| |
Classroom Management
In the GSS teaching learning process, the following six areas constitute the key elements of classroom management:
Time Management
- Managing the time on task in such a way that the learner is actively engaged in purposeful activities the whole time;
- The teacher's time is managed in such a way that s/he is able to engage learners as a whole class so that children are able to participate and interact in a larger groups, in small groups that allow breaking down of concepts in concrete forms and opportunity for hands-on experience, and lastly, individual learning that allows the learner to proceed according to her/his ability and pace.
- Managing teacher's and the learner's time separately to ensure the above;
Managing Resources and Activities
 Acquisition of skills, abilities and knowledge involves a process. Whether in language, maths or science each competency is acquired through concrete experience of the reality. Thus, reading is encouraged through story reading from a book and making wide selection of attractive, interesting and developmentally appropriate books available inside the classroom. Writing is facilitated by combining creative writing with elements of guided writing for example encouraging children to draw and probing them to describe their drawing in as many dimensions as they wanted. This is followed by scribing by the teacher which the learner copies. This allows the learner see writing as another form of expression as drawing and creates opportunity for the learner to 'author' her/his own book before s/he is able to write independently. Similarly, in maths the number system is explained using different types of seeds and buttons and tens and units of sticks; shapes, sizes and measures are introduced involving children to do things and record them, fraction is explained by allowing children to divide up a potato, among other things. Similarly, real life problems can be introduced by setting up a shop that involved use of money, weights and measures creating opportunity for counting and calculating. Thus, the teacher needs to be able to plan her activities carefully and be prepared with resources.
Managing Modes of Transactions
. This involves covering the Core competency areas in all three modes of transactions: whole class activity (first 35 minutes combining home news, story reading, phonic, words, calendar, time, etc.), small group work (maths, reading game, projects), and individual work (individual or peer-reading in Book Corner, creative writing, maths practice cards)
Continuous assessment
. This means assessing and recording both curriculum content covered by the learner and individual learner performance, on a daily basis; and
. Weekly Assessment of individual learner progress and performance;
Lesson Planning
. Individual lesson planning in each area of competency based on Weekly assessment;
. Fortnightly Planning is based on two successive weeks' Assessment of individual learner performance and progress.
Movement:
. Learner - Table to Corner to Table to Corner;
. Teacher - as needed to ensure optimal utilisation of learner's time |
|
Donate 
Faq 
Contact Us
