Lesson Nsc 2008-2024 Form

If you have the money to pay for school on your own, then you don’t need to complete the FAFSA… it’s a waste of your time.On the other hand, if you need financial aid, then by all means, fill out the FAFSA and get it done soon as most colleges have deadlines on when to submit financial aid applications as they have to determine how to allocate some of their need-based aid programs.

About 10 years ago, my teaching assignment changed into one where I was teaching high level high school English. English was my major in university but somehow I had an affinity for teaching at risk students and that’s where my heart was for most of my career.However, we all need a change and I moved over to teach the more advanced English. At the same time I wanted to incorporate more technology into my lessons.I found this site. If you google TES you should find it….here is a paragraph about them….and they are NOT just for English, they have lessons for every subject matterTes, formerly known as the Times Educational Supplement, is a weekly UK publication aimed primarily at school teachers in the UK. It was first published in 1910 as a pull-out supplement in The Times newspaper. Such was its popularity that in 1914, the supplement became a separate publication selling for one penny.Many of my lessons came from this site…..New lessons were in my mailbox Sun am and I used to spend hours on this site. They were a godsend and saved me many hours of time. More importantly, there are some master teachers there and I learned so much from them. Many of the lessons were so much better than what I could have put together. There is so much on the internet these days….feel free to explore

First do a little content research on which way you wish to motivate childrenWhat is the objective of motivation and outcome you expect.After you have your content ready make slides.Introduction of topic defining motivation.How can a child be motivatedWhat is the expected outcome.Some images to clarify the pointsSome MCQs to assess what they have understoodFollowed by assignment/exerciseAll and points for ppt.Lesson planSet inductionObjectiveCharts/pictures/models etc to aid teachingMethod you will use for teachingEvaluate /AssessAssignment

Great question!  For me, the preparation to teach a class begins years ago with a vigorous practice of my own, that continues to this day.  And this practice is a practice of integrity.  I honour my body for its present state (whatever it may be), being curious about it with a childlike wonder, accepting it unreservedly, and flowing through the practice with joy and gratitude.  Practicing this integrity, I feel the spaciousness in my heart, psyche and soul to share with my students.  One can only teach what one practices.  And now the preparation...First, I give myself feedback on the previous class.  I have a process for this; and I will stay on course, so more on this some other time.  Suffice it to say that I profit greatly from observing my own behaviour and attitude in order to facilitate my own growth and fine-tuning. Secondly, I prepare to teach the day before by clearing my schedule for a great night's sleep.  I need 9-10 hours of sleep every day.  Lights out at 9pm means I say no to a lot of good fun, in order to have deep sound sleep.  This is difficult to do.  I grew up in a culture that normalizes having it ALL, all the time, and the ideas of healthy boundaries and limits are undervalued.  Thirdly, I eat regular meals of wholesome foods with joy and gusto.  For breakfast, I fuel my instrument with a multi-course meal of steak, vegetables, whole grain, salad, a fruit course, and tea and dark chocolate.  I repeat:  this is my breakfast.  Fourthly, I warm up my voice, and wrap a scarf around my neck to keep my voice box warm.  I also rehearse my cueing, which is succinct, precise, all behavioural.  Phrasing, tone of voice, its tenor, cadence, and origin all contribute to a right balance of warmth, casualness, delight, funny, and profound.Fifthly, I meditate with intentionality. For large group sessions,  I set a theme for the class.  Themes clarify and shape class framework.  They can be from different categories, like therapeutics (sciatica  or shoulder pain), character qualities (patience, grace), anatomical emphasis (feet, upper arm strength).  Other times I meditate on a sacred text and listen to how it speaks to me and how I can apply it.  For my private clients both in small group and one-on-one, I know who are all coming to session.  I know these folks well, and I can meditate with the specifics of their needs.  I ruminate on how I can meet them. For all cases, my intention is to offer a profound experience that leads to balance and transformation.  Now the teaching techniques of yoga class itself:  the know-how in physiology,  poses, philosophy, history are all taken care of during the certification process.  I also studied how to teach.  I feel very grounded in the knowledge.  My learning preference is kinesthetic.  I rarely write notes, and I rarely rely on my cerebral power to learn movement.  My body knows the poses, and from my extensive ballet experience, choreography is easy as pie, not to mention terrific fun. I layer my choreography with surgically precise modifications for the various levels of abilities.  And I can, like a chef, add or subtract ingredients depending on the room.  This is so much fun.   I happen to buy into the idea that yoga is a practice of listening.  So I listen when I first encounter my class.  Scanning the room, I look, listen and feel the bodies and their states of being.  I weave this information with my choreography, remembering to make the experience a collaborative one.  I continue to listen and sense throughout class.  So if something doesn't work for a student, I give him something else to try.  You may note the tentativeness in this last sentence...it is intentional.  At best, my offerings are only guesses.  The best person to know what is right for him is my student himself.  My responsiveness to this creates and maintains a safety for him to be vulnerable, and even explore.There's an unknown part in teaching yoga.  Because of the collaborative nature of class, many things about the student are unknown to me.  I learned to be very at ease with the unknown, and I embrace that reality joyfully.  If a student acts out a negative behaviour when it surfaces (we should be so lucky for the repressed to surface!), I hold him tenderly as he works through it.  I balance empathy for him without sacrificing my own truth, often an opposing reality (he's angry and I'm calm, for instance, or I'm triggered and he is focusing.).  All of these actions add up to an emotional attunement, the final and most important preparation I do to teach class.  And this work I do continuously.

The 5E Model is based on the constructivist theory to learning, which suggests that people construct knowledge and meaning from experiences. ... In many ways, this means the teacher plays the role of a facilitator, guiding students as they learn new concepts.

The 5Es are an instructional model encompassing the phases Engage, Explore, Explain, Elaborate, and Evaluate, steps which educators have traditionally taught students to move through in phases.

Know your objective. At the beginning of every lesson, write your lesson plan goal at the top. ... Write your overview. Use broad strokes to outline the big ideas for the class. ... Plan your timeline. ... Get to know your students. ... Use multiple student interaction patterns. ... Address a variety of learning styles.

The 5 E's is an instructional model based on the constructivist approach to learning, which says that learners build or construct new ideas on top of their old ideas. ... Each of the 5 E's describes a phase of learning, and each phase begins with the letter “E”: Engage, Explore, Explain, Elaborate, and Evaluate.

The process of writing the plan helps teachers to clearly understand and ingrain the flow of the lesson. The lesson plan helps the teacher to pay attention to the students' learning process, not just the steps the teacher needs to follow.