Are you over 18 and want to see adult content?
More Annotations
A complete backup of hushedwaves.wordpress.com
Are you over 18 and want to see adult content?
A complete backup of castlecourthotel.ie
Are you over 18 and want to see adult content?
A complete backup of snowhite-oman.com
Are you over 18 and want to see adult content?
A complete backup of jewishindependent.ca
Are you over 18 and want to see adult content?
A complete backup of giftnetonline.com
Are you over 18 and want to see adult content?
A complete backup of p-a-iptv.webnode.com
Are you over 18 and want to see adult content?
Favourite Annotations
A complete backup of foodtruckcincinnati.com
Are you over 18 and want to see adult content?
A complete backup of peachandlily.com
Are you over 18 and want to see adult content?
A complete backup of toppayingsites.net
Are you over 18 and want to see adult content?
A complete backup of zakazany-humor.pl
Are you over 18 and want to see adult content?
A complete backup of victoriadirksphotography.com
Are you over 18 and want to see adult content?
A complete backup of solidsolutions.co.uk
Are you over 18 and want to see adult content?
A complete backup of mays-mouissi.com
Are you over 18 and want to see adult content?
A complete backup of javdownloader.info
Are you over 18 and want to see adult content?
Text
frequently no
C IS FOR C-WHEEL
I originally developed the C-Wheel to use on teacher education courses in order to help develop awareness and understanding of ways to create optimal conditions for children’s learning, whatever the age. My aim was two-fold: firstly, to provide a flexible tool which could be applied to many different teaching and learning contexts, andsecondly, to
A IS FOR AFFECT
Affect is to do with emotions and moods and influences the way children think, feel and learn. Creating a positive affective atmosphere in the classroom is essential for developing cooperative social relationships among children and can be instrumental in sustaining motivation and improving academic performance. If children feel insecure and anxious in the classroom, theyV IS FOR VOCABULARY
V is for Vocabulary. The development of vocabulary is one of the most conspicuous gains in early foreign language learning and children themselves often perceive what they know in terms of learning “lots of words”. In the early stages, the acquisition of vocabulary goes hand in hand with beginning to use unanalysed “chunks” oflanguage.
G IS FOR GRAMMAR
G is for Grammar. Do you ever feel bugged by the perennial question: should we teach grammar or shouldn’t we? Young children initially learn chunks of language, which combine vocabulary and grammar, in a holistic, unanalysed way. The learning of grammatical patterns is implicit, based on formulaic sequences and unanalysed chunks oflanguage
L IS FOR LEARNING TO LEARN From a perhaps surprisingly young age, we can teach children to learn effectively and successfully. Learning to learn is to do with training children to become responsible, self-aware, reflective, and increasingly independent learners. It is also to do with giving children opportunities to develop the learning styles and strategies that help them learn best. Z IS FOR ZONE OF PROXIMAL DEVELOPMENT The ‘zone of proximal development’ (ZPD) is Vygotsky’s term to describe the area of potential learning in which a child can perform an action or task, provided that a more skilled or knowledgeable person is available to help. Vygotsky defined the ZPD as ‘the distance between the actual developmental level as determined by independent problem-solving Y IS FOR YOUNG LEARNERS Young learners is a catch-all term for students who are not yet adults. The term swept into fashion at the beginning of the nineties reflecting the trend to lower the starting age and broaden the access to English language learning to younger people inX IS FOR XENOPHOBIA
X is for Xenophobia. Xenophobia is an emotive word which means ‘a strong fear and dislike of people from other countries and cultures’. So what has xenophobia got to do with teaching English as a foreign language to children (apart from the fact that, for the sakeof this ABC, it
CAROL READ'S ABC OF TEACHING CHILDREN A is for Affect B is for Behaviour C is for C-Wheel D is for Development E is for Energy F is for Flexibility G is for Grammar H is for Holistic learning I is for Imagination J is for Jazz chants K is for Kinesthetic learning L is for Learning to learn M is U IS FOR UNDERSTANDING A quick look at a dictionary tells us that understanding is ‘knowing what someone or something means’. This seems straightforward enough. However, understanding is a complex concept, which is often partial and rarely absolute. The degree and nature of understanding depends on a number of intricately interwoven factors. In everyday life, there isfrequently no
C IS FOR C-WHEEL
I originally developed the C-Wheel to use on teacher education courses in order to help develop awareness and understanding of ways to create optimal conditions for children’s learning, whatever the age. My aim was two-fold: firstly, to provide a flexible tool which could be applied to many different teaching and learning contexts, andsecondly, to
A IS FOR AFFECT
Affect is to do with emotions and moods and influences the way children think, feel and learn. Creating a positive affective atmosphere in the classroom is essential for developing cooperative social relationships among children and can be instrumental in sustaining motivation and improving academic performance. If children feel insecure and anxious in the classroom, theyV IS FOR VOCABULARY
V is for Vocabulary. The development of vocabulary is one of the most conspicuous gains in early foreign language learning and children themselves often perceive what they know in terms of learning “lots of words”. In the early stages, the acquisition of vocabulary goes hand in hand with beginning to use unanalysed “chunks” oflanguage.
