QUAITY OF LEARNING
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he
basic phi
losophy here would seem to go something lke this :we cannot achieve a
one-toone teaching and leranng relationship. So we are stuck with the old
arrangement of having one theacher wth one goup of childn of the same age. But
clearly children have different rats of lerning so it would seem logial to make
each learning group as similar as possible, so that techer might pitch their
teaching more efficiently a the one level.
Consequently,
there is now a new (if rather belated) emphasis on flexibility in larger
school. As a result, it may well be that in any one school, at a given time, a
number of techers may be using a wide range of approaches, all of which aim at
individualization. It is equally likely that particular teachers will vary
their own approaches from time to time. There is a new realization that
teaching and learning must be dynamic process, living., growing, and changing,
rather than thestuck in the rut pattern of the
On
analysis, the host of of plans and thecniques which have sought somehow to
individualise education in the absence of an ideal one-to-one relationship between
teacher and learner.
The
most significant difference between the teaching style of yhe fifties and the
seventies has been the insertion of a new variable between the teacher and the
taught, going beyond “chalk and talk” to the provision of lerning materials and
aducational resources. The idea was popularized in the 1920s by Decroly, who
threw the initiative to the pupil by providing a variety of educational games
which were designed to instruct.
Forming
differentiated groups may solve some problems, but it creates others. For
example, will the “superior” group use a completey different programme of study
from the slower children, or will they proceedthrought the same programme of
study from the slower children, or will they proceed throught the same programme
at a much faster rate. If this means finishing the set curriculum very quickly
and moving on to high school a year or two sooner, then there are abvious
social problems once again.
Other
self-pacing, mult-level structured materials which are available are the
various reading and spelling laboratories the mathematics and language kits,the
programmed textbooks and computer assisted instruction. Increasing use of such
techniques, together with the growing emphasison the library as a learning
resources centre,reflect a changing aducatinal philosophy, where children have
the educational gates opened for thrm,and are pointed in the right direction as
they set out a learning journey of their own, following a map provided by their
teacher guide.
No
attempt has been made here, to spell out in detail the complete recipes for the
various organitational plans thought which individualitation has been
attempted. The important thinfg is that the professional teacher undertakes a
programme of reading by which he might gain further usable insight. Many ideas
for individual instruction maybe obtained from the books mentioned in the
following reference sources.
The Key to Individual Instruction
The
most important element in the relationship between teachers and pupil is
warmth. A teacher may possess a thousand other qualities, poise, interest,
thoroughness in lesson preparation, industry and many more .
Children
will respond to a great measures of control by a teacher, if they sense a true
liking and respect for them as individuals. It is sad, but true,that few
teachers ever tell their pupils how much they admire them or appreciate them.
Wiser
teacher commence the year by deliberately trying to get know as much about the
children as possible. Since many teachers ignore the basic fact that children
come from families, let us start with the parents. A recent survey at La Trobe
University revealed that two-third of a sample of teacher never made any effort
to contact parents, except in situation of entremeurgrncy and seriousness.
During
the days activities, he does not stint on commendatory remarks. He prefer to
indicate “well done” and to offer praise for a good effort, rather than to
reveal themselves more openly to him.
Most
important of all, he now feels that he is beginning to understand the children
as individual human beings, instead afmarely seeing them as members of a
schoolroom groups, and this is often a vastly different prespective.
Good Home Study Techniques need
Parental Support
Perhaps
teacher need to talk to parents too, about the values of sound study techniques
and the ways in which they are acquired and fostered. Many parents simply do
not know how important it is to provide children with the rights conditions for
home study. Of course, the ideal will not always be possible because of
economics condition, but if a family can supply a separate study srea, with
adequatelight,reasonablequeit, enough table space to spread materialout,
bookselves and bulletin board,then they will have helpedtheir student children
tremendously.
Test, then Learn
Another
important study principle we ought to teach more deribelatery is the “test,then
learn” approach. Too often,children attempt to revise or learn subject matter
by continually re-reading it. This is a woefully inefficient study procedure.
Instead, they should be trained to take a scribbling block and to jot down in
highly summarized from major issues that come readily to mind concerning the
topic under consideration.
