today.
Pay attention to possible interruptions and additional meetings or visitors to staff and schools.
Make sure the door is open and I'm facing the door so I can see each student as they come in.
Provide a lot of high
Five and smile as a way to stay, who paid it back and who avoided it . . . . . . This morning, do a psychological reminder with two people who casually avoided the climax. five.
Before students go out for lunch, take advantage of a 10 minute meal time to engage with three people who look tired or depressed. The first bell rings.
While greeting the students, send them a huge smile.
Focus on telling what I'm excited about the day ahead and actively create a successful day for them.
What I want to talk about today. . .
Even if the students raise the Avengers, don't continue to struggle.
Usually two late people come in.
Give them a thumbs up, a smile and a welcome nod.
Point to our whiteboard so they know our visual reminders and can be organized as they outline key information about the rest of the class.
If we feel that we may have missed any key instructions or that our class does not have them, please, by the way, remind the person using our "help desk partner" as a check in
Verbal signals that need to be indicated again.
The second bell rings. BOOM —
The school officially started.
Learning can begin.
Learning begins.
Introduce specific reading strategies we focus on
Use the text function to guide our reading.
Focus on the differences between students and feed back the whole group by sharing with partners to enhance the engagement of the discussion.
Revise our class expectations in the literacy area by having students say these names out loud . . . . . . They are the same every day, but the reminder will never hurt us!
Class is the routine of DingTalk them.
Catch the eyes of a few people who don't seem to listen.
Using our non
Oral signals about missing information (
Subtly point to my temple and then to the students)
To check understanding . . . . . . The student shook his head so I repeated my instructions.
Students enter their partner/group/individual literacy learning time.
Give them a few minutes.
Remind me of the two students who received the reading assessment at this meeting that we do some reading together today.
Start reading assessment with students.
Warm smiles and harsh eyes are intertwined to remind the distracted student partners around to complete the task.
Give him a thumb.
After he made a good choice and moved the location to stay focused. What a legend.
Keep listening and following up conversations during the reading assessment process.
Pay attention to students' understanding of the text.
Use some follow-up features
Prompt to check for a deeper understanding.
Summarize the assessment and enjoy the ability to chat with students about their fluency and explain the subject of the text and the main information.
Re-take psychological notes
Evaluate at a higher level to find a more challenging level of text. Brain Break —
Silent Dance today
A magical game that always brings laughter.
Help make a transition between learning times.
Students get blood nose (
Please note: not from silent ball).
Another student yelled at the vomiting.
Try to grab the organization for students with blood noses, while also getting other students to call out loud.
The third student saw the blood nose and heard people talking about other body fluids, and it looked like their face became very white.
Calmly open the door of the next classroom and ask the teacher --
With a smile on his face-
Just to help focus on this class for a second.
By mentioning that a word may or may not be misspelled on the big word wall of our class, it successfully distracts the class's attention.
Give the students with the blood nose a tissue and check that they squeeze in the correct position on the nose without the back of the head.
The students were calm and began to tell me a lot of things happened last year.
Get more paper towels for students just in case. Escort White-
Facing the students into the hallway, breathe the cool air and sit on the bench next to our door.
Use this time to contact us for a year to focus on mindfulness and mindfulness breathing, attracting the attention of another colleague in the nearby office.
Organize them to help with gestures and mouse.
Let the students know what is going on and the other person is here to help as well, our class gate will open and I am close.
Organize check-in with colleagues and White
Facing the students two minutes later, it helps to see conscious breathing.
The kid gave me a thumb.
Say thank you. poor thing. Wrap-
Rest time, thank the students for their attention in our reading process.
As the students threw away the fruit scraps, they swayed past a student shouting at vomit.
Have a quick chat about what different things they will do next time.
What should students do if they make mistakes?
I regret annoying anyone. Print Walk —
The teacher's statement is, "play games and attract students to pay attention to areas in the classroom that have words or sounds that we want you to start using ".
Tell the Nerd what I said. (
FYI, tour is synonymous with a long and tortuous journey).
Get the whole class together and start a short sharing writing outline on why new blinds may be needed in our classroom.
Link this to the class that pointed out the poor quality of our blinds the other day.
Engage them in real writing and convince our awesome principal that some new blinds will be great for our classroom. (
According to my class, it is equal and inclusive to have all people fully involved in their studies).
The children began to relax for exciting and wonderful reasons why the blinds helped us --
Height of mind and body
There are five around.
