Weekdays:
Monday
Tuesday – ECCE
Wednesday Jolly Phonics
Thursday – Montessori Methodologies
Saturday – STEAM
Sunday – SCHOOL MANAGEMENT
Preschool Professional
Weekdays:
Monday
Tuesday – ECCE
Wednesday Jolly Phonics
Thursday – Montessori Methodologies
Saturday – STEAM
Sunday – SCHOOL MANAGEMENT
Good job Fazeelat
Physical development is the growth of body and its functions timely .
Language development is to articulate and communicate properly timely.
Social emotional development is about behavior and socialization of child .
Cognitive development is about mental growth timely.
These are common elements between ECCE and MTT.
Moneeba
Interesting ,good job all of you.
Can you pick one as your favorite , I was not asking about best , I was asking about your favorite , Fazeelat.
Lesson plan: days of the week Class Nursery
Objectives: In this fun learning lesson students will be able to sing days of the week in order.
Warm up Activity:
· Let students sit in a circle either on the floor or chairs.
· Start with a mindfulness activity. Deep breathing by putting hands on their tummies.
· To take their attention tell them that today I am going to show a very interesting and fun song.
· Play days of the week song on LED if available or teacher can use her mobile too or can sing her self.
· https://www.youtube.com/watch?v=LIQsyHoLudQ
· To begin, play the song one time and ask students to listen and guess what they will study today.
· After listening one time, ask students what days of the week they heard and try to elicit some of the key words.
· Teacher can play or sing the song 2-3 times and also involve kids by doing some actions.
Game: take turns.
For repetition play a game with students.
Teacher will name a day like “ Monday” and ask to a student. Name a day? He/she will say “Tuesday” or Friday and go on with all the students one by one to memorize them names of the days randomly.
Quiz
· Then, using flash cards (or simply write on the board) put the days of the week in order. Start with Sunday, and ask students which day is next. Once all 7 days of the week are on the board, say each word and ask students to repeat after you.
· Once students have practiced enough, teach students the song and dance and sing several times. The dance to this song is quite simple and students really enjoy it.
TIP: Once students can sing the song well, try speed up the song in YouTube to make it even more fun.
Sing song daily as you mention day on the calendar and ask the kids yesterday was —- — what day is today?
Autism spectrum disorder (ASD) and dyslexia are both neurodevelopmental disorders with high prevalence in children. Both disorders have strong genetic basis, and share similar social communication deficits co-occurring with impairments of reading or language.
Dyslexia is a learning disorder that involves difficulty interpreting words, pronunciations, and spellings. Autism or autistic spectrum disorder is a developmental disorder where the brain processes sound and colors in a manner different from an average brain. (Difference)
Helping students to govern their own behavior in ways that help them learn is a longstanding goal of all teachers. There are a number of ways that a teacher can promote good discipline in the classroom.
Know school guidelines for discipline procedures.
Be fair, positive and consistent. Be the kind of person young people can like and trust—firm, fair, friendly, courteous, enthusiastic and confident. Keep your sense of humor.
Provide a list of standards and consequences to parents and students. Make sure they are consistent with district and building policy. When in doubt, ask a colleague or your principal.
Keep your classroom orderly. Maintain a cheerful and attractive classroom rather than a disorderly one which might encourage disruptive behavior.Get to know your students.Let the students know you care.Treat students with the same respect you expect from them; keep confidences.
Practice what you preach.
Make learning fun. Make education interesting and relevant to the students’ lives. Poor planning and a full curriculum can provoke disruptions.
Praise good work, good responses and good behavior.
Don’t threaten or use sarcasm. Never use threats to enforce discipline. Never humiliate a child.
Avoid arguing with students.
*Storytelling* plays a critical part in your preschooler’s overall development. Whether it is as simple as talking about your childhood or sharing a funny story about your day, storytelling offers several advantages to children.
1. *Instills virtues in your little one*
Young kids love listening to stories. When you invest adequate time for doing storytelling with them, you are instilling virtues they can carry with them as they grow old.
Taking time to do this inculcates valuable lessons in children and helps them learn about kindness, wisdom, honesty, compassion and more.
2. *Boosts their listening skills*
It isn’t always easy to hold a child’s attention for long.However, doing storytelling with your child can help improve their listening skills. They will become more attentive and learn how to increase their focus on a certain topic.
3.*Fosters their imagination.*
When children listen to a story, it makes them imagine the characters, the plot, the setting, etc. It’s way different from watching something on a screen. Storytelling encourages children’s imagination to run wild as the story unfolds. They can imagine the story how ever they want it to look like in their heads. It can even enhance their creativity and make them open to new ideas.
4. *Increases their cultural* *understanding*
Telling stories opens the eyes of young kids to new things – places, culture, traditions. It makes them imagine being in the place of the story’s characters which develops their empathy as they try to comprehend their actions.
