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So far there has been no problem.

The children were given a task in groups and the fastest had the promised number one for the activity.

When I came up with activities for them, I wanted me to prepare something fun for them outside the textbook.

Pupils had a complete assignment in the Information System, with which the whole school works.

I think that the involvement of modern technologies in teaching is already one of the things that everyone should focus on today

But I simply say that it was not easy and sometimes it still causes me a problem.

I let them work for the first 15 minutes (finishing the project from the last hour) and then I wanted everyone to present their project in front of the board.

After my own evaluation of previous practice, I set myself the goal that I need to improve my lesson planning as well as preparations.

Basically, hearing this from children is at least the kind of joy that can motivate a teacher to continue what he is doing.

Only one pupil from the whole class was taught - Jakub.

Mastering discipline is my big problem and I would like to find out how best to work with it.

"I just turned to the board and banged my head on the board in despair."

"Are you done what you've been given?" The pair answer in a low, slightly startled voice, no.

"My view of the school where I do my internship and the individual classes has definitely improved since the last newspaper.

(The couple did not know that they had one story in which the dialogues should follow.) I came up with the topic in the first lesson and in the second the task was realized, so it was basically without preparation, the teacher himself told me an hour ago that he did not know how it turns out.

(My internship is carried out at a speech therapy elementary school.) I learned from the class teacher that she is an assistant for the whole class, although the assistant spends all her teaching with the boy on the common desk.

(How much better to learn in longer blocks and smaller groups.

(Then the blocked students go to the language school and it takes me hours of work to dare to open my mouth.) From the Frenchwoman (Mrs. Kopečná): You have to put a title in the notebook first, then sentences, etc., they will forget next time, o what went.

(To be fair, so far no one has ever bothered me when I corrected it, but the truth is that I had the position of a native speaker in Daruvar ...) Children sometimes tend to go to the teacher.

(For this student, the teacher warned me that he was angry in such a situation.) What I found out in my first lesson, in connection with communication with this student, I need to clearly tell him what I want from him, even if we have been doing exercises for some time.

(I teach Thursdays from 8:00 and on Wednesday I have my school at the faculty until 18:40.

(As a result, he interfered much less with my lesson than the teacher said that she would not interfere with my lesson).

(It is also interesting that they did not protest in the B-side when I started to link the material to English.

(The way he asks the question.) I consider reading workshops to be a great positive in teaching Czech at Husovka.

(primary text). U exhorts F, his father is an actor to bring to school a script so everyone can see how dramatic

(of course he meant well) Why do I think the clock worked quite well with me?

"What am I doing?

"Finally a non-mathematical class!" I rejoiced.

"Then you can't make a mistake now," I thought.

-> emphasizing that there is no wrong answer (support of creativity) in literature sometimes lets children read the text themselves, so that they work on it, the fact that the child reports during class and knows the correct answers does not mean that he will have the right paper (Franta ) oto

... It's strange how expectations diverge from reality, not only the faculty but also mine.

The 1-5 scale is easier and more objective for me, but if I can write exactly how it works and what it is for, my mother will know what happens in class.

10. 2018 Course: SV, M Class: 9.A Topic of the lesson: Repetition of grammar Activity: Listening Description of the lesson: At the beginning of the lesson two students have speaking exercises on the topic

11. 2018 Teaching. The Frankish Empire. Seventh year. Material

21st century? Of course, this variant is basically the simplest / most comfortable for students - from the point of view - the teacher doesn't bother us with anything, we draw something here - it doesn't matter, we play songs, relax and it's - so for the teacher - I don't have to bother with preparation and trying to think of anything, I'll sit it out here, sometimes someone will come to me

23.10. The teacher repeats the graduation groups with the pupils and the wineries discuss wine bars and wine-growing areas in the Czech Republic.

3 students boycotted this activity and spent an hour on social networks.

3. girls whose work lasted almost an hour and asked me several times how and what to do.

