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Pupil- Teacher Planning: When the children came in before school, they busied themselves by bringing the bulletin board up to date, experimenting in the science corner, working on committees, writing, drawing, or reading at their desks.
After the bell rang and after the reading of the Bible, they planned the days' work. The day was blocked out in large units. Within each block of time pupil- teacher planningteacher planning was necessary: How much time would Jane's social studies group need for their report? Frank's group needed some class discussion on their project. The trip to the sugar refiner}', which Ted's father had arranged, must be discussed.
After social studies came recess with its opportunity for fun and good sportsmanship.
Following recess the group worked on original stories, first writing spontaneously and then checking on grammar, spelling, and improvement in style. As each pupil finished his composition, he put it in a folder on the teacher's desk and returned to work on individual tasks. The teacher checked their progress and helped them to do still more effective work.
Before finalising planning the teacher may need to make further informal assessments of an individual child in order to confirm a specific area of achievement. This may be necessary if the parents' view of the child's ability in a specific area differ from the findings of the Baseline Assessment. Alternatively the teacher may feel that the child's ability in a specific area is not reflected by the baseline score. This decision would normally be based on the teacher's prior informal assessments, and their general 'feel' for the child. Once any additional assessments have been made the teacher plans an appropriate programme of study. |
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