Children learn language for the purpose of developing communicative skills.Sometimes they learn foreign language as second language inorder to understand other foreign cultures.
Wilkinson (1971)puts Language is a purely human and non instinctive method of communicating ideas ,emotions and desires by means of system of voluntarily produced symbols.It is primary system of agreed signs ,but these differs from animal noises in that they are non-instinctive. Language uses sounds and symbols ,for instance 'tea~cher'. The sounds of letters are combined into words ,for example 'boy,girl,tin,food etc'.
Words symbolise objects ,process etc. Then the words combined together systematically to make up a language. Please note that animals make noises which are 'agreed sounds' in the sense that they know as though call and then react to them.
Human beings also make instinctive noises ,for example a grant screaming, but these are expressions of emotions and they aren't symbols for them. More so these human beings are uniquely different from animals in that they have the outstanding capacity to produce sounds that signify certain meanings to understand and interpret the different novel sounds produced by other human beings.
The origins of language traces back in the man's history when raised from the animal kingdom through his complexity and manifested brain which tricked to labour and exploit nature ,not invent but able to hold and make fire as it occurred in lightning ,volcanoes,hot temperatures in mountains and other natural occurance of fire. This helped much to satisfy his needs with this development through intensification of his labour man co-operated and came to live in settlements and the society brought about language. Human beings began to communicate to each other for social matters and psychological needs.
Communication is the situation of exchanging information through the process of encoding and decoding messages. The situation requires the speaker and the listener, or the sender and the receiver. The meaning is communicated through speech ,sounds hearing (auditory) and sense of sight(visual) which is used for reading symbols. There can be communication breakdown in the form of language barriers ,thus failure to interpret symbols and sounds.
The communication is reciped by gestures,facial expressions,,body posture,signs,signals,whistles,melodies,vocabulary and many others.
When man mastered the art of writing skills communication extended to be in the written of symbols for the purpose of keeping permanent records for communication. Every society should have strategies of teaching its children the skill of writing for communication.
Composition is a planned arrangement and development of ideas and expressions to make a single entity,that's introduction ,body and conclusion. Sentences are organised into paragraphs and these whole essays are constructed. There are different types of compositions: narrative,descriptive,argumentative ,dialogue,pictorial or diagram.
Narrative composition is a story or events written with the intention to entertain the reader for leisure,facts or create interests through contents that is noted in a vocabulary full of meaning that employs different sense so as to create pictures in the reader 's mind and capture his imagination. Through good grammar , writing is meant to communicate, if the grammar is so bad the writer fail to communicate.
Major aspects of composition is to give the background to the story. The writer should show causes of the story ,for example conflicts or struggle.Creation of suspenses and characters roled should be realistic, whilst the plot should be clear events according to causes and effects.
Argumentative is in which the writer arisen to the conclusion by reasoning to persuade the reader to believe in a reasonable stance. Points should be well explained or well connected to the argument posed by the question. Examples might be used extensively and balance the argument.Conclusion is a must and it should be based on the facts presented in the body.
Descriptive composition is to make the reader who doesn't get to know something or to satisfy someone that you know what you are writing about. Readers must get the information they require and carefully presented on what exactly they should get.The writer can use adjectives and similarities extensively.
Compositions can be given to the pupils as controlled,guided or creative depending on the cognitive level of the learners. Controlled in the early stage is right and should be maintained because ,if writing on a specific topic freely they will produce a lot of errors. Giving pupils the content and expression will enable them to make use of language skills they may possess.
Bibliography
Aitchison, J.(1993)Teach yourself linguistics.
Brune, D.(1979)Teaching writing skills.
Burton, S.H.(1982)Mastering English language.
Owen ,R(1984)Language Development:An Introduction.
Sprosty, L.(1995)Teaching language arts.
Wilkinson, A.(1971)The Foundation of language.
22 October 2010
Reflective Teaching and Learning
If things are static and unresponsive ,it can damage the reflective action.It implies responsibility ,feasibility social awareness because they are dynamic.There is willingness to engage in constant self appraisal and development.
Loudan(1991) says reflective teaching and learning is defined as a process that involves deep thinking ,introspection (examining one's thoughts and feelings) and evaluation of what happened during teaching and learning.
Deep thinking develops a culture of inquiry discovery,creativity,problem solving and inventiveness.Deep thinking is followed by action ,therefore reflective practise is a marriage of thought and action.
Pollard (1997)puts reflective practise is willingness to engage in constant self appraisal and development with the aim to improve the efficiency in teaching and learning.
Aspects for reflection are:
•syllabus
•schemes of work
•lesson plans
•lesson delivery
•lesson closure.
What is reflected on the Syllabus?
Reflection on curriculum subject topics for particular grades and broad aims.
The syllabus contains the official grades curriculum followed by that particular grade,reflect on the broad aims and content which enables teachers to come up with teaching strategies and assessment procedures.To ensure the needs of the learners are catered for hence to draw up the school based syllabus based upon the official syllabus.
A school based syllabus is a document with:
Scheme of work
Reflect what to teach ,the topic ,content ,skills ,values and attitudes.It reflect on on who to teach, that's pupils ,their ability ,interest and environment.
Reflect on teaching methodology or teaching stratergies which make learning enjoyable.Or reflect on when to teach ,that's time to teach and maturity level of the learners.
Reflection of schemes of work helps the teacher to suit the interests ,needs and abilities of the learners in the class.It also effective in subject intergration that's linking subjects with the curriculum.
The education system should be sensitivity to an environmental issues and chronological sequencing of the topics.
The teaching and learning media should taking cognisance of availability and cultural issues.
The choice of the teaching method for particular class to encompass discovery and problem solving activities.
All this is done exclusively for evaluative commenting on the work covered.
Lesson Plans
Reflect on lesson objectives,which must be SMART, introduction to be stimulative or lesson development to be logical in steps.
The reflection is of significance for meaningful breakdown of teaching learning topics.
The objectives to cater for all the learning domains which are the cognitive ,effective and psychomotor.
The selection of media that encompasses variety and use of concrete media for effective learning.The stimulating introductions motivate the learners.On lesson presentation the stages should be logical that's application stage ,consolidation stage and conclusion.
Lesson Delivery
Lesson delivery is actually marrying of thought with action.
Reflect on effective introduction ,for example presentation stages ,use of the most effective way of presenting concepts.The type of questions which shall be used in the lesson.
Reflect on presentation skills for instance stimulus variations,comments ,class control .
Application stage should make use activities which are relevant to the learner ,that are fast,average and slow learners.
In consolidation stage the teacher should consider the written work ,based on the ability of the learner .On making conclusive remarks the teacher may consider the best way to conclusure the lesson talling with the objectives.
