حدتني جروحي
•
من جد وربي أنا ناسية كل شي لدرجة محادثة بسيطة ممكن ما أتقنها
سلام بنات انا معاكم انقلش ..فعلا ياريت نفيد بعض ونستفيد ..انا خريجة ليا تسع سنوات ..وممكن افهم واتحادث لكن المشكلة القرامر خايفه منه ..خايفة في المقابلة يكون فيه اختبار في القرامر وأكون ناسية القاعدة ..الله يستر ويعين
doda333
•
انا جمعت كم حاجه من قوقل ومواضيع وتجمعات
حنزلها لكم الحين
بس فالبداااااايه ... ادعووووووولي ان ربي يكتب لي الي فيه الخير
.........................................
بعض أسئلة مقابلة الانجليزي للأعوام السابقة
-------------------------------------------
هذة الاسئلة التيتتكرر دائما فى المقابلات للمعلمات
السؤال الاول: ماهورائك بالارهــاب؟..
السؤال الثاني:وماذا ستقدمين للوطن ..؟
وكذا سؤال عن نفس التخصص ..
وبعد يسألونك متىتاريخ اليوم الوطني ؟؟؟؟؟؟؟؟؟؟؟متى اليوم الوطني لمملكتنا؟؟؟
وهذي وحدة ثانية...........فيهوحده من زميلاتي اتعينت
قريب وباشرت بعد عيد الحج
قالت إن المقابلة كلها بالإنقلش
سألوها عن قاعدات في الانقلش
منها قاعدة الأفعالالشاذة وماكثروا أسألة
على ماافتكر إنه هذي فقط القاعدة الي سألوها عنها
وسألوها كمان عندهادورة كمبيوتر أو لا وطبعا ً جاوبتهم قالتلا
السؤال الاولintreduce your self قدم نفسك
السؤال الثانيwhat are the tenses ماهي الأزمان او عدد الازمان وهي :
1-present المضارع
2- past الماضي
3-future المستقبل
السؤال الثالثwhat is the parts of the past tense ماهي اقسام الزمن الماضي
1-simple past الماضي البسيط
2- past continuous الماضي المستمر
3-past perfect الماضي التام
4- past perfectcontinuous الماضيالتام المستمر
السؤال الرابعgive me example in past continuous عطني مثال على الماضي التام
he had played football
السؤال الخامسwhat are Contents of lesson plan ماهي محتوياتالخطة الدراسية
1- the objectives لاهداف
2- the procedures الإجراءات اوالعمليات
3- the evaluation التقييم
السؤال السادسwhat are the Elements of microsoft office ماهي عناصر المايكرو السوفت
1- the word
2- the power point
3- the access
4- the excel
والله يوفق الجميع
كانت الاسئلة على التحو التالي:
تحدث عن نفسك ؟
كيف تدرس القراءة ؟
كيف تدرس القواعد ؟
كيف تدرس الكلماتالجديدة ؟
كيف تستخدم التقنية في التدريس ؟
ثم فتح كتاب الطالب وطلبمني تحضيردرس اختاره هو ..
ثم أخرج ورقة بها بعضالاسئلةالإختيارية وطلب من حلبعضها ..
بمعنى أن المتقدم لابد أن يكن متمكناً من طرق التدريس بشكل جيدجداً ..
مقابلة انجليزي
تخصصي لغة انجليزية
السؤال الاول عبارةعن خمس جمل المطلوب كتابة الزمنpast....
