Christians in their congregation they heard their preachers when preaching they oftenly repeat the words of Jesus Christ in the John's gospels which says: ''You shall know the truth ,the truth shall make you free and you shall be free indeed''.
Like the purpose of religion to give the truth of the spiritual world ,Education is also the light of the society from one generation to another.
A society which invests in Education of its citizens ,especially children is really sanctify its prosperous future.
Education by vitue of its enlightment ,is the holistic process by which one generation transmits its known knowledge and cultural activities to the succeeding generations or the system by which individual aspirations and vision are reviewed to findout how effectively they can be responsible in their society. The trationalists regards Education as preparation for life ,whilst pragmatists argued that Education is life itself through participation in various spheres of life to counter the menace of their environment.
According to Gwarinda(1997) Education for Liberation is a process where an individual is freed from ignorance ,superstition and any form of oppressions which are physically ,emotionally or mentally. The oppressive values or attituades and parasitic mentality.
Freire(1972) suggests that the oppressed or former oppressed require their own pedagogy (teaching strategies) which are alternatively radical. The contemporary Education system is geared towards domesticating Education.
The oppressive Education system is characterised by determinism as it entells learners that all unfolding divine plans promotes parasitic tendences ,that's dependence syndrome, hence it is concerned with traditional banking method of learning where teacher is the fountain of knowledge pouring it to the empty slates children.
This form of Education is teacher centred and children are the passive recipients.
Inaddition progress in oppressive Education centres on the external sources of knowledge ,wisdom and ideas trickle from the teacher to the learners for them to accept them and go through stages of their oppressive behaviour. They (children) rationally agreed to be loyal to the elite in authority and subscribed to their dominance,thus become Educated servants.
In constrast liberation Education is mainly concerned for each member of the society to take exclusive part and not only the teacher is the guru of all social knowledge,wisdom ,facts and ideas ,then the learners can question them freely without any form of fear and nepotism.
Knowledge should be built and as changeable with the new demands of the society and can refined to suit the new community situation ,hence Education should not be domesticated ,but rather emancipated to select the best from other cultural activities done elsewhere as they should tally with own immediate culture and select the best out of it. Which really means Education is the selection from culture. Community members despite their age differences should be respected as equal beings with the capability to think and have feelings to perceive reality with their own senses.
01 October 2010
Teachers can improve on commenting Learners in developing the commuincative skills
Children in the primary schools,learn language specificaly to develop their communicative skills.For them to be very successfull in the language learning there a need for the teacher to improve on the way delivering instructions in the language lessons and giving good comments both orally and in their written work.
The teacher should therefore do marking of the children's work and emulate their efforts , view it sympathetically as they are still developing these essential skills for the way they should communicate informally and formally. Plenty of oral practice is essential before they are directed into any written work. Following these oral sessions the teacher can easily spot some errors which can be avoided when they are writing.
The comments teacher gives to the learner's written work should motivates the learner rather than being abusive which can left the learner even more demotivated and lose focus on the way to develop communicative skills.
Children feel well satisfied and secured when their teacher goes through their work and give them constructive comments.
The comments should convey the information received and application of rigorous assessment not necessarily the grammatical accuracy.
Usually the teacher should give children a purposeful written work ,so that when marking the more emphasis should be concentrated on the purpose. Generally if children are guided to perform according to a specific purpose they intent to get empowered and seek to know the reason why they get involved in such exercise. For example when you tasked your children to write a letter to their parents asking for a money to go to a certain educational trip.The layout might be the focus not spelling errors ,accuracy of languge structures like prepositions and other points this is the major point supported by Chomsky's theory of natural way of learning a language.
If your marking system involve the use of symbols GR,W.O,SP, sometimes these learners has a problem to get these meanings.Thereafter your marking is more punitive than to be supportive and appreciative.
After the children's work is well marked and the areas they went wrong is clearly spotted,then of course they is a need to do some corrections.The teacher can now go through with them again into oral practice inorder to revise their weakness. The teacher 's eye conduct should be more improved to read every child so that they should not repeat the same mistakes again.This will help them to be more attentive and carefully listen to instructions from their teacher. Remember a well done oral work before written work can produce a good results with few mistakes. Then the corrections are rare. However the corrections must be done as soon as possible after the exercise , The reflective teacher is obliged to mark the children's work as soon as possible before they get into new written task of the same subject and children must taught to do corrections first before they write the next exercise which usually is completely different from this previous one as this can easily disrupts the lesson demands and easily lead the learner to be confused due to constant changes of the specific attention needed.The teacher should be well organised such that the major errors allocated are dealt with in a given enough time promptly before they go out of control.
