Besides varying the teaching methods to suit the different teaching and learning situation .The teacher should arrange the setting stratergy for all the learners.Braine et al (1990)say ,"do not feel obliged to maintain the same seating plan for every type of lesson.If you plan a lesson in which there is an element of class instruction and boardwork ,the seating plan will need to be arranged so that all pupils can see the chalkboard."The seating arrangements in the classroom adds or subtracts meaning to the learning context. Pupils should be helped and encouraged to make maximum use of the space and furniture available. All pupils should be comfortably sit in such a way that they can be able to see the board,their teacher and is a well ventilated clean area, without straining themselves.The teacher's table should be infront or backwards depends with the teacher and should be freely visited by every child who need assistance during children 's work.There should be enough space for pupils to move freely between the desks during lesson activities.
Good seating arrangements promote co-operation and entail pupil to pupil interaction and teacher to pupil interaction.
The teacher should delegate duties to the pupils.Kasambira(1993)suggests class routines and responsibilities should be established very quickly.Every pupil should know what is expected him/her. Have an idea on how things are done and how each person contributes to the wellbeing of the classroom environement.
Routines and responsibilities such as collection of exercise books ,group leaders,disribution of materials and collection ,work procedures and homeworks .These duties should be kept clear ,brief ,definite and enforceable .
In other words teachers should involve children generally from 9 years and above ,in the drafting and making of class roles,rules and duties .This way children are trained to be responsible for their own learning and for their future in the society.It will also convient for the teacher to deal with misbehaviour because children for themselves will help their teacher to report those disturbing others in the classroom learning situations.
The good relationship between the teacher and pupils will be enhenced as these children realised their responsiblity,roles and occupied most of their time learning something purposeful in their life.
Delegation of duties also is the best way to motivate children in the context that no one will feel inferior as everyone is assured a role to do in class without favouring or neglecting any learner. At the same time the teacher should fair as much as possible and avoid segregation when delegating.
Teachers should avoid the commonly practiced tendencies of delegating only the fast learners, perceiving the inclusive education of motivating the gifted child to take the leadership roles always. Whilst sidlining the slow learners who will obviously become the trouble makers and perpetuate misbehaviours in the classroom.
Labelling children negatively has detrimental effects of self-fulling prophecy,which might trigger compensatory behaviour.This behaviours might led slow learners to bully other children after school.Teachers should treat all pupils equally regardless of whatever academic,social or economic status.Don't give a child a role just because you will aim for his parents who are rich and will give some incentives by simply favouring their child instead of doing what is fair enough for disciplinary management. Some children become more challengeable if they discovered other children are given more attention then them .
The teacher can make an environment conducive for learning as he organises pupils such that will not disturb each other during learning.To be persistant with stimulus variation the teacher should make use of gestures,variation in voice projection,rythmic movements around the classroom and not adhere to classroom especially during the hot weathers ,but also go outside. Make use of shades of tree whilst children refresh from cool well ventilated places whilst embarking on field trips, used local environment as the best media among other numerous advantages of conducive learning environment..
29 September 2010
METHODS OF INSTRUTION IN THE CLASSROOM ORGANISATION PROMOTE EFFECTIVE LEARNING!
Besides varying the teaching methods to suit the different teaching and learning situation .The teacher should arrange the setting stratergy for all the learners.Braine et al (1990)say ,"do not feel obliged to maintain the same seating plan for every type of lesson.If you plan a lesson in which there is an element of class instruction and boardwork ,the seating plan will need to be arranged so that all pupils can see the chalkboard."The seating arrangements in the classroom adds or subtracts meaning to the learning context. Pupils should be helped and encouraged to make maximum use of the space and furniture available. All pupils should be comfortably sit in such a way that they can be able to see the board,their teacher and is a well ventilated clean area, without straining themselves.The teacher's table should be infront or backwards depends with the teacher and should be freely visited by every child who need assistance during children 's work.There should be enough space for pupils to move freely between the desks during lesson activities.
Good seating arrangements promote co-operation and entail pupil to pupil interaction and teacher to pupil interaction.
The teacher should delegate duties to the pupils.Kasambira(1993)suggests class routines and responsibilities should be established very quickly.Every pupil should know what is expected him/her. Have an idea on how things are done and how each person contributes to the wellbeing of the classroom environement.
Routines and responsibilities such as collection of exercise books ,group leaders,disribution of materials and collection ,work procedures and homeworks .These duties should be kept clear ,brief ,definite and enforceable .
