Muriel Posnic-Boyce Ways in which children learn Practical first-hand experiences Children learn by doing a vast range of practical activities by themselves like going to the toilet, getting changed for PE or finding their own peg in the classroom. They also will learn by engaging in some activities such as cooking, using computers, playing board games, or doing some arts and crafts. Through all their senses They will also learn through all their senses by touching (I.e. playing with sand, water, soil ), by hearing music, playing instruments or singing. Also by tasting and smelling during activities such as cooking.
The government plays an important role in developing literacy programs and evaluating the best practices to adopt in schools to ensure that the literacy skills are gained by the children studying. The programs involve all the members of the family and servers individuals at all stages of ages. The processes of literary development involve a process which starts with mistakes but later comes out with perfection as one advance in life and training. The parents should act as an example for their children and guide them in their elementary schools to develop their literacy skills. The teachers help the children develop their skills while in their schools.
If they do, then they must meet the guide lines. This is done by making healthy snacks, lunches and breakfast. Also by serving foods that the children may have had before, will make them feel more comfortable. There are so many ways to have children try different foods and make it fun when trying the food. I would try introducing some new foods every week to my class.
The children use their thinking and cognitive skills to become literate. Concept books are a way for teachers to teach their students early literacy skills. One way to use a concept book is by reading to the class and discus what the book is about. Children are able to learn new words that they hear from books and it can help them expand their vocabulary so they can be able to improve their communication skills. Another way to use concept books is to use them to introduce ideas, serve reinforce concepts or to add further information to a topic that children have already explored through direct experience (Giorgis & Glazer, 2009, p. 146).
Segregating an area of the classroom for constructive play with lots of access to books and paper enables the children to express themselves creatively, but allows them to give action to their creativity. Furthermore, by including another space for watching instructional videos for the class to use when working on projects allows for students to broaden their communication and supplementing their language skills. Each area of the classroom is specifically designed to enrich and incorporate language into every lesson. Through a lesson in vocabulary words I can move the children from each area to further emphasize the meaning of the words being taught. When first walking inside the classroom you see rows of desks facing each other and the teacher’s desk at the head of the classroom giving it a prime position to view all areas of the classroom.
Teachers have all different types of students in their classroom, and they want all of them to succeed. They must remember that not all students learn in the same way. With that being said, I believe teachers need to be creative in their lesson plans so they are not always using the same strategies while teaching. One student may be a bookworm and only learn through reading. Another student may not learn material well without having a hands on activity.
The guided discovery approach means careful planning and direction for the child and that adults must know the purpose and meaning of each activity the child chooses in the classroom. Montessori teachers attempt to instill an internal drive into the children using this child-centered approach to teaching. An example of this is the use of mats or rugs in the classroom. Each child has a mat or rug to spread their materials out on. Every other child is respectful of this child?s space and he/she, in turn, is respectful of others.
Language development is encouraged by learning centers as children verbalize their activities and interact with peers. Learning centers help teachers follow developmentally appropriate practice by providing materials which children can use according to their individual development (Pattillo, 1992, pp 12-13 ). Teachers must guide the learning process, using scaffolding techniques to keep children actively engaged. Vygotsky's theory of the zone of proximal development posits that learning occurs only when children are supported in appropriately challenging activities (Follari, 2007, pp 39-40). Teachers must also observe and make assessments regularly, modifying the environment as needed to enhance integrated development of all domains.
Philosophy of Education by Michelle Libersat My goal as an educator is to help students achieve independent, higher-level thinking about mathematics. It is not enough for students to master a skill or memorize an algorithm; they must first discover why the technique makes sense and then logically apply that to the new concept. On any given day, one would observe me as the role of facilitator of the classroom, interacting with students and guiding them to develop conjectures and realizations on their own. When challenged with a new problem, I try to demonstrate the thought process used in problem solving, thereby helping students to achieve this higher-level thinking. Experimentation, discovery, and problem solving are at the forefront of my classroom.
If the children ask what you are doing, say something truthful but ambiguous, such as "writing.” If the children ask for your help, direct them to a teacher whenever possible. Try to keep any particular child you are observing from being overly conscious of your attention, by making regular glances to other places or children in the room. Objective vs. Subjective Records When observing children it is tempting to interpret their behavior in terms of "good" or "bad,” "pleasing" or "displeasing", etc. It is important to describe or record objectively what the child does or says without interpretation. Accurate records are more usable for later interpretation.