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Lots of parents use wooden alphabet blocks to teach their children the alphabet.
This image is a flay lay of some such blocks, showing letters A B C D E F G H I J K.
This image is released under Creative Commons. That means we'd be delighted for you to use the photo but would appreciate attribution in the form of a link to www.exampapersplus.co.uk
June 09, 2016- Cheektowaga, NY- Governor Andrew Cuomo announces first recipient of the Empire State Excellence in Teaching Award to Adam Norris, an advanced placement high school social studies teacher at Maryville High School in Cheektowaga, NY. The award recognizes outstanding educators who exemplify the highest professional standards and work to inspire students, instill a love of learning and ensure school is exciting, motivating and challenging.
A screening of Teaching in Arizona short documentary at Pima Community College West, Tucson, AZ, May 2019
Featuring dance teacher Nikos Patas with one of his students.
This video was taken during the final concert and dancing party to celebrate the closing of the 7th Musical Seminal of Ikaria «Musical Yards ♪♫♬ Μουσικές Αυλές».
More pictures and videos from the 7th Musical Seminar of Ikaria posted on facebook page: «Μουσικές ♪♫♬ Αυλές 2018».
Window and facade of the William Hewlett teaching center at Stanford. This is part of the first "Science and Engineering Quad" of the campus (the second is currently being built). It has several nice auditoria for lectures and demonstrations as well as labs that are used by science and engineering departments.
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An artist teaching young pupils from the praedella of a statue to George Edmund Street in the Royal Courts of Justice in London. Street was the architect of the gothic revival building in the Strand, but died in 1881, a year before the building was opened by Queen Victoria. The base of the statue has depictions of various artistic disciplines.
Volunteer Uganda 2014 Teaching and Orphanage program
Volunteer in one of two local orphanages in the Wakiso district, located outside of the city of Kampala. The village orphanage and school not only provide a home and safe haven this is where the children have classes.
Most of these children have lost parents to HIV/Aids. Some have been abandoned, and they know abuse, hunger and fear. The orphanage strives to provide a better future for some of the most vulnerable children in Uganda. As a volunteer, you will primarily assist with the daily care of the kids; getting them ready for school, brushing teeth, reading to them. After-school activates you can play games, arrange activities, create arts & crafts projects and share your time and caring with these wonderful children.
Prior experience not necessary, volunteers should have a lot of patience, an open mind and a sense of compassion. The children range in age from 3yrs-13yrs old.
www.abroaderview.org/programs/orphanage-support/orphanage...
This is the classroom this year. I've tried to do a better job of making it visually appealing to my students, but also useful. I'm really rocking the blue tape this time around.
Preparing young Queenslanders for life in the 1990s, we saw personal computers make their way into schools during the 80s with a strong focus on health, regional education and the arts by Queensland Education.
The photographic unit at the Premier’s Department, Office of State Affairs, captured a snapshot of various events, programmes and initiatives for school children throughout Queensland. This collection contains several arts, music and drama as well as students participating in computer usage.
In the early 1980s, several different computer manufacturers were vying for a foothold in the education market, Apple, Tandy, Atari, Sinclair, Amstrad, Microbee and many others. By 1985 Apple Macintosh was considered a standard system (alongside several others) for all states except Western Australia which adopted the BBC Model B and Microbee computer systems as a standard.
These photos are part are the photographic records held at Queensland State Archives, www.archivessearch.qld.gov.au/series/S189
1985
The discussion paper, Education 2000: Issues and options for the future of Education in Queensland was released.
The use of technology to enhance distance education, work in schools and educational administration was supported.
Approval was given for schools to alter the placement of the three pupil free days.
The Department of Education developed a policy on the education of gifted children.
The Special Education Resource Centres were formed as state-wide services, as part of the Division of Special Education.
Early special education officially commenced.
1986
The age of first attendance at primary school increased. Children had to turn five years by 31 January to be eligible for enrolment in Year 1.
There was an expansion of the curriculum in secondary schools and TAFE colleges evident in the further development of co-operative secondary-TAFE programs.
The Advisory Committee which reviewed submissions made in response to Education 2000 reported to the Minister.
The distance education trial began through the Mt Isa School of the Air.
A Preschool to Year 10 (P–10) Syllabus Framework was developed.
Endeavour Foundation schools transferred to Department of Education.
Policy Statement 15 Integration: Mainstreaming of Students with Special Needs introduced.
1987
Children had to turn 5 years by 31 December to be eligible for enrolment in Year 1 in the following year.
