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You must be logged in to post a comment. Get started Begin by downloading Zoom Client and installing it on your device. Get teaching Once you feel comfortable, you can schedule your first meeting. Up your game Got that under control? You can select one of the pre-loaded backgrounds or upload your own. We even have our own teacher backgrounds! Not a problem. Under that same caret next to Start Video, select Video Settings.
Whiteboard: Math teachers, rejoice! This awesome feature allows you to share a whiteboard that you and your students can annotate on. To get it, share your screen and click Whiteboard. Ask kids to raise their hand! Rather, he learns out of obligation, and finds little joy in the task. When he is tested, he stays within his comfort zone, trying to perform as best as he can. He is not growing, and he sees mistakes as punishment. Students who learn like Student A will get more satisfaction and results from their learning than students like Student B.
The simple, number one rule in any language class should be to use the language in as many situations and scenarios as possible —through speaking, reading, writing, listening, and even playing and thinking. Something that struck me some years ago was when I stumbled upon multiple Norwegians learning Spanish on a website. I noticed there were more than twenty students in a single room for Spanish speakers and I realized that these students were in a laboratory using computers to chat in their target language.
While chatting is still not as active as speaking with someone, it is a good, encouraging, unconventional way to use the language. Teachers should find inventive ways to push students to use their target language in any way they enjoy and like. The more they do something they enjoy, the more likely they will start doing it on a daily basis.
The Internet offers amazing, endless possibilities to speak, write, play, sing, and hear a given language. The material you use to learn, at least in the first initial phases of language learning, plays a very important role in your eventual success. If the material is boring and inefficient, it risks impacting negatively even the most well-intentioned and eager learner. The best learning materials are those that are both well-organized and interesting to the learner.
If the material is enjoyable but poorly organized, the student will use it, but not learn much. Conversely, if the material is well-organized but uninteresting to the learner, the student will likely never bother to pick it up. Unfortunately, many students are given textbooks they find boring at best and unpleasant at worst. To solve this problem, I believe that teachers should create material that is adapted to their unique classroom of learners , be open to suggestions , and above all, encourage students to participate in the resource-selection process and create or find interesting learning material on their own.
Unfortunately, I had to do a lot of waiting regardless, since I only had French class twice per week, one hour at a time. Most members of my class were fine with two hours of French per week , but I was not.
Instead, I spent as many of my waking hours with French as I could —all by using learning opportunities that I found outside of the classroom. And because of this, my French skills soared above those of my classmates. Language students today have the same attitude as many of my classmates did. I saw it as a fun medium through which to explore my interests and passions, and so I spent many, many, many more hours interacting with the language, and learning from and through it.
And this is exactly how native speakers learn their first languages. Think about it. Kids learn their own native language by spending most of their time with their native language, every single day, from dusk till dawn. An amount of exposure time which literally dwarfs the amount of time spent by students on their target language. This alone can make a huge difference in language skill. Teachers should encourage students to learn their language on a daily basis, wherever and whenever they are.
Since students will always spend most of their lives outside of class, these external learning opportunities should be the primary focus of any language student. In most schools, foreign language study is a requirement that all students must fulfill. Furthermore, language choices are limited, so students can only explore a handful of language options. Because of this, they never end up learning the language to fluency.
Playing on devices like phones or Chromebooks is a lot of fun, but it can also cause problems. Kids simply fold it to show their answer, then hold it up for the teacher to see. Visit The Primary Peach to get the printable and learn how to use it. Have your students create their own Kahoot games for review, then share them with their classmates. Academy Guide.
Kahoot ideas like this one make it so much fun for your class to get to know you—and each other! Use the free templates to create a quiz all about yourself for the first day of class. Then, have your students create their own. You can assign them as challenges or do one or two each day in class until everyone has had their turn. Find Kahoot icebreaker templates here. The National Geographic National Geography Bee challenges students from around the world to show what they know about the world.
Find them all here. The reason for the crummy results is not the students, but a lack of formative assessments along the way and discovering when, where, and how certain information needed to be re-taught or reviewed.
If you find yourself wanting to spring a "gotcha" quiz on your students, ask yourself if it is really meant to collect important data or to freak them out and maybe "get them more serious about paying attention"? Believe me, I've been there: wanting to punish the lazy, the cocky, the nonchalant. Sometimes we just want to see that hint of panic as they number 1 to 10 on their half sheets of paper afterall, many of us experienced the "gotcha" quiz as students!
Formative assessments are not about gotcha-ing students but about guiding where instruction needs to go next. We should use them frequently, and while or after kids learn a new idea, concept, or process. When you are on your way to the Big End Project or summative assessment and students have just learned a piece or a step toward the end, check to see if they've got it. These can be fun and not daunting, for students or teacher.
Give students a question to answer that targets the big idea of the lesson, and have them write a sentence or two. Stand by the door and collect them as they leave.
Sit at your desk and thumb through them all, making three stacks: they get it, kind of get it, and don't get it all. The size of the stacks will tell you what to do next. Give your students a checklist and have them self-assess.
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