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Learning centred teaching

2.0 Learning-Centred Teaching Typology
A close look at the different types of teachers in our schools reveals three groups: those who think that to adopt instruction in the classroom to children's interest, needs and academic backgrounds is a failure to protect our society's best interest. To such teachers, learning means acquiring skills in the three Rs and that all children develop at the same rate and those in any one class are usually selected on the basis of chronological age and that they need the same learning materials. They believe that, to know a lot of facts is education, because of this, they think that pupils who have little academic ability merely waste time in classroom.
There are also others who think they know all that is good for the children. They do not consider them grown up enough to take part in making classroom rules and regulations, much less help to plan activities. Teachers in this group, tell the children what they expect of them, order them about, mark their examination papers and evaluate their work at the end of the year. Of course, it cannot be denied that they may be interested in what they think is best for the children but only consider them immature. The classroom belongs to the teacher alone and this category of teachers behave as if they were specifically trained to administer "common education" and not to create an environment where the children can learn at their own rate.
The third category of teachers are those, though few in number, who take the children in the classroom as their partners. They assist children in planning the work, seek their views about classroom regulations and rules, encourage them to participate in class activities, and make them accountable for their behaviour. Such category of teachers play the role of leaders in the class.
The new reality today is that learning activities should involve the children more than mere teaching. Learning in any classroom nowadays should be the child's response to the classroom environment in which he discovers his own world of ideas and activities. Best of all, both the teacher and the children naturally become possessed of attitudes that automatically call for experimentation as well as tests. Thus, the spirit of warmth and self-expression in the class makes learning fun to all.



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Learning centred teaching

2.0 Learning-Centred Teaching Typology
A close look at the different types of teachers in our schools reveals three groups: those who think that to adopt instruction in the classroom to children's interest, needs and academic backgrounds is a failure to protect our society's best interest. To such teachers, learning means acquiring skills in the three Rs and that all children develop at the same rate and those in any one class are usually selected on the basis of chronological age and that they need the same learning materials. They believe that, to know a lot of facts is education, because of this, they think that pupils who have little academic ability merely waste time in classroom.
There are also others who think they know all that is good for the children. They do not consider them grown up enough to take part in making classroom rules and regulations, much less help to plan activities. Teachers in this group, tell the children what they expect of them, order them about, mark their examination papers and evaluate their work at the end of the year. Of course, it cannot be denied that they may be interested in what they think is best for the children but only consider them immature. The classroom belongs to the teacher alone and this category of teachers behave as if they were specifically trained to administer "common education" and not to create an environment where the children can learn at their own rate.
The third category of teachers are those, though few in number, who take the children in the classroom as their partners. They assist children in planning the work, seek their views about classroom regulations and rules, encourage them to participate in class activities, and make them accountable for their behaviour. Such category of teachers play the role of leaders in the class.
The new reality today is that learning activities should involve the children more than mere teaching. Learning in any classroom nowadays should be the child's response to the classroom environment in which he discovers his own world of ideas and activities. Best of all, both the teacher and the children naturally become possessed of attitudes that automatically call for experimentation as well as tests. Thus, the spirit of warmth and self-expression in the class makes learning fun to all.



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