The Department of Education launched a series of documents entitled Meeting the Challenge which highlighted a corporate style of management.
The Department reshaped its central administration by strengthening the role of the Policy Committee, appointing a Chief Inspector and adopting comprehensive strategic planning processes.
In regions, initiatives were built on the commitment to decentralisation, while further devolution of responsibility occurred in the operational management of educational programs.
Two new education regions were formed (South Coast and Sunshine Coast regional offices).
The P–10 Curriculum Framework was developed and curriculum documents revised.
The Roma Middle School opened and catered for students in Years 4–10.
A post-compulsory college, the Alexandra Hills Senior College opened.
Two new centres of distance education opened at Longreach and Charters Towers.
1988
The Inspectorate was regionalised.
There was continued development of an integrated P–10 curriculum.
The senior secondary curriculum was broadened to cater for all learners.
Cooperative programs between secondary schools and TAFE colleges were conducted.
The use of computers and information technology in schools was given a high priority.
The Special Education Resource and Development Centres were formed as a consequence of the reorganisation of the Division of Special Education.
Individual education plans for students with disabilities were introduced as part of the new policy Policy Statement 16: Policy and Practice for Special Education Services.
The report National Overview of Educational Services for Isolated Severely Handicapped Children resulted from a Project of National Significance undertaken as a joint project of the Commonwealth Department of Employment Education and Training and the Department of Education Division of Special Services.
The Queensland School for the Deaf closes, as a consequence of decentralisation of services to students with hearing impairments during the 1980's. Programs for students with vision impairment were also decentralised during this period.
1989
A new Education Act 1989 was enacted.
The Department of Education's first strategic plan was adopted.
Decisions about school budgets were devolved to the school level.
There was an amalgamation of correspondence schools which became the School of Distance Education — Brisbane Centre P–12.
The first high school built to a new design opened at Bribie Island.
New prototype buildings for preschool, primary and special education units were assessed.
1989–1990
A comprehensive internal review of the Department of Education commenced through the consultation process, Education Have Your Say.
Professor Nancy Viviani reviewed Tertiary Entrance and produced the report, A Review of Tertiary Entrance in Queensland.
The Offices of Higher Education and Non-State Schooling were established.
The Department developed The Corporate Vision for Senior Schooling in Queensland to accommodate the diverse needs of students in Years 11 and 12.
The first entire primary school based on the new building model opened to students.
1990–1991
The report, Focus on Schools was released. A major restructure of the Department of Education followed.
The Public Sector Management Commission (PSMC) reviewed the Department of Education including its role, operations, responsibilities and management.
Greater responsibilities were devolved to 11 regions for resource, financial administration and human resource management.
A new English Language Arts Syllabus was introduced.
Priority was given to expanding languages other than English (LOTE).
The Viviani Report recommended the establishment of the Tertiary Entrance Procedures Authority (TEPA).
Consultants were engaged to assist in the development of an Equal Employment Opportunity (EEO) management plan.
The Equity Directorate (Workforce and Studies) was established. A social justice strategy was developed.
The PSMC developed guidelines for recruitment and selection based on merit and equity principles.
The inspectorate ended.
The report Focus on Schools recommended that a strategy for managing the integration policy in Queensland schools be developed as a matter of urgency, and that a state-wide support centre for students with low incidence disabilities be established. A restructure of the Department of Education followed.
Occupational therapists and physiotherapists were employed by the Department of Education to work in schools with students with disabilities. (These services were transferred from the Department of Families).
Policy Statement — Management of Support Teaching: Learning Difficulties (P–7) was introduced.
education.qld.gov.au/about-us/history/chronology-of-educa...
Inside the stupa at Garchen, Buddhist quotes are painted on each panel of the hexagonal inner pillar. This was my favorite inscription.
TEACHING LANGUAGE TO YOUNG LEARNERS
Teaching and learning is a process which needs the teachers to be very active and skillful. When it comes to language teaching it further becomes difficult because to teach a language to a young learner requires the strategy through which all the four skills such as speaking, listening, writing and reading could be developed. It is quite difficult to say that there is any specific method through which a language can easily be learned (Chamber, 1999) but using various methods a teacher can make his or her lesson interesting for the students which will enable the students to learn a language easily. In this paper I am going to discuss about how to teach language to young learners in the light of theory and experiences.
