text
stringlengths 3
600
| label
int64 0
7
|
|---|---|
What struck me a lot was the approach of the teachers in both my didactics. | 1 |
What terribly surprised me with the interest with which they went to the board (nipple: so they didn't always hit the right one, but rather few people hit the right one - but that doesn't change how happy they were when I called them. | 1 |
What still struck me in the workshops is how little children are able to deduce the meaning of a word from context. | 1 |
What else intrigued me this week? | 7 |
What really surprised me is the number of assistants at school. | 1 |
What pleasantly surprised me in class is that the students do not use mobile phones at all, even during breaks I did not notice that they used them. | 1 |
What pleasantly surprised me was the level of knowledge of the students. | 1 |
What fascinated and surprised me a lot is how the teacher leads the students to independence and responsibility for their things. | 1 |
What got me the most / surprised / amused so far is the screaming of students! | 1 |
What then? | 7 |
As far as children are concerned, so far they have all been golden, except for eights, but I expected that it probably won't go the way I paint. | 7 |
But what I liked about the methodology lessons last semester is the communicative approach. | 1 |
But what comes to my mind when writing this diary is that if I want to continue with a communicative approach (or maybe any), I need to transfer at least part of the responsibility for what students learn to the students. | 6 |
What I liked: U "punished" Ž, who did not devote herself to work, however, this punishment was very mild, the whole class benefited from fulfilling the task and Ž was praised. | 1 |
What I liked: The teacher asks the students for an explanation and clarification of their opinion. | 1 |
What I liked: Everything !! | 1 |
What I liked: They willingly went to the blackboard, reacted. | 1 |
What I liked: They worked, they had a TI, they weren't afraid to talk. | 7 |
What I liked: They responded, they talked to me, (some) were not afraid to express their opinion | 1 |
What I didn't like: U worsened Žů's grade because they didn't write the title and author's name on the board during the break. | 1 |
What I really like is a certain tip of interpretation, which is largely left to the students and the teacher only coordinates it. | 1 |
What was etched in my memory from this lesson was an interview with a student who was testing me and my patience as I gave a brief lecture on first aid for light burns. | 0 |
As for the background, it occurred to me to show the children the graphic technique of decal, by folding the paper in half, so at the beginning of the lesson I explained to them what used graphics are and I brought some of my works and graphic matrices. | 0 |
What happened? | 7 |
As for my own teaching, I was thrilled with how the students got involved, were active and tried. | 1 |
As for the ninth grade I teach, I met with slight resistance. | 3 |
As for the final evaluation, I was surprised and could not be even more satisfied. | 1 |
As for the OV hours, on the contrary, I was absolutely sure of those that surprised me. | 1 |
As for the ninth grade lesson, it was probably my biggest benefit. | 7 |
As for the pros of my learning, Ifka confirmed to me that I really smile during class (even though sometimes I die of fatigue inside or don't have the best day), which created a relaxed atmosphere and thus ideal conditions for learning English. | 4 |
As for the lessons I have taught, I feel that I cannot teach so naturally. | 1 |
As for my accompanying teacher, I honestly didn't imagine such a smooth communication, he tries to advise me in everything I need. | 7 |
As for the accompanying teacher, in the last lessons I noticed such small minor changes, but thanks to which it works much better in class - sometimes she walks around the class (although the main station is still behind the department), trying to involve students more in class, does not use when interpreting only a textbook, etc. | 7 |
As for the reaction of students to my person and the way of teaching, I find it positive from my point of view. | 7 |
As for the teaching itself, I would include even more work in groups in the classes, where students would work on smaller projects (creation of posters, presentations, etc.), which would then be presented by individual groups. | 7 |
As for teaching history at this school, I have the opportunity to attend the classes of two teachers. | 0 |
As for the thing that fascinated me in the last days of practice, it is definitely how the students in the class treat each other. | 1 |
What the hell was I supposed to tell her? | 7 |
What should they do if I didn't pay attention to them and play with a PC there? | 7 |
What about teachers? | 7 |
What I perceive as the main problem in practice is that I don't really know the children or the textbooks and the material they discuss in as much detail as I would need to create a functional lesson. | 3 |
As far as I know, in the meantime he was with a school psychologist. | 7 |
However, what I evaluate positively are the various activities that I have prepared for the students. | 7 |
However, what is worth mentioning is the way in which my colleague and I started teaching civics in 6.A. We decided to try tandem teaching, in which we complement and deepen each other's ideas. | 0 |
What to say? | 7 |
Couldn't they be motivated in some way? | 7 |
