One of my concerns when going on professional experience was my bank of classroom behaviour management skills. I have worked previously in a prep classroom and have learnt some great ideas from the teachers. I know that prep students don’t have the longest attention span and that they like movement time between activities. So how do I incorporate this into my teaching. Singing action songs as a transition activity often works well as singing is enjoyed by most children and the actions allows the children some movement helping them to refocus and prepare for learning. Using simple action direction like hands on heads when completed the activity is another good strategy as it allows the teacher to easily see who is finished and it gives the students an opportunity for movement and keeps their hands occupied. This is a great article that also offers other practical ideas for classroom behaviour management which I can also implement into my teaching http://topnotchteaching.com/experts/behaviour-management-strategies/
This week I have started my professional experience for my ICT subject. I am completing my prac in a Prep classroom. Prior to starting, I met with my mentor teacher and students. The students enjoyed asking me many questions, more of an interrogation really, with comments even being made of the clothing I was wearing. Lucky they said I looked pretty cool. You have to love the honesty and openness of Prep students. I have had a smooth transition and have been very welcomed into the Prep classroom. For the first day I taught for a small amount of time, but as my time has continued I have been doing more teaching. I have really enjoyed having the opportunity to put all our learning into practice in a classroom environment.
As I complete my second assignment for my technology course I was reflecting on whether my own technology skills were improving. I must admit I am much more adventurous and enjoy researching for digital ideas that could be implemented into classrooms. I feel my basic skills are improving and am more confident to give things ago. I still feel quite nervous that my skills aren’t quite up to scratch and need to improve to be confident in the classroom at planning and implementing technology activities. I have decided that my technology learning will be a long journey and something that I will always have to be working on. But hey, that is technology always changing and something new to be learning.
Long gone are the days of blackboards and chalk. Due to the increase of digital presence, many classrooms are now adopting Interactive Whiteboards (IWB). The IWB is an instructional tool that allows computer images to be displayed on the board using a digital projector. The teacher and students can then manipulate elements on the board by using their finger/pen as a mouse, directly onto the screen.Items can be clicked, dragged and copied on the board. The large screen and digital elements of the board can be used to engage the whole class. IWB’s can turn learning into interactive and collaborative work resulting in greater student engagement and motivation. Read more about the features of the IWB at http://www.bbcactive.com/BBCActiveIdeasandResources/Whatisaninteractivewhiteboard.aspx
Kid Pix is a graphics program that can help capture student’s imagination. Students use Kid Pix by creating images using on or more of the drawing tools. Student’s interact by creating images, making decisions about what to draw next, reacting to what they have designed, and sharing their creations with others. Kid Pix starts with a blank page just like drawing on a piece of paper.Kid Pix offers students tools such as over 100 coloured stamps of pictures, a wacky brush that squiggles and dribbles, and a random paint mixer that creates colourful patterns. With all these wonderful elements no wonder students love to create with Kid Pix.
While researching for ICT ideas for my unit plan on teaching Year 1 students the text structure of recounts I stumbled upon Dragon Jumble. This games requires the students to listen to Dragon’s dream which then becomes jumbled up and requires the student to piece back together the dream. The students not only identify the key events through the pictures, there is also sentences to add. From a teachers perspective Dragon Jumble helps to develop student’s comprehension skills to build literal and inferred meaning about key events and ideas. The game can be played either in three or four parts depending on the skills and ability of the students. Check this game out at http://splash.abc.net.au/home#!/media/31743/?id=31743