The reasons to reflect on lesson delivery is that effective introduction motivates the learners .The use of variety of media ensures effective learning .Consolidation of concept ensure mastery of the concepts.
Generally reflecting analysis on all aspects allow on deeper ,clear and personal understanding of both pupils and the teacher.
It is a means of professional developments whereby theories and practices taken for granted are challenged and developed.Provision of a critique of professional actions and support all shift from routine actions to reflective actions.
Qualities of a Reflective Teacher
There are three basic qualities:
♣ Opened mindedness and be prepared to challenge yourself ,admit errors ,give full attention to alternative possibilities ,have desire to listen to more sides than one.
♣Responsibility ,willingness to adapt to the circumstances but also maintaining the respinsibility and securing intergrity.
♣Whole heartdness ,there is no greater energy of effective thinking than divided thinking.Reflective teachers need to be dedicative single minded ,energetic ,enthusiastic and have the learners in heart.
Problems and Challennges
Shortages of resources ,such as textbooks,material,AIDS,syllabus ,statinery.
Time is not conducive to the workload is too much so that some of the work is not completed within stipulated time.
Self discipline ,teacher's attitudes are looking for better incentive and can look elsewhere to be better paid.
Solutions
There is no formula ,but every situation can be taken on it on merits.
The role of the teacher is to change it to guide ,supervise the effective reflective teaching and learning process.
Loudan(1991) says reflective teaching and learning is defined as a process that involves deep thinking ,introspection (examining one's thoughts and feelings) and evaluation of what happened during teaching and learning.
Deep thinking develops a culture of inquiry discovery,creativity,problem solving and inventiveness.Deep thinking is followed by action ,therefore reflective practise is a marriage of thought and action.
Pollard (1997)puts reflective practise is willingness to engage in constant self appraisal and development with the aim to improve the efficiency in teaching and learning.
Aspects for reflection are:
•syllabus
•schemes of work
•lesson plans
•lesson delivery
•lesson closure.
What is reflected on the Syllabus?
Reflection on curriculum subject topics for particular grades and broad aims.
The syllabus contains the official grades curriculum followed by that particular grade,reflect on the broad aims and content which enables teachers to come up with teaching strategies and assessment procedures.To ensure the needs of the learners are catered for hence to draw up the school based syllabus based upon the official syllabus.
A school based syllabus is a document with:
Scheme of work
Reflect what to teach ,the topic ,content ,skills ,values and attitudes.It reflect on on who to teach, that's pupils ,their ability ,interest and environment.
Reflect on teaching methodology or teaching stratergies which make learning enjoyable.Or reflect on when to teach ,that's time to teach and maturity level of the learners.
Reflection of schemes of work helps the teacher to suit the interests ,needs and abilities of the learners in the class.It also effective in subject intergration that's linking subjects with the curriculum.
The education system should be sensitivity to an environmental issues and chronological sequencing of the topics.
The teaching and learning media should taking cognisance of availability and cultural issues.
The choice of the teaching method for particular class to encompass discovery and problem solving activities.
All this is done exclusively for evaluative commenting on the work covered.
Lesson Plans
Reflect on lesson objectives,which must be SMART, introduction to be stimulative or lesson development to be logical in steps.
The reflection is of significance for meaningful breakdown of teaching learning topics.
The objectives to cater for all the learning domains which are the cognitive ,effective and psychomotor.
The selection of media that encompasses variety and use of concrete media for effective learning.The stimulating introductions motivate the learners.On lesson presentation the stages should be logical that's application stage ,consolidation stage and conclusion.
Lesson Delivery
Lesson delivery is actually marrying of thought with action.
Reflect on effective introduction ,for example presentation stages ,use of the most effective way of presenting concepts.The type of questions which shall be used in the lesson.
Reflect on presentation skills for instance stimulus variations,comments ,class control .
Application stage should make use activities which are relevant to the learner ,that are fast,average and slow learners.
In consolidation stage the teacher should consider the written work ,based on the ability of the learner .On making conclusive remarks the teacher may consider the best way to conclusure the lesson talling with the objectives.
The reasons to reflect on lesson delivery is that effective introduction motivates the learners .The use of variety of media ensures effective learning .Consolidation of concept ensure mastery of the concepts.
Generally reflecting analysis on all aspects allow on deeper ,clear and personal understanding of both pupils and the teacher.
It is a means of professional developments whereby theories and practices taken for granted are challenged and developed.Provision of a critique of professional actions and support all shift from routine actions to reflective actions.
Qualities of a Reflective Teacher
There are three basic qualities:
♣ Opened mindedness and be prepared to challenge yourself ,admit errors ,give full attention to alternative possibilities ,have desire to listen to more sides than one.
♣Responsibility ,willingness to adapt to the circumstances but also maintaining the respinsibility and securing intergrity.
♣Whole heartdness ,there is no greater energy of effective thinking than divided thinking.Reflective teachers need to be dedicative single minded ,energetic ,enthusiastic and have the learners in heart.
Problems and Challennges
Shortages of resources ,such as textbooks,material,AIDS,syllabus ,statinery.
Time is not conducive to the workload is too much so that some of the work is not completed within stipulated time.
Self discipline ,teacher's attitudes are looking for better incentive and can look elsewhere to be better paid.
Solutions
There is no formula ,but every situation can be taken on it on merits.
The role of the teacher is to change it to guide ,supervise the effective reflective teaching and learning process.
Readiness For Writing in primary education process!
After the child about six months of age ,start to scrible on the floor using fingures or any other immediate available material. this means preparations to write start eventually during the crawling process.However a child has to be prepared to write meaningful symbols ,when is ready physically ,mentally and emotionally.
Physical Readiness in young growing children visual ,mascular and nervous systems or partially developed children can not make fine precise movements of the hands and fingers and they easily retire.
Therefore the teacher has to include play activities in the lessons ,for example tearing of papers ,playing with small stones,moulding clay etc.
All these aims to develop their sensory descrimination fingers dexterity,muscular and visual co-ordination.
Mental Readiness ,perception plays an important part in mental readiness .Therefore children need to be trained to perceive minor differences in objects and letters, before the introduction of writing and above all they have to be motivated enough to want to do things eagerly and to strive for excellency.
Mechanics of Handwriting:
♥Posture ,children need to be trained to sit propery upright ,writing pad in front and collect holding of pen/pencil.
♥Good furniture and some methods can be employed by the teacher to train children how to write like:
•Using sand trays or going outside to write on the ground using fingers and then the sticks.Drawing on the sand has an advantage as it leaves record of children's progress and also provide valuable kinaesthetic and secession.
•Mouldelling latter and numerals using clay and plasticine.It gives the child the intial acquitance with the form of letters produced and gives meaning in physical terms.
•Trailing with fingers or a blunt point a pencil in the curriculum or on the desk .One of the major drawback is that no records and mistakes are left inchecked.