Which unfortunately means a lot of planning and with the current schedule I have no choice but to prepare activities late for the evening. | 3 |
Which led me to think about what leverage we have for students. | 7 |
Which made me very happy, because I was quite nervous before my first hour. | 1 |
Which can be very strenuous. | 2 |
In the end, I also take it as positive, because at least one can more easily realize these things. | 7 |
Which, of course, doesn't solve anything, because you can only fail once in the first stage and once in the second stage. | 7 |
Which will please. | 1 |
Which he did too. | 7 |
Which I understand again. | 7 |
Which will be partly a bad upbringing, partly a team, but also a way they are used to working at school. | 2 |
Exercises are focused on uppercase and lowercase letters and possessive adjectives. | 7 |
We didn't have time to do the exercises in the workbook, because before I managed to wake them up so that they would start writing at all, they rang. | 3 |
I found the exercises I prepared on the Internet and chose more fun ones, where, for example, they added a word instead of a picture. | 0 |
The aim of the lesson was to repeat in a fun way what we learned in the previous lessons, to check what the children learned and at the same time to teach them something. | 0 |
The main goal of this visit was that I wanted to look at a different style of teaching, which I think could further develop me. | 7 |
I felt the determination, I felt the energy. | 1 |
I felt the class begin to have fun. | 1 |
I felt pretty bad because I didn't anticipate it at all, nor did I know what they were doing and what they weren't doing, so my own class was completely improvised. | 1 |
I felt much more relaxed when I was completely alone there, because I didn't feel that anyone was evaluating me from the beginning. | 1 |
I felt angry and disappointed and angry at the complete incompetence of the school psychologist. | 1 |
I feel calmer, I feel a helping hand from him and I believe that if I have a problem, I can tell him and he will definitely help me solve it. | 1 |
I feel weird thinking about such a thing at all. | 1 |
He gave them 15-20 minutes to prepare and then performed in groups. | 7 |
So I took a job with it and the class was fine. | 0 |
I took great care of it and was pleased that the teacher praised me after introducing these exercises to him. | 1 |
She gave it to me written on paper, accusing me that I should wait longer. | 4 |
She gave it to me in order to communicate better and arrange with me so that I would know what she was discussing with the students, and I knew what to prepare for the lesson. | 4 |
It took me a long time because I wasn't ready to explain all the basic mathematical adjustments. | 7 |
It took me a while to calm them down and somehow make arrangements with them. | 3 |
My next class was listening again, I went to the class completely calm ... last time there was a slight nervousness, but today I was completely fine .... | 1 |
Other exercises turned out worse, it was a simple map (I heard that they are nice, which pleased me) and despite the fact that we repeated the expressions needed for this, the children did not cooperate at all (maybe they considered it embarrassing ...). | 7 |
The next day, I really had fun during my sightings. | 1 |
The next day I taught OV in 6.B, the topic of alcohol prevention. | 0 |
The next day, when I was teaching, I planned the lessons exactly according to how we designed them in didactics. | 0 |
We took further didactics of class management and various seating arrangements. | 0 |
The other two variants transfer responsibility to the student. | 7 |
The next lesson is similar, but there are more girls in the class, which calms me down. | 1 |
The next lesson began again in a similar way to the previous one. | 7 |
The next lesson was more demanding on the disturbing elements and I wondered how it is possible that the teachers, despite their behavior, are still trying to make the subject easier for them (interactive whiteboards, mobile photography). | 3 |
Another art class class quite upset me. | 1 |
The next lesson started 15 minutes later due to Pythagoras, so teaching was disrupted again. | 7 |
For another hour, the boy was like a lamb, sitting on the second bench in front of the chair. | 7 |
The next lesson was to teach me the same thing, just in the second grade, including the fact that we were to write the same test. | 0 |
So for the next hour I canceled my original intention to analyze sentences, and for a whole hour we repeated the rules of Czech orthography. | 0 |
We wrote the test for another hour. | 0 |
The next hours await me again on Friday and I firmly hope that I will not lose my vote with practice. | 7 |
The next hours spent in practice brought a little improvement. | 7 |
Another option was to sit in front of the class at the edge so that I had a view from the teacher's perspective. | 7 |
Another teacher was wondering what we were doing there, so I explained the situation to her. | 0 |
So I reduced the other worksheets to A5 format so that one page would be published for two students. | 0 |
I noticed another problem in the sixth grade in German. | 3 |
Another problem that I perceive is the lack of time in an hour and two 45-minute hours are, in my opinion, completely insufficient. | 3 |
Another transformation was "permission to write on the board". | 7 |
The other five he has from me is for comics. | 0 |
Subsets and Splits