How has your MT built momentum and flow in their lesson delivery? by

2025-02-28 12:35:40 UTC

The way my mentor teacher structures lesson delivery creates a natural momentum and flow that enhances student engagement and independence. She begins by reinforcing foundational concepts through interactive and engaging practice questions with the children. This makes the learning process fun and collaborative while ensuring students grasp the basics.

From there, she gradually shifts students toward independent work, maintaining a balance between group collaboration and individual focus. A key element of her approach is fostering an environment where students feel comfortable asking questions. She actively encourages curiosity and confidence by normalizing the idea that even teachers—herself included—do not have all the answers. Instead, she instills the mindset that learning is a continuous process for everyone, including educators and student teachers. This perspective helps students feel more at ease when seeking help and builds their confidence in their own learning journey.

Julia L

2025-02-28 14:07:46 UTC

My mentor teacher has built flow and momentum in her lessons by incorporating many videos and experiments that allow students to learn through different learning styles. She also sticks to the same routine so that students are usually aware of what to expect and this allows the lesson to flow with little direction or redirection. Within lessons, when alternative engaging activities are incorporated, students are more focused and momentum continues.

Within a split class, she also encourages independent work as students are required to work on “jobs” or their homework as she is teaching the other grade. This allows for flow in students' learning and engagement while she transitions between teaching each grade.

Vanessa L

2025-03-01 18:15:25 UTC

My MT has built momentum and flow by using inquiry based learning approach that allows students to take what they know and explore other concepts. Her routine is followed consistently and the children know what to expect and when. Within that routine, there is a lot of opportunity for exploration and differentiated instruction so that every child has an equitable opportunity to participate.

Reena M

2025-03-04 13:58:53 UTC

My MT always begins with a calming movement activity or short video clip to grab the students' attention and engage them. This "minds-on / kinesthetic" aspect is always related to her lesson. She then asks questions to get an idea of what the students already know and what is challenging to them. She uses differentiated instruction as her class has many diverse needs; this way, she promotes an inclusive space. My MT also ensures that her schedule is consistent and sets a timer for students who rely on a routine.

Destiny

2025-03-04 14:02:08 UTC

My MT has built momentum and her teaching flow for her lessons by introducing the lessons students will be doing throughout the day during their morning community meeting. She gives them a brief sentence or two on what they will be doing for that subject. As that subject period begins she starts with guided questions about the subject and the focus on that lesson plan. If it is a specific subject or activity they like to do such as Daily 5 (Phonics), she has to answer their burning questions about when it will that time. She will reiterate the order of classes to them to remind them of the flow of the day.

Olivia

2025-03-06 20:17:47 UTC

My MT has built momentum in our class in many ways. Our class likes structure and knowing how the day is planned out, so she keeps a daily schedule on the whiteboard so the students know what will happen during the day, which essentially helps with the day's momentum. In terms of lessons and momentum, she uses the smart board in nearly all her lessons. The students really love visuals and music, so she often plays videos to help keep them engaged in what they're learning. She'll often ask questions, which allows their opinions and allows them as a class to engage and brainstorm when they do their independent work. They then do their work independently and often will come to me or my MT for any guidance needed. At the end of the day, after we say prayer, the students are often dismissed with an exit ticket for what we learned. So, for example, if we were learning about healthy lifestyle habits in health, my MT would ask, "Name a way we can have a healthy lifestyle," and once the students answer, they are dismissed to get ready to go home. This allows the students to stay engaged with what they were taught and allows my MT to know that what was taught worked effectively and kept the momentum of what was learned throughout the day.

Myra M.

2025-03-07 02:54:12 UTC

My MT has build momentum and flow into her lesson delivery by mirroring the morning activities in the afternoon. In the morning, the students stay outside and play, then there is a morning meeting, snack and free play followed by lunch. Then, after lunch there is afternoon meeting, dance/dpa/mindfulness, free play, snack and they end the day by playing outside. The reason for this structure is to create less transitions as some students in the class struggle with multiple transitions. Of course by this point in the year, the students are familiar and comfortable with this routine and they know what to expect next!