Planning_GuideforTeaching

Planning_GuideforTeaching - Guidelines for Planning to...

Info iconThis preview shows pages 1–2. Sign up to view the full content.

View Full Document Right Arrow Icon
©2009 by The Regents of the University of California Guidelines for Planning to Teach Define your role · What will be your role as a teacher? · What goals do you have for the children? (Process, content, inquiry skills, etc.) · How will you incorporate the learning cycle? · How will you help children to construct their own understanding? Choose strategies for classroom management · How will you get attention? (Use hand signals, turn off lights, clap, tap on shoulders, etc.) · How will you learn names? (Name tags, name games, etc.) · How do you want students to respond to your questions? (By raising hands, by calling out, with hand signals, by telling a neighbor, etc.) · How will you manage materials? (Discussion on rug, materials on trays, etc.) · How will you deal with discipline problems? (Wait for everyone's attention, stop until everyone is quiet, isolate a child who is causing problems, etc.) Plan the activity 1. Engaging the students Opportunity to get students interested. This is the invitation phase of the learning cycle. Ask questions to which there are many possible responses. Keep materials out of reach. Usually begin seated at a rug for K-3. Question: How many have. ...? (Acknowledge by saying "That's interesting," etc.) Question: Have you ever wondered if. ..? (Acknowledge responses with a nod, or
Background image of page 1

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full DocumentRight Arrow Icon
Image of page 2
This is the end of the preview. Sign up to access the rest of the document.

Page1 / 3

Planning_GuideforTeaching - Guidelines for Planning to...

This preview shows document pages 1 - 2. Sign up to view the full document.

View Full Document Right Arrow Icon
Ask a homework question - tutors are online