5. *Enhances their communication skills*
Reading and telling stories to children can increase their ability to express themselves. It encourages them to communicate their thoughts, feelings and ideas.
Makes learning easier
Telling stories to your little one is a stepping stone for future academic learning.
6. *Improves social skills*
Through storytelling, children learn how to pay attention and listen actively to the person talking. They learn to be more patient as they listen to others speak. It also opens their eyes to other people’s thoughts and understanding how each and every person’s opinion vary.
Storytelling can teach young kids so many things about the world and life. It gives them plenty of opportunities to learn wonderful ideas and things they have never encountered before.
Aslamo alykum all , please submit your assignments.
No assignments yet .waiting _______________
There is no “best” method of teaching.
The bottom line is that each teacher needs to find a teaching style that fits student’s needs, topic, learning environment, curriculum, acquire topic objectives, develop interest in learning, make concepts clear and understandable. So a teacher should well aware of all teaching methodologies and follow all techniques as per requirement to make his her teaching effective, interesting and fun for her students.
Just this much answer was required.
In Montessori, a teacher uses the Three Period Lesson to introduce a concept or vocabulary and demonstrate the purpose of a material. These lessons allow for a slower, easier absorption process and allows for isolated concepts and reinforcement of each step or component of a lesson as necessary.
1st Period: Name
“This is…” The teacher introduces a concept or material by naming and demonstrating it repeatedly. Complex materials will include several introductory lessons.
“This is a Hippopotamus .”
This is Rhinoceros.
2nd Period: Recognition
“Show me…” The teacher may identify a concept or material and request the child to manipulate it. This allows the child to hear the name continuously and associates the objects visually as well.
“Show me the Hippopotamus”
Show me Rhinoceros.
3rd Period: Recall
“What is this?”
The teacher requests the child to identify all materials without any assistance. When the child has mastered this period of the learning, they may move on to more complex materials and concepts.
Helping students to govern their own behavior in ways that help them learn is a longstanding goal of all teachers. There are a number of ways that a teacher can promote good discipline in the classroom.
Know school guidelines for discipline procedures.
Be fair, positive and consistent. Be the kind of person young people can like and trust—firm, fair, friendly, courteous, enthusiastic and confident. Keep your sense of humor.
Provide a list of standards and consequences to parents and students. Make sure they are consistent with district and building policy. When in doubt, ask a colleague or your principal.
Keep your classroom orderly. Maintain a cheerful and attractive classroom rather than a disorderly one which might encourage disruptive behavior.Get to know your students.Let the students know you care.Treat students with the same respect you expect from them; keep confidences.
Practice what you preach.
Make learning fun. Make education interesting and relevant to the students’ lives. Poor planning and a full curriculum can provoke disruptions.
Common elements of ecce and montessori are:-
Physical development
Language development
Social and emotional development
Cognitive development
There is no “best” method of teaching.
The bottom line is that each teacher needs to find a teaching style that fits student’s needs, topic, learning environment, curriculum, acquire topic objectives, develop interest in learning, make concepts clear and understandable. So a teacher should well aware of all teaching methodologies and follow all techniques as per requirement to make his her teaching effective, interesting and fun for her students.
My favourite teaching method is Inquiry based learning.
It engages students by making real-world connections through exploration and high-level and open ended questioning.
Objectives : By the end of the lesson the students will be able to 1. Sing a poem regarding Days of the week
2. Tell the days of the week in a sequence
3. Answer the quiz regarding days of the week.
Activity: Circle time
Teaching Aids:
Video of a poem( days of the week), Flash cards, laptop
Methodology :
# The students will sit in a circle.
# The teacher will tell the students that today we are going to learn days of the week.
# The teacher will play the song and children will be asked to sing along.
# The days of the week will be repeated again and again in a sequential manner.
# Teacher will take a quiz.
# Each child will tell one day in a sequential manner at his turn.
Here the focus will be on the slow learners.
Keywords: Organization, Planning, Organizing, Directing, Staffing, Co-ordinating, controlling.
The managerial functions are planning, organizing, directing, staffing, co-ordinating
and controlling.
· Activity sheet… PBL lesson planner. Lesson 2 part 1
Title: 2D Shapes.
How do you know the shapes
Duration: 40 minutes
Topic/Standards: Math, science, art, engineering, technology.
Learning goal: Can make a house using ice cream sticks or card board using shapes.
Resources:
· Class set of pattern blocks.
· Unlined paper.
· Crayons or markers.
· Copy of the book Big Box of Shapes.
· LED to play the Kindergarten Shape Song.
· Teacher set of Vocabulary Cards.
Learning objective: …
· Students will be able to identify 2D shapes.
· find shapes in the environment.
· will be able to make shape picture using 2D shapes.
· Will be able to name the shape.
· Students will be able to explain how to identify 2D shapes based on their defining characteristics using tactile supports.
Engage
· Gather the class together for the lesson.
· Ask students to identify shapes that they already know.