Finger Painting
The use of fingers and paint is the most exciting activities pupils can interested in doing.However take guide to avoid them putting permanent stains on their clothes.In other words don't use permanet paints.Children dip their fingers in the paint and use them to shape letters on the boards.
Pattern Drawing
Using thick pencils ,chalk ,crayons ,charcoal etc.Initially this is done on the blank sheets and finally they write on ruled paper.
Handwriting Difficulties
¤The awkward pen holders ,the remedy is to put clay around the pen .
¤Left handers encourage them to sit on the left of a double desk.
¤Dyxlexia reversal of letters d is turned to be b and the vice versa.The remedy is using dots or first used them to tracing papers.
¤Streptosymbolia ,twisting of symbols (+ ÷ -- ×)The remedy is to keep on emphasising at teach one at a time.
MAKING GUIDE FOR HANDWRITING
Write numeral for infants 10 marks
Write numeral for juniours 10 marks
Write vowels for infants 10marks
Write vowels for juniuor 10marks
Letters that join at the top 10marks
Letters with ascending ligatures 10marks
Letters that do not join 10marks
A sentence joining letter 20 marks
Any five Capital letters 10 marks
NB: The quick brown fox jumped over the small lazy dog.
Ligatures these are loopd used in joining letters for juniours and above.
Letters with ascending ligatures: a c d i k l m n t u
Insipient ligatures:o r v
Letters that do not join:b f j p s g q y x z
Further Reading
Barker ,A.E.(1988)Philosophies of Education :An Introductory Course ,College Press ,Harare.
English ,A and Cornel (1967)Teaching of Handwriting ,Thomas Nelson and Sons Ltd.
Jarman,C.(2002)Rules for Good curseve
Jarman ,C.(1979)The development of Handwriting Skills :A Book of Resources ,Basil Blackwell ,Oxford.
Physical Readiness in young growing children visual ,mascular and nervous systems or partially developed children can not make fine precise movements of the hands and fingers and they easily retire.
Therefore the teacher has to include play activities in the lessons ,for example tearing of papers ,playing with small stones,moulding clay etc.
All these aims to develop their sensory descrimination fingers dexterity,muscular and visual co-ordination.
Mental Readiness ,perception plays an important part in mental readiness .Therefore children need to be trained to perceive minor differences in objects and letters, before the introduction of writing and above all they have to be motivated enough to want to do things eagerly and to strive for excellency.
Mechanics of Handwriting:
♥Posture ,children need to be trained to sit propery upright ,writing pad in front and collect holding of pen/pencil.
♥Good furniture and some methods can be employed by the teacher to train children how to write like:
•Using sand trays or going outside to write on the ground using fingers and then the sticks.Drawing on the sand has an advantage as it leaves record of children's progress and also provide valuable kinaesthetic and secession.
•Mouldelling latter and numerals using clay and plasticine.It gives the child the intial acquitance with the form of letters produced and gives meaning in physical terms.
•Trailing with fingers or a blunt point a pencil in the curriculum or on the desk .One of the major drawback is that no records and mistakes are left inchecked.
Finger Painting
The use of fingers and paint is the most exciting activities pupils can interested in doing.However take guide to avoid them putting permanent stains on their clothes.In other words don't use permanet paints.Children dip their fingers in the paint and use them to shape letters on the boards.
Pattern Drawing
Using thick pencils ,chalk ,crayons ,charcoal etc.Initially this is done on the blank sheets and finally they write on ruled paper.
Handwriting Difficulties
¤The awkward pen holders ,the remedy is to put clay around the pen .
¤Left handers encourage them to sit on the left of a double desk.
¤Dyxlexia reversal of letters d is turned to be b and the vice versa.The remedy is using dots or first used them to tracing papers.
¤Streptosymbolia ,twisting of symbols (+ ÷ -- ×)The remedy is to keep on emphasising at teach one at a time.
MAKING GUIDE FOR HANDWRITING
Write numeral for infants 10 marks
Write numeral for juniours 10 marks
Write vowels for infants 10marks
Write vowels for juniuor 10marks
Letters that join at the top 10marks
Letters with ascending ligatures 10marks
Letters that do not join 10marks
A sentence joining letter 20 marks
Any five Capital letters 10 marks
NB: The quick brown fox jumped over the small lazy dog.
Ligatures these are loopd used in joining letters for juniours and above.
Letters with ascending ligatures: a c d i k l m n t u
Insipient ligatures:o r v
Letters that do not join:b f j p s g q y x z
Further Reading
Barker ,A.E.(1988)Philosophies of Education :An Introductory Course ,College Press ,Harare.
English ,A and Cornel (1967)Teaching of Handwriting ,Thomas Nelson and Sons Ltd.
Jarman,C.(2002)Rules for Good curseve
Jarman ,C.(1979)The development of Handwriting Skills :A Book of Resources ,Basil Blackwell ,Oxford.
DEVELOPING WRITING SKILLS IN CHILDREN'S PRIMARY EDUCATION
Reading symbols is a common skill since the primitive societies. Writing is a process of communication in written form of these symbols ,ideas ,thoughts and feelings.
The rationality of teaching writing rooted for effective communication ,keeping permanent records ,cut across language barriers and for examination purposes.
Teaching writing patterns exposed children to good literature ,through stories that had being heard.
Pre-writing stage one pupils should be brainstormed of ideas ,stress importance of elements that will break out a marker . Punctuations,tense usage ,spellings ,expressions,sentence construction patterns ,paragraphing and how to develop a paragraph on themes that make paragraphs. The need for use of five senses should encourage pupils to have good sentences ,phrases by other authors and refer them in subsequent essays.
In stage two which is the actual writing ,the teacher should select topics suitable and give opportunity of sharing ideas before individual work and before point out possible errors.
Editing stage three should allow students to exchange each other written work to correct using different colour ink ,where corrections are made and prepare for each other's good draft. In this way errors are minimised.
On the final stage of revision the teacher put more emphasis on panctuation and paragraphing to establish whether the story is good and more accurate. The teacher must also be a motivator who talk of short stories,encourage reading novels and initiate to write about the local environment ,drawn from pictures or music as stimulus to provoke debates.On special days such as the national day,birthdays ,pupils should be given instructions about how to write about these special occassions. Making use of the vocabulary associated with the special subjects or programmes in media . Using visual aids ,generous anagrams and expand their horizons by reading newslatters,news and other journals.
Inaddition the progress will be noted and regulated, since the teacher is able to specify which aspects of writing this pupils has mastered ,so they will progress systematically and regulary.
When writing a guide compostion pupils are supplied with all necessary instructions on structures and vocabulary together with thoughts and ideas to be expressed.