السؤال الثاني ترجمة1-تعرف الشجرة بثمارها
2-there are twosides to every question
السؤالالثالث:مامعنى هذه الكلمات طبعابالانجليزي
1-extremely-sight-provide
السؤال الاخير اكتبيتعبير عن means oftransportation
اوبالتوفيق ان شاء الله للجميع
سألوني بتخصصي:
ماهي مهارات التعلمفي اللغة الانجليزية؟
كيف تشرحين كلمة:sad - wedding يعني مالوسائل اللي تستخدميها في شرحها
خلتني اقرا ثلاثسطور تقريبا
بعدين مشرفة ثانيةسألتني:
ماهي العولمة؟ وهلهي تطبق عندنا في السعودية؟ وايشضوابطها؟
كيف طاعتك لولاةالأمر -حفظهم الله-؟
كيف تتعاملين مع الطالبة المشاغبة في الفصل؟
كيف تتصرفين مع الطالبة كثيرة الغياب؟
ومشرفة ثالثة:
ليش دخلتي قسم اللغةالانجليزية؟
كيف تكوني داعية؟
دردشنـآ بالإنقلش وسألني عن طرق التدريس ،
و أعطآني ورقة و قلموقآل اكتب present perfect passive
و سألني وش معآناها بالعربي ، و قال أعطني مثآل ..
و سألني عن الـ lesson plan ،قال وش آخر خطوة في الـ lesson plan ?
قلت الـevaluation ،
بعدين قآل عطنـيمثآل عن الـ aids
قلتposters ، وفيه الصور و الباوربوينت إلخ إلخ من وسآئل التعليم ..
عطاني 3 كلمات live + life + live وقال لي وش الفرق بينها..
بعدين قال عطني جملةع الباست كونتينوس
بعدين قال تكلم ليعن lesson plan وهنا انوااااع التخبيص
بعدها سألني عن طرق التدريس الديتكتف والاندكتف
والانقليزي .. قالتكلم عن نفسك ،، وتكلمت ، وقال لي تكلم عنالـ ( ابروتش )وتكلمت عن
( كو أبرتيفابروتش ) وشرحتها له، وقال لي اشرح لي قاعدة الـ ( كويسشن تاق ) وفصفصت امها له ..
حنزلها لكم الحين
بس فالبداااااايه ... ادعووووووولي ان ربي يكتب لي الي فيه الخير
.........................................
بعض أسئلة مقابلة الانجليزي للأعوام السابقة
-------------------------------------------
هذة الاسئلة التيتتكرر دائما فى المقابلات للمعلمات
السؤال الاول: ماهورائك بالارهــاب؟..
السؤال الثاني:وماذا ستقدمين للوطن ..؟
وكذا سؤال عن نفس التخصص ..
وبعد يسألونك متىتاريخ اليوم الوطني ؟؟؟؟؟؟؟؟؟؟؟متى اليوم الوطني لمملكتنا؟؟؟
وهذي وحدة ثانية...........فيهوحده من زميلاتي اتعينت
قريب وباشرت بعد عيد الحج
قالت إن المقابلة كلها بالإنقلش
سألوها عن قاعدات في الانقلش
منها قاعدة الأفعالالشاذة وماكثروا أسألة
على ماافتكر إنه هذي فقط القاعدة الي سألوها عنها
وسألوها كمان عندهادورة كمبيوتر أو لا وطبعا ً جاوبتهم قالتلا
السؤال الاولintreduce your self قدم نفسك
السؤال الثانيwhat are the tenses ماهي الأزمان او عدد الازمان وهي :
1-present المضارع
2- past الماضي
3-future المستقبل
السؤال الثالثwhat is the parts of the past tense ماهي اقسام الزمن الماضي
1-simple past الماضي البسيط
2- past continuous الماضي المستمر
3-past perfect الماضي التام
4- past perfectcontinuous الماضيالتام المستمر
السؤال الرابعgive me example in past continuous عطني مثال على الماضي التام
he had played football
السؤال الخامسwhat are Contents of lesson plan ماهي محتوياتالخطة الدراسية
1- the objectives لاهداف
2- the procedures الإجراءات اوالعمليات
3- the evaluation التقييم
السؤال السادسwhat are the Elements of microsoft office ماهي عناصر المايكرو السوفت
1- the word
2- the power point
3- the access
4- the excel
والله يوفق الجميع
كانت الاسئلة على التحو التالي:
تحدث عن نفسك ؟
كيف تدرس القراءة ؟
كيف تدرس القواعد ؟
كيف تدرس الكلماتالجديدة ؟
كيف تستخدم التقنية في التدريس ؟
ثم فتح كتاب الطالب وطلبمني تحضيردرس اختاره هو ..