The teacher should therefore do marking of the children's work and emulate their efforts , view it sympathetically as they are still developing these essential skills for the way they should communicate informally and formally. Plenty of oral practice is essential before they are directed into any written work. Following these oral sessions the teacher can easily spot some errors which can be avoided when they are writing.
The comments teacher gives to the learner's written work should motivates the learner rather than being abusive which can left the learner even more demotivated and lose focus on the way to develop communicative skills.
Children feel well satisfied and secured when their teacher goes through their work and give them constructive comments.
The comments should convey the information received and application of rigorous assessment not necessarily the grammatical accuracy.
Usually the teacher should give children a purposeful written work ,so that when marking the more emphasis should be concentrated on the purpose. Generally if children are guided to perform according to a specific purpose they intent to get empowered and seek to know the reason why they get involved in such exercise. For example when you tasked your children to write a letter to their parents asking for a money to go to a certain educational trip.The layout might be the focus not spelling errors ,accuracy of languge structures like prepositions and other points this is the major point supported by Chomsky's theory of natural way of learning a language.
If your marking system involve the use of symbols GR,W.O,SP, sometimes these learners has a problem to get these meanings.Thereafter your marking is more punitive than to be supportive and appreciative.
After the children's work is well marked and the areas they went wrong is clearly spotted,then of course they is a need to do some corrections.The teacher can now go through with them again into oral practice inorder to revise their weakness. The teacher 's eye conduct should be more improved to read every child so that they should not repeat the same mistakes again.This will help them to be more attentive and carefully listen to instructions from their teacher. Remember a well done oral work before written work can produce a good results with few mistakes. Then the corrections are rare. However the corrections must be done as soon as possible after the exercise , The reflective teacher is obliged to mark the children's work as soon as possible before they get into new written task of the same subject and children must taught to do corrections first before they write the next exercise which usually is completely different from this previous one as this can easily disrupts the lesson demands and easily lead the learner to be confused due to constant changes of the specific attention needed.The teacher should be well organised such that the major errors allocated are dealt with in a given enough time promptly before they go out of control.
30 September 2010
THEORY OF SOCIAL LEARNING IN PRIMARY EDUCATION ENVIRONMENT
According to Bandura Mbert a Canadian born socio-psychologist who taught in USA deviced a theory called social learning based on what a child learns in the environment through interaction with and observes others.
In social learning behaviour is learnt without necessarily being engaged in it. And such behaviour is not directly reinforced for it to be sustained. This indirect reinforcement is called 'vicarious reinforcement'.
Social learning is observational model of immitation type of learning.
Experiments done in groups:
The first group of children observed and adult behaving aggressively to a large inflated bobdoll. The aggressive acts both physically and verbally ,for example kicking it hailing insults at the doll ,bombarding it with balls.
The second group watched an adult model behaving in a gentle manner with the doll.
Third group was not shown any model at all ,later when each child was allowed to play in a room with a variety of toys including the bobo doll and those in the first group behaved very aggressively than those in the other two groups.
In second group behaved more gently than the other groups. The first group besides immitating the behaviour of the aggressive adult even further.
During the research in theory Bandura advertised in a newspaper for the people who wished to be helped to overcome snake phobia and 32 people responded to the advert. Among them was a museum official who feared entering the snake exhibit in his own museum and several others individual who feared fishing.
Modelling therapy was employed on them ,there was a glass partition through which they saw a therapist playing with a snake to show that the snakes are not dangerous at all. He modelled all snakes in a handling behaviour he intends to display to people to know and learn.
The people entered the enclosure which was full of snakes then the therapist disappeared and those people were left alone with different snakes. Some people would sit on a chair for 30 seconds with their hands down while the snake was allowed to crawl all over their bodies and they passed the test and were no longer afraid of snakes.
Factors factuating social learning:
•The observer must pay attention to the model so that can able to perceive what the model is doing. In the observation process there should be short term and long term in memory. Once stored in the two categories of memory the observer will have no problem at all retrieving the material or skills for future use.
•Motor skills can applied and practised after being observed if the learner is potentially able to apply and practice it.
Reinforcement is done when a model is rewarded when immitate the behaviour or punished if not immitate the model correctly.
•The status of the model is very important people who are of high status serve as good models.And a natural behaviour model is perceived to be warm ,friendly ,considerate and caring is of more likely to be modelled than that of a model who is uncaring and indifferent ,this is because the first model has got qualities that are valyed by society.
The results of social learning inhibit effects occurs when the model is punished and goes unreinforced or unrewarded.
The disinhibiting effect occurs were behaviour that was formally unacceptable now becomes acceptable because of the influence effect of the model. Finally the elliciting effect occurs when behaviour appeals to people and they want to copy it.
The implications to the teacher is to promote clealiness ,friendliness and discipline in the teaching and learning environment.