Teacher guides pupils as to what to write and when to write depending on the cognitive level of the children ,which may need guidance on passage for completion . The opening or final paragraphs only can be provided. Whole sentences can be omited using outline through asking pupils to use notes to construct paragraphs.
Notes provided for single paragraph on jumpled order,give them other notes for several paragraphs in their correct order and then ask them to expand using questions ,they will answer in sentences which write out to complete the paragraphs.
Creative writing given free composition should supposed to master some vocabulary structures and grammar required for writing composition and is primarily concerned with logical arrangement of one's thoughts and ideas on the subjects. It can be taught to children in the upper grades ,but some guidance is still needed in the selection and organisation of facts and ideas. The length of written work should be limited to just a few paragraphs .The discussion on the topic should be held and teacher should also supply the required facts.
When teaching strategies of writing a good composition is necessary to select an interesting topic within the experiences of the learners in their immediate environment. On structures and vocabulary use should be completed devorced from what the learners write everyday . They should be given plenty of oral practice before writing. Generally in lower grades the teacher can read or tell the story then pupils asked to reproduce the story orally and then re-write the story in their exercise books.
The main goal is for children to be able to write logically,accurately and expressively with assistance of words they may likely to mispelt displayed on the board for them to see.
The teacher then should explain that a paragrapgh should contain a single idea which is normally the topic sentence followed by developers. Learners need a clarity on what is introduction and what it should consists of ,that's setting timing place and backgrounds of the story.More so pupils must aware that conclusion should be there which might show stance or resolution of the problems in the story .
For learners to be reflective the teacher should reduce the amount of help gradually ,so that pupils are always becoming more independent and are not suddenly deprived of support. However the teacher should stop children if observed certain common errors in use of language and discuss the problem with them.
The rationality of teaching writing rooted for effective communication ,keeping permanent records ,cut across language barriers and for examination purposes.
Teaching writing patterns exposed children to good literature ,through stories that had being heard.
Pre-writing stage one pupils should be brainstormed of ideas ,stress importance of elements that will break out a marker . Punctuations,tense usage ,spellings ,expressions,sentence construction patterns ,paragraphing and how to develop a paragraph on themes that make paragraphs. The need for use of five senses should encourage pupils to have good sentences ,phrases by other authors and refer them in subsequent essays.
In stage two which is the actual writing ,the teacher should select topics suitable and give opportunity of sharing ideas before individual work and before point out possible errors.
Editing stage three should allow students to exchange each other written work to correct using different colour ink ,where corrections are made and prepare for each other's good draft. In this way errors are minimised.
On the final stage of revision the teacher put more emphasis on panctuation and paragraphing to establish whether the story is good and more accurate. The teacher must also be a motivator who talk of short stories,encourage reading novels and initiate to write about the local environment ,drawn from pictures or music as stimulus to provoke debates.On special days such as the national day,birthdays ,pupils should be given instructions about how to write about these special occassions. Making use of the vocabulary associated with the special subjects or programmes in media . Using visual aids ,generous anagrams and expand their horizons by reading newslatters,news and other journals.
Inaddition the progress will be noted and regulated, since the teacher is able to specify which aspects of writing this pupils has mastered ,so they will progress systematically and regulary.
When writing a guide compostion pupils are supplied with all necessary instructions on structures and vocabulary together with thoughts and ideas to be expressed.
Teacher guides pupils as to what to write and when to write depending on the cognitive level of the children ,which may need guidance on passage for completion . The opening or final paragraphs only can be provided. Whole sentences can be omited using outline through asking pupils to use notes to construct paragraphs.
Notes provided for single paragraph on jumpled order,give them other notes for several paragraphs in their correct order and then ask them to expand using questions ,they will answer in sentences which write out to complete the paragraphs.
Creative writing given free composition should supposed to master some vocabulary structures and grammar required for writing composition and is primarily concerned with logical arrangement of one's thoughts and ideas on the subjects. It can be taught to children in the upper grades ,but some guidance is still needed in the selection and organisation of facts and ideas. The length of written work should be limited to just a few paragraphs .The discussion on the topic should be held and teacher should also supply the required facts.
When teaching strategies of writing a good composition is necessary to select an interesting topic within the experiences of the learners in their immediate environment. On structures and vocabulary use should be completed devorced from what the learners write everyday . They should be given plenty of oral practice before writing. Generally in lower grades the teacher can read or tell the story then pupils asked to reproduce the story orally and then re-write the story in their exercise books.
The main goal is for children to be able to write logically,accurately and expressively with assistance of words they may likely to mispelt displayed on the board for them to see.
The teacher then should explain that a paragrapgh should contain a single idea which is normally the topic sentence followed by developers. Learners need a clarity on what is introduction and what it should consists of ,that's setting timing place and backgrounds of the story.More so pupils must aware that conclusion should be there which might show stance or resolution of the problems in the story .
For learners to be reflective the teacher should reduce the amount of help gradually ,so that pupils are always becoming more independent and are not suddenly deprived of support. However the teacher should stop children if observed certain common errors in use of language and discuss the problem with them.
DEVELOPING WRITING SKILLS IN CHILDREN'S PRIMARY EDUCATION
Reading symbols is a common skill since the primitive societies. Writing is a process of communication in written form of these symbols ,ideas ,thoughts and feelings.
The rationality of teaching writing rooted for effective communication ,keeping permanent records ,cut across language barriers and for examination purposes.
Teaching writing patterns exposed children to good literature ,through stories that had being heard.
Pre-writing stage one pupils should be brainstormed of ideas ,stress importance of elements that will break out a marker . Punctuations,tense usage ,spellings ,expressions,sentence construction patterns ,paragraphing and how to develop a paragraph on themes that make paragraphs. The need for use of five senses should encourage pupils to have good sentences ,phrases by other authors and refer them in subsequent essays.
In stage two which is the actual writing ,the teacher should select topics suitable and give opportunity of sharing ideas before individual work and before point out possible errors.
Editing stage three should allow students to exchange each other written work to correct using different colour ink ,where corrections are made and prepare for each other's good draft. In this way errors are minimised.
On the final stage of revision the teacher put more emphasis on panctuation and paragraphing to establish whether the story is good and more accurate. The teacher must also be a motivator who talk of short stories,encourage reading novels and initiate to write about the local environment ,drawn from pictures or music as stimulus to provoke debates.On special days such as the national day,birthdays ,pupils should be given instructions about how to write about these special occassions. Making use of the vocabulary associated with the special subjects or programmes in media . Using visual aids ,generous anagrams and expand their horizons by reading newslatters,news and other journals.
Inaddition the progress will be noted and regulated, since the teacher is able to specify which aspects of writing this pupils has mastered ,so they will progress systematically and regulary.
When writing a guide compostion pupils are supplied with all necessary instructions on structures and vocabulary together with thoughts and ideas to be expressed.
