Primary School Teacher's Role

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Primary School Teacher's Role

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Themes

Primary school teacher, teaching methods, student adaptation, classroom environment, learning strategies, educational planning, student diversity, teaching techniques

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Abstract
Contents
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Abstract

The document describes the role of a primary school teacher, highlighting their need to adapt to students' diverse needs, anticipate difficulties, and create a conducive learning environment.

Introduction
General Presentation of the Internship Location
1. The school environment
2. Description of the school
3. Description of the team
4. Description of the class
The versatility of the school teacher
1. A multidisciplinary education
2. Anticipation and planning
3. The diversity of the school public
4. Ensure the continuity of learning
5. A profession in constant evolution
The pedagogical relationship between the teacher and the students
1. A relationship focused on trust and proximity
2. Exchanges as a tool for learning
3. The relationship to authority
Conclusion

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[...] I agree with her on that. On the other hand, I am more measured on this idea concerning corrections. I think it is better to take time to correct so that the students can understand well and not leave some with their difficulties. In my opinion, correction is essential so that all students can understand their mistakes, and we can see what did not work to propose a more adapted work (or even a time of APC). But I am totally in agreement on the fact that with experience, by exchanging with all our colleagues, by testing things in class, we arrive more and more easily to adapt things and anticipate them. [...]

[...] One student, Estéban, is part of the ULIS device. In fact, this child suffers from a significant cognitive delay. He therefore comes to the reception time and the roll call in class before leaving for ULIS in order to have adapted methods for his learning. As soon as I arrived in the classroom, I was able to see the desired arrangement by Mrs. X. The classroom was arranged in a U shape with a small rectangle in the middle. However, the teacher assured me that she changed the classroom arrangement every week according to her needs. [...]

[...] The EPS must also be anticipated by the teacher. Some sequences are led by an intervenant. Therefore, it is necessary to plan with him the calendar, the duration of each session, and to foresee the travel time in addition if a displacement must be made. The interventions can be on very diverse sports such as fencing, acrobatics or athletics. The CM1 class had just finished a cycle of 10 swimming sessions (in view of preparing the savoir-nager that must take place in CM2). [...]

[...] During instructions, the exchange between students and teacher is particularly important. The moments of silence are just as important. At the moment of an instruction, Mrs. X waits for a total silence in the class and for everyone to look at the board. When she sees that everyone is paying attention, she explains the instruction. The indispensable step before putting it into practice is reformulation. The teacher checks that the instructions are well understood by the students. She then has them reformulate, and answers their questions. [...]

[...] Observation Stage - Primary School Teacher in Cycle 3 (CM1) Table of Contents 1. Introduction 2. General Presentation of the Internship Location 2.1 The school environment 2.2 Description of the school 2.3 Description of the team 2.4 Description of the class 3. The versatility of the primary school teacher 3.1 A multidisciplinary education 3.2 Anticipation and planning 3.3 The diversity of the school public 3.4 Ensure the continuity of learning 3.5 A profession in constant evolution 4. The pedagogical relationship between the teacher and the students 4.1 A relationship focused on trust and proximity 4.2 Exchanges as a tool for learning 4.3 The relationship to authority 5. [...]

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