In other words teachers should involve children generally from 9 years and above ,in the drafting and making of class roles,rules and duties .This way children are trained to be responsible for their own learning and for their future in the society.It will also convient for the teacher to deal with misbehaviour because children for themselves will help their teacher to report those disturbing others in the classroom learning situations.
The good relationship between the teacher and pupils will be enhenced as these children realised their responsiblity,roles and occupied most of their time learning something purposeful in their life.
Delegation of duties also is the best way to motivate children in the context that no one will feel inferior as everyone is assured a role to do in class without favouring or neglecting any learner. At the same time the teacher should fair as much as possible and avoid segregation when delegating.
Teachers should avoid the commonly practiced tendencies of delegating only the fast learners, perceiving the inclusive education of motivating the gifted child to take the leadership roles always. Whilst sidlining the slow learners who will obviously become the trouble makers and perpetuate misbehaviours in the classroom.
Labelling children negatively has detrimental effects of self-fulling prophecy,which might trigger compensatory behaviour.This behaviours might led slow learners to bully other children after school.Teachers should treat all pupils equally regardless of whatever academic,social or economic status.Don't give a child a role just because you will aim for his parents who are rich and will give some incentives by simply favouring their child instead of doing what is fair enough for disciplinary management. Some children become more challengeable if they discovered other children are given more attention then them .
The teacher can make an environment conducive for learning as he organises pupils such that will not disturb each other during learning.To be persistant with stimulus variation the teacher should make use of gestures,variation in voice projection,rythmic movements around the classroom and not adhere to classroom especially during the hot weathers ,but also go outside. Make use of shades of tree whilst children refresh from cool well ventilated places whilst embarking on field trips, used local environment as the best media among other numerous advantages of conducive learning environment..
Good seating arrangements promote co-operation and entail pupil to pupil interaction and teacher to pupil interaction.
The teacher should delegate duties to the pupils.Kasambira(1993)suggests class routines and responsibilities should be established very quickly.Every pupil should know what is expected him/her. Have an idea on how things are done and how each person contributes to the wellbeing of the classroom environement.
Routines and responsibilities such as collection of exercise books ,group leaders,disribution of materials and collection ,work procedures and homeworks .These duties should be kept clear ,brief ,definite and enforceable .
In other words teachers should involve children generally from 9 years and above ,in the drafting and making of class roles,rules and duties .This way children are trained to be responsible for their own learning and for their future in the society.It will also convient for the teacher to deal with misbehaviour because children for themselves will help their teacher to report those disturbing others in the classroom learning situations.
The good relationship between the teacher and pupils will be enhenced as these children realised their responsiblity,roles and occupied most of their time learning something purposeful in their life.
Delegation of duties also is the best way to motivate children in the context that no one will feel inferior as everyone is assured a role to do in class without favouring or neglecting any learner. At the same time the teacher should fair as much as possible and avoid segregation when delegating.
Teachers should avoid the commonly practiced tendencies of delegating only the fast learners, perceiving the inclusive education of motivating the gifted child to take the leadership roles always. Whilst sidlining the slow learners who will obviously become the trouble makers and perpetuate misbehaviours in the classroom.
Labelling children negatively has detrimental effects of self-fulling prophecy,which might trigger compensatory behaviour.This behaviours might led slow learners to bully other children after school.Teachers should treat all pupils equally regardless of whatever academic,social or economic status.Don't give a child a role just because you will aim for his parents who are rich and will give some incentives by simply favouring their child instead of doing what is fair enough for disciplinary management. Some children become more challengeable if they discovered other children are given more attention then them .
The teacher can make an environment conducive for learning as he organises pupils such that will not disturb each other during learning.To be persistant with stimulus variation the teacher should make use of gestures,variation in voice projection,rythmic movements around the classroom and not adhere to classroom especially during the hot weathers ,but also go outside. Make use of shades of tree whilst children refresh from cool well ventilated places whilst embarking on field trips, used local environment as the best media among other numerous advantages of conducive learning environment..
THE IMPORTANCE OF QUESTIONING AND TIPS FOR QUESTIONING TECHNIQUES IN PRIMARY EDUCATION
The aims of the primary education system is to teach children to develop an inquiry mind and the ability to solve problems .This aims can be best achieved by helping learners to ask questions about their Education and seek answers to these questions. Hence questioning both by teachers and children will enhance the development of appropriate skills ,concepts ,attitudes and values.
The teacher's questions should help learners to refine,clarify their thinking and direct or redirect their activities.
The main purposes and timing of questions asked during a lesson. Each stage of a lesson demand a different type of questions,for each question to be effective ,it must be phrased in just the right way and asked just at the right time only. Teachers ask questions inorder to introduce new concept in the new lesson. For example on the topic 'Uses of water in the community' in juniour grades, teacher asks:
(1)what are uses of water at home /school?