Teacher guides pupils as to what to write and when to write depending on the cognitive level of the children ,which may need guidance on passage for completion . The opening or final paragraphs only can be provided. Whole sentences can be omited using outline through asking pupils to use notes to construct paragraphs.
Notes provided for single paragraph on jumpled order,give them other notes for several paragraphs in their correct order and then ask them to expand using questions ,they will answer in sentences which write out to complete the paragraphs.
Creative writing given free composition should supposed to master some vocabulary structures and grammar required for writing composition and is primarily concerned with logical arrangement of one's thoughts and ideas on the subjects. It can be taught to children in the upper grades ,but some guidance is still needed in the selection and organisation of facts and ideas. The length of written work should be limited to just a few paragraphs .The discussion on the topic should be held and teacher should also supply the required facts.
When teaching strategies of writing a good composition is necessary to select an interesting topic within the experiences of the learners in their immediate environment. On structures and vocabulary use should be completed devorced from what the learners write everyday . They should be given plenty of oral practice before writing. Generally in lower grades the teacher can read or tell the story then pupils asked to reproduce the story orally and then re-write the story in their exercise books.
The main goal is for children to be able to write logically,accurately and expressively with assistance of words they may likely to mispelt displayed on the board for them to see.
The teacher then should explain that a paragrapgh should contain a single idea which is normally the topic sentence followed by developers. Learners need a clarity on what is introduction and what it should consists of ,that's setting timing place and backgrounds of the story.More so pupils must aware that conclusion should be there which might show stance or resolution of the problems in the story .
For learners to be reflective the teacher should reduce the amount of help gradually ,so that pupils are always becoming more independent and are not suddenly deprived of support. However the teacher should stop children if observed certain common errors in use of language and discuss the problem with them.
The rationality of teaching writing rooted for effective communication ,keeping permanent records ,cut across language barriers and for examination purposes.
Teaching writing patterns exposed children to good literature ,through stories that had being heard.
Pre-writing stage one pupils should be brainstormed of ideas ,stress importance of elements that will break out a marker . Punctuations,tense usage ,spellings ,expressions,sentence construction patterns ,paragraphing and how to develop a paragraph on themes that make paragraphs. The need for use of five senses should encourage pupils to have good sentences ,phrases by other authors and refer them in subsequent essays.
In stage two which is the actual writing ,the teacher should select topics suitable and give opportunity of sharing ideas before individual work and before point out possible errors.
Editing stage three should allow students to exchange each other written work to correct using different colour ink ,where corrections are made and prepare for each other's good draft. In this way errors are minimised.
On the final stage of revision the teacher put more emphasis on panctuation and paragraphing to establish whether the story is good and more accurate. The teacher must also be a motivator who talk of short stories,encourage reading novels and initiate to write about the local environment ,drawn from pictures or music as stimulus to provoke debates.On special days such as the national day,birthdays ,pupils should be given instructions about how to write about these special occassions. Making use of the vocabulary associated with the special subjects or programmes in media . Using visual aids ,generous anagrams and expand their horizons by reading newslatters,news and other journals.
Inaddition the progress will be noted and regulated, since the teacher is able to specify which aspects of writing this pupils has mastered ,so they will progress systematically and regulary.
When writing a guide compostion pupils are supplied with all necessary instructions on structures and vocabulary together with thoughts and ideas to be expressed.
Teacher guides pupils as to what to write and when to write depending on the cognitive level of the children ,which may need guidance on passage for completion . The opening or final paragraphs only can be provided. Whole sentences can be omited using outline through asking pupils to use notes to construct paragraphs.
Notes provided for single paragraph on jumpled order,give them other notes for several paragraphs in their correct order and then ask them to expand using questions ,they will answer in sentences which write out to complete the paragraphs.
Creative writing given free composition should supposed to master some vocabulary structures and grammar required for writing composition and is primarily concerned with logical arrangement of one's thoughts and ideas on the subjects. It can be taught to children in the upper grades ,but some guidance is still needed in the selection and organisation of facts and ideas. The length of written work should be limited to just a few paragraphs .The discussion on the topic should be held and teacher should also supply the required facts.
When teaching strategies of writing a good composition is necessary to select an interesting topic within the experiences of the learners in their immediate environment. On structures and vocabulary use should be completed devorced from what the learners write everyday . They should be given plenty of oral practice before writing. Generally in lower grades the teacher can read or tell the story then pupils asked to reproduce the story orally and then re-write the story in their exercise books.
The main goal is for children to be able to write logically,accurately and expressively with assistance of words they may likely to mispelt displayed on the board for them to see.
The teacher then should explain that a paragrapgh should contain a single idea which is normally the topic sentence followed by developers. Learners need a clarity on what is introduction and what it should consists of ,that's setting timing place and backgrounds of the story.More so pupils must aware that conclusion should be there which might show stance or resolution of the problems in the story .
For learners to be reflective the teacher should reduce the amount of help gradually ,so that pupils are always becoming more independent and are not suddenly deprived of support. However the teacher should stop children if observed certain common errors in use of language and discuss the problem with them.
The Art of Handwriting Symbols and Numbers
When the great German thinker Guten Berg invented the printing press in 15th century.People expected handwriting would decreased as people thought of using printing machines.The production of these more machines were very slow to meet the world demand.In the 20th and 21th century the massive production of computers and sophisticated soft wares ,also predicted as the massive production of writing pads ,handwriting and tuned to electronic typing will left the art of handwriting in the archives.
Thanks to all technological advancement which makes this world easier in terms of writing information.However the need for mastering handwriting to growing children is an art which never abondoned , nomatter how we developed in typing and printing industries.Art of handwriting symbols and numbers is still important in us as human beings.
What is handwriting?
It is the mechanical writing as opposed to creative writing.It is a tool of art whose prime function is to meet the needs of all putting symbols on the paper for communication.Making precise movements with a complex psycho-motor habit, which develops with maturation training and practice.
Essential qualities of handwriting are:
•legibility ,can it be read.
•fluency ,evenness of letters ,the regularity,rhythm,spoiling of shapes and continuity.
•speed ,modern life cracks along on fast pace ,has to write in tandem with the speed of life.
•style ,no two people are identical and styles differs.
The Rationale for the mastery of Handwriting
Mastery of handwriting is a necessary accomplishment for the man's successful survival in modern life.There are two basic goals of teaching handwriting :
Functional Utility:
It has to do with the usefulness and value.Handwriting is being able to communicate thoughts and feelings to record what one wishes to remember and express.
Aesthetic Value:
This help to express your your hanwriting ,beautifully ,attractively and in a pleasing manner.
Thanks to all technological advancement which makes this world easier in terms of writing information.However the need for mastering handwriting to growing children is an art which never abondoned , nomatter how we developed in typing and printing industries.Art of handwriting symbols and numbers is still important in us as human beings.