In social learning behaviour is learnt without necessarily being engaged in it. And such behaviour is not directly reinforced for it to be sustained. This indirect reinforcement is called 'vicarious reinforcement'.
Social learning is observational model of immitation type of learning.
Experiments done in groups:
The first group of children observed and adult behaving aggressively to a large inflated bobdoll. The aggressive acts both physically and verbally ,for example kicking it hailing insults at the doll ,bombarding it with balls.
The second group watched an adult model behaving in a gentle manner with the doll.
Third group was not shown any model at all ,later when each child was allowed to play in a room with a variety of toys including the bobo doll and those in the first group behaved very aggressively than those in the other two groups.
In second group behaved more gently than the other groups. The first group besides immitating the behaviour of the aggressive adult even further.
During the research in theory Bandura advertised in a newspaper for the people who wished to be helped to overcome snake phobia and 32 people responded to the advert. Among them was a museum official who feared entering the snake exhibit in his own museum and several others individual who feared fishing.
Modelling therapy was employed on them ,there was a glass partition through which they saw a therapist playing with a snake to show that the snakes are not dangerous at all. He modelled all snakes in a handling behaviour he intends to display to people to know and learn.
The people entered the enclosure which was full of snakes then the therapist disappeared and those people were left alone with different snakes. Some people would sit on a chair for 30 seconds with their hands down while the snake was allowed to crawl all over their bodies and they passed the test and were no longer afraid of snakes.
Factors factuating social learning:
•The observer must pay attention to the model so that can able to perceive what the model is doing. In the observation process there should be short term and long term in memory. Once stored in the two categories of memory the observer will have no problem at all retrieving the material or skills for future use.
•Motor skills can applied and practised after being observed if the learner is potentially able to apply and practice it.
Reinforcement is done when a model is rewarded when immitate the behaviour or punished if not immitate the model correctly.
•The status of the model is very important people who are of high status serve as good models.And a natural behaviour model is perceived to be warm ,friendly ,considerate and caring is of more likely to be modelled than that of a model who is uncaring and indifferent ,this is because the first model has got qualities that are valyed by society.
The results of social learning inhibit effects occurs when the model is punished and goes unreinforced or unrewarded.
The disinhibiting effect occurs were behaviour that was formally unacceptable now becomes acceptable because of the influence effect of the model. Finally the elliciting effect occurs when behaviour appeals to people and they want to copy it.
The implications to the teacher is to promote clealiness ,friendliness and discipline in the teaching and learning environment.
ADOLESENCE AS A CRISIS PHASE IN CHILDREN'S TRANSFORMATION FROM CHILDHOOD TO ADULTHOOD.
Adolescents has behaviours which teachers and parents should appreciate first before apply comprehensive solution to assit them at this rapid growth confused period in their life time and in their education process.Every society has its own acceptable standards of behaviours which may be differ from one another. And societies has defferent expectations for the development of its own children. Failure to achieve these expectation children's development in the society and their future responsibilities is adversely threatened. Children 's failure to achieve the expected developments will definitely meet social disapproval. This social disapproval could brought about sorrow in their life and resulted into problem behaviours. For example failing the education curricular set by society's standards such as o' levels would be a great blow to the child 's future as far as making good career advancement.
Some of the most problem behaviours also found in adolesents at school like hyperactive ,over anxiousness ,withdrawal reaction ,have already been mentioned in the previous articles.
Problems of Children who has difficulties in adjusting personally and socially to the environment are likely to have problem behaviours.Emotionally disturbed children are a problem even to those around them. Identity and values which contribute to personality ,can affect every individual 's way of behaving. Problems in children could be said to be of personality problems.
Teachers classify problems in children ,for behaviours that might be normal simply because the child's patterns of behaviour do not conform to acceptable standards.
The age of the children are very important in determining their problems, some children show immature behaviour for the benefits derived from the situation like crying unnecessarily. This is because such children realised that after crying they can get whatever they want from adults. The children can have satisfiction attention immediately ,because of their helplessness stance, they got and does't stop this habit.This habit may be a form of problem behaviour.Parents ,teachers and adults in general are likely to have common mistakes of developing children with adverse attitudes towards them. Children can develop real problem behaviours as they can avoid sharing articles with friends lest that action can be regarded as taking things that not belong to them. Such children become withdrawn or aggressive as a defensive mechanism against accusations.The safest thing to do is never to overlook any form problem behaviour displayed by children.