ثم أخرج ورقة بها بعضالاسئلةالإختيارية وطلب من حلبعضها ..
بمعنى أن المتقدم لابد أن يكن متمكناً من طرق التدريس بشكل جيدجداً ..
مقابلة انجليزي
تخصصي لغة انجليزية
السؤال الاول عبارةعن خمس جمل المطلوب كتابة الزمنpast....
السؤال الثاني ترجمة1-تعرف الشجرة بثمارها
2-there are twosides to every question
السؤالالثالث:مامعنى هذه الكلمات طبعابالانجليزي
1-extremely-sight-provide
السؤال الاخير اكتبيتعبير عن means oftransportation
اوبالتوفيق ان شاء الله للجميع
سألوني بتخصصي:
ماهي مهارات التعلمفي اللغة الانجليزية؟
كيف تشرحين كلمة:sad - wedding يعني مالوسائل اللي تستخدميها في شرحها
خلتني اقرا ثلاثسطور تقريبا
بعدين مشرفة ثانيةسألتني:
ماهي العولمة؟ وهلهي تطبق عندنا في السعودية؟ وايشضوابطها؟
كيف طاعتك لولاةالأمر -حفظهم الله-؟
كيف تتعاملين مع الطالبة المشاغبة في الفصل؟
كيف تتصرفين مع الطالبة كثيرة الغياب؟
ومشرفة ثالثة:
ليش دخلتي قسم اللغةالانجليزية؟
كيف تكوني داعية؟
دردشنـآ بالإنقلش وسألني عن طرق التدريس ،
و أعطآني ورقة و قلموقآل اكتب present perfect passive
و سألني وش معآناها بالعربي ، و قال أعطني مثآل ..
و سألني عن الـ lesson plan ،قال وش آخر خطوة في الـ lesson plan ?
قلت الـevaluation ،
بعدين قآل عطنـيمثآل عن الـ aids
قلتposters ، وفيه الصور و الباوربوينت إلخ إلخ من وسآئل التعليم ..
عطاني 3 كلمات live + life + live وقال لي وش الفرق بينها..
بعدين قال عطني جملةع الباست كونتينوس
بعدين قال تكلم ليعن lesson plan وهنا انوااااع التخبيص
بعدها سألني عن طرق التدريس الديتكتف والاندكتف
والانقليزي .. قالتكلم عن نفسك ،، وتكلمت ، وقال لي تكلم عنالـ ( ابروتش )وتكلمت عن
( كو أبرتيفابروتش ) وشرحتها له، وقال لي اشرح لي قاعدة الـ ( كويسشن تاق ) وفصفصت امها له ..
doda333
•
How to teach a difficult student
It's not easy...
A difficult student can make a teacher’s life miserable. How to teach a problemstudent or a student who has management issues can make teaching seemimpossible. And every situation you come against will be somehow different thananything you’ve ever seen (and different than the other teachers and principalhave faced – though they’ll give you plenty of advice) The funny thing aboutstudents is, they are all different, and they are all the same. No situationwill be exactly the same as another, but there are basic rules you can figureto follow with every student out there.
Step 1
Write it down. Write down all the things the student is doing and problems youhave. Document all the different management difficulties or times when he/sheis punished. Make a chart or a journal or whatever ****s for you – this shouldbe something you make a part of your normal routine anyway. The thing is, ifyou’re ever questioned about how you’ve been trying to help this student andwhat accommodations you’ve given her, it would be nice to have a little journalthat shows each of the different things the student is doing, and how youhandled it.
But writing it down also gets a long term perspective on it. If you have allthe problems over a week or two, it’s going to give you a view of what thethings are that set the student off and what their specific difficulty is. It’sjust like any other assessment and diagnostic – look at the data and come to aconclusion.