(2)Does the use of water important?
(3)why we use clean water in most of domestic activities?
When asking questions it is also important to use approriate action verbs stating what learners are expected to do. Teachers should note that asking questions is a skill useful to develop effective learning and the ability to ask questions requires a great deal of thought and practice.
The well framed questions prior to the lesson and proof that they are certainly grammatically correct. Questions must be clear ,using simple wording which is to the level of the children and asked in a friendly manner.
The way questions asked should be varied making use of open ended questions ,instead of questions with simple YES/NO answers.
The direct questions to all children girls as well as boys or active and quiet children. Atleast one meaningful questions asked every child in the classroom every day ,these questions must be provoking rather than those which aimless or guessing responses.
A teacher questions correctly and limit number of questions is also listen carefully to the responses from the questions he/she asked. Children need to be given enough time to reflect on the questions asked before raised their hands to respond on them.For this gap of time when pupils grasping the question before responding ,some teachers developed the habit of answering their questions . However it is nice to rephrase the question or divide it into a series of simple questions if children failed to give expected responses.Questions can be repeated only in expectional circumstances and avoid the use of leading questions.
Progressive reflective teaching and learning process is a two way process where the teacher can also handle questions from children. When responding to pupils' questions ,learners should only be guided to exploration in their Education system,so the teacher should encourages and assists them to find answers on their own. At this point now the teacher should spend less time answering questions ,but redirect more time on helping to rephrase and restructure these questions to find ways of exploring ,investigating or experimenting until a satisfying answer is found.
In some cases the teacher may decide that it is necessary to answer children's questions directly. This depends on the type of question ,however the most important component of the teacher's respond is to respect learners. No child should be laughed at,mocked or humiliated for having asked the question. No silly question as long as one asked it. Every learner deserves to be well treated by the teacher who clarify and acknowledge questions.
When a teacher respond to pupils' answers in a manner that make them feel good about the contribution they had made. Again no one child should be mocked or laughed at even if the teacher or other pupils don't agree with the contributor, but she/he should feels that has been understood or have appreciated.
Generally in different lesson situations pupils will influence the way the teacher reacts. Pupils may give correct ,incorrect ,incomplete ,vague ,irrelevant and no answer at all.The following suggestions will help the teacher to deal with this type of learners' responses:
•Incomplete answers,acknowledge them ,but go on encourage them to state the answer more precisely. Ask a series of direct questions to help the child clarify his her thinking and also beware of twisting answers to suit yourself.
•Irrelevant response,acknowledge them also ,but point out clearly that answer belongs to a different topic. Give them again the time to reply again and allow other members of the group to chip in and assist.
•No answers ,give pupils ample time to think about the question ,verify everyone understood the question. Rephrase the questions breakdown difficult questions into simpler questions for pupils to attempt. And also acknowledge the answers ask children to discuss whether questions is justified or not.
•Correct answer, acknowledge the responses ,allow other pupils to ask questions or make statements regarding the answers modify these questions so that additional aspects can be included.
The teacher's questions should help learners to refine,clarify their thinking and direct or redirect their activities.
The main purposes and timing of questions asked during a lesson. Each stage of a lesson demand a different type of questions,for each question to be effective ,it must be phrased in just the right way and asked just at the right time only. Teachers ask questions inorder to introduce new concept in the new lesson. For example on the topic 'Uses of water in the community' in juniour grades, teacher asks:
(1)what are uses of water at home /school?
(2)Does the use of water important?
(3)why we use clean water in most of domestic activities?
When asking questions it is also important to use approriate action verbs stating what learners are expected to do. Teachers should note that asking questions is a skill useful to develop effective learning and the ability to ask questions requires a great deal of thought and practice.
The well framed questions prior to the lesson and proof that they are certainly grammatically correct. Questions must be clear ,using simple wording which is to the level of the children and asked in a friendly manner.
The way questions asked should be varied making use of open ended questions ,instead of questions with simple YES/NO answers.
The direct questions to all children girls as well as boys or active and quiet children. Atleast one meaningful questions asked every child in the classroom every day ,these questions must be provoking rather than those which aimless or guessing responses.
A teacher questions correctly and limit number of questions is also listen carefully to the responses from the questions he/she asked. Children need to be given enough time to reflect on the questions asked before raised their hands to respond on them.For this gap of time when pupils grasping the question before responding ,some teachers developed the habit of answering their questions . However it is nice to rephrase the question or divide it into a series of simple questions if children failed to give expected responses.Questions can be repeated only in expectional circumstances and avoid the use of leading questions.
