How to use football to teach Frequency Distribution Table?-AminuWritesTv

How to use football to teach Frequency Distribution Table?

Most teachers have adopted several means to teach concepts and skills using several approach.

In this discussion, we would be looking at How to use Football to teach Frequency Distribution Table.

Select among the learners some officials to help you. Get them to measure, record and tabulate the information on a Frequency Distribution Table.

Get the learners to hit the ball one after the other to a certain destination. 

Assist those in charge of measurement to measure the distance by each learner. 

At this stage, get the recorders to record the information in the record book. Assist the learners to record accurately. 

You can now draw a Frequency Distribution Table and get the learners copy and complete the Frequency Distribution Table.

For some assistance, on Creative Pedagogy please contact: 

Call/WhatsApp: 0244299706.

Email: aminuwrites@gmail.com

How engaged are you?

Children are at home. Most of our children would wish school is in session. 

They missed all those joyful moments with friends, food vendors and teachers.

Depending on the kind of relationship you had with them would determine whether you are remembered or not during this period. 

But, great teachers are also using this same break to continue this harmonious relationship with their children. 

When was the last time you heard from your children? But, do you know you can still continue to enjoy and teach these children whiles at home?

Well, great teachers are using Social Media, Worksheets, Reading Text, to always be in contact with their children. 

Some are also undertaking home visits to encourage children to read and understand basic arithmetic. 

How are you engaging your children during this break? The truth is, we are not just teachers but change makers. We are teachers because we want to mould the future generations. We are teachers because we want to see our children change. 

Our inability to be in contact with our children does not only show poor relationship or lack of interest in teaching, but it also tells you the future of education in Ghana.

Let us, all of us, defying all odds to get our children engaged during this break.

6 Warm Ups You Should Be Doing Every Day in Your Class

6 Warm Ups You Should Be Doing Every day in Your Class.

Lessons are better understood when learners have been prepared. There are various reasons why children should be prepared before every lesson. The chief among is the easier assimilation of new concept or skills.

There 7 Warms Ups every teacher can do every day. There could be more. But in this discussion we are going to focus on the 7 Most Important, Effective and Efficient.

SPEED MATHEMATICS

In this activity, the facilitator asks learners simple maths questions which they should answer in a limited time. The facilitator award marks for correct answers. Participants with high scores are declared winners.

DID YOU DO….?

In this activity the teacher asks learners series of questions beginning with

“Yes ………… or No …………..All answers should be in complete sentences. The questions may be in either previously taught lessons, general knowledge, etc.

FACTS GAME

In this activity the teacher asks learners to give some facts about people, animals, plants, etc. The group which gives all the facts correctly within the given time are declared wines.

WORD CHAIN

In this activity, the teacher provides a word for the learners. The learners to use the last letter of the word to form a new word. Example Come, Enter, Resign, New, etc.

Alternatively,

This activity can be played using balls. A learner who is able to form and spell a word using the last letter of the given word, throws the ball to the next learner to use the last letter of the word to form another word.

JUMPING GAMES

In this activity, when a learner gets an answer correctly, he or she jumps.

ALPHABET GRID

In this activity the teacher arranges key concepts taught in class alphabetically and associate various concepts with the Letters of the Alphabet. Example if the learners learnt “Food” we can have the following ……………

A – Akple

B – banku

C – Caco

7 Simple Things To Do If you want pass the GES Apptitude Tests.

7 Simple Things To Do If You Want to Pass the Aptitude Tests.

1. Be at the Centre at least an Hour before the Exams Starts.

2. Locate your Exam Hall and Seating Place.

3. Be relaxed and seated.

4. Don't be afraid if you are experiencing Mental Black Out.  It is normal. Everything will come when the Exams Begins.

4. The Questions to be asked, will be practical and not Theoritical.

5. Anybody can pass this Aptitude Tests if only you believe. All questions will be based on all that you have been doing as a teacher and administrator for the past years.

