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  • Task 5 Edited

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    The teacher ensures students are prepared by asking about their dinner and sleep from the previous night, and checking lunch boxes. She involves all students by calling on them by name, even if they don't raise their hands. While the teacher currently does not use explicit transitions, strategies like ringing a bell, singing, clapping, and changing voice tones could help gain and maintain student attention between tasks. Misbehaving students are first warned, and then punished by missing playground time; good behavior earns their return to play. The teacher builds students up individually and as a group through praise that cites role models and their excellent qualities.

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    The teacher ensures students are prepared by asking about their dinner and sleep from the previous night, and checking lunch boxes. She involves all students by calling on them by name, even if they don't raise their hands. While the teacher currently does not use explicit transitions, strategies like ringing a bell, singing, clapping, and changing voice tones could help gain and maintain student attention between tasks. Misbehaving students are first warned, and then punished by missing playground time; good behavior earns their return to play. The teacher builds students up individually and as a group through praise that cites role models and their excellent qualities.

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    29 views1 page

    Task 5 Edited

    Uploaded by

    api-309215817
    The teacher ensures students are prepared by asking about their dinner and sleep from the previous night, and checking lunch boxes. She involves all students by calling on them by name, even if they don't raise their hands. While the teacher currently does not use explicit transitions, strategies like ringing a bell, singing, clapping, and changing voice tones could help gain and maintain student attention between tasks. Misbehaving students are first warned, and then punished by missing playground time; good behavior earns their return to play. The teacher builds students up individually and as a group through praise that cites role models and their excellent qualities.

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    © All Rights Reserved
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    of 1

    Observe more lessons

    Preparedness: How does the teacher make sure the students are
    prepared for the day?
    -

    She chats with them and asks them about what did they ate yesterday for dinner, did they
    slept early? And do they have healthy food in their lunch boxes today?

    Pace and flow: How does s/he make sure all students are involved and
    attentive?

    She involves all the students by calling out their names to participate and answer even if they
    were not raising their hands.

    Transitions: How does s/he get student attention? Keep their attention
    and move to the next task?

    My MST does not use transition strategies. But, if I were in her place, I would use the bell,
    singing and clapping strategies to get student's attention. I would clap to grab their attention
    and change my voice tones to a higher level, so they stop talking and look at me.

    Behaviour: How does s/he deal with misbehaviour?

    - When a student misbehaves, she warns him at the beginning but if they repeated the bad behaviour
    she punishes them by leaving them for five minutes inside the class while it's their playground time.
    Then the assistance asks them to line up and takes them to the playground only if they behaved.

    Encouragement: How does s/he interact with students/as a


    group/individually e.g. praise, self-confidence, humour, support

    - By praising them. Giving them a role model by saying "I Love Noor, she's an excellent girl
    because she is not talking while I'm explaining the lesson".

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