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Always refer to this for all plans

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To be updated

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Beginning teachers often set the bar high when it comes to student expectations. As a new teacher, it's common to want to be portrayed as a competent teacher who has control over their classroom. Here are a few suggestions to help new teachers make realistic and achievable goals for their students.

Maintaining a Well-Behaved Classroom

Often new teachers struggle with feeling confident about managing their classroom.

They feel that if they are too nice, then their students won't respect their authority. It is possible to create a warm and friendly classroom and gain your students respect at the same time. By allowing students to make simple decisions, like which assignment to do first it will improve your chances of cooperation and give students a boost in their confidence.

However, there is going to come a time when things do not go as planned. Make sure you are prepared ahead of time with "emergency plans" and " time fillers" for these unseen moments. When children are not given a task, they tend to take it upon themselves to create chaos and that is when you get classroom interruptions.

Managing Your Classroom

All new teachers want their classroom to run smoothly. One of the biggest challenges new teachers face is dealing with time management. It may take weeks or even months to learn the school's policies and procedures and for the students to get used to your own routines.

If you can't remember what school policies are (regarding lunch count, library books etc.) then ask a fellow teacher.

Don't just assume that your students know simple rules or remember common school procedures from the year before. Devote a lot of time the first few weeks of school to review school procedures and implement your own.

The more time you devote to learning these routines the easier it will be later in the year. Be careful not to overwhelm your students, establish a simple routine that they can handle. Once you see your students feel comfortable with your procedures and routines then you can expand or alter them.

Common Student Expectations for the Classroom

Follow classroom rules

Be on time

Be prepared for class

Be considerate and respectful

Show respect for school property and students

Hand in assignments on time

Wait to be dismissed

Use an inside voice

Actively participate in class discussions

Stay seated during classroom activities and events

Help each other

Work quietly and follow directions

Raise your hand before speaking

Creating Successful Students

Every teacher wants to see their students succeed. New teachers may feel the pressure to get through the curriculum and may forget to learn their students' abilities and interests. Before barreling through the content, get to know your students so you know what to expect of them.

Practice Self-Management Skills

n order to build confident, independent students, practice self-management skills early on. If you plan on having students participate in learning centers and small groups, then they need to practice working independently.

It may take weeks to build independent workers. If this is the case, then hold off on working in learning centers until your students are ready.

Keeping Things Simple

When you keep routines and independent work simple, you are helping students build their confidence and self-management skills, which in turn will help them become successful learners. As students become more established with these skills, you can increase the work load and variety of academic materials.

"Great Expectations: Good News for Beginning Teachers", Dr. Jane Bluestein

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Here's What You Can Realistically Expect of Your Students

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Beginning teachers often set the bar high when it comes to student expectations. As a new teacher, it's common to want to be portrayed as a competent teacher who has control over their classroom. Here are a few suggestions to help new teachers make realistic and achievable goals for their students.

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These will be implemented specifically next year

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ACTION PLAN FOR PROFESSIONAL DEVELOPMENT

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Based on student investigation and hands-on projects, inquiry-based learning is a teaching method that casts a teacher as a supportive figure who provides guidance and support for students throughout their learning process, rather than a sole authority figure.

In this method of instruction, the teacher might play one or all of the following roles:

Facilitators play a strong emphasis on the teacher-student relationship. Operating under an open classroom model, there is a de-emphasis on teacher instruction, and both student and educator undergo the learning process together. Student learning loosely guided by the teacher, and is focused on fostering independence, hands-on learning, and exploration.

Teachers who operate under the "Personal Model" style are those who lead by example, demonstrating to students how to access and comprehend information. In this teaching model, students learn through observing and copying the teacher's process.

Teachers acts as a "resource" to students, answering questions and reviewing their progress as needed. Teachers play a passive role in student's learning; students are active and engaged participants in their learning. The main goal of a Delegator is to foster a sense of autonomy in the learning process.

Teachers encourage students to ask questions and consider what they want to know about the world around them. Students then research their questions, find information and sources that explain key concepts and solve problems they may encounter along the way. Findings might be presented as self-made videos, websites, or formal presentations of research results.

Inquiry-based learning falls under the student-centered approach, in that students play an active and participatory role in their own learning. But teacher facilitation is also extremely key to the process. Usually, during the inquiry cycle, every student is working on a different question or topic. In this environment, teachers ask high-level questions and make research suggestions about the process rather than the content. At the end of the inquiry cycle, students reflect on the experience and what they learned. They also consider how it connects to other topics of interest, as an inquiry on one topic often results in more questions and then an inquiry into new fields.

Inquiry-based learning can make great use of technology through online research sites, social media, and the possibility for global connections with people outside of the community. But depending on the subject at hand, it doesn't necessarily require it.
Read More:

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Learn the differences between teacher-centered approaches and student-centered approaches.