6. Beware of Detractors. Those answers are just there to test your understanding.

7. Pray to the Creator or your object of Worship because in times like this, it is only the Creator who can do everything exceedingly above all things.

Good Luck and May the Almighty Show you Mercy.

CEO, Konnect Klassroom Konsult.

Learning games that help children

Hello,

In this discussion, we would be taking critical look at some fun activities that we can use to teach and develop language in learners.

Fun Activities that help develop language learning in children.

What are some importance of Fun Activities that help to develop language skills.

Importance  of Games:

👉Participating in recreational activities is an effective way to develop language and communication skills.

👉It also helps your children to be more socially confident and may be a way to forge friendships.

👉Games offer a fun - filled, relaxed environment where they can practise using new words and are free to express themselves.

Some examples of Games and playtime activities that integrate language with fun:

Word Games: Expand your children vocabulary with word games. These games can be playedat anytime.

Examples of Games you play includes Scrabble,  Pictionary or a round of Charades, all these encourage vocabulary development and communication skills.

Jokes: Tell children age - appropriate jokes. These jokes may be in any language.  But, it should be in a language children understand. Facilitators can also read kids jokes to develop reading skills among children. You can also encourage children to narrate their own jokes.  Don't seek for perfection. Laugh even if the jokes are not humorous or interesting.

Riddles: Riddles are fun ways to use words and paint pictures. Read or say Riddles aloud to children. Facilitators should encourage learners to read or say their own Riddles. Children should be encouraged to give answers to Riddles.

Rhymes: Children should be encouraged to recite as many rhymes as possible. Rhymes help develop speaking skills and listening skills in learners. These should be done every day of the week. The Rhymes can be in any language. However, Facilitators are encouraged to more of English Rhymes.

Homonyms: Homonyms are words which have the same sounds but different meanings. Encourage learners to play with Homonyms and give more examples. For children in the KG and lower classes, simple words may be used. Facilitators can use Homonyms to play games. This develops and expands learners Vocabulary and Comprehension Skills.

Story Telling: Facilitators should tell learners several stories. These stories can be read or said in class. Learners should be encouraged to tell their own stories either reading or saying orally. These stories may stories they have read or heard.

Songs: Songs help learners learn new words. Apart from harnessing the power of music, it helps learners learn lyrics in songs. Lyrics are the words in songs. There songs which contains meaningful words and sentences which learners can learn from. For example, to quote some lyrics from the song...

Everybody wants to go up to heaven, but nobody wants to die.

In the above lyrics, one can learn Subject Verb Agreement, etc.

Tongue twisters: These are words which causes one to pause or thoroughly check before pronouncing. It helps children to learn and train  children's tongue to pronounce words. This help children to learn the correct pronunciation and enunciation of words.

Teach kids, not content

Hello,
In this discussion, we will take a look at the topic : Teach Kids, Not Content.

Most teachers are busily teaching Contents instead of teaching kids. So we often here statements like this child has problem with understanding English.

We are teachers not because we have a plethora of Content. These kids are not interested in our knowledge base or what we know. They don't care which University we attended. They are not interested in our numerous skills. They don't even care whether we have Certificates, Diploma, Degree or Masters.

Then what do they care about?

Children care for skills that will propel them into achieving greatness. Children what to know the how and how things are done or not done.

Children want their teachers to go beyond the Curriculum.  They expect their teachers to be extra- ordinary.  They want their teachers to be innovative, Creative and resilient.

Children care about the future and what the future has for them. They care about how to simplify what the curriculum asks us to teach. They care about how to do things easily without any difficulty. They care about how to make them fit to live and lived with. This is what kids care about.

So for instance, instead of a teacher teaching children that a Noun is the name of a person,  an animal, a place or a thing. This teacher can encourage children to discover for themselves what a Noun is.

Here is how.
1. First the teacher ask learners to list names of persons. E. g. Mensah, Moses, Mohammed, Daniel, Yaw, Philomina, Mercy, Serwa, etc.

