@ArunaBhalla99 In both of my practicums (grade 1 and 4/5) I saw that having a scheduled time for creative self-learning (reading, writing, drawing, coding games, math games) allowed for moments of calm, fun, and bonding between peers. It is definitely something I want in my own classroom!
@cai_yuzhu What a wonderful question! I find that knowing your students interests can make things much more fun! Students are so creative, so I think that facilitating them having agency in what they do in the classroom can go a long way.
Don't forget to pick up a copy of @DRABC14's new book, "Stop the Hate for Goodness Sake" before his virtual workshop with @oslacouncil this Saturday. We've got your copy waiting at The Library Marketplace: https://t.co/YdNP2SzWMc
Such an important thing to consider for students of all ages. As a teacher you can only keep them engaged for so long, so utilising breaks and pauses can help their learning and get them moving!
#PLN#CTL1617
Calling all teachers! Not only does @ROMtoronto have onsite visits for school trips, but also virtual lessons! It is so cool to all the ways we can facilitate learning for young minds. #PLN#CTL1617
https://t.co/OjsAretgpm
For teachers who may feel a little lost on how to introduce young kids to coding, this is an amazing resource to have in the classroom! They have lessons plans as well to help guide your teaching. #PLN#CTL1617
https://t.co/azxmFhITg6
@n_rangel_ I totally understand, I share the same worry! In my placement when writing was supplementary to their learning (projects, presentations, note-taking, etc) I was grateful for the laptops. When writing was the main focus, I definitely pushed for the good ole pencil and paper.
One of the most difficult things I had to do in practicum was timing my lessons appropriately. I always seems to go on a little too long. Any teachers out there have strategies that work for them?
#PLN#CTL1617