PMI - TA reflections week 2

P

Managing student behavior 
  • Clear consequences stated before starting activity
  • For students with SEN, knowing them and what they like, using the reward system to remind them of behavior we want to see, giving contingent rewards.
  • using proximity, walking nearer to student and then silently removing distractions from students without stopping the lesson/disrupting the whole class.  
  • discipline / reinforcing consequences ASAP such that the child who is misbehaving is clear on their misbehavior, without naming/shaming the student in front of the whole class.
  • calling student who posting inappropriate comment on SLS aside to speak privately. Speaking calmly yet firmly to convey severity of actions --> "Not acceptable".  
    • used that incident to remind other students to be mindful of their words and actions online and to act responsibility.  
Using trigger questions to guide students' thinking
  • for e.g., weaving in questions into the demonstration itself such that students are actively engaged and are making decisions together with the teacher.
  • layering questions such that students are led to think deeper in discussions and consider new factors. 
  • sustains interest, encourage on-task attention. 
Clear, well thought out structure supported by good time management
  • always setting aside sufficient time for clean-up (esp. w P1's texture painting...) and closure where a quick summary of key learnings are done + feedback for class behavior is given.
  • procedure/process for lesson is thoughtful (e.g. for P1's painting, to put on apron before stepping into class, not to remove it until they've left their artwork to dry on drying racks.) Also being flexible to troubleshoot, address issue on the spot and readjust if need be. 
  • providing rationale to P4 students on the flow of lessons, getting them to understand why the lesson moved slower than desired.  

M

  1. Could think of and plan for additional activities to further stretch students who are faster in completing work other than helping students who are slower etc. 
  2. Perhaps materials such as scissors and glue could be given out to students after instructions / discussions are done, so as to reduce their susceptibility to distracting themselves. 

I

1. Making it a point to look through student's exit tickets on SLS and providing comments as students work.

  • also serves to model students' behaviors as they too can comment on their classmates' exit tickets! Facilitating collaborative learning. 

2. addressing current issues in class - COVID-19!

  • Closing off the lesson by reminding students to socially distance themselves and to maintain personal hygiene! "Together we can overcome"

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