Middle School Education

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Click here to go to : Abouna Fanous Site.



موقع عمى أبونا فانوس الأنبا بولا




email-logo – Jenny Brook Bluegrass



girgishannaharoun@yahoo.co.uk



اضغط هنا لتصل الى فيديوهات موقع ابونا فانوس و تنال بركته





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“The sufferings of this present time are not worth comparing with the glory that is to be revealed to us.”
—Romans 8:18 


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Humor:




51. The Laughing Lady |




Teacher: I hope I didn't see you looking at Maria's answers.


Student: I sure hope you didn't, either!

Use the other  language selector on my home page above to go through my whole site using any native language you speak,



then use the video above to see and listen to the same teaching topic in text below.




اختاراي لغة من لغات العالم /  اللغة التى تريد تصفح موقعى باستخدامها . استخدم المؤشر

الذى فى الاعلى



Next, Use the world site selector on my home page above to go to the search engine site or the social media site you like.




My YouTube Channel:    Click: :( Mr. / Girgis H. H).



منهج الانجليزى ثانوية عامة / معكم الاستاذ / جرجس حنا هارون /Unit 1: (Writers and stories) Lesson: 1


Middle School Education











Mr. / Girgis





Middle School Teacher

A middle school teacher must be good at classroom management, since he or she will be in charge of multiple classes of varying ability levels. Middle school teachers should also be optimistic, organized, patient and empathetic. Developmentally, students at the middle school level go through many physical and emotional changes. These changes can impact a student's ability to perform well in class. An innovative and creative teacher can help these students stay on track during these years.




Job Growth


Middle school teachers have an average job growth rate as teachers are needed in all areas. However, certain subject areas such as math and science are growing at a higher than average rate.


Middle school teachers have students who are old enough to be responsible for their own assignments, but still young enough to need guidance in life lessons. This makes middle school an interesting job no matter the day.





Curriculum


The curriculum is all the planned activities that we organize in order to promote learning and personal growth and development.


It includes not only the formal requirements of the curriculum, but also the range of extra-curricular activities that the school organizes in order to enrich the experience of the children.


It also includes the hidden curriculum, or what children learn from the way they are treated and expected to behave.


We aim to teach children how to grow into positive, responsible people, who can work and co-operate with others while developing knowledge and skills, so that hey achieve their true potential.


Our school curriculum is underpinned by the values that we hold dear at our school.




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Values



The curriculum is the means by which the school achieves its objective of educating children in the knowledge, skills and understanding that they need in order to lead fulfilling lives.


Our school is in full agreement with the values statement included in the introduction to The National Curriculum Handbook for Primary Teachers in England.


These are the main values of our school, upon which we have based our curriculum:


We value the way in which all children are unique, and our curriculum promotes respect for the views of each individual child, as well as for people of all cultures. We value the spiritual and moral development of each person, as well as their intellectual and physical growth.



We value the importance of each person in our community. We organize our curriculum so that we promote co-operation and understanding between all members of our community.



We value the rights enjoyed by each person in our society. We respect each child in our school for who they are, and we treat them with fairness and honesty. We aim to enable each person to be successful, and we provide equal opportunities for all the children in our school.


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Aims and Objectives



The aims of our school curriculum are:


To enable all children to learn and develop their skills to the best of

their ability


To promote a positive attitude towards learning, so that children enjoy

coming to school, and acquire a solid basis for lifelong learning


To teach children the basic skills of literacy, numeracy and information

technology (IT)

To enable children to be creative and to develop their own thinking;

to teach children about their developing world, including how their

environment and society changed over time



To help children understand Britain’s cultural heritage


To enable children to be positive citizens in society; to teach children to

have an awareness of their own spiritual development, and to

understand right from wrong to help children understand the  
 
importance of truth and fairness, so that they grow up committed to

equal opportunities for all to enable children to have respect

themselves and high self-esteem, and to be able to live and work co-

operatively with others.



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Organisation and planning


We plan our curriculum in three phases. We agree a long-term plan for each key stage. This indicates what topics are to be taught in each term, and to which group of children. We review our long-term plan on an annual basis.



With our medium-term plans, we give clear guidance on the objectives and teaching strategies that we use when teaching each topic. As we have adopted the National Literacy and Numeracy Strategies for our school, we take our medium-term planning directly from the guidance documents. We use the national schemes of work for much of our medium-term planning in the foundation subjects.



