By Susan Riley T
Demonstrates a high level of competence in use of English language arts and knows, understands, and uses concepts from reading, language, and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas.
Designs and implements age-appropriate inquiry lessons to teach science, to build student understanding for personal and social applications, and to convey the nature of science.
Knows, understands, and uses the major concepts and procedures that define number and operations, algebra, geometry, measurement, and data analysis and probability. Engages consistently in problem solving, reasoning and proof, communication, connections, and representation.
Knows, understands, and uses—as appropriate to own understanding and skills—the content, functions, and achievements of the performing arts dance, music, theater and the visual arts as primary media for communication, inquiry, and engagement among elementary students.
Knows, understands, and uses the major concepts in the subject matter of health education to create opportunities for student development and practice of skills that contribute to good health. Knows, understands, and uses—as appropriate to own understanding and skills—human movement and physical activity as central elements to foster active, healthy life styles and enhanced quality of life for elementary students.
Plans and implements instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and community. Understands how elementary students differ in their development and approaches to learning, and creates instructional opportunities that are adapted to diverse students.
Uses knowledge and understanding of individual and group motivation and behavior among students at the K-6 level to foster active engagement in learning, self motivation, and positive social interaction and to create supportive learning environments. Uses knowledge and understanding of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the elementary classroom.Resources for ESL Teachers Everything you need to be a successful English as a Second Language teacher for students of all ages and skill levels.
Includes teaching theory, information on teaching certificates and qualifications, plus detailed guidance on how to help students develop writing, reading, vocabulary, grammar, and pronunciation skills. Why Use Music? Music can be used to help control a classroom environment or to support the content within that class.
It can be used to signal different transitions within the class as well as to serve as a writing prompt itself.
Music is also a way to build community and to share yourself as a teacher. writing across the curriculum high school teacher handbook 3 Gere () distinguishes between the terms “writing across the curriculum” and “writing to learn” by the primary purpose of each. Integrating Science and Dance (Lesson Plan) Posted on August 11, music to dance to.
Behavior Expectations: Participate in each activity; respond with movement instead of voices. Instructional Plan: a. (Crossover) Students draw a circle on a low level or a high level.
Integrating reading, writing, and oral communication in language arts is a common example. Teachers often integrate history, geography, economics, and government in an intradisciplinary social studies program.
• Reading journal responses are individual and very powerful but are dependent on the ability of the child to record ideas in writing and can, therefore, lead to some low level responses.