If you’re ever in need of a quick way to partner up, you could try
using “Clock Partners.” It takes about 15 – 20 minutes of class time (one
time only), but it’s a nice way for students to choose their own partners
while also adding variety. Here’s how it’s done: Distribute a clock
handout to each student. (A simple clock with a line next to each number.)
Students move around the room looking for partners to fill in each time
slot. For example, if Susie asks Bill to be her 1:00 partner, Bill needs to
write Susie in his 1:00 spot also. The goal is to find 12 different partners.
If you don’t want to take the time to find 12 different partners, you could
always narrow the search to 6 partners. The process can be a little crazy.
However, when the time comes to find a partner, you simply have the
students take out their clocks and select a time. You’d say, “Find your 3:00
partner”…it takes less than a minute and avoids confusion.
Working in groups is a great idea, but the students must understand
the purpose and functions of the group. Too many times have I started
lessons that involved group collaboration and found that their was very
little collaboration in the group. At the 5th grade level, I find it essential too
over emphasize my expectations of the group and I try to define the roles
within the group in an effort to cut down on individuals who will stray from
the group. It is also important to use flexible groupings so that there are
less problem to deal with once the group gets started working.
I really like the idea of posting the “rules” to group working. Having them
posted will be beneficial because they will always be visible to the groups
and they are easily available if any need to be reviewed during the lesson.
The peer evaluation is also a good idea because it is important to take
the students point of view into account since they are the one’s actually
involved in the collaborative process. Most times when I ask for student
input or evaluations, I find it to be helpful in guiding my instruction or
planning. I’m very interested to see what will happen the next time I try this
in my classroom.
I would put the students into groups of three or four, assigning them each
a country for them to focus on. Each group would then to prepare a
presentation (PowerPoint or Act Inspire – the Promethean board software)
to the rest of the class. I would give the students suggested websites as
well as a list of specific questions and people that they needed to make
sure they covered. I would require that students divide the list between
them, allowing some students to answer fewer in exchange for finding
images or putting together the presentation.
You don’t need a smartboard to do this (although it really helps). If you
use Powerpoint and right click when the presentation is going you can
change the pointer to a pen and annotate over your presentation. When
you are done you can save what you did for students. On a side note…
Epson is releasing a projector in April that doesn’t need a board. It can
display on a wall and comes with a pen.
This is a good general rubric. Would you do some practice where students
evaluate themselves and compare their score to what you give? One of
the points of rubrics is to remove subjectivity from the evaluation process.
When you use “what is expected” there needs to be a clear understanding
between teacher and student about what the expectations are. (create
a daily individual sheets for each student and use this to upload into
put vocab into a data base site and tag with 4-5 different categories. Have
category title show with words (untranslated) and have student guess (or
simply know) the meanings of the words)
I usually speak in the TL throughout the entire class from day 3 on. I
am somewhat animated, so I mime most of the time I am speaking as
well. I really want my students to be proficient in the language and not
to be constantly translating. I also am sure to call on students daily. At
first I use a seating chart and check off the name when I know they have
answered at least once so that I can ensure participation. I try to hit on
speaking, vocab, listening, writing each class and then culture at least 1x/
I haven’t taught literature in quite awhile. From what I remember, I would
give vocabulary lists, verb tenses a long with 2-3 chapters per homework.
We would discuss the story and relate it to daily life. Sorry, I am not much
help on that one. Maybe if you give me a scenario, I could be of more use!
Classroom management, I did a lot of individual work, switch to pair work
and then whole class. I try to keep variety to keep the attention span