Our short-term plans are those that our teachers write on a weekly or daily basis. We use these to set out the learning objectives for each session, and to identify what resources and activities we are going to use in the lesson.



At Key Stage 2 the curriculum at our school places a greater emphasis on the core and foundation subjects than it does at Key Stage 1, and we teach these subjects separately.



This means that, for example, a child may concentrate in one term on a history topic, then switch to a greater emphasis on geography in the next term. Over the three terms of the academic year, each child has the opportunity to experience the full range of National Curriculum subjects.




Interactive Learning Strategies




Essential Question



What is the intended goal of the lesson? Remember, there is one essential question per lesson, and students must be able to answer this question by the end of the lesson.


With essential questions, teachers really have to be intentional about what they want the students to be able to do, and it has to be at the highest-level of learning. The students have to be able to analyze and apply; they cannot just answer the question with a yes or no. It has to be an extended response. An essential question must be "multi-skill" in order for it to be a good one.




Activating Strategy


An activating strategy is something that gets students actively thinking or making a connection with the material being presented that day. Make a connection to the content or to the outside world to see how much the students already know or remember.



One of the main things used at Cochrane is to show video clips. Students love it when they see their favorite show or cartoon. Initially, they don't know what they're about to learn so they focus on that video clip. Then the teacher uses that engagement to link to the lesson, and the students realize that their likes or interests can channel a learning experience.




Relevant Vocabulary



Relevant vocabulary must be present in your lesson. Keep your vocabulary limited to what your students are able to handle and make sure that it is actively used in context throughout the lesson. Also have your students interactively use the words during the lesson.


Use vocabulary that's relevant. Teachers must pick and choose what is going to be most important and most effective. They must teach vocabulary through a graphic organizer, through an experience, or whatever they need to help the students get it.





Limited Lecture



There should be limited lecture time. After 12-15 minutes of lecturing, you should engage your students in some type of activity, even if it's for only a few minutes. The teacher can then go back to lecturing for another chunk of time.



Examples: Have students talk to their neighbor, draw a picture, write a few sentences that summarize or describe the lecture, finish an example problem, or get in a discussion with their group.







Graphic Organizer



Use of a graphic organizer allows students to visually categorize new information or review old information.


Students need to be able to conceptualize whatever information we're giving them.


The graphic organizer is student friendly. When they look at information that's organized, it's easier for them to retain and remember that information.


And when they go home, it is less intimidating to look at that information as opposed to pulling out a notebook that has pages and pages of notes.


Examples: Have students record information in colorful charts in their notebooks, use computers to create graphic organizers, or create a "foldable."


Student Movement



Student movement is a must. Students need to be mobile at some point during instruction to ensure they're actively engaged.


This one is probably the most challenging for Cochrane teachers because it can be intimidating to have students moving. But student movement can look a number of different ways, and it doesn't always mean students have to get up. They just must be physically engaged in whatever the teacher is doing.



It's important because students don't like to sit still, especially male students. They found that when the male students are up and moving around the room, they are totally engaged in what the teacher is doing.


Examples: Students do a gallery walk in which they move in groups from corner to corner, answering questions or analyzing things posted on the walls; they work in teams or at rotation stations; they raise their hands or give the thumbs-up or thumbs-down; they answer questions with their body, putting their left foot out if they think the answer is A and their right foot out if they think it's B.




Higher Order Thinking Questions



Present your students with at least three higher-order-thinking (“HOT”) questions during the lesson. This is proof that you are presenting all your students with challenging work.



The HOT questions are Cochrane's signature element. The rationale behind them is we want to give the kids an opportunity to be challenged in the classroom. The way the teacher presents these questions varies, and students' responses can be indicative of their learning pace.



The same question should be used for all students, but advanced learners may be required to respond in a different way. Students can respond on paper, as part of a classroom discussion, in paired discussion, or through homework.




Rigorous



Lessons must be rigorous. The activities should be challenging and move at a brisk pace. There should not be opportunities for students to get bored or periods when they have nothing to do. The entire lesson should be an active lesson.



Teachers should strive to take students to the highest level of knowledge. There are only 180 days in the school year, and a lot of the students do not come in at grade level, so we've got to move them with the 90 minutes that we have each day in the classroom.



Student Centered


Your entire lesson should be student centered. The ways that we instruct our students must demonstrate that they are our focus and that what we do is centered on their success.


