Guide Primary Teaching Today: An Introduction

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  4. Come, Follow Me
  5. 3 Methods for teaching reading

Teaching Today : A Practical Guide. Geoffrey Petty. The third edition of this impressive text has been updated to become more PGCE focused.

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Retaining the unique style of the previous editions ensures the author's enthusiasm, humour and insight are shared with tutors and students. Learning skills by corrected practice. The learners needs. Teaching is a twoway process.

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Praise and criticism. The teacherlearner relationship and equal opportunities. Classroom management.

UNICEF’s work in education

Creativity design and invention. Learning from experience. Right brain visual and kinaesthetic methods.

Independent learning. Selfdirected learning. Resources for teaching and learning 35 An introduction to visual aids. Discipline and problemsolving. What kind of teacher are you? The teachers toolkit Introduction. Teachercentred methods 11 Teacher talk. The art of explaining.

UNICEF’s work in education

The art of showing. The aidememoire. Active methods 16 Supervised student practice. The early years birth through age 6 are a critical time to set a strong foundation for who a child will become and the role she or he will play in the future. A Montessori education develops students who are capable, accountable, knowledgeable people who have the strong sense of self they will need to thrive in the real world.

A Montessori classroom is thoughtfully designed to offer children opportunities to develop their own capabilities, whether it is learning how to dress themselves independently, multiply a multi-digit equation, communicate their needs effectively, or problem solve with others. Each classroom is filled with developmentally appropriate activities that encourage children to interact with specific learning materials, as well as to work cooperatively with others.

Basic Information

The classroom is intentionally prepared with only one of each activity. Students are free to choose the activity they wish to work with, so they learn to make choices based on what they are interested in and what is available. While some children will naturally choose to work with others, often the youngest students focus on solo activities. As children mature, the curriculum intentionally provides small group instruction and collaborative activities.

The combination of independent, partner, small-group, and whole-group lessons and activities introduces children to different learning relationships and interpersonal dynamics—valuable skills for their interactions outside the classroom! Allowing children to make their own choices based on internal motivation rather than adult direction sets a strong foundation for developing capable children.

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  7. In a child-centered classroom where learning activities are presented individually to children, students progress at their own pace. They are given opportunities to practice, review, or move forward based on their own interests and capabilities.

    Come, Follow Me

    They take charge of their own learning and become accountable for their own knowledge. They use their knowledge of child development and academic outcomes to prepare an environment that is simultaneously stimulating and academically, physically, socially, and emotionally accessible. They develop an individualized learning plan for each child, based on his or her unique interests and abilities. The teachers provide environments where students have the freedom and the tools to pursue answers to their own questions and learn how to seek out new knowledge themselves. Self-correction and self-assessment are an integral part of the Montessori classroom approach.

    As they mature, students learn to look critically at their work, and become adept at recognizing, correcting, and learning from their errors.

    3 Methods for teaching reading

    The Montessori Method nurtures order, coordination, concentration, and independence in children from the moment they enter the classroom. The sequence of Montessori lessons aligns well, and in many cases exceeds, state learning standards, ensuring that children are introduced to complex learning concepts through hands-on experiences that leads to deep understanding. The Montessori curriculum is intentionally grouped into 3-year cycles, rather than broken out into year-by-year expectations for student learning. This respects the fact that children develop and master academic topics at different speeds, and that in reality, children often work in particular content areas in spurts.

    A Montessori class is composed of students whose ages typically span 3 years. Ideally, students stay with the class, and teacher, for the entire cycle, forging a stable community and meaningful bonds. It is common to see students of different ages working together.