Embedded Files
Procedures of Teaching
Procedures of Teaching
Opening Activity
I begin by reviewing the previous topic, which focused on shapes. To create an engaging and inclusive atmosphere, I start the lesson with activities that spark the children's enthusiasm. For the my lessons, I use a a round-table discussion, ensuring it is accessible to all students. I introduce the my topics, Greetings, Introduction, and the sound of Farm Animals, where everyone can participate in a way that suits their needs. Additionally, I brought my fellow SEA Teacher to connect with us to participate in our discussion where we, my learners, my fellow SEA Teacher, our buddies, and I had an interactive peer conversation while discussing my lessons, making sure that every is engaged in a way that is enjoyable and inclusive for every student in the class.
Delivering New Material
The new material is presented in engaging and inclusive ways, ensuring that all learners can actively participate. I incorporate songs, demonstrations, and interactive questions to enhance understanding. For example, I introduce the "Sounds of Farm Animals" using the familiar and enjoyable song Old MacDonald Had a Farm, making it accessible to all students. Meanwhile, my other two lessons follow a more traditional approach, but I ensure that every learner is included through meaningful discussions, allowing everyone to engage and express their thoughts.
Practice Activities
I encourage children to practice what they have learned through a peer conversation, like they will formally introduce their selves to the class. in my "Sound of Farm Animals" lesson, I had them Identify the sound of animals that played.
Closing and Reinforcement
The teacher concludes the session by summarizing the day’s lesson and engaging all students in a reflection on what they have learned. To support diverse learning needs, the teacher provides multiple ways for students to express their understanding, such as verbal sharing, written responses, or tactile methods. Homework is assigned in an accessible format, ensuring all students can participate. For example, students are encouraged to practice conversing in English with their families and friends using methods that suit their abilities—whether through speaking, writing, or assistive technology—helping them build confidence and fluency in the language.
Time Management
Time Management
and Organizing Activities
and Organizing Activities
Effective time management in teaching a class of learners with visual impairment ensures all learners, regardless of their abilities, stay engaged and supported. Teachers should structure activities thoughtfully, incorporating diverse learning strategies. A balanced schedule might include a brief topic review (5 minutes) using multisensory approaches, motivation activities (10 minutes) that spark interest through movement or storytelling, and a flexible presentation (15 minutes) with visual, auditory, and tactile elements. Discussions (20 minutes) should encourage participation through peer interaction and alternative communication methods, followed by generalization (5 minutes) that connects learning to real-life experiences. Finally, skill reinforcement (15 minutes) should offer varied, inclusive activities, ensuring every child can actively participate while maintaining focus and avoiding boredom.
Classroom Management
Classroom Management
A positive learning environment ensures all learners feel safe, valued, and engaged. To promote inclusivity, I incorporated peer conversations, allowing every student to participate actively in discussions. A round-table seating arrangement was used to ensure all voices were heard and respected. Clear behavioral expectations fostered a supportive atmosphere, encouraging meaningful interactions. Additionally, I implemented positive reinforcement by awarding certificates of appreciation after my final demonstration, bringing joy and motivation to my learners. These strategies helped create an inclusive and welcoming classroom where everyone could thrive.
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