The use of technology as a tool is a critical component of this. It provides students with 21st-century skills that are both engaging and relevant to real-world applications. It is a partnership:


If you effectively and successfully plan, your students will effectively and successfully work and learn. Take a step away from the learning process to become facilitators rather than "givers of all knowledge" in the classroom





Why do you like to be a middle school teacher?



“I love teaching middle school because every day is a different adventure! Middle school teachers exude a frenetic and contagious energy that is unique to their grade level — they’re fun, funny, full of over-the-top drama, and yet serious and thoughtful about their world, too.”


“I tell my students that middle school is the place where they are suppose to take on challenges, fail, and learn from their failures. I love seeing the growth that happens when my students push themselves to the limits, struggle, and then finally find success.


“They’re at that age where they still want to please you but they’re also independent. My 7th graders are excited about learning, and they’re willing to still learn and practice math with crayons and colored pencils, but they’re mature enough to handle more independent activities.””



“I love the sense of humor of middle-school students; you can be silly with them and really have fun with your lessons. I consider middle school to be the time when students either learn to love math or give up on it for life, and I love the challenge of getting my students to embrace math!”


التعليم الإعدادي (يسمى أيضاً: التعليم المتوسط) هو المستوى التعليمي المتوسط، ويكون بين مرحلتي التعليم الابتدائي، و‌التعليم الثانوي، ويتكون من ثلاث أو أربع مراحل أساسية مدة كل مرحلة سنة دراسية كاملة. التعليم الإعدادي في العراق هو التعليم الثانوي، أي السنة الدراسية العاشرة والحادية عشرة والثانية عشرة.


View Other Resources:



1-Teaching Topics 1 .



2-Classroom Activities




3-Multilingualism as a resource in the

language classroom


4-Teaching Listening skills to young learner




s through "listen and so songs."




5-Rediscovering Curiosity, Imagination, and Humor in Learning.




6-Writing for the Reader: A problem-

solution approach.



External Resources:



1-High school Activities.



2-Middle schools Activities.



3-Elementary schools Activities.


Cover photo of Forum



Teaching Forum 2010, Volume




48, Number 1




1-Empowering Teachers through
Professional Development





2-Writing for the World: An Introduction
to Academic Writing




3-Grouping Schemes for Maximizing
Language Learning





4- A Social-Expressivist Approach for
Teaching Writing in  Contexts









5-Snowboarding: Wild Rides




6-Lesson Plan: Create Your Own Sporting
Event



7-The Lighter Side: Winter Sports Word



في مصر، المدرسة المتوسطة تسبق المدرسة الثانوية. يطلق عليه المرحلة الإعدادية وتتكون من ثلاث مراحل: أولا التحضيرية التي يدرس الطلاب المزيد من المواضيع الابتدائيه التي لها فروع مختلفة. على سبيل المثال، يتم تدريس الجبر والهندسة بدلا من "الرياضيات". ويتم إضافة مادتي الحاسب الالي والرسم كمواد اساسية وليست ثناوية كما في التعليم الابتدائي . في المرحلة التحضيرية الثانية، والطلاب دراسة العلوم، الدراسات الاجتماعيه من مصر بدءا من التاريخ الفرعوني، بما في ذلك التاريخ القبطي، التاريخ الإسلامي، وعقد مع التاريخ الحديث. يتم تدريس الطلاب بثلاث لغات (في المدارس الدولية يتم دراسة لغتين فقط العربية والإنجليزية ) اللغة العربية هي إلزامية. ويتم اختيار اثنين آخرين كما الأول والثاني لغات: الإنجليزية، الفرنسية، الألمانية، الإسبانية، أو الإيطالية. المدارس المتوسطة (الإعدادية) يستمر لمدة ثلاث سنوات.


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في المرحلة التحضيرية الثانية، والطلاب دراسة العلوم، الدراسات الاجتماعيه من مصر بدءا من التاريخ الفرعوني، بما في ذلك التاريخ القبطي، التاريخ الإسلامي، وعقد مع التاريخ الحديث. يتم تدريس الطلاب بثلاث لغات (في المدارس الدولية يتم دراسة لغتين فقط العربية والإنجليزية ) اللغة العربية هي إلزامية. ويتم اختيار اثنين آخرين كما الأول والثاني لغات: الإنجليزية، الفرنسية، الألمانية، الإسبانية، أو الإيطالية. المدارس المتوسطة (الإعدادية) يستمر لمدة ثلاث سنوات


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