30 students is really the limit.

5. C is quite a demanding group.

6th year. Those students were like robots.

6th grade. A large part of today's lessons were occupied by papers and a test.

The practice began on March 7.

8th grade. Lesson topic: Bach's absolutism.

9th grade. It's just thoughts that run through my head.

:) It doesn't matter what class it was, everyone repeated.

:) I think the lesson was successful and the overall mood in the class was very pleasant, both for me and for the students.

:-D

And to make matters worse for this exceptional approach, one girl began to sing a poem about Moravia, which they had learned a few days ago, and gradually others joined her, until the whole class drew and sang.

And it was great, I'm not in favor of promoting competitiveness, but it was great to watch as the children flock to the next paper almost at the end of the lesson and quickly rewrite their names with the help of their original drawings and then eagerly debate and argue about the results.

And overall, I realized at this point that this way of teaching can be even more often.

And I understand that sometimes it doesn't work, for example when your ideals have to wear oranges in the ICU to recover faster ...

And what was the worst ...

And what if the punishments no longer work?

And what about the other students in the class?

And I feel that the more it irritates me, the better he feels.

And the day before I had to go teaching for the first time, I thought too much and came up with all sorts of scenarios.

And most importantly, to praise, at least for something, is always for something.

And especially how to grind out of it.

And most of all, they come and see me.

And most importantly - I didn't feel like I was bothering anyone here.

And even though the preparations are very demanding and stressful for me, it no longer seems to me to teach independently.

And even though it was just listening in class that day, the students immediately accepted me in a completely positive way and even encouraged me to taste and choose the best work :-D - of course I could not resist this offer, so I was happy to sacrifice in benefit the class and tasted everything properlyJ.

And as a future pedagogue, I would know how to approach it and take students and according to what criteria to evaluate.

And it is easy to say that I never wanted to be like the above-mentioned colleague, because this teacher taught me myself.

And it is a very problematic class and it is difficult to keep calm in it.

And their reading literacy?

And after this experience, I find that I completely agree with her.

And I don't even know what style I want to educate future generations with.

And I will learn for a long time to know how to do it.

And I feel better and move more naturally after school.

And I didn't calculate it.

And that's how I felt.

And I didn't know how to react at the time.

And I knew that next time I would not succeed with generalization or working in threes.

And I? I was also waiting to say what I would say.

And if not by chance, I caught a name in my memory and addressed the student.

And when I think about it like that, I would like to use it during teaching as well.

And when someone waited, the teacher processed it properly.

And maybe after an hour of listening, I found out why this is so.

And I must admit that a lot has changed since my elementary education.

So for now, I have to say that I learn history much better, because I have more knowledge in it and I am more confident during teaching and planning.

And I think that the students were also satisfied and they liked the topics and enjoyed them.

And I don't think it's a pity that any teacher can teach and involve students, even if there's no complete silence.

And I'm really happy with it and a little bit of myself.

And it was annoying to me too.

And I was lucky that my first steps in learning were a joy rather than a pain.

And to whom exactly?

And at this school I am still unpleasantly surprised by the approach of teachers to students.

And finally or during the course to have an ideal pre-found short max. 5 minute video directly on the topic.

And finally Dominika, who was diagnosed with developmental dysphasia.

Conversely, the students learned more about me, as I also took part in the activity.

And not one - even two in a single semester!

And it didn't work.

And what annoys me the most is that even though I created an activity for children that I find really good, such a special repetitive test, for which we agreed that the best 1 or 2 students will get one, and everyone will stick them under the enrollment, so she didn't even return it to the children, corrected by me, there can be no talk of ones at all, and that she has no room for that anymore.

And shouldn't you have discussed all of North Africa today?

And there's not much chance of fixing them, because they're all right.

And I can't start talking until he calms down completely.

And I was all the more shocked by what happened during the interception.

And I'm even more afraid now that I won't succeed, it will be stupid, and I don't know what ...