What is handwriting?
It is the mechanical writing as opposed to creative writing.It is a tool of art whose prime function is to meet the needs of all putting symbols on the paper for communication.Making precise movements with a complex psycho-motor habit, which develops with maturation training and practice.
Essential qualities of handwriting are:
•legibility ,can it be read.
•fluency ,evenness of letters ,the regularity,rhythm,spoiling of shapes and continuity.
•speed ,modern life cracks along on fast pace ,has to write in tandem with the speed of life.
•style ,no two people are identical and styles differs.
The Rationale for the mastery of Handwriting
Mastery of handwriting is a necessary accomplishment for the man's successful survival in modern life.There are two basic goals of teaching handwriting :
Functional Utility:
It has to do with the usefulness and value.Handwriting is being able to communicate thoughts and feelings to record what one wishes to remember and express.
Aesthetic Value:
This help to express your your hanwriting ,beautifully ,attractively and in a pleasing manner.
Supervision of Teaching and Learning in the Educational System!
Supervision is the term that is both emotional and intellectual concept.The concept has radically changed in the past 50 years and is continuously changing in response to the developments in the modern educational scene.
Modern definitions have moved away from placing emphasis upon inspection and evaluation.Some writers point supervision as instructional behaviour system,set of activities a specifications developed inorder to influence the instructional process while others view supervision within a human relations framework that is considered essential inorder to permanently influence instructions
Alfonso Nevile defined instruction of supervision ,as a behaviour officially designed by an organisation that directly affects teacher's behaviour.In such a way that it facilitates pupils' learning and achievement of the goals in an organisation.
Traditional supervision consists largely of inspection of the teacher by means of visitation and conference carried on in a random manner ,with direction imposed on the teacher by authority and usually by one person.
Pragmatic supervision by contrast envolves the systematic study and analysis of the entire teaching/learning situation.Utilising a carefully planned programme that has been co-operatively drived from the situation and which is adapted to the needs of those envolved in it.
Special help is also given to the individual teacher who encounter problems that can not be solved by ordinary group processes.Supervision is a process which leads to the improvements of teaching and learning system.
Supervision of instruction is what educators do and maintain or change the school's operations in way that directly influence the teaching processes employed to promote children learning.Harris B in the book Supervisory behaviour in education notes that supervision is the main function of the school's operations .Its main task or specific job or set of techniques is to hold on both maintaining and improving the teaching /learning environment of the school.
Supervision achieves its ends through professionals like teachers.Teachers can build for the most part on their interrelationships with children though the end sort is growth and development of learners.It accomplished by person's supervisory responsibility through their work with individuals other than the learners themselves.
Because the promotion of teacher's growth will result in desired growth on the part of learners ,the entire focus of supervision must be on teaching and learning situation.
The educational supervisor must be a leader in developing and improving the school programmes by providing a stimulating environment and pleasant surroundings thus creating a conducive teaching and learning environment of security and well being of both the teacher and the learner.
The primary aim of supervison must be to recognise the inherent value of each person ,to the end that the full potential of all will be realised.Researchers in educational theory agree that supervision exist for the main purpose of improving method of instruction.Supervision should be the process to help teachers to improve both on instruction and the curriculum.
Moreover the supervision consists of all the activities leading to the improvement of method instruction ,activities related to moral development that is improving human relations ,inservice education and curriculum development.
Instructional supervisory behaviour is assummed to be an additional behaviour system formally provided by organisation for the purpose of interacting with the teaching behavioural system in such a way as to maintain change and improve the provision of self actualization in learning opportunities for learners.
Supervision refers to the school's function that improves instruction through direct assistance to teachers ,curriculum development,inservice training ,group development and action research in educational problems.
The types of supervision comprise of supervisory approach ,alternative approach ,non directive and directive supervision.
Modern definitions have moved away from placing emphasis upon inspection and evaluation.Some writers point supervision as instructional behaviour system,set of activities a specifications developed inorder to influence the instructional process while others view supervision within a human relations framework that is considered essential inorder to permanently influence instructions
Alfonso Nevile defined instruction of supervision ,as a behaviour officially designed by an organisation that directly affects teacher's behaviour.In such a way that it facilitates pupils' learning and achievement of the goals in an organisation.
Traditional supervision consists largely of inspection of the teacher by means of visitation and conference carried on in a random manner ,with direction imposed on the teacher by authority and usually by one person.
Pragmatic supervision by contrast envolves the systematic study and analysis of the entire teaching/learning situation.Utilising a carefully planned programme that has been co-operatively drived from the situation and which is adapted to the needs of those envolved in it.
Special help is also given to the individual teacher who encounter problems that can not be solved by ordinary group processes.Supervision is a process which leads to the improvements of teaching and learning system.
Supervision of instruction is what educators do and maintain or change the school's operations in way that directly influence the teaching processes employed to promote children learning.Harris B in the book Supervisory behaviour in education notes that supervision is the main function of the school's operations .Its main task or specific job or set of techniques is to hold on both maintaining and improving the teaching /learning environment of the school.
Supervision achieves its ends through professionals like teachers.Teachers can build for the most part on their interrelationships with children though the end sort is growth and development of learners.It accomplished by person's supervisory responsibility through their work with individuals other than the learners themselves.
Because the promotion of teacher's growth will result in desired growth on the part of learners ,the entire focus of supervision must be on teaching and learning situation.
The educational supervisor must be a leader in developing and improving the school programmes by providing a stimulating environment and pleasant surroundings thus creating a conducive teaching and learning environment of security and well being of both the teacher and the learner.
The primary aim of supervison must be to recognise the inherent value of each person ,to the end that the full potential of all will be realised.Researchers in educational theory agree that supervision exist for the main purpose of improving method of instruction.Supervision should be the process to help teachers to improve both on instruction and the curriculum.
Moreover the supervision consists of all the activities leading to the improvement of method instruction ,activities related to moral development that is improving human relations ,inservice education and curriculum development.
Instructional supervisory behaviour is assummed to be an additional behaviour system formally provided by organisation for the purpose of interacting with the teaching behavioural system in such a way as to maintain change and improve the provision of self actualization in learning opportunities for learners.
Supervision refers to the school's function that improves instruction through direct assistance to teachers ,curriculum development,inservice training ,group development and action research in educational problems.
The types of supervision comprise of supervisory approach ,alternative approach ,non directive and directive supervision.
LANGAGE DEVELOPMENT THEORIES AND THEIR EDUCATIONAL IMPLICATIONS!
Different theorists studied and wrote a lot about their findings on how language developed and learned by growing children.
The language proposed by psychologist and psycholinguists agrees and and contradicts on different aspects.
