E. P. Roberts Primary School
"Hallmark of Excellence!"
"OUR LEADER OF EXCELLENCE"
OUR ADMINISTRATIVE STAFF
Mrs. Maneica Pratt, Vice Principal
Mrs. Lauretta Marshall, Senior Mistress
Ms. Georgia Robinson, Senior Mistress
Theme for 2015-2016
Weekly Bulletin: February 22-26, 2016
MONDAY, FEBRUARY 22, 2016
"Serving with Excellence!"
Word of the Week - LOVE
"a strong feeling of affection."
I am a student of excellence. I will come to school every day. I will come to school on time. I will do my best always. My behavior will show that I am responsible, respectful and in control. My goal is to be the best me that I can possibly be.
Verse of the Week - 1 Peter 4:8 (NIV)
"Above all, love each other deeply, because love covers over a multitude of sins."
JOKE FOR THE WEEK
TUESDAY, FEBRUARY 23, 2016
WEDNESDAY, FEBRUARY 24, 2016
THURSDAY, FEBRUARY 25, 2016
FRIDAY, FEBRUARY 26, 2016
"ENHANCING OUR PRACTICE"
What is Probing? Probing is the art of asking questions which prompt an elaboration of initial answers.
Why Probe? This elaboration is desirable because it ensures that the student has a further understanding of the concept under discussion; and, as the student elaborates on a response, relationships that exist between concepts are described and articulated. Far too often teachers allow students to disengage and become passive participants.
Probing helps to counteract this problem.
The Four Most Common Types of Probes
Clarification - the teacher asks the student for more information or meaning. The clarification probe can be used to accomplish two different objectives: a) It may be used when the student’s answer is unclear to the listener; b) It may be used when it appears the student’s understanding is uncertain. For example: “What do you mean by…?” “Tell me more about…” “Would you do anything else?” “Can you be more specific?” “Could you explain that further?” “In what way?”
Critical Awareness - The teacher asks the student to justify his/her answer, to reflect on it. This can be used when the teacher wishes to enlarge or enrich the student’s understanding of the subject matter. A critical awareness probe can also help the student discover greater difficulties or uncover finer details in the subject under discussion. It is especially useful in a situation where a student has taken something for granted or has made an assumption that was not accurate. “Why” questions are classical critical awareness probes. Critical awareness probes are sometimes called reflections. For example: “What are you assuming?” “Can you give me an example?” “Why would that be so?” “How can that be?” “How would you do that?” “Are you sure?” “What do we need to know to solve the problem?”
Refocus - The teacher asks the student to relate his answer to another idea or topic. A refocus probe requires the student to look at a problem from a different perspective. The student is to refocus his or her attention by incorporating another point of view or combining two previously unrelated elements. For example: “How is that related to…?” “Can you summarize the discussion up to this point?” “How does your answer tie into…?”
Prompting - If the student does not respond, the teacher then rephrases or makes the probe easier to answer by. For example: Giving a hint. Giving the student a partial answer. Asking for an example, etc.