Social Studies
The Identification of Children with
Learning Problems
For
the group instruction programme, the teachers examined the test data and
categorized their findings under such headings as the following:
1. Quick
recognition of word
2. Ability
to analyse word
3. Phonic
attack
4. Pronunciation
of various consonants and vowels
5. Pronunciation
of combinations
6. Structural
analysis
In the preparation of material,
certain guidelines were adopted.
1. Colour
was to be used as much as possible, espectially to introduce new letters, word,
or sounds, and emphasise differences.
2. The
step between the carefully draded materials were to be small
3. As
many senses as possible were to be used with each item
4. The
presentation was to be clear
Some Physical Handicaps
Hearing
impairment may also affect the development of speech. The rang of impairment is
wide. The profoundly deaf child is often the most isolated because of his
handicap. If a hearing aid is worn it must be maintained, and regular contact
with the national acouistic laboratory is necessary. Teachearsdo not need to be
thehcnicians to check the volume of the aids.
Some
visual defects can be corrected by glasses, and here again the teavher can help
in ensuring that these are always worn and are keep clean. The childs position
in the classroom would need to be checked and adequate lighting is essential,
not only for the child with a sight problem, but also for the rest of the
class.
In
recent years, the survival rate and indicated of spina bifida has incrased. The
survival rate has increased because of surgical repair procedure usually
undertaken soon after birth. The operation does not always correct the damage
but it does improve the quality of survival.
Hyperactive and Inattentiveness
There
are the main causes of hyperactive:
1. Emotional
disturbance
2. Gross
neurological disturbance
3.
Developmental
hyperactivity
The Conservation Of Talent
In
the 1960s conversation became a highly popular causes. It was necessary, we
were told, to use, our limited resources wisely, to harness them efficiently
and to avoid wastage.
Throught
all the concerned debate, little mention was made of society’s most precious
recourses to and high intelligence.
In
the words of our most scatchingcrititcs, Australian school have to aften
resembled “sausage factories” turning out an endless stream of uniform
products. Other commentators have used the analogy of the “procrustean bed”,
suggesting that all those students who were different have been either
“stretched” to fit. Or “cut down to size”.
Creative Mime and Drama
Creative
mime and drama is the work of children themselves when they are given as much
freedom as possible to invert characters, episodes and dialogue. It is
something which children enjoy enormously, and which all children should
participate simultaneously. Creative mime and drama can be :
1. A
means of self expression and an aid to emotional and social development.
2. A
means of communication when performed to an audience
3. A
method which can be used in most subjects to develop creative speech and
writing.
Recycle Your Lesson Plans:
Avoid Chalkdust Pollution
If
a teacher accustomed to a large city school, where his daily lesson preparation
is typically for one grade only, or for one level in each of a number of
subject settings, transition to the smaller country school with its combined
grades can be a traumatic experience. Instead of preparing one lesson for each
timelost during the day, he must now prepares sets of two, there or even more
lessons that will run concurrently. The secret is to organize preparation sothatb there
is the least possible wastage of effort.
If
the personaly hold the view that the higest level of useful card material provides opportunities
for self-directed learning and understanding by doing, then he is likely to
consider a range of cards like the following;
1. Hardware
card
2. Environmental
3. Symbolic
cards
4. Book
card
5. Purchased
cards
6. Computational
cards
Doin’ What Comes Naturally?
(Teaching children how to study)
In
all the talk about individualized instruction and independent work programmes,
it is often forgotten that many children don’t know how to study. Too often we
make the quite erroneous assumption that our students already prossess the
basic study skillof listening, note-taking, summarizing and library research,
and library research, and we send them off on solo learning expeditions for
which they are shockingly ill-equipped.
Less Ink, More Think
Hopefully,that
kind of note-taking should noe be a thing of the past in our school. It belongs
in those far-gone,pre-prinitng days, when valuable books were chained in
monasteries and lessons were dictated or copied word of word or in the era of
the Lancastrian school,, where master teacher “taught” monitors, who then
“heard” other groups repeat the lesson off by heart.
Learning ia a Lonely Activity
The
same stress upon discliplinewnd well-organized proceddures should features in
our discussions both of independent study and of homework. Children should be
brought to see that learning is the lonely activity. It is a process of day by
day gradual growth .consequently, one of the biggest values of homework lies
not in its ability to keep kids off street,but in its possible for training in
regular consistent application.
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