加拿大多伦多代写作业:教学规则和例程

Keywords:加拿大多伦多代写作业:教学规则和例程

我将建立，张贴，和教学规则和例程。组织环境以避免行为问题。随时注意发生的事情，监测课堂活动和使用材料，必要时进行干预。确保有足够数量的教育活动和材料，以防止儿童之间不必要的冲突。计划活动之间的转换，并尽量减少这些时间。计划过渡和例行公事(包括洗浴和洗手)，这样他们就能计划好，效率高，并且限制孩子们等待的时间。使用视觉提示，包括手势、文字标签、图片或物体，帮助孩子理解日常事务，并根据需要管理时间。鼓励和帮助儿童识别问题和发展解决方案，使用偶然或自发的情况作为教学机会。情绪和环境包括教室的物理元素和相互尊重的气氛。树立和保持这种氛围是教师的责任。为了营造一种相互尊重的感觉，老师必须让孩子们知道她支持他们的学习努力，相信他们做他们认为合适的事情，关心他们的幸福。孩子们会从老师的例子中学习，反过来也会尊重老师和同学。尊重的另一个方面是老师在和孩子说话时积极地倾听。教师能够表现出这种尊重的一种方式是，将自己置于与她交谈的孩子的水平上。
加拿大多伦多代写作业:教学规则和例程
I would be establishing, posting, and teaching rules and routines. Organize the environment to avoid behaviour problems. Being aware of what is happening at all times, monitoring classroom activities and the use of materials, and intervening when necessary. Ensure that an ample number of educational activities and materials are available to prevent unnecessary conflict among the children. Plan transitions between activities and keeping those times as minimal as possible. Plan transitions and routines (including toileting and hand washing) so that they are well-planned, are efficient, and limit the amount of time children spend waiting. Use visual cues, including gestures, written labels, pictures, or objects, to assist children in understanding routines and managing time as needed. Encourage and assist children in identifying problems and developing solutions, using incidental or spontaneous situations as teaching opportunities.Mood and setting include physical elements of the classroom and an atmosphere of mutual respect. It is the teacher's responsibility to set and keep this atmosphere. To create a sense of mutual respect, the teacher must show the children that she supports their learning endeavours, trusts them to do what they know is appropriate, and cares for their well-being.Children will learn from the teacher's example and will, in turn, show respect for the teacher and for classmates. Another aspect of respect is for the teacher to actively listen to children as they talk to her. One way a teacher can demonstrate this respect is to physically place herself at the level of the child with whom she is talking.