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Don’t take on such a big responsibility. “

And the following bothered me: how can I develop or educate during the lesson (teach where else to go). For a year, for 5 and even for 10 I can not bring up some.

And this September, I’m a student at the University of Calgary receiving my first assignment from the School Practice course. Write a lesson plan for 10 minutes. and conduct it online, where the participants will be my online classmates.

We haven’t had any lessons yet, we haven’t seen the teacher, and write a lesson plan, send it for testing and even spend it with someone I don’t know. The topic? – and what do you want: to prove the theorem, tie the laces or make a sandwich. I make a plan and proudly write “goals” from above.

Three hours (15 of us students) showed their lessons in Zoom, and the teacher only took notes and kept track of time – 10 minutes. everyone. Did not have time – your problems.

Nobody analyzed our lessons, we then analyzed them ourselves in the course of training, every week, every lesson, some new point.

But on that first day, the professor took up our “goals”. She read us 20 of them, from what we wrote without indicating the authorship. And immediately asked the question: “How do you know that you have achieved this in the lesson? And how can you measure it?”

“Educate positive character traits” – How did you measure it in class? You brought up the whole lesson, and during the break the students fought. Your goal failed. A lesson in vain? – Yes, no, they did learn something, but you can’t write a goal like that. Write specifically about what you are doing today in this particular lesson. Do not write “educate”. Because, besides you, parents, friends, the street, the media educate … Don’t take on such a big responsibility. “

And how it is possible, or as it is necessary?

1. The goal must be specific.

2. Achievable for a lesson.

3. Measured by an exercise, test, work, discussion, project work, drawing or application, what you have started today.

4. Written in student-friendly language, because we often say it at the beginning, and children need to understand what they want.

5. The words “teach, realize, know, understand” CANNOT be written, because it is something you do not measure.

During the first two weeks of training, we each wrote 7 outline plans and, working in groups of 5 people, critically analyzed and analyzed 35.

So how do we write that goal now?

We use: to list, define, describe, name, choose, write, draw, combine, create, analyze, compare, contrast, summarize, discuss, argue …

Now I am in practice at school leading a series of science lessons in 1st grade. My topic is “5 sensations”, so I “aim” the following:

create Mr. Potatoes (from cutouts), mark the senses, combine sensations with body parts, compare the sensations of animals, discuss the rules of hygiene, analyze the importance of sight, hearing …

And at the level of a first-grader, we sculpt, draw, compare the “most sniffing” animals, discuss the importance of hand washing or caution on the road …

How smarter or more correct? Not for me to judge. But I get pleasure from the fact that what is written in the syllabus is clear to me and the children and by the end of the lesson is exactly done.

Is that what all teachers write? Young people – yes, and experienced – no, only dotted the course of the lesson.

And why does that “goal” not have a plural? Because “lesson goals” somehow don’t sound right to me either.

P.S. I’m bragging! I have already “shot” the first open lesson. Achievable “goals”, no ostentation, the usual working lesson. Children are wonderful, open, uncomplexed and ready to cooperate. Highest rating, everything is great!

#zhuravlovaschoolincanada – information about schools and studies in Canada.

The original

blogsAlexander Zhuravlev


Staying at school on vacation is dishonest and stupid, it is better to do your favorite thing or travel

A. Zhuravleva: about the holidays of Canadian teachers

Author: Alexandra Zhuravleva, mother-blogger.

And what do Canadian teachers do on vacation?

Have a rest!

During the holidays, they do not go to school to add and add average scores, sit on methodological associations, courses or just sit (because it is a working day). Do not make repairs, do not dig the flower beds (funding is a little different).

We witnessed a locked school at 0-10 am on winter vacation on a normal working day for all other professions.

The school year in Canada lasts 10 months from early September to the end of June. This is approximately 40 working weeks or 200 days. Holidays – 2 months in summer and 3 weeks during the year (2 winter, 1 spring).

I once heard information that teachers are being fired for the summer and they are not paid anything. It is not true.

Teacher’s summer leave lasts almost 2 months (as in Ukraine), and it is fully paid.

And what about winter and spring vacations? Do Canadians think their teachers take too much rest? No.

Everyone agrees that this profession belongs to the “stressful”. In addition to lessons, teachers work a lot in extracurricular activities: preparing for the next day, checking work, professional development, conferences – meetings with parents in the evening and more.

Therefore, to stay in school on vacation when there are no students – is dishonest and pointless. Much more benefit from your favorite pastime, travel and time spent with family.