· Play the “Kindergarten Shapes” song.
· Say, “Today we are going to be learning more about shapes!”
Explore:
· Display the pattern blocks and explain that students will now get to work with a partner to make their very own shape pictures, just like in the story!
· Review the steps for the activity: Each partner picks 5 pattern blocks (using at least two kinds of shapes). Each partner uses their shapes to create a picture.
· Partners should explain to one another what shapes they used in their pictures.
Explain:
· Read aloud the book Big Box of Shapes.
· Pause as you read to ask students guiding questions about the story and 2D shapes:
· “What kind of shape is this? How do you know? What are they making with the square and triangle?”
· Model drawing each shape on the board.
· Say the name aloud and invite students to repeat the shape name after you.
Elaborate/Engineer:
· Display student work around the classroom and invite students to follow you on a gallery walk to view the finished shape pictures.
· Ask students to share out what shapes they see. Have students turn and talk to share with a partner one shape they used in their shape picture and how they used it (as time allows).
· Provide students with a sentence frame to support their language development, like “I used a triangle and a square to build a house.”)
Evaluate:
· Circulate around the room during independent work time to assess if students are able to identify the shapes they use in their pictures.
· Ask guiding questions to assess student understanding:
· “What shapes did you use? How do you know?
· How is different from ? take notes for any misconception.
Keywords: Organization, Planning, Organizing, Directing, Staffing, Co-ordinating, Controlling
The managerial functions are planning, organizing, directing, staffing, co-ordinating and controlling.
Preschool Professional Course
Activity Sheet of STEM/STEAM Lesson 2 (Part 1)
Title: 2D Shapes.How do you know the shapes
Duration: 40 minutes
Topic/Standards: Math, science, art, engineering, technology.
Learning goal: Can make a house using ice cream sticks or card board using shapes.
Resources:
· Class set of pattern blocks.
· Unlined paper.
· Crayons or markers.
· Copy of the book Big Box of Shapes.
· LED to play the Kindergarten Shape Song.
· Teacher set of Vocabulary Cards.
Learning objective: …
· Students will be able to identify 2D shapes.
· find shapes in the environment.
· will be able to make shape picture using 2D shapes.
· Will be able to name the shape.
· Students will be able to explain how to identify 2D shapes based on their defining characteristics using tactile supports.
Engage
· Gather the class together for the lesson.
· Ask students to identify shapes that they already know.
· Play the “Kindergarten Shapes” song.
· Say, “Today we are going to be learning more about shapes!”
Explore:
· Display the pattern blocks and explain that students will now get to work with a partner to make their very own shape pictures, just like in the story!
· Review the steps for the activity: Each partner picks 5 pattern blocks (using at least two kinds of shapes). Each partner uses their shapes to create a picture.
· Partners should explain to one another what shapes they used in their pictures.
Explain:
· Read aloud the book Big Box of Shapes.
· Pause as you read to ask students guiding questions about the story and 2D shapes:
· “What kind of shape is this? How do you know? What are they making with the square and triangle?”
· Model drawing each shape on the board.
· Say the name aloud and invite students to repeat the shape name after you.
Elaborate/Engineer:
· Display student work around the classroom and invite students to follow you on a gallery walk to view the finished shape pictures.
· Ask students to share out what shapes they see. Have students turn and talk to share with a partner one shape they used in their shape picture and how they used it (as time allows).
· Provide students with a sentence frame to support their language development, like “I used a triangle and a square to build a house.”)
Evaluate:
· Circulate around the room during independent work time to assess if students are able to identify the shapes they use in their pictures.
· Ask guiding questions to assess student understanding:
· “What shapes did you use? How do you know?
· How is different from ? take notes for any misconception.
The 3-Period Lesson. We can use the 3-period lesson to directly teach specific vocabulary for everything in the classroom and home environment.
We use real objects, photos/illustrations, and miniatures to facilitate this. For example, we walk with the 3 year old around the classroom on her first day.
We touch the sink and say, “this is the sink, sink.” We touch the soap and say, “this is the soap, soap.” We touch the paper towels and say, “these are the paper towels, paper towels.” This first step of providing the names of each object is called Period 1.
In period 2, we ask the child to identify the objects we name. We may say, “Can you point to the paper towels? Can you stand next to the sink? Can you find the soap?” It is during this second period that most learning takes place. This is when the child’s body and mind are simultaneously engaged. So we must spend time here, before moving on to Period 3. In Period 3, we point to each object in turn and ask, “What is this?” This is the most challenging part of the lesson because the child needs to find the correct word from all of the hundreds or thousands of words she knows. This is much more difficult than pointing to the right object when the vocabulary is provided and there are limited objects from which to choose.
Questions regarding the names of animals.
this is the lion.
this is the bear.
This is the monkey.
This is the snake.
Where is the monkey?
Can you point to the lion?
Can you touch the bear?
Can you find the snake?
What is this?
What is its name?
What do we call this?