Ms. Agnes's classroom

  There are tons of available resources online along with books. The question is how to pull out the resources needed and integrated into current curriculum and activities plans. Here are some tips. Structure the outline for the entire unit in accordance with the given schedule. Before planning activities, the learning goals should be set and break down into daily lesson plans. Introduction of the topic is usually a great start. Building up background information as well as expliciting the existing knowledge of the topic is the beginning of scaffolding. Considering the attention from the age of the group is given, pictures and photos are the best. Then, a daily lesson comes along covering different subjects. Arts and crafts can be scattered in a week or two since it could be done as an individual project. Gross motor skills activities can be planned either inside or outside, depending on the weather condition. A unit plan definitely gives teachers a clear picture on what to prepare for

   My perspective to view students’ mistakes on their work and tests First of all, in my opinion, students are surely allowed to make mistakes in their work because it is one of the crucial parts of the learning process. Thus, as a teacher, this is a great opportunity to evaluate a student’s progress. In other words, the workbook/worksheets/projects can be used as informal assessments. The result should reflect back to the curriculum or next lesson plans to enhance students' understanding of a particular concept or further clarification. Students should also be responsible for their work. Before they hand in their assignment, they should check their work and try to correct the mistakes they spot on. Self-correcting fosters a sense of accountability. It helps them prompt analyzing and critical thinking skills by rethinking where to correct or make it better. As a teacher, I believe I am a facilitator. When I circle their mistakes and provide the correct ones after their first try, I

  A few years ago, while playing in the outdoor area, an interesting conversation just happened naturally…… “Look what I found!” shout Isla with excitement. A little friend showed me a small, white feather in her palm. “A small feather!” Her eyes were wide open as if she had found the most valuable treasure. “Yes, it is a white feather, ” I said with a smile. '`Do you know if I let it go, it fly away?” she said. “Yes, but do you know why?” I asked. “Because the wind blows it away, ” said another boy. Then, I kept asking “How about if I drop a rock, where would it go?” “I know, it goes down, ” said the boy, “and it is gravity!” I picked up a rock and asked them what would happen if I toss it and both of them said it would fall down and it was gravity.  The conversations did not last for too long and I had no intentions to turn it into a big lesson at that moment. However, it was such a wonderful moment to catch their interest and engage them in some scientific discussions. When the

  Mandarin Circle –introduce Mandarin as a foreign language to young learners at the age of 3 to 5  How learning a foreign language is beneficial for child development Learning a new language at a young age can be an enriching experience with numerous benefits. First, numerous scientific research has evidently shown that learning a new language has an impact on gaining more neurons that coordinate communication and facilitate connections between different brain regions. Second, It helps cognitive development at an early age, especially critical thinking and problem-solving skills. Moreover, attention span can be improved since language learning requires concentration. Finally,  children also benefit from learning a new language with better  memory skills and more creativity   How the first language influence the second language acquisition  The significant influence of L1 (first language) to L2 (second language) has been proven in many scientific researches in the last few decades. The