The information above is useful for teachers to be aware of problems regarding children's learning behaviours especially those at adolesents because their development rates differs immensely . Some behave like little infancy and some are far away need responsibility independently as individual despite being regarded as children. Teachers should never overlook any form of problem behaviour displayed by school children .There are no guarantees that children will grow out of some problematic behaviours such as stealing ,cheating ,dodging ,bullying ,etc. If a problem behaviour is tolerated at a certain age,the chances are higher that these children would develop the behaviour into a habitual form of adjustment. Any form of problem behaviour displayed by children should be treated as a signal for possible troubles in the near future .Teachers should be made to remedy it immediately.
Lying ,exagerating of facts and stealing ,according to Durojaiye(1980:54)are some of the most common anti-social behaviours of adolesents children at school in African societies.Although we cannot say the children worldover because of lack of evidence. As teachers however there is need to know and be aware of these problem behaviours that can retarded adolesents children's learning and socialisation conditioning.
Some of the most problem behaviours also found in adolesents at school like hyperactive ,over anxiousness ,withdrawal reaction ,have already been mentioned in the previous articles.
Problems of Children who has difficulties in adjusting personally and socially to the environment are likely to have problem behaviours.Emotionally disturbed children are a problem even to those around them. Identity and values which contribute to personality ,can affect every individual 's way of behaving. Problems in children could be said to be of personality problems.
Teachers classify problems in children ,for behaviours that might be normal simply because the child's patterns of behaviour do not conform to acceptable standards.
The age of the children are very important in determining their problems, some children show immature behaviour for the benefits derived from the situation like crying unnecessarily. This is because such children realised that after crying they can get whatever they want from adults. The children can have satisfiction attention immediately ,because of their helplessness stance, they got and does't stop this habit.This habit may be a form of problem behaviour.Parents ,teachers and adults in general are likely to have common mistakes of developing children with adverse attitudes towards them. Children can develop real problem behaviours as they can avoid sharing articles with friends lest that action can be regarded as taking things that not belong to them. Such children become withdrawn or aggressive as a defensive mechanism against accusations.The safest thing to do is never to overlook any form problem behaviour displayed by children.
The information above is useful for teachers to be aware of problems regarding children's learning behaviours especially those at adolesents because their development rates differs immensely . Some behave like little infancy and some are far away need responsibility independently as individual despite being regarded as children. Teachers should never overlook any form of problem behaviour displayed by school children .There are no guarantees that children will grow out of some problematic behaviours such as stealing ,cheating ,dodging ,bullying ,etc. If a problem behaviour is tolerated at a certain age,the chances are higher that these children would develop the behaviour into a habitual form of adjustment. Any form of problem behaviour displayed by children should be treated as a signal for possible troubles in the near future .Teachers should be made to remedy it immediately.
Lying ,exagerating of facts and stealing ,according to Durojaiye(1980:54)are some of the most common anti-social behaviours of adolesents children at school in African societies.Although we cannot say the children worldover because of lack of evidence. As teachers however there is need to know and be aware of these problem behaviours that can retarded adolesents children's learning and socialisation conditioning.
Gender Antagonism in Children and their Problems
Children at the gang stage of development are sensive to gender discrimination. According to Lowenfield (1987) boys are pressurised by their peers to avoid associating with girls or playing girl's games, as they taught to regard females as inferior to males. As a result some boys feel hurt and worthless in their sense of dominant boyhood when girls perform much better in learning or school work in general than they perform. They rediculed their peers and feel relagated to inferior female sex which they view as weaker and useless ,in an effort to try to place the girls at their female inferiority position by either ridiculing or simply inconveniencing them.The outstanding girls develops perpetual silence in order to avoid such violent aggressive tendencies and they ceased to participate and be heard in the classroom. Eventually they became retarded not only by prevailing of silence but of believing that they are inferior as being proclaimed by their boys counterparts who induced fear in them. Their (victimised girls) freedom to learn deprived and during open discussions , they fear to express their views in order to avoid of gender descrimination laid against them ,especially as females the weaker sex.
Peer groups can bring retardation in children ,at the same time they are capable of developing progressive influences. The teacher therefore should assist the disadvantaged children to adopt better attitudes towards social learning ,playing or work of peer group at school so that they prepare for them a bright future without aggression of gender desparity. At this point in time it is very important to note that the poorly organised school is the major cause of retardation in children.
Children's problem of behaviours,teachers has problem of identifying them and device stratergic help them to learn effectively from such wrong attitudes and condone it.
Peer groups can bring retardation in children ,at the same time they are capable of developing progressive influences. The teacher therefore should assist the disadvantaged children to adopt better attitudes towards social learning ,playing or work of peer group at school so that they prepare for them a bright future without aggression of gender desparity. At this point in time it is very important to note that the poorly organised school is the major cause of retardation in children.
Children's problem of behaviours,teachers has problem of identifying them and device stratergic help them to learn effectively from such wrong attitudes and condone it.
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