1. Assist in the Implementation of Planned Educational Programs

2. Whole Students share their learning Students display their knowledge by summarising the concepts Group Students work independently on activities to reinforce the concept Focus teaching group for student who require extra assistance or extension Whole Tunning in activitiesThe explicit teaching is done here

3. What do you want the children to know How are they going to learn it How will they know if they know it

5.  An Objective is a result you intend to achieve.  may also be referred to as targets, aims, goals.  An Outcome are broad indicators (benchmarks) of student achievement.

6.  Are they specific?  Are they measurable?  Are they achievable? (do you think they are reasonable for a prep child)  Do you feel the time frame is reasonable?

9. Before creating you must know  Purpose  Audience Your Notes, Handouts, Worksheets must:  Be engaging  Written in pain English  Simple language  Use short sentences  Include key instructions  Allow plenty of space for students to answer  Easy – difficult  Reasonable length  Easily adaptable for students with disabilities  Error free.

10.  Peer Tutoring  Small Group/Co-Operative Learning  Ad hoc groups.  Homogeneous ability groups.  Teacher structured heterogeneous groups.  Friendship groups.  Random groups.  Interest groups.  ‘Buddy’ Support/ Cross-Age Tutoring

11.  Modelling  Cross Curricula/Theme/Inquiry  Multi Level Teaching (differentiation)  Individual Instruction  Vertical Grouping

12.  Computers/laptops  Tablets  Printers  cameras  Video cameras  MP3 players  Electronic Whiteboards

13.  Technology is a to support Learning  Digital Technology can be use in any lesson.  It should only be used if it enhances the lesson and extends the learning.

14.  Children enjoy a routine. It makes them feel safe to know what is going to happen and when.  It helps with time management  It serves as model for the students in developing their own time management skills  Most classrooms will have a daily routine displayed

16. 1. Greet people in s bright, relaxed manner 2. Offer encouragement to stressed colleagues. 3. Show interest in colleagues and students 4. Greet people with a smile 5. Consider a positive sign for the classroom 6. Don’t focus on the negatives 7. Look for the positive in people 8. Show appreciation 9. Thank those who make your job easier 10. Acknowledge a job well done 11. Make an effort to laugh and enjoy your job 12. Practice random acts of kindness 13. Be enthusiastic 14. Avoid gossip 15. Be honest 16. Share your knowledge

18.  Praise  Acknowledgment & Encouragement  Interest and Acceptance  Positive body language  Acknowledgement of effort and achievement

19.  Be specific  Focus on behaviour/actions  Foster discussions with student about their work  Use names when giving feedback  Relate praise to how it benefited someone else  Promote initiative and attempting new skills  Encourage persistence & independence  Acknowledge independent thought & creativity  Reinforce problem solving skills

20.  Physical & Emotional Support are equally essential to the creation of a supportive classroom environment

21. Why  Document strengths and weakness for all students  Ensures data is gathered on each student  Provides additional data for students with special needs  Helps teachers spot instructional gaps  help teachers plan whole class, small group, individual instruction, or focus lessons based on needs  provide immediate feedback to students  give voice to narrative comments on report cards  provide specific examples to share at parent conferences  reflect how well you know each student

22. When to Take Anecdotal Notes  silent reading time  literature circles  small reading groups  guided reading  writing workshop  individual writing conferences  Author's Chair

23. What should be recorded?  The setting  Everything the students does and says  Be objective  When things happen

24. AcknowledgementPositive Reinforcement Scaffolding/ Modelling correct behaviour Role Modellingredirection

25. Persuasive Extensive Limited Intermittent

26.  Give your feedback directly to the person it applies.  Be specific and give examples  Choose the right moment.  Choose the right place.  Don’t dwell on the past..  Leave out the "but  Remember that you are not the master of the universe.