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1) Go to www.padlet.com

2)You have to sing up through your e-mail address and a key

3) Create your wall

4) On the ritgh side you have the options to modify your wall.

5) To write an entry just do double click in a free part of your wall and begin to enjoy this fantastic tool.

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FRAMEWORK FOR ANALYSIS

It is a suggest for analyzing aspects of lesson planning and management which c ontributes to a productive partnership in learning between teachers a nd pupils.

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What’s going on? It is a natural contact between teacher and pupil which provides immediate feedback and teacher’s response can be offer help.

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Additional background information is added to the teacher mental pictures.

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An active strategy should be employed to visualize the plan, to scan the room mentally recalling names.

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Discipline is immediately easier, request can be personalized, recognition has a much more positive aspect too.

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Be aware, be sensitive to the mood of the class as a whole

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Teachers develop good personal relationships with their pupils byfostering mutual trust and respect.

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The importance of teachers using their eyes to communicate is emphasised by what might be described as a ‘lighthouse technique

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A clear and sufficient volume is required to satisfy an assumption

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Facial expression and tone of voice are as important to any communication as making sure that it is being heard.

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The manner in which a teacher addresses a class reflects an attitude and conveys a message not only through what is said but also through how it is said.

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The atmosphere in a classroom islike any ‘weather system’

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presentation group 2

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Manner: Positive relationships develop from the manner in which people communicate with each other.

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Though difficult to attain, the ambition to see that every child has something finished and something marked in every lesson will help maintain the pace of teaching. Such immediate feedback and reinforcement is especially important for pupils with learning difficulties, whose previous failures leave them needing frequent reassurance that they are on right track.

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CONTENT: Difficulties in learning and consequent problems with behavior often happen because the content of a lesson is not matched to the ability of the pupils to whom it is delivered.

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In this context ‘it’ refers to the main part of the lesson, the nature of its content and the manner ot its presentation.

Pupils’ feelings of self-esteem and sense of competence is a particular subject area will depend to a considerable extent on the teacher’s ability to ‘get on with it’.

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As Gray and Richer suggest, ‘Arms folded, sitting up straight or similar ritualized instructions may be appropriate for controlling young children, but they are more likely to provoke confrontation with older pupils.

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It can also be a good idea to reserve some time for a game, quiz or story so that conclusion of the lesson becomes reward for earlier effort, particularly for those who may find the main subject content a bit of a struggle.

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It is helpful to give an early warning that It will be time to stop in two minutes precisely or whatever is a suitable time to avoid stopping pupils in mid-sentence. It is vital that all work must cease in good time for material to be collected, books putaway and still give opportunity for some revision and recapitulation.

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1. The lasting effect of an interesting learning experience can be wasted and pleasantly developing relationships between teacher and class can be spoilt if a productive session dissolves into a noisy, chaotic and stressful finale.

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Though mostdisciplinary problems arise from a part start to a lesson, the next most

vulnerable time providing many opportunities for trouble making is the end of a teaching session.

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Greeting: Teacher is there before the students arrive, all the materials are avaible, displays arranged,etc.

seating: The teacher decides where and how the students should sit. It depends of the nature of the activity

starting: Create an atmosphere which engages the students into the class and in that way they will be relaxed and learning .