Progressive reflective teaching and learning process is a two way process where the teacher can also handle questions from children. When responding to pupils' questions ,learners should only be guided to exploration in their Education system,so the teacher should encourages and assists them to find answers on their own. At this point now the teacher should spend less time answering questions ,but redirect more time on helping to rephrase and restructure these questions to find ways of exploring ,investigating or experimenting until a satisfying answer is found.
In some cases the teacher may decide that it is necessary to answer children's questions directly. This depends on the type of question ,however the most important component of the teacher's respond is to respect learners. No child should be laughed at,mocked or humiliated for having asked the question. No silly question as long as one asked it. Every learner deserves to be well treated by the teacher who clarify and acknowledge questions.
When a teacher respond to pupils' answers in a manner that make them feel good about the contribution they had made. Again no one child should be mocked or laughed at even if the teacher or other pupils don't agree with the contributor, but she/he should feels that has been understood or have appreciated.
Generally in different lesson situations pupils will influence the way the teacher reacts. Pupils may give correct ,incorrect ,incomplete ,vague ,irrelevant and no answer at all.The following suggestions will help the teacher to deal with this type of learners' responses:
•Incomplete answers,acknowledge them ,but go on encourage them to state the answer more precisely. Ask a series of direct questions to help the child clarify his her thinking and also beware of twisting answers to suit yourself.
•Irrelevant response,acknowledge them also ,but point out clearly that answer belongs to a different topic. Give them again the time to reply again and allow other members of the group to chip in and assist.
•No answers ,give pupils ample time to think about the question ,verify everyone understood the question. Rephrase the questions breakdown difficult questions into simpler questions for pupils to attempt. And also acknowledge the answers ask children to discuss whether questions is justified or not.
•Correct answer, acknowledge the responses ,allow other pupils to ask questions or make statements regarding the answers modify these questions so that additional aspects can be included.
THE IMPORTANCE OF QUESTIONING AND TIPS FOR QUESTIONING TECHNIQUES IN PRIMARY EDUCATION
The aims of the primary education system is to teach children to develop an inquiry mind and the ability to solve problems .This aims can be best achieved by helping learners to ask questions about their Education and seek answers to these questions. Hence questioning both by teachers and children will enhance the development of appropriate skills ,concepts ,attitudes and values.
The teacher's questions should help learners to refine,clarify their thinking and direct or redirect their activities.
The main purposes and timing of questions asked during a lesson. Each stage of a lesson demand a different type of questions,for each question to be effective ,it must be phrased in just the right way and asked just at the right time only. Teachers ask questions inorder to introduce new concept in the new lesson. For example on the topic 'Uses of water in the community' in juniour grades, teacher asks:
(1)what are uses of water at home /school?
(2)Does the use of water important?
(3)why we use clean water in most of domestic activities?
When asking questions it is also important to use approriate action verbs stating what learners are expected to do. Teachers should note that asking questions is a skill useful to develop effective learning and the ability to ask questions requires a great deal of thought and practice.
The well framed questions prior to the lesson and proof that they are certainly grammatically correct. Questions must be clear ,using simple wording which is to the level of the children and asked in a friendly manner.
The way questions asked should be varied making use of open ended questions ,instead of questions with simple YES/NO answers.
The direct questions to all children girls as well as boys or active and quiet children. Atleast one meaningful questions asked every child in the classroom every day ,these questions must be provoking rather than those which aimless or guessing responses.
A teacher questions correctly and limit number of questions is also listen carefully to the responses from the questions he/she asked. Children need to be given enough time to reflect on the questions asked before raised their hands to respond on them.For this gap of time when pupils grasping the question before responding ,some teachers developed the habit of answering their questions . However it is nice to rephrase the question or divide it into a series of simple questions if children failed to give expected responses.Questions can be repeated only in expectional circumstances and avoid the use of leading questions.
Progressive reflective teaching and learning process is a two way process where the teacher can also handle questions from children. When responding to pupils' questions ,learners should only be guided to exploration in their Education system,so the teacher should encourages and assists them to find answers on their own. At this point now the teacher should spend less time answering questions ,but redirect more time on helping to rephrase and restructure these questions to find ways of exploring ,investigating or experimenting until a satisfying answer is found.
In some cases the teacher may decide that it is necessary to answer children's questions directly. This depends on the type of question ,however the most important component of the teacher's respond is to respect learners. No child should be laughed at,mocked or humiliated for having asked the question. No silly question as long as one asked it. Every learner deserves to be well treated by the teacher who clarify and acknowledge questions.
