The di
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lesson
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Answers
Explanation:
De ce ai plecat şi m-ai lăsat,
Iubirea mea... îndurerat.
Refren:
Plouă, afară e frig,
Şi totul s-a sfârşit
De când m-ai părăsit.
Iar plouă...afară e frig
Şi totul s-a sfârşit
De când m-ai părăsit.
Mi-aduc aminte când spuneai
Că doar pe mine tu mă ai.
Tu mă ai... iubirea mea.
Acum totul ai spulberat,
De lângă mine ai plecat,
De ce ai plecat... şi m-ai lăsat?
Tu nu ai vrut să mă intelegi,
Şi ţi-a fost mai uşor să pleci.
De ce ai plecat... iubirea mea?
Totul e pustiu în jurul meu,
Iar eu văd numai chipul tău,
De ce ai plecat, iubirea mea?
Answer:
mark me as brainliest answer and thanks me for the reply
Explanation:
EFFECTIVE LESSON PLANNING, AND CLASSROOM MANAGEMENT SUGGESTIONS
Good lesson planning is essential to the process of teaching and learning. A teacher who is prepared is well on his/her way to a successful instructional experience. The development of interesting lessons takes a great deal of time and effort.
All teachers should understand that they are not an island unto themselves. The educational philosophy of the district and the uniqueness of their schools should be the guiding force behind what takes place in the classroom. The school’s code of discipline, which should be fair, responsible and meaningful, must be reflected in every teacher’s classroom management efforts.
SUGGESTED PRACTICES
A. Establish a positive classroom environment:
1. Make the classroom a pleasant, friendly place.
2. Accept individual differences.
3. Learning activities should be cooperative and supportive.
4. Create a non-threatening learning environment.
5. Organize physical space; eliminate situations that may be dangerous or disruptive.
6. Establish classroom rules and procedures and consistently reinforce them.
B. Begin lessons by giving clear instructions:
1. State desired quality of work.
2. Have students paraphrase directions.
3. Ensure that everyone is paying attention.
4. Ensure that all distractions have been removed.
5. Describe expectations, activities and evaluation procedures.
6. Start with a highly motivating activity.
7. Build a lesson upon prior student knowledge.
C. Maintain student attention:
1. Use random selection in calling upon students.
2. Vary who you call on and how you call on them.
3. Ask questions before calling on a student; wait at least five seconds for a response.
4. Be animated; show enthusiasm and interest.
5. Reinforce student efforts with praise.
6. Vary instructional methods.
7. Provide work of appropriate difficulty.
8. Demonstrate and model the types of responses or tasks you want students to perform.
9. Provide guided practice for students; monitor responses and deliver immediate corrective feedback.
D. Use appropriate pacing:
1. Be aware of your teaching tempo
2. Watch for cues that children are becoming confused, bored or restless; sometimes lesson has to be shortened.
E. Provide suitable seatwork
1. Seatwork should be diagnostic and prescriptive.
2. Develop procedures for seeking assistance; have a “help” signal.
3. Develop procedures for what to do when finished.
4. Move around to monitor seatwork.
5. Vary methods of practice.
F. Evaluate what has taken place in your lesson
1. Summarize the lesson and focus on positive gains made by students; use surprise reinforcers as a direct result of their good behavior
2. Determine if the lesson was successful; were goals accomplished?
G. Make a smooth transition into the next subject:
1. Have materials ready for the next lesson.
2. Maintain the attention of students until you have given clear instructions for the next activity.
3. Do not do tasks that can be done by students (i.e. passing out paper or collecting assignments); use monitors.
4. Move around and attend to individual needs.
5. Provide simple, step-by-step instructions.
6. Utilize a freeze and listen signal, when necessary.
H. Develop positive teacher/student relationships
1. Set a good example; be a positive role model
2. Create an exciting learning environment for all students
3. Reward good behavior; create special activities that children will enjoy doing
4. Correct misbehaviors; have consequences of disruptive behavior; communicate them to children
5. Handling disruptions
6. Keep it short and simple (KISS)
7. Use a warning system
8. Defer disruptive behavior proactively (eye contact, close space between you and student, use head/hand gestures)
9. Help students are successful
10. Use planned ignoring (and teach other students to also ignore)