It is believed that for a teacher to do his job well, he must rest and be satisfied. Lack of rest leads to burnout. Therefore, the holidays benefit both the student and the teacher, and hence society as a whole. “(Taken from an article on the website of the University of British Columbia).

#zhuravlovaschoolincanada uses this hashtag information about schools and study in Canada

The original

blogsAlexander Zhuravlev


Everything is slow in class, the children play a lot and probably don’t even realize that they are learning

A. Zhuravleva: Canada is not chasing the program

Author: Alexandra Zhuravleva, teacher, Canada.

From the jokes of our Ukrainian graduates. 1st of September. A mathematician runs into the class and shouts: “Write a number soon, great job, because we are already 1 topic behind.”

There is only a part of a joke in every joke. And it was not only in mathematics. I never finished a textbook in English, did not complete my planning, did not teach something according to the requirements of the program. I always missed 5-10 lessons. And constantly drove.

Do not marry here.

Planning. Experienced teachers write planning for the week, and immediately prepare materials if possible for the week ahead.

Kimberly has 1 “window” on Friday, so she plans for the week ahead and prepares everything for Monday: prints, laminates. On the weekend he takes home to cut. On Sunday he comes to school for an hour, brings materials, changes books at a book fair, picks up boxes of toys on the table and removes covers with children’s names. (I could do it on Friday after school, but at the end of the week I want to run away faster). On Monday, she has another “window” – she prepares everything for Tuesday and Wednesday. He plans classes on Thursdays and Fridays on Wednesdays.

Of course, it is impossible to do all the preparation for lessons in 3 windows a week. That’s why every day after school from 2.30 to 4 he works as much as he can at school to take home only vytynanky.

What does her planning look like? A large sheet of A3 with a schedule of lessons for the week, where in front of each subject she writes in dots her plan. Attaches this plan with buttons on the cork board at the table. And next to the top drawer of the cabinet materials are stacked in 5 folders: Mon, Tue, Wed, Thu, Fri. You open the Thursday folder, and there are the first 2 drawing lessons on the schedule – 20 black sheets in a file, cut carrot noses and colored scarves, white strips of cut A4 – we will make a snowman. Then there will be a conversation about peace, so I printed out and stapled small coloring booklets.

I liked her weekly organization of materials and work. And such planning is convenient if the teacher comes to replace. He sees all the items he has to do, and in the appropriate folder are ready all the printouts in which the children should work.

The pace of the lesson. Nobody is in a hurry. The program requires for September-October to learn to count and write up to 20, to count twos, fives, to call neighbors numbers. And that’s having 6 math lessons a week.

I spent the first week watching, and on Monday I started doing math. Kimberly asked the topics of the lessons what I should explain to the children and what to work on. “Count to 20,” Kimberly replied.

As? Count to 20 all week – six math lessons? And that’s all? What else?

Pinterest helped me – I found interesting printers, drawers, cutouts for the account up to 20. I remembered and came up with numbers games, and Kimberly gave me a few more ideas. And we counted 6 lessons little by little, slowly, up to 20, wrote numbers on white boards, guessed the neighbors, put the children on the school bus, played games with dice and chips, cut, glued, printed.

Mathematics is usually the first 2 lessons – 95 minutes in a row without a break.

We start each day with a calendar: we discuss the month, date, day of the week (today, yesterday, tomorrow), count the weather in twos, fives and tens, and attach a new one – today’s magnetic circle. Every ten days, Zero the Hero comes to the first place, brings a coloring sheet of 30, 40, 50 … and caramel. Therefore, children are happy to count the working days until the next arrival of Zero the Hero. (The 100th day of school is celebrated in February.) Next is the oral work – a score of up to 20 back and forth (sometimes from video), guessing games. Then the children work with “tools”: the teacher names the number, and the students make as many Lego bricks, write the number on the whiteboard or play games with chips and dice. A short musical minute to dance and sing, and 20 – 25 minutes before the end of the lesson we start typing. Each student receives a math notebook and an A5 worksheet. Tasks (can be found on the Internet) are different and even fit for the season or holiday: cut out the number of ice cream and glue to the “correct” penguins; count the pumpkins and write the number on the witch’s hut; print on the line of each number and paint the same number of gifts. After coping with the work, students paste a sheet into a notebook in mathematics, the teacher draws a star if everything is correct or asks to correct if there are inaccuracies. They try to avoid such a word as a mistake, but say something positive and add remarks: “Wow, you drew the houses so well, and list them again!” The child counts and corrects his mistake.

In each class there are “tricksters” who hand in the work in 7-10 minutes, and there are “turtles” who need 15-20 minutes.