Walking into the classroom the teacher had arranged the tables in groups of four which encouraged us students to talk and problem figure out amongst each other. The classroom was warm and bright with various posters along the wall this included maths problems, math symbols, numbers and math equations.
I also recall my teacher at the time would select students randomly to solve the problems on the chalk circuit card and if a student got stuck this was when the remainder of students were encouraged to put their glove up and help solve the equation. This would make the lesson turn and count like a challenging game.
A particular foreground of year 3 was a school excursion to Taronga zoo, we were currently learning our times table and we had tasks to complete each timbre of the way. Every time I now visit the zoo i remember that is the one place where I enjoyed completing maths the most. The teacher had given each student a piece of paper with questions to submit at the end of the twenty-four hours I clearly remember one of the questions was based on my favourite animals. The tiger.
How galore(postnominal) an(prenominal) legs does a tiger have (4), how many legs does 2 tigers have (8), how many legs does 3 tigers have (12) and so on.
Overall, my positive experience can be summized that out-of-pocket to the contact and the practical strategies that the teacher introduced into the curriculum, it made learning non only a positive aspect but fun too. This I believe is the ultimate outcome that all teachers should progress to to achieve for their students. Academic engagement is an issue in many schools in the current climate, therefore as teachers we should strive to copy the practices of my Year 3 tyeacher and be creative in the learning and teaching process.If you want to get a full essay, collection it on our website: Orderessay
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