2. Teacher asks learners to list names of places.  E.g. Accra, Swedru, Tamale, Kumasi, Takoradi, Ho, etc

3. Teacher also ask learners to list names of things. E.g pen, book, pin, etc.

4. Then teacher also ask learners to list names of animals. E.g. dog, goat, fish, cat, etc.

The teacher then tells learners that the names of things, the names of animals,  the names of persons, the names of places, etc are all names. These names also means nouns.

Children want to learn what we know in an environment better than what we learnt from.  They want to be cared, guarded and guided to achieve their dreams and aspirations.

So this will make it easier for learners to define and explain the meaning of nouns.

Children want their teachers to go beyond the Curriculum.  They expect their teachers to be extra- ordinary.  They want their teachers to be innovative, Creative and resilient.

So the next time we move into the classroom, it is not our business to tell them what we know or think, but to allow them some time, some guidance to think and bring out what they believe or understand.

Interestingly,
Nobody want to read what doesn't interest him or her.  Even teachers read books that they believe will help them. Our children can think. They are ready to think beyond our imagination. The only problem is that we don't give them the chance.  Our education is based on what "some" people believe and not what they children really need. Our children have needs. They want to be free. They want to explore the environment and bring out their hidden potentials. It is time we give them the chance. The chance to tell us what they believe in. What most people have failed to realised is that today's child is totally different from yesterday's child. Yesterday's method of teaching may not work for today's child. The world is moving at a faster rate. Let me stop here for now.....

In this session, we are going to discuss what the Facilitator should do when teaching Creative Arts.
Creative Arts at the primary school have been group into two main parts - Visual Arts and Performing Arts.

Teachers should:
 design sets of tasks and assignments that will challenge learners to apply their knowledge to issues and problems
 engage learners in creating new and original items/compositions
 assist learners to develop positive attitudes for creative activities
 emphasize the issues of conceptualization, planning and making/composing as key components in evaluating learners work
 guide learners to transform what they know, understand and can do into creative products
 observe and guide learners as they work independently or in groups in the performance of various tasks since both process and products are equally important
 select and plan other learning activities to assist learners acquire, develop and demonstrate the subject specific practices and core competences outlined under the specific indicators and exemplars of each content standard of the sub-strands/strands in addition to what have been suggested
 bear in mind that the curriculum cannot be taken as a substitute for lesson plans. It is therefore necessary that teachers develop a scheme of work and lesson plans for teaching the indicators and exemplars of this curriculum.


Note that:
 Creative Arts is taught as a practical subject. Learners are to be TAUGHT and EVALUATED PRACTICALLY.
 Creative Arts is basically for the acquisition of practical skills.
 Though learners have to be taken through few theoretical lessons, this is to reinforce their learning and for ideation, conceptualization, brainstorming and critical thinking to find solutions to identified problems.
 Learners must observe, listen, reflect, brainstorm, discuss, compose, perform, respond, talk, report, describe.


The teacher should create a learning atmosphere that ensures:
 learners feel safe and accepted.
 learners are given frequent opportunities to interact with varied sources of information, teaching and learning materials and ideas in a variety of ways.
 the teacher assumes the position of a facilitator or coach who: Helps learners to identify a problem suitable for investigation via project work.
 problems are connected to the context of the learners’ world so that it presents authentic opportunities for learning.
 subject matter around the problem, not the discipline.
 learners responsibly define their learning experience and draw up a plan to solve the problem in question.
 learners collaborate whilst learning.
 a demonstration the results of their learning through a product or performance.
It is more productive for learners to find answers to their own questions rather than for teachers to provide the answers and their opinions in a learning-centred classroom.

The teacher is a facilitator or coach who:
 helps students to identify a problem suitable for investigation
 connects the problem with the context of the students’ world so that it presents authentic opportunities for learning
 organizes the subject matter around the problem, not the discipline
 gives students responsibility for defining their learning experience and planning to solve the problem
 encourages collaboration by creating learning teams
 expects all learners to demonstrate the results of their learning through a product or performance.
It is more productive in learning for teachers to use their knowledge, understanding and skills to motivate learners to