BF Skinner proposed language is learnt through association . His argument based on the fact that sentence viewed a behavioural chains in which words has a stimulus and responses.This means due to word association learned in the past each word tends to invoke another word in response ,the word elistant also serving as stimulus for another words.
Pupils learn language through imitation from those know a little more ,for example siblings,parents ,caretakers and others in the immediate environment.
Language is acquired through constant practise and meant through reinforcement. That's children rewarded for good correct of words and punished for wrongly use of unacceptable words. To teach a children lets say corn for example, first the children must touch the corn physically or shown it in a picture and told to look for the corn ,so that they can build language of corn simply by use his sense to see touch and feel the corn.
When asked to spell the word corn must be done until mastered the word and then correctly rewarded good or well done.
Each step in the learning process should be short and grow up to impose certain behaviour.
Learning should be regulary rewarded and at all stages it should carefully controlled by schedule of intermittent reinforcement.
Reward should follow when correct response appears ,the learner see an opportunity to discover stimulus discrimination for the most likely success . However some scholars had discovered that imitation is involved in learning language ,but only to some extend. The reason is that some sentences produced by child are imitating adults.About the reinforcement scholars argued that parents correct and give praise to children.
Chomsky come up with cognitive view of language development . He proposes that every child has a biological or innate mechanism designed specifically for acquisition of language .In his view the nature of language and its complexity can't be explained merely on the basis of word association . A Language Acquisition Device (LAD) permittes interpretation of language to hear and generation of infinite number of sentences.
LAD pre-determined child would likely to use language ,thus the child acquire language to the point of being able to construct grammartically correct sentences from phonemes to morphemes to words which form phrases , which are constructed from sentences.
Proponents of all these theories agree on:
•Motivation is important in the classroom. A motivated free child is more likely to learn than the one which is not.
•The teacher is therefore should create an environment desirable for child to explore and manipulate their sorroundings. The incentives teacher can give learners are in the form of rewards in words:(very good,fair ,better etc).
Competition with others should be also encouraged and shouldn't be too intense as might affects performance due to distracting emotional conditions.
•Theorists agreed that favourable feedback about performance has a positive effects. On subsiquent performance , Skinner said this is reinforcement. There must be some reassurances about the level of success and the knowledge of results must follow quickly. After completion of the school work, children's progress should be up to date referred back to them ,whilst they school work is still fresh should be back to them.
•Whole or part learning Skinner advises that children should learn by small steps others argued that ,where taking parts out of context may lead to the material being meaningful. Whole learning is preferable.
•Habits are automatic response patterns which are generally acquired by repeating a sequence of activities until the sequence is spontaneous ,so encourage pupils to memorise only where there is a need and when it is necessary.
The language proposed by psychologist and psycholinguists agrees and and contradicts on different aspects.
BF Skinner proposed language is learnt through association . His argument based on the fact that sentence viewed a behavioural chains in which words has a stimulus and responses.This means due to word association learned in the past each word tends to invoke another word in response ,the word elistant also serving as stimulus for another words.
Pupils learn language through imitation from those know a little more ,for example siblings,parents ,caretakers and others in the immediate environment.
Language is acquired through constant practise and meant through reinforcement. That's children rewarded for good correct of words and punished for wrongly use of unacceptable words. To teach a children lets say corn for example, first the children must touch the corn physically or shown it in a picture and told to look for the corn ,so that they can build language of corn simply by use his sense to see touch and feel the corn.
When asked to spell the word corn must be done until mastered the word and then correctly rewarded good or well done.
Each step in the learning process should be short and grow up to impose certain behaviour.
Learning should be regulary rewarded and at all stages it should carefully controlled by schedule of intermittent reinforcement.
Reward should follow when correct response appears ,the learner see an opportunity to discover stimulus discrimination for the most likely success . However some scholars had discovered that imitation is involved in learning language ,but only to some extend. The reason is that some sentences produced by child are imitating adults.About the reinforcement scholars argued that parents correct and give praise to children.
Chomsky come up with cognitive view of language development . He proposes that every child has a biological or innate mechanism designed specifically for acquisition of language .In his view the nature of language and its complexity can't be explained merely on the basis of word association . A Language Acquisition Device (LAD) permittes interpretation of language to hear and generation of infinite number of sentences.
LAD pre-determined child would likely to use language ,thus the child acquire language to the point of being able to construct grammartically correct sentences from phonemes to morphemes to words which form phrases , which are constructed from sentences.
Proponents of all these theories agree on:
•Motivation is important in the classroom. A motivated free child is more likely to learn than the one which is not.
•The teacher is therefore should create an environment desirable for child to explore and manipulate their sorroundings. The incentives teacher can give learners are in the form of rewards in words:(very good,fair ,better etc).
Competition with others should be also encouraged and shouldn't be too intense as might affects performance due to distracting emotional conditions.
•Theorists agreed that favourable feedback about performance has a positive effects. On subsiquent performance , Skinner said this is reinforcement. There must be some reassurances about the level of success and the knowledge of results must follow quickly. After completion of the school work, children's progress should be up to date referred back to them ,whilst they school work is still fresh should be back to them.
•Whole or part learning Skinner advises that children should learn by small steps others argued that ,where taking parts out of context may lead to the material being meaningful. Whole learning is preferable.
•Habits are automatic response patterns which are generally acquired by repeating a sequence of activities until the sequence is spontaneous ,so encourage pupils to memorise only where there is a need and when it is necessary.
EDUCATION PROCESS:LESSON DELIVERY SKILLS
Making lesson effective and giving meaningful facts to the learners in differents subjects matter and grasping of concepts ,need the use of various skills to capture the learner's minds to learn.
Mkandla (1995) says,a skill is a learned physical or mental act ,that enables learner to perform more competitively and successfully in a given task.The skilled person is the one who can apply theoretically or technically the knowledge of a given task.
Kyriacou (1991)asserts lesson presentation as,to learning experiences that you set up to achieve learning outcomes.This implies that lesson presentation is the stage of teaching episode with the latent to impart knowledge skills, attitudes and values.
Coombs(1995)says, effective lesson presentation is based on an effective lesson plan that helps you to keep on track with regards to what to do ,when to do it ,what materials to use ,and what activities are involved.
Kasambira(1993)compares ,a teacher to a pilot who can't take off on a flight without a chart or a compass.The idea supported by Coombs(1995)who believes ,every lesson is a journey into the unknown so there is need for a route map that keeps one on track.
Therefore a lesson plan is to be carefully designed and written out to show how the teacher will going to conduct the lesson and achieve well laid out objectives.
The Rationale of a Lesson Planning
It outlines the objectives ,selection of subject matter , procedure ,activities and planning od evaluation devices.
It helps the teacher to keeps on track ,stead progress and definite outcome of the teaching and learning process.
