Name cards To begin with, I get or

Name cards
To begin with, I get or make enough 3 by 5 cards to cover the different language groups represented in the class. I fold these in half lengthwise and each language gets a different colored “tent card” or name “tent.” When I give them to the students, I ask them to decide what they would like to be called in the class. I am comfortable with nicknames as they are in common usage here in Thailand, but I know that other teachers might wish to use proper names. Either way, the students need to write big enough for the name card to be read across the room. I use the whiteboard markers. Along with the obvious use of these name cards to help the students to get to know each other, and to help you to learn their names, I have found them very useful in organizing work groups and pairs. Since they are color coded and people speaking the same native language have the same color card, it is easy to arrange groups or pairs where English must be used as the only common language. My usual method of using these cards on a daily basis is to collect them at the end of each class and then, at the beginning of the next class leave them on my desk for students to pick up as they enter. The cards which remain on the desk when class has started tell me at a glance which students are late or absent. When I hand out class work, I slip the handouts into the cards of the missing students for future distribution. That way no one misses anything. For picking the order of students in an activity such as public speaking or presentations, the cards serve as an easy way to shuffle and get a random draw.

Class agenda
I also arrive early enough in my classroom to put an agenda for the day on the whiteboard. This way, as the students enter the classroom, they can see what we will be doing for the day and arrange their materials accordingly. It also helps me to organize the class and decide how I want things to go. Often, I list the activities that need to be done and let the students decide the order of what we should do numbering them accordingly on my agenda. I feel that even with high school age students this a more mature way of approaching their learning experience. It shows that you, the teacher, are well organized, it allows for student input and it allows the students to be better prepared as each activity comes up.

ผลลัพธ์ (ไทย) 1:

บัตรชื่อ To begin with, I get or make enough 3 by 5 cards to cover the different language groups represented in the class. I fold these in half lengthwise and each language gets a different colored “tent card” or name “tent.” When I give them to the students, I ask them to decide what they would like to be called in the class. I am comfortable with nicknames as they are in common usage here in Thailand, but I know that other teachers might wish to use proper names. Either way, the students need to write big enough for the name card to be read across the room. I use the whiteboard markers. Along with the obvious use of these name cards to help the students to get to know each other, and to help you to learn their names, I have found them very useful in organizing work groups and pairs. Since they are color coded and people speaking the same native language have the same color card, it is easy to arrange groups or pairs where English must be used as the only common language. My usual method of using these cards on a daily basis is to collect them at the end of each class and then, at the beginning of the next class leave them on my desk for students to pick up as they enter. The cards which remain on the desk when class has started tell me at a glance which students are late or absent. When I hand out class work, I slip the handouts into the cards of the missing students for future distribution. That way no one misses anything. For picking the order of students in an activity such as public speaking or presentations, the cards serve as an easy way to shuffle and get a random draw.วาระการประชุมระดับ นอกจากนี้ยังเดินไม่ถึงตั้งแต่ในห้องเรียนของฉันจะนำวาระการประชุมวันที่ทาน ด้วยวิธีนี้ เป็นนักศึกษาที่เข้าเรียน พวกเขาสามารถดูอะไรเราจะได้ทำวัน และจัดเรียงวัสดุของพวกเขาตามได้ นอกจากนี้ยังช่วยให้ผมจัดชั้น และการตัดสินใจว่า ต้องสิ่งไป มักจะ ฉันแสดงรายการกิจกรรมที่ต้องทำ และให้นักเรียนเลือกลำดับของสิ่งที่เราต้อง กำหนดหมายเลขตามลำดับในวาระการประชุมของฉัน รู้สึกว่า แม้จะ มีโรงเรียนมัธยมอายุนักเรียนนี้กำลังประสบการณ์เรียนรู้วิธีเติบโตมากขึ้น แสดงว่า คุณ ครู ดีจัด จะช่วยให้การป้อนข้อมูลนักเรียน และช่วยให้นักเรียนดีจะจัดเตรียมกิจกรรมแต่ละกิจกรรมมาค่า