Use energy to write stimuli and transfer students to our independent writing time.
Guide them quickly to outline their expectations to maximize their writing time.
They quickly nailed it to their own independent position.
Next time I have a bad class, meeting or day, remember this moment!
By bringing students together to share any word, sentence, phrase, or paragraph that they really take pride in writing, draw the time for independent writing towards the end.
Remind them to explain what they are proud of and why (
Help us with a quick and informal assessment to see which children can name specific grammar, language, or spelling . . . . . . Or do we need to follow up to help students forget something! )
Share sample writing and articles. Lunch time.
Meet with other key teachers, school leaders, and classroom teachers to reach the basis of needs, support and intervention (
Students and teachers).
Have lunch during the meeting.
Check that the digital resources in the next block are working properly, finalize any paper resources, and ensure that they are purposefully dispersed to facilitate easy flow of students in the classroom.
Send a parent email, set up a calendar reminder, call this afternoon on some behavioral issues and identify positive factors and the next personal learning goal.
View an overview of our quiet mindfulness transition activity on the interactive whiteboard for students to see as they walk in. Good to go!
The first signal at the end of the lunch bell.
Go out, start high
Let the students line up as our signal to remind the people around us that they should line up and transition from the yard to the queue point.
The second bell rang and the whole class walked into the classroom together.
Quiet mindfulness activities in the class: Origami, mindfulness painting or Thanksgiving diary to help solve and prepare for the next learning block. Kick off whole-
The classroom strategy game course focuses on cultivating students' knowledge of taking 2, 4 and 8 . . . . . .
Double, doubleDouble-Double Time!
Some students have come up with new insights about doubling.
Let a specific couple say what they are proud of to test the level of trust in their class.
Outline the upcoming math course, clarify the intent of the course and the relevant oral reflections that we will share at the end.
Guide students to say what we expect from how we go to the task, how we focus, and if we get stuck, who we can see to ask for help.
Use thinking, pairing, sharing responses to get students to rename the focus of our math course . . . . . . Check the student's body language and facial expressions as this happens to identify a small number of people who are still uncertain.
Rephrase the focus of learning and use inclusive statements to make students feel safe because they are still not sure what to do . . . . . . "If I don't state my instructions clearly, please hang back and let me know so I can retell it for you in a different way . ".
Two kids in the back.
Reword, before catching on to their visual tools to help them complete the task, they give a thumbs up with a smile.
When the student completes the task, wander around the room for two minutes.
Select a specific location so that I can see the faces of all the students, including those who hold the material with their hands on the front floor, so I can grab those who are easily distracted, give them the "secret signal" we have developed to remind them that they are on a mission and I will check in with them within 5 minutes.
Grasping a small group of students with clear goals, the focus is on deepening the knowledge of decomposition and its connection to solving algebraic equations.
The children all understand . . . . . . And share some awesome deep thoughts they 've found --YES! !
Bring students together to revise our reflection on how our thinking revolves around Factor change.
Provide tips to both groups of students that they will share (
Always help give them a little time to think)
At the same time, some students can share their views.
Have a very interesting conversation with students who take over and start talking to each other, not just tell me what they think I want to hear --YES!
There are two hours of teaching, and a mission in the yard (
This usually involves careful avoidance of football, basketball, and cuteness, but not right now, hugs from preps).
And then a back-
The school Professional Learning conference focuses on using relevant student data to understand where they are in math learning and where they need to go next.
Then record the day with the final check and classification of emails and letters.
The school is a busy place full of incredible learning (
And some fierce admins).
The more we learn about learning and how it affects learning, the greater the role of cooperation and mutual building. (
Have a better understanding of time management and efficiency).
No one can finish the work alone.
In the past 10 years, it has been surprising how difficult it is to convince people of the power of cooperation and to support and build each other in schools and employees.
Although time may not be a teacher's friend yet, I really believe it will become a teacher's friend at some point.
If the school and the teacher talk about the way we can work together and build our collective effectiveness around it (
Read: build a common belief that it can make a difference for us and our students)
As we discussed, NAPLAN in Finland
Courses are crowded and I would like to know what impact this will have on our dayto-
Experience of the day, teacher burnout, work
The balance of life, more importantly, the results of students?
Daniel Steele is a primary school educator with a master's degree in education leadership from the ACU.
He is the founder of Education website upgrade thinking learning.
Subject: Education-
Industry, education, teachingand-
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