The teacher will become effective in discharging duty and preventing waste of time through systematic and ordery planned stages.The teacher never ends dry up and forge the vital points hence gives him/her confidence.
It serves as a check of progress in the absence of the teacher or the unplanned curriculum by setting framework to help the teacher to work directly along lines of the syllabus.
Lesson Topic:
Any lesson nomatter how short it is ,it should have a topic.The topic states the concepts or content to be presented to the class for example Food.
Topic limits the scope of the material to be presented ,that's what aspect of the broad topic you plan to cover,for instance Types of food eaten in Zimbabwe!
It determines the amount of time the teacher should spend on the topic,the media to be used and the obiectives of the lesson.Whether the lesson objectives are a lesson are cognitive dormain(mind) or psychomotor dormain (skills) or effective dormain(feelings).The backborne depends on the whole lesson.
Lesson Content is exactly what the lesson is all about.The material need to be covered within a specific period.It is delived from the lesson topic and is appropriate to the level of learners and is manageable within specified timeframe ,for example 30 minutes lesson.It is neither too much/complex or to little/simple.Remember topic and content are related.
Lesson Objectives must be stated in behavioural terms to change the knowledge ,attitudes ,habits etc.Stated objectives are more precise manner that's SMART:Specific Measurable Achieveable Result oriented Time framed.
Action words for the Cognitive Mind:
TO:recognise,describe,identify ,select,locate ,indicate ,state,name,write etc.
Objective of using "To define" and " To name"
To define food and name types of food.
Comprehension:
To:translate,demostrate,illustrate,give examples,explain ,change,convert.
Application:
To:apply ,solve,dramatise,choose,use,organise ,operate etc.
Action words for the Psychomotor skills:
To:construct,manipulate ,fasten,mend,fix,draw,sharpen,make etc.
Action words for effective feelings:
Able to:ask,assist,discuss,relate,perform,help,give,display,et.
An effective lesson plan proposes the following:
♦well laid out learning expriences.
♦a distinct method or a combination of them.
♦well articulated means of motivation .
♦relevant media.
♦clear measurement assessment and evaluation procedures.*
*These three terms are related ,but they are difference.
NB:Assessment is an on going process ,for example asking questions ,writing examinations,tests etc.
The evaluation is done after the lesson ends.To evaluate is to appraise or determine the value of something against the set standards . The analysis of the strengths and weaknesses of the lesson presentation.Evaluation should be analytical not narrative.It should be an assessment of teaching to produced a desired outcome in a series of recommendations and suggestions.Which provide a detailed critic appraisal of the planning ,preparation and presentation.
Use the following questions when evaluating:
•Did I teach the lesson or children?
•What caused children to learn or not?
•If objectives achieved or not why?
•What wer my weak and strong points of my lesson?*
*On the strengths mentions things which make lesson a success.On weaknesses lists things you identified to make a lesson a failure.
Mkandla (1995) says,a skill is a learned physical or mental act ,that enables learner to perform more competitively and successfully in a given task.The skilled person is the one who can apply theoretically or technically the knowledge of a given task.
Kyriacou (1991)asserts lesson presentation as,to learning experiences that you set up to achieve learning outcomes.This implies that lesson presentation is the stage of teaching episode with the latent to impart knowledge skills, attitudes and values.
Coombs(1995)says, effective lesson presentation is based on an effective lesson plan that helps you to keep on track with regards to what to do ,when to do it ,what materials to use ,and what activities are involved.
Kasambira(1993)compares ,a teacher to a pilot who can't take off on a flight without a chart or a compass.The idea supported by Coombs(1995)who believes ,every lesson is a journey into the unknown so there is need for a route map that keeps one on track.
Therefore a lesson plan is to be carefully designed and written out to show how the teacher will going to conduct the lesson and achieve well laid out objectives.
The Rationale of a Lesson Planning
It outlines the objectives ,selection of subject matter , procedure ,activities and planning od evaluation devices.
It helps the teacher to keeps on track ,stead progress and definite outcome of the teaching and learning process.
The teacher will become effective in discharging duty and preventing waste of time through systematic and ordery planned stages.The teacher never ends dry up and forge the vital points hence gives him/her confidence.
It serves as a check of progress in the absence of the teacher or the unplanned curriculum by setting framework to help the teacher to work directly along lines of the syllabus.
Lesson Topic:
Any lesson nomatter how short it is ,it should have a topic.The topic states the concepts or content to be presented to the class for example Food.
Topic limits the scope of the material to be presented ,that's what aspect of the broad topic you plan to cover,for instance Types of food eaten in Zimbabwe!
It determines the amount of time the teacher should spend on the topic,the media to be used and the obiectives of the lesson.Whether the lesson objectives are a lesson are cognitive dormain(mind) or psychomotor dormain (skills) or effective dormain(feelings).The backborne depends on the whole lesson.
Lesson Content is exactly what the lesson is all about.The material need to be covered within a specific period.It is delived from the lesson topic and is appropriate to the level of learners and is manageable within specified timeframe ,for example 30 minutes lesson.It is neither too much/complex or to little/simple.Remember topic and content are related.
Lesson Objectives must be stated in behavioural terms to change the knowledge ,attitudes ,habits etc.Stated objectives are more precise manner that's SMART:Specific Measurable Achieveable Result oriented Time framed.
Action words for the Cognitive Mind:
TO:recognise,describe,identify ,select,locate ,indicate ,state,name,write etc.
Objective of using "To define" and " To name"
To define food and name types of food.
Comprehension:
To:translate,demostrate,illustrate,give examples,explain ,change,convert.
Application:
To:apply ,solve,dramatise,choose,use,organise ,operate etc.
Action words for the Psychomotor skills:
To:construct,manipulate ,fasten,mend,fix,draw,sharpen,make etc.
Action words for effective feelings:
Able to:ask,assist,discuss,relate,perform,help,give,display,et.
An effective lesson plan proposes the following:
♦well laid out learning expriences.
♦a distinct method or a combination of them.
♦well articulated means of motivation .
♦relevant media.
♦clear measurement assessment and evaluation procedures.*
*These three terms are related ,but they are difference.
NB:Assessment is an on going process ,for example asking questions ,writing examinations,tests etc.
The evaluation is done after the lesson ends.To evaluate is to appraise or determine the value of something against the set standards . The analysis of the strengths and weaknesses of the lesson presentation.Evaluation should be analytical not narrative.It should be an assessment of teaching to produced a desired outcome in a series of recommendations and suggestions.Which provide a detailed critic appraisal of the planning ,preparation and presentation.
Use the following questions when evaluating:
•Did I teach the lesson or children?
•What caused children to learn or not?
•If objectives achieved or not why?
•What wer my weak and strong points of my lesson?*
*On the strengths mentions things which make lesson a success.On weaknesses lists things you identified to make a lesson a failure.
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