| When developing classroom plans and
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| | a gardener, a butterfly or even the
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| teaching methods, many teachers use
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| | different kinds of flowers in the garden.
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| collaborative learning techniques. This
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| | Then ask them to write about them. This
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| generally involves intergroup learning
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| | provides for the leisure and fun time
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| and the use of verbal interaction. Where
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| | activities.
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| the teacher is not just teaching, rather
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| | When passing out tests or worksheets or
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| giving the students an opportunity to
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| | notices, write the names of absent
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| learn through interpersonal interaction.
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| | students on the papers left. When
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| Some use peer groups for classroom
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| | students arrive to begin the day, have
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| management, thereby creating more time
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| | them remove everything that will be
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| for personal interaction with individual
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| | needed during the day. Have a rule: NO
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| students. Others use this teaching
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| | one may get into a backpack during the
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| strategy to enhance students' motivation
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| | day. Write a red M in the top right
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| by making class work more "fun." Still
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| | corner on all Master copies. This will
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| others believe that collaborative
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| | distinguish the Master from a copy very
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| learning can provide valuable
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| | easily and prevent accidentally passing
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| opportunities for students to work
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| | out the master to a student. Always spend
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| together across ethnic and gender lines,
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| | the last few minutes of the day and
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| thereby facilitating friendships. All of
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| | review: Hopefully, when parents ask about
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| these reasons for the use of
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| | the day, students will have an answer
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| collaborative group work are worthy goals
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| | other than "Nothing!"
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| in classroom instruction. Seldom,
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| | In addition in particular classroom
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| however, is conceptual learning the
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| | activities can be assigned to different
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| primary goal behind the use of
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| | students individually or in pairs. For
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| collaborative group techniques.
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| | instance someone can be made the monitor,
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| Following is a classroom plan that
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| | to clean the blackboard, someone can be
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| enables effective classroom management of
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| | the chair stacker, someone can be the
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| time, and organization of activities for
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| | timekeeper etc. This way the small tasks
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| children.
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| | that need to be completed through the
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| Prepare a schedule that allows time for
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| | class are managed by the students
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| learning as well fun and activities.
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| | enabling them to take responsibility.
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| Rearrange the daily schedule, go outside
| |
| | One key here that adheres to the theories
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| to read, give clipboards to students and
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| | on classroom management by Howard Glasser
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| go outside to draw, have a theme day. For
| |
| | and Dreiker, is that of collaborative and
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| instance for every first Monday of the
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| | verbal interaction learning. Throughout
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| Month, students can come dressed in the
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| | the class time students should be
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| colors of the rainbow, or for older
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| | involved with verbal interaction with the
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| students, they come dressed creatively in
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| | teacher. The day should be planned such
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| some historical attire and bring along
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| | that it gives time and opportunity for
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| something that they have that relates to
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| | all different students to have a special
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| that attire. Discussing these makes a
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| | moment. Some experts believe that every
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| good start for the day. These are of
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| | student can have a focus week, where he
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| course just ideas and leave room for the
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| | she gets a few minutes in the beginning
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| teachers' ingenuity. Begin the day with
| |
| | of every class to share his life with the
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| bell work, which is an introductory task
| |
| | students. It not only aids in
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| or activity that should get them into the
| |
| | interpersonal learning, as well as
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| learning mode. From then on the lesson
| |
| | linguistic learning, but it also makes
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| plan can be followed with regular fun
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| | the students feel special.
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| intervals and breaks.
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| | Bibliography
|
| Ask the students to write once or twice a
| |
| | Chizhik, Alexander W., Collaborative
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| week: What did you learn today? for
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| | learning through high-level verbal
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| instance, and also take them outside on
| |
| | interaction: from theory to practice..
|
| the school grounds and ask them to study
| |
| | Vol. 72, The Clearing House, 09-19-1998,
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| something specific, be it the actions of
| |
| | pp 58(4).
|