As it was mentioned above that teaching language to young learners is complicated task because the children have to learn a language in a culture which is different from their home. According to Kay (2003)” it is important to be aware that children who have English as a second language or subsequent language may have difficulty accessing learning in an environment which is dominated by different culture to their home culture”(p 20). It shows that a natural environment for language learning is very important as language learning occurs in social interaction (Vygostky cited in Pinter 2006). This interaction can be had at home with parents, at school with teachers and friends but Pinter (2006) has included play ground as well. He believes that children pick up language from other children in their environment relatively quickly because they want to play and make friends (p30).
From the above statement it became clear that without motivation, language cannot be taught because playground was a good motivating factor for the children to learn the language as their prime objective is to make friends. If we connect this with the classroom teaching then we will come to know that how a teacher can effectively motivate his or her students for learning a second language using different strategies. It depends on the knowledge of the teacher about the learning styles of his students. When we talk about the strategies or methodologies, we do not talk about a single methodology. No any method is good or bad but it depends how the teacher uses it .Brown (1995) argues that each method has tended to claim for itself authority concerning what students need to learn, the best way to match the students learning style, or in some cases the truth about how to present or practice language(p 1). The teacher has the responsibly to be aware of the interest and learning styles of his students and he can best decide what to teach and how to teach.
As in the introduction I had mentioned that the purpose of this academic writing is to reflect on the classroom teaching in the light of literature, so let me shed light on my classroom observation and teaching practices. Before joining English teaching program at the Aga Khan University Institute for Educational Development, my knowledge about teaching English to young learners was very limited. Though I was teaching in Secondary and primary classes but I was not aware the learning styles of young learner. By studying at IED about young learners, I was reflecting on my way of teaching and came to the conclusion that I was teaching without knowing that what and how to teach the children in this stage of development. That is why I was convinced that knowing more about the development of learner’s language helps the teacher to asses teaching procedures in the light of what they can reasonably expect to accomplish in the class room (Macaro2003).
During the field visits I got the opportunity to observe two classes. One in government school and another in a private school. My aim was to see how English is taught in both government and private schools. Though I cannot generalize that whatever I observed in those classrooms are being practiced in all other government and private schools, however I got the idea of how to teach language to young learners because I had studied the literature during the course. In the government school the teacher was teaching a story. She read aloud herself the passage for the students and asked the students to listen. Her reading speed was normal and audible for every one in the classroom (Shankar, 2003). The reading followed by in Urdu translation by the teacher. As in early classes, there is problem of pronunciation, so the teacher did not paid attention on the new words.Shankar (2003) believes that pronunciation drill should precede reading aloud (p63). After the translation teacher asked two or three students to read aloud the passage one by one.
From the above way of teaching, it can be inferred that it was a teacher dominated classroom. Students became passive listener while the teacher was feeding them. The students in this age are mostly visual and kinesthetic learners, they do abstract thinking (Vygotsky cited in Pinter 2003) and they mostly learn language through interaction. The teacher must design colorful activities which could catch students, interests. Particularly young learners who very soon take interest in doing things practically. The child centre approach is better to teach a language to young learners because the young learners can in independent environment easily. According to Lightbown and Spada (2002) “research has shown that learners can learn a great deal that no one teaches them. They are able to use their own internal learning mechanism to discover many of the complex rules and relationships which underlie the language they wish to learn” (p 169). This statement advocates that the role of teacher should be a facilitator. He or she should facilitate the students rather then giving them every thing. Secondly, in this classroom there was no any opportunity for the students to interact each other as language is always learnt through social interaction.Maraco (2003) says that “classroom interaction in the target language is the psycholinguistic device in a teacher’s pedagogical tool box which sets the teaching of language apart from all other subjects”(p182).
Furthermore, for the interaction to be happened, group work is very important because in groups, the students can easily interact each other and help each other. Pinter (2009) thinks that children of all abilities will enjoy working together in pair or small groups and more capable learners can often help weaker ones(P15) but through out the period, no any group work was given to this class by the teacher.
Unlike the above situation, I believe that learning is a two way interaction. Teacher must engage the learners in the process of teaching and learning. The teacher or subject centered notion of classroom is obsolete now. During my micro teaching I used different activities and tried to catch the student’s interest. Here it is important to mention that all the topics in the books cannot be interesting for the students but it is the teacher who can make them interesting for the students. The very first thing which I did in my lesson was to motivate the students. For this purpose I used a green and red card in which the students were asked to write the qualities of their friend. This could be an appropriate activity for the young learners because they are more curious then the elders. Next I linked this activity with the actual story which was about a clever owl that helped his friend in a difficult time. Here again I gave the responsibility to the students to read the story in groups and discuss. As it was in my objective to focus the reading and speaking skills, so this activity helped me to achieve my objective because after discussing the students had to share with the whole class.