Your student may be one that gets upset only around 1:00 or 2:00 – “They seemedso great the first part of the day…”. This can help you remove triggers orproblems from the last part of the day as much as possible. Let’s say yourstudent hates Math, and is fine in most other subjects but when Math rollsaround it’s always a fight. Maybe move Math to the morning and see if it makesa difference. Or perhaps a male student often reacts to losing a game, and heseems to always throw a fit if he does not win, disrupting the whole class.Maybe give that student an individual activity when you’re playing games. Oreven if it is not a specific instance or thing, and they are generally unruly,it still gives you an idea of WHAT THE PROBLEM IS. If you don’t know theproblem, you don’t know the solution.
Step 2
Other students are another big concern. I know I am always worried “are theother students getting enough time and attention because I’m ****ing with thisONE student for so long?”
The fact is, this is the nature of the beast. Your job is to attend to whoneeds it, and some students need less attention than others. The police arethere to help everyone, but they probably give more attention to certain peopleyou know than others. A baker takes more time creating a wedding cake than theydo making toast. One is an easy task they can do very well with minimal effort,and one requires some time and effort. Both will get done to perfection, butwith differing degrees of difficulty.
The important thing is to make sure you are attending to the other studentsconcerns when you can. Get a “questions” box, and have them write down theirquestions or problems in the box, and you can make sure no one gets lost in theshuffle. This will placate most students, and make sure you don’t have aburning question that goes unanswered
Step 3
Easing your own piece of mind will also help you to focus on the task and be abetter teacher. Let me help you with this one right now – YOU’RE DOING YOURBEST.
Think of the problem student as an awesome challenge you’re facing in yourprofession. They are the Everest of a mountain climbers job, or the Tour deFrance for cyclists. You are facing the great white whale, and you aresurviving! Great job! Attitude is everything.
I know I have agonized often over “but they’re not learning anything! They areout in the hall half of the day, and almost never do any ****! I’m failing!”But the reality is if you are implementing strategies and trying your best,they are getting the best education they can get short of having a one on onetutor.
And that’s not always in the cards. So with the hand we’re dealt, they aregetting the best. YOU ARE THE BEST. Believe it, and you’ll be a better teacher.
Step 4
Strategies are going to be your savior on two different fronts. First, theywill attempt to ease or solve the problem. Most of the time it’s not going tochange the students attitude, but it will help their behavior most of the time.But the strategies will also show documentation of your efforts.
I’ll give you one surefire (yea, I say that, but in teaching nothing issurefire) method. When dealing with a problem student, be firm butunderstanding. They need an equal mix of praise and structured punishment foroffenses. Don’t make the punishment too severe, because if your difficultstudents are anything like mine they will be getting it often. So get them apaper to track their results. For instance, if I have a student who throws fitsand complains whenever he is given an assignment, I give him a chart. Everytime he throws a fit, he gets a check mark. Every time he DOESN’T throw a fitin that situation, he gets a star (or whatever. Doesn’t matter).
If he gets, let’s say 5 stars in a day, he gets 10 minutes of free time (orwhatever it is you know he will be very interested in. Could be a candy, computers,a toy, whatever. Give him a carrot and the horse will follow). If he gets,maybe every 2 check marks he gets a “time out” or time in the hall or “refocus”– whatever you want to call it. This will curb behavior – if he has a reason tobehave he will do it more than he did before. It’s not a solution, it’s astrategy to LIMIT the offenses. Not get rid of it totally.
This may **** for a few months, then you might need to change up thepunishment, or reward, or something. Students like this often get tired of astrategy and you need to start a new one. Try “The tough kids toolbox.” It hasa lot of great consumables and strategies like this for different types of“tough kids.”
It's not easy...
A difficult student can make a teacher’s life miserable. How to teach a problemstudent or a student who has management issues can make teaching seemimpossible. And every situation you come against will be somehow different thananything you’ve ever seen (and different than the other teachers and principalhave faced – though they’ll give you plenty of advice) The funny thing aboutstudents is, they are all different, and they are all the same. No situationwill be exactly the same as another, but there are basic rules you can figureto follow with every student out there.
Step 1
Write it down. Write down all the things the student is doing and problems youhave. Document all the different management difficulties or times when he/sheis punished. Make a chart or a journal or whatever ****s for you – this shouldbe something you make a part of your normal routine anyway. The thing is, ifyou’re ever questioned about how you’ve been trying to help this student andwhat accommodations you’ve given her, it would be nice to have a little journalthat shows each of the different things the student is doing, and how youhandled it.
