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Teacher's Corner

Teaching tips from the Teacher's Aide Newsletter.

2002 Summer

Creative Classroom Tips

2002 Spring

Tips to Avoid Class Conflict

2001 Winter

Adding value to your teaching (from Laural J. Freeman):

2001 Summer

The Peak Learning Moment

Once in a while there comes a defining moment when due to the statement, idea or question of a student the class ignites, comes alive and vigorously pursues the idea. This is not the time to continue with your agenda or to regain control. Instead seize the moment to encourage and allow the class to create. By stepping aside, you signal your acceptance of their process and give permission for this magical and exhilarating time to happen, and perhaps occur again!

Let goDominate or control the discussion
Allow the students to set the agendaUse their enthusiasm to re-set your agenda
Let the students direct the conversationInterject your ideas
Participate as a learnerBe a teacher during this time
Demonstrate enthusiasm for their ideasDemonstrate negativity
Enhance and extend the peak environmentStifle the energy of creative thought

2001 Spring

Game Criteria

ConflictA successful game has a degree of conflict that provides a challenge to achieve the outcome.
ConstraintsIt is ideal to have the least number of constraints imposed on the participants' behavior to promote creativity.
Type of ClosureEnd your game with something that is memorable and allows all participants to be a "winner."
Contrivance and Correspondence to RealityMake the game realistic enough that the players get involved and that it corresponds sufficiently to real life.
ReplayabilityCreating a game so it can be played a number of times provides the students with the opportunity to try out different methods and learn from the resulting differences. The game should be flexible enough to accommodate minor variations to keep the players intrigued.
Time RequirementTo have a game be exciting, keep it fast paced. Games that drag can be deadly to involvement and participation.
Number of PlayersKeep the game flexible by involving small groups of three to five players. Then use parallel play between the groups as an instructional advantage by having the groups compare their experiences during discussion time.
PurposeThe game should involve aspects of motivation, instruction, evaluation, and experimentation. Attempt to accommodate as many aspects as possible--keeping the components in balance.

Adapted by Linda Standke: "Using Games to Help Meet Your Objectives" from Adult Learning in Your Classroom by Philip G. Jones (Editor) (1982, 1989, 1995), ISBN 0-943210-00-3, Lakewood Publications

2000 Spring

1999 Spring

1999 Fall

Quick ways to designate leaders

Choose the person:

1998 Summer

1998 Spring

1997 Summer

1997 Spring

1996 Winter

1996 Spring

1995 Summer

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