HOME LEARNING DAILY VIDEO DATE :- 29/1/2021.
Resource The outline of this model is given below. The educational supervisor can connect to the audio list as soon as he observes the classroom of the teacher, after visual resources, case studies and readings, this model is a learning conversation between the head teacher / supervisor and the teacher.
 |
| HOME LEARNING DAILY VIDEO DATE :- 29/1/2021. |
Ask the teacher to evaluate his / her own teaching practice during the classroom, what were his / her teaching goals?
What could have been better and what could have been better? We do this because a dialogue starts. Ensures that the teacher is handled first, builds the teacher’s confidence with the supervisor that this is her own teaching and 1. . . Is for progress. Describe what you observed as an observer during the classroom observation.
IMPORTANT LINK
DATE– 29-1-21 STD-1 HOME LEARNING CLICK HERE.
DATE– 29-1-21 STD-2 HOME LEARNING CLICK HERE.
DATE– 29-1-21 STD-3 HOME LEARNING CLICK HERE.
DATE– 29-1-21 STD-4 HOME LEARNING CLICK HERE.
DATE– 29-1-21 STD-5 HOME LEARNING CLICK HERE.
DATE– 29-1-21 STD-6 HOME LEARNING CLICK HERE.
DATE– 29-1-21 STD-7 HOME LEARNING CLICK HERE.
DATE– 29-1-21 STD-8 HOME LEARNING CLICK HERE.
DATE– 29-1-21 STD-10 HOME LEARNING CLICK HERE.
DATE– 29-1-21 STD-12 HOME LEARNING CLICK HERE.
Give descriptive information to the teacher about what you saw in the classroom. Respond to the teacher’s self-assessment. Use phrases like “I observed.” Or “The following evidence is …” to describe what you saw. Avoid using critical language. This will help in building trust with the teacher on his / her own teaching and making progress with feedback.
Ask the teacher about understanding and strategy improvement. How is our teaching and what can a teacher do differently in the future? Give your own suggestions if appropriate but remember that your role as an educational supervisor will help the teacher to teach and change even when you are absent. Stay together and decide on the next steps and commit to the necessary oversight for improvement. “Cheney Learning Stages: Involve teachers and school leaders in a series of classroom observations in the Dori Sir study phase.
Observe teaching practice as a win. The aim is to develop a practice for comprehensive improvement in teaching in schools. This focus area is usually problematic for the school and difficult to solve. Differences in children’s learning speed in a particular subject Concerns that some children do not meet their learning needs effectively. Use of higher and lower order questions by teachers.
Is. This means that every year, you have to achieve the goal set by the rhythm setting. This goal will also align with the priorities you set. Targets can be short-term, measurable time periods of three, six or nine months. In a year, you can set two to three goals to achieve the annual goal. The strategy will help you accomplish the goal. Step 6: Regulation and Evaluation Process Once the SDP is ready, the time for its implementation and timely monitoring begins. The inspection team will help keep track of the target, you can evaluate the progress of the SDP monthly or annually. 8. ICT initiative in school education Every teacher and head teacher / principal of the school has different strengths and abilities.
They use these abilities for planning, implementation as well as classroom management and facing basic problems and difficulties arising on a daily basis. However, class size is natural. Hypocritical challenges need to be considered before teaching to community and educational administrators, such as content, teacher and teaching ratios, availability of resources in the fields, language as well as geographical diversity.
Every teacher and head teacher must be able to make sure that they provide academic leadership, take the initiative, solve everyday problems and ultimately contribute to the effectiveness of the school. Plays information and communication (ICT).