But writing it down also gets a long term perspective on it. If you have allthe problems over a week or two, it’s going to give you a view of what thethings are that set the student off and what their specific difficulty is. It’sjust like any other assessment and diagnostic – look at the data and come to aconclusion.
Your student may be one that gets upset only around 1:00 or 2:00 – “They seemedso great the first part of the day…”. This can help you remove triggers orproblems from the last part of the day as much as possible. Let’s say yourstudent hates Math, and is fine in most other subjects but when Math rollsaround it’s always a fight. Maybe move Math to the morning and see if it makesa difference. Or perhaps a male student often reacts to losing a game, and heseems to always throw a fit if he does not win, disrupting the whole class.Maybe give that student an individual activity when you’re playing games. Oreven if it is not a specific instance or thing, and they are generally unruly,it still gives you an idea of WHAT THE PROBLEM IS. If you don’t know theproblem, you don’t know the solution.
Step 2
Other students are another big concern. I know I am always worried “are theother students getting enough time and attention because I’m ****ing with thisONE student for so long?”
The fact is, this is the nature of the beast. Your job is to attend to whoneeds it, and some students need less attention than others. The police arethere to help everyone, but they probably give more attention to certain peopleyou know than others. A baker takes more time creating a wedding cake than theydo making toast. One is an easy task they can do very well with minimal effort,and one requires some time and effort. Both will get done to perfection, butwith differing degrees of difficulty.
The important thing is to make sure you are attending to the other studentsconcerns when you can. Get a “questions” box, and have them write down theirquestions or problems in the box, and you can make sure no one gets lost in theshuffle. This will placate most students, and make sure you don’t have aburning question that goes unanswered
Step 3
Easing your own piece of mind will also help you to focus on the task and be abetter teacher. Let me help you with this one right now – YOU’RE DOING YOURBEST.
Think of the problem student as an awesome challenge you’re facing in yourprofession. They are the Everest of a mountain climbers job, or the Tour deFrance for cyclists. You are facing the great white whale, and you aresurviving! Great job! Attitude is everything.
I know I have agonized often over “but they’re not learning anything! They areout in the hall half of the day, and almost never do any ****! I’m failing!”But the reality is if you are implementing strategies and trying your best,they are getting the best education they can get short of having a one on onetutor.
And that’s not always in the cards. So with the hand we’re dealt, they aregetting the best. YOU ARE THE BEST. Believe it, and you’ll be a better teacher.
Step 4
Strategies are going to be your savior on two different fronts. First, theywill attempt to ease or solve the problem. Most of the time it’s not going tochange the students attitude, but it will help their behavior most of the time.But the strategies will also show documentation of your efforts.
I’ll give you one surefire (yea, I say that, but in teaching nothing issurefire) method. When dealing with a problem student, be firm butunderstanding. They need an equal mix of praise and structured punishment foroffenses. Don’t make the punishment too severe, because if your difficultstudents are anything like mine they will be getting it often. So get them apaper to track their results. For instance, if I have a student who throws fitsand complains whenever he is given an assignment, I give him a chart. Everytime he throws a fit, he gets a check mark. Every time he DOESN’T throw a fitin that situation, he gets a star (or whatever. Doesn’t matter).
If he gets, let’s say 5 stars in a day, he gets 10 minutes of free time (orwhatever it is you know he will be very interested in. Could be a candy, computers,a toy, whatever. Give him a carrot and the horse will follow). If he gets,maybe every 2 check marks he gets a “time out” or time in the hall or “refocus”– whatever you want to call it. This will curb behavior – if he has a reason tobehave he will do it more than he did before. It’s not a solution, it’s astrategy to LIMIT the offenses. Not get rid of it totally.
This may **** for a few months, then you might need to change up thepunishment, or reward, or something. Students like this often get tired of astrategy and you need to start a new one. Try “The tough kids toolbox.” It hasa lot of great consumables and strategies like this for different types of“tough kids.”
الصفحة الأخيرة