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Interaction with Force, Mass, and Motion | Posted in Physical Science
In my physics classroom, we use both hands-on activities and pHet simulations. The hands-on activities provide concrete experience with the phenomena that my students are studying. The computer simulations help them further explore those concrete experience by looking at the phenomena a different way. For example, when study projectiles, I have students build mini-catapults and test how they work. They observe and describe how motion projectile motion looks. Then they follow up that activity with the pHet simulation in which they can more easily control variables so they can test the different factors that contribute to projectile motion.
Periodic Table | Posted in Physical Science
I'm looking for the best way to teach the periodic table structure to 6th grade. My experience has been on the 9th grade level, so I'm not real sure how to approach the subject.
classroom management during experiments | Posted in Early Childhood
I am currently a student teacher in a math and science classroom, and I get the chance to watch my mentor teacher enforce the most effective classroom management skills I have ever seen. She uses positive reinforcement constantly. The school I am at has a reward system where they give "merits" and "demerits" for behavior. These are backed up by a system where if students accumulate a certain amount of merits, they can choose to spend them in the classroom "store" or save them for a special privilege. My mentor says things out loud to the class like "I appreciate how ___ is following my instructions, I am going to give them a merit." or "These students are showing patience as they wait for the next activity quietly, I will give them a merit." Sometimes it is while some students are off tasks, so they will redirect their actions so that they can also receive merits. If it doesn't help, she will give demerits after fair warning.
Another really great technique is giving access to science experiment materials after modeling and giving explicit instructions on what they are expected to do with them. First, tell them what to do, then tell them the voice level you expect them to be at. Showing appreciation for those that followed instructions constantly. I hope this helps! Good luck!
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