When a teacher respond to pupils' answers in a manner that make them feel good about the contribution they had made. Again no one child should be mocked or laughed at even if the teacher or other pupils don't agree with the contributor, but she/he should feels that has been understood or have appreciated.
Generally in different lesson situations pupils will influence the way the teacher reacts. Pupils may give correct ,incorrect ,incomplete ,vague ,irrelevant and no answer at all.The following suggestions will help the teacher to deal with this type of learners' responses:
•Incomplete answers,acknowledge them ,but go on encourage them to state the answer more precisely. Ask a series of direct questions to help the child clarify his her thinking and also beware of twisting answers to suit yourself.
•Irrelevant response,acknowledge them also ,but point out clearly that answer belongs to a different topic. Give them again the time to reply again and allow other members of the group to chip in and assist.
•No answers ,give pupils ample time to think about the question ,verify everyone understood the question. Rephrase the questions breakdown difficult questions into simpler questions for pupils to attempt. And also acknowledge the answers ask children to discuss whether questions is justified or not.
•Correct answer, acknowledge the responses ,allow other pupils to ask questions or make statements regarding the answers modify these questions so that additional aspects can be included.
The teacher's questions should help learners to refine,clarify their thinking and direct or redirect their activities.
The main purposes and timing of questions asked during a lesson. Each stage of a lesson demand a different type of questions,for each question to be effective ,it must be phrased in just the right way and asked just at the right time only. Teachers ask questions inorder to introduce new concept in the new lesson. For example on the topic 'Uses of water in the community' in juniour grades, teacher asks:
(1)what are uses of water at home /school?
(2)Does the use of water important?
(3)why we use clean water in most of domestic activities?
When asking questions it is also important to use approriate action verbs stating what learners are expected to do. Teachers should note that asking questions is a skill useful to develop effective learning and the ability to ask questions requires a great deal of thought and practice.
The well framed questions prior to the lesson and proof that they are certainly grammatically correct. Questions must be clear ,using simple wording which is to the level of the children and asked in a friendly manner.
The way questions asked should be varied making use of open ended questions ,instead of questions with simple YES/NO answers.
The direct questions to all children girls as well as boys or active and quiet children. Atleast one meaningful questions asked every child in the classroom every day ,these questions must be provoking rather than those which aimless or guessing responses.
A teacher questions correctly and limit number of questions is also listen carefully to the responses from the questions he/she asked. Children need to be given enough time to reflect on the questions asked before raised their hands to respond on them.For this gap of time when pupils grasping the question before responding ,some teachers developed the habit of answering their questions . However it is nice to rephrase the question or divide it into a series of simple questions if children failed to give expected responses.Questions can be repeated only in expectional circumstances and avoid the use of leading questions.
Progressive reflective teaching and learning process is a two way process where the teacher can also handle questions from children. When responding to pupils' questions ,learners should only be guided to exploration in their Education system,so the teacher should encourages and assists them to find answers on their own. At this point now the teacher should spend less time answering questions ,but redirect more time on helping to rephrase and restructure these questions to find ways of exploring ,investigating or experimenting until a satisfying answer is found.
In some cases the teacher may decide that it is necessary to answer children's questions directly. This depends on the type of question ,however the most important component of the teacher's respond is to respect learners. No child should be laughed at,mocked or humiliated for having asked the question. No silly question as long as one asked it. Every learner deserves to be well treated by the teacher who clarify and acknowledge questions.
When a teacher respond to pupils' answers in a manner that make them feel good about the contribution they had made. Again no one child should be mocked or laughed at even if the teacher or other pupils don't agree with the contributor, but she/he should feels that has been understood or have appreciated.
Generally in different lesson situations pupils will influence the way the teacher reacts. Pupils may give correct ,incorrect ,incomplete ,vague ,irrelevant and no answer at all.The following suggestions will help the teacher to deal with this type of learners' responses:
•Incomplete answers,acknowledge them ,but go on encourage them to state the answer more precisely. Ask a series of direct questions to help the child clarify his her thinking and also beware of twisting answers to suit yourself.
•Irrelevant response,acknowledge them also ,but point out clearly that answer belongs to a different topic. Give them again the time to reply again and allow other members of the group to chip in and assist.
•No answers ,give pupils ample time to think about the question ,verify everyone understood the question. Rephrase the questions breakdown difficult questions into simpler questions for pupils to attempt. And also acknowledge the answers ask children to discuss whether questions is justified or not.
•Correct answer, acknowledge the responses ,allow other pupils to ask questions or make statements regarding the answers modify these questions so that additional aspects can be included.
28 September 2010
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