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Lesson Study is a Japanese model of teacher-led research in which a triad of teachers work together to target an identified area for development in their students' learning. Using existing evidence, participants collaboratively research, plan, teach and observe a series of lessons, using ongoing discussion, reflection and expert input to track and refine their interventions.

The Japanese Lesson Study model has been advocated in the UK for some time both by the National College for Teaching and Leadership and its predecessor organisations.

The outline of the approach is as follows:

A 2014 systematic review (Wai Ming Cheung, 2014) looked across 9 quantitative studies and concluded that Lesson Study and Learning Study appear to be beneficial to student outcomes.

The Education Endowment Foundation conducted a large trial which showed no statistical impact - TDT's CEO discusses issues with the findings here.

Godfrey et al (2018) conducted an evaluation in UK schools and found positive impact.

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Lesson Study is a Japanese model of teacher-led research in which a triad of teachers work together to target an identified area for development in their students' learning. Using existing evidence, participants collaboratively research, plan, teach and observe a series of lessons, using ongoing discussion, reflection and expert input to track and refine their interventions.

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Attributes of Effective Formative Assessment | CCSSO

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The primary purpose of the formative assessment process, as conceived in this definition, is to provide evidence that is used by teachers and students to inform instruction and learning during the teaching/learning process.

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Learning and Assessment Standards - Final draft

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XWe have detected your location as outside the U.S/Canada, if you think this is wrong, you can choose your location.

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Four years'

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REVISION TECHNIQUES (BOOK EXCERPT: © Stella Cottrell (2013) The Study Skills Handbook, 4th edition, Palgrave Macmillan) 

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REVISION TECHNIQUES (BOOK EXCERPT: © Stella Cottrell (2013) The Study Skills Handbook, 4th edition, Palgrave Macmillan) 

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These books are published under the creative commons license.

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These are good supplement/reference materials for all subjects

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PDF Drive is your search engine for PDF files. As of today we have 78,330,289 eBooks for you to download for free. No annoying ads, no download limits, enjoy it and don't forget to bookmark and share the love!

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Cambridge International AS and A Level Computing Coursebook by Chris Leadbetter, Roger Blackford and Tony Piper

Biology Matters (Workbook) 2nd Edition by Lam Peng Kwan and Eric K Lam

Chemistry Experiments by Pamela Walker and Elaine Wood

Chemistry O' Level Guide by Peter Black Burn

Cambridge International AS and A Levels Mechanics by Sophie Goldie & Roger Porkess

Pakistan: History, Culture and Government by Nigel Smith

A Concise Course in Advanced Level Statistics with Worked examples by J.Crashaw and J.Chambers

Oxford Entended Mathematics for IGCSE by David Rayner

IGCSE Cambridge International Mathematics (0607) Extended by Keith Blackd, Alison Ryan, Michael, Haese Robert, Haese Sandra, Haese & Mark Humphries

Cambridge IGCSE Chemistry Workbook Third Edition by Richard Harward and Ian Lodge

Edexcel A2 Physics Active Book

Advanced Level Physics third edition by M.Nelkon & P.Parker

Edexcel IGCSE Physics (Student Book) by Brian Arnold, Steve Woodley and Penny Johnson

Edexcel IGCSE Biology by Phil Bradfield, Steve Potter

Complete Chemistry for Cambridge IGCSE by RoseMarie Gallagher

AS - A Level Chemistry Revision Guide by David Bevan

AS - A Level Biology Revision Guide by Mary Jones

IGCSE Study Guide for Business Studies by Karen Borrington and Peter Stimpson

Mechanics for A-level by L.Bostock and S.Chandler

IGCSE English as a Second Language by Ailson Digger

The Environment of Pakistan by Huma Naz Sethi

Mastering O Level Islamiyat by Muhammad Bilal Aslam

Further Pure Mathematics by Brian and Mark Gaulter

IGCSE Information and Communication Technology by Graham Brown and David Watson

Edexcel IGCSE Chemistry Student Book by Jim Clark

Porter Further Mathematics

O Level Biology Teachers Guide by Mary Jones

Longman Electromagnetism by John M. Osborne

Gce O Level Chemistry Matters by Tan Yin Toon - Chen Ling Kwong - John Sadler - Emily Claire

Pakistan: History Culture and Government by Nigel Smith

Understanding Pure Mathematics by A.J Sadler and D.W.S Thorning

'Complete Advanced Level Mathematics' Pure Mathematics by Andy Martin - Kevin Brown _Simon Ailey

AS and A level Pure Mathematics 1 by Sophie Goldie and Roger Porkess

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College Physics 9th Edition by Serway Vuille

AS and A level Physics CourseBook by David Sang, Graham Jones, Richard Woodside and Gurinder Chandha

O Level Classified Additional Mathematics

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Building on Olivero's videopaper work, in an attempt to bring video-based research to life, we have generated a conceptual and virtual framework called Digital Papers. Digital papers is a web-based tool, that allows researchers to show their findings alongside video clips, transcripts of the video clips, and conceptual models that frame their work.