Education of the republic of uzbekistan

Individual Learning Time

Students should be given the opportunity for repeated practice of individual skills. Sound manipulation activities can increase phonemic awareness and the ability to blend sounds. Segmenting sounds by speaking each syllable, repeating sounds after the teacher or reading words on a beat -- using clapping or music -- can develop phonemic awareness. Students may also use flash cards, reread texts, listen while reading along, create story maps of plot elements, paraphrase text or answer comprehension questions as the teacher reads to help increase overall vocabulary skills an reading comprehension.

Group Work

According to the Center on Instruction, small groups of three to four students are most effective for group work in reading instruction. One-on-one instruction and partnering is also effective. Partner reading pairs a stronger reader with a weaker one. The strong reader reads a passage first, and the weaker reader repeats the same passage aloud. The stronger reader can help with any difficult words, ask questions about the text and model reading strategies.
Micro teaching is a term used to describe a session of practice teaching that is videotaped for the teacher to watch following the session.¹² Potential, new, and existing teachers use this method to review their teaching techniques and receive feedback from fellow teachers and administrators, and make corrections to their teaching style accordingly. Micro teaching sessions are often held before the school year starts so teachers are comfortable and confident with their material delivery strategies.

Employ Other Teachers

Using peer teachers in the place of students during a micro teaching session allows the fellow teachers to see the teacher through the eyes of the students. Encourage the peer teachers to ask, respond and react to the teacher's questions and lessons the way they feel a student of that age would respond. This technique enables the teachers who are sitting in for students to have the opportunity to experience the teacher in a live situation, which in turn provokes helpful feedback and criticism. During the videotape review process, the peer teachers can pause certain sections to give pointers on better response techniques or show examples of a satisfactory behavior.