I do not favor any single method to teach English to young learners, I believe in integrated methods because the idea that a single methodology exists which suits every one is erroneous as believing that the stereotypical language learner exists. Without any group there is a range of needs, interests, and backgroundand learner’s types (Chamber 1999).However I will advocate to teach language in a natural environment that leads towards direct method. As the major objective of a language teaching is communicative competence so when the target language is focused in the classroom, the students will have to interact in the same language which will improve their speaking and listening skills. In the context of Pakistan where the family and society mostly accepts Urdu as a tool for communication, it is important to make the school environment conducive for second language. In the observed school the teacher was speaking Urdu with the students for instructions which do nothing virtually anything to enhance the student’s communicative ability in the language (Brown, 1994). The grammar translation method has dominated draw backs then strengths. The rote learning of the isolated words and their meanings and translating the sentences into the mother tongue can stay in the mind but cannot come in the usage of daily life speaking. I agree that direct method needs resources but my preference will always be direct method as compare to the translation method. Because in the early ages the children more easily learn a language which is evident from the bilingual children who simultaneously learn two languages, one at their home and another from the society. So if the children are given a home like environment where everyone speaks the same language, I think there will be no difficulty in achieving the objective of language learning.
Though I tried to teach differently from the teacher whom I observed through my preferred way of teaching, still there is a room for improvement. After the lesson when I reflected back on the activities, I had so many ideas in my mind. Also the constructive feed back from the teacher and colleagues led me to think more about the lesson. For instance I did not let the students to think about the further part of the story so that the students could imagine what is going to be taking place next. Secondly I could also use materials like pictures of the animals mentioned in the story, or some models which attract the young children to be more engaged in the lesson.Brown, A (1998) states that “if teaching is to be successful, it is not just the content of the teaching that is provided that is important, learners have to be willing and eager to learn” (p18).Therefore the first and first duty of the teacher is to use the techniques which could motivate the students.
In conclusion I would say that the young learners have different learning styles. Some can learn by doing while other prefers listening to new input (Pinter 2003). Some are visual learners but some pick the abstract ideas. If teaching is conducted keeping in view all these characteristics, that is the good and perfect method to teach young learners.
REFERENCE
Brown, A. (1998).A Practical Guide to Teaching Reading in the Early Years: London. Paul Chapman Publishing Ltd
Brown, H.D (1994).Teaching by Principle. An interactive approach to language pedagogy: USA.Printice Hall Inc.
Brown, J.D (1995).The Element of Language Curriculum. A systematic approach to programme development: USA.HEINLE PUBLISHERS
Chambers, G.N (1999).Motivating Language Learners. Modern Languages in Practic: England.Multilingual Matters LTD
Kay, J. (2002).Teaching Assistant’s Hand book: London.Coninuum
Lightbown, P.M & Spada, N (2002).How languages are Learned. China: Oxford University Press.
Maraco, E (2003) Teaching and Learning a Second Language. A Guide to Recent Research and its Application: London. Continuum
Pinter, A (2009).Teaching Young Language Learners: China. Oxford University Press.
Liuoliene, A & Metiuniene, R. (2003).Second language Learning Motivation. Retrieved on February 8, 2010 from
www.vgtu.lt/upload/filosof_zurn/a_liuoliene_metiuniene_fi...
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Mark Zuckerberg, Kara Swisher and Walt Mossberg (this was located in NYU's MCC dept.) Ah ha!: www.nyu.edu/about/news-publications/news/2012/04/19/nyu-s...
For this image in my cyberpsychology collection, I started off with an illustration that was free to use, modify, and share, even commercially, as indicated by Google (my thanks to the artist!) I added in the colors and text. I also added the device on the table, as these are now ubiquitous in the college classroom, even when the teaching itself is low tech.
One curious aspect of the original illustration was that the horizontal line across the sitting people (supposedly a table) was well BELOW their elbows, which gave the impression that their arms were amputated. I raised the line up to meet their elbows so that it looks more like their arms are resting on the table.
The local children and wildlife of Madagascar.
For more information please visit the Madagascar Teaching project page of the Frontier website.
One of my colleagues teaching a class today. He is blind, and uses the braille display attached to the front of his laptop deck. What is seen on his laptop screen is projected onto the bigscreen TV next to him. That way, students with normal vision or who are vision impaired can see what he is doing and as he talks, it all becomes quite clear.