G IS FOR GRAMMAR
G is for Grammar. Do you ever feel bugged by the perennial question: should we teach grammar or shouldn’t we? Young children initially learn chunks of language, which combine vocabulary and grammar, in a holistic, unanalysed way. The learning of grammatical patterns is implicit, based on formulaic sequences and unanalysed chunks oflanguage
L IS FOR LEARNING TO LEARN From a perhaps surprisingly young age, we can teach children to learn effectively and successfully. Learning to learn is to do with training children to become responsible, self-aware, reflective, and increasingly independent learners. It is also to do with giving children opportunities to develop the learning styles and strategies that help them learn best. Z IS FOR ZONE OF PROXIMAL DEVELOPMENT The ‘zone of proximal development’ (ZPD) is Vygotsky’s term to describe the area of potential learning in which a child can perform an action or task, provided that a more skilled or knowledgeable person is available to help. Vygotsky defined the ZPD as ‘the distance between the actual developmental level as determined by independent problem-solving Y IS FOR YOUNG LEARNERS Young learners is a catch-all term for students who are not yet adults. The term swept into fashion at the beginning of the nineties reflecting the trend to lower the starting age and broaden the access to English language learning to younger people inW IS FOR WRITING
Writing is a difficult skill and, as most of us would readily agree, not only for children. The development of children’s writing takes place gradually over time. In order to achieve the most effective results, teaching writing needs to be integrated with reading, speaking and listening, both in the initial stages and as childrendevelop
L IS FOR LEARNING TO LEARN From a perhaps surprisingly young age, we can teach children to learn effectively and successfully. Learning to learn is to do with training children to become responsible, self-aware, reflective, and increasingly independent learners. It is also to do with giving children opportunities to develop the learning styles and strategies that help them learn best. R IS FOR RELATIONSHIPS The letter ‘R’ is a bumper letter for this ABC and it’s tempting for me to write about the 7 ‘R’s. I originally developed the 7 ‘R’s to use on primary teacher education courses in order to encourage teachers to reflect on initiatives they could take to establish positive working parameters with aB IS FOR BEHAVIOUR
Managing children’s behaviour is often one of the most challenging things primary language teachers face, and at the same time one of the most important. It also links closely to everything that has been said about affect in the previous post. If we succeed in managing children’s behaviour in a positive way, everything else fallsE IS FOR ENERGY
E is for Energy. When working with classes of children we need lots of energy. We can also be forgiven for sometimes thinking that the children we teach have too much energy! We need to conserve our energy, especially if we teach large classes and have a full timetable. We also need to manage the children’s energy and findways to channel it
Q IS FOR QUESTIONING TECHNIQUES Q is for Questioning techniques. It’s easy to fall into the trap of asking children lots of questions during lessons in a way which is automatic, unreflective and often not very purposeful or productive. It takes awareness, skill and practice to ask children questions in a way that engages them emotionally, awakens their curiosity, promotes D IS FOR DEVELOPMENT D is for Development. The term ‘development’ refers to the growth and changes that take place in children from before birth, throughout infancy and childhood until the onset of adolescence and becoming a young adult. Child development has a long and rich history as a complex and fascinating area of academic study, and includes the workof
T IS FOR TECHNOLOGY
T is for Technology. The term ‘digital native’ is often used to refer to someone who has grown up with digital technology and can use it easily and intuitively. The term ‘digital immigrant’ is used to refer to someone who hasn’t grown up with digital technology but has learnt, or is learning, to use itP IS FOR PRAISE
P is for Praise. When used effectively, praise is a powerful way of building up children’s self-esteem and maintaining healthy, trusting relationships. Praise can also play a significant role in managing children’s behaviour in a positive way. But praise is also a double-edged sword and, as well as the intended ‘feel-good factor M IS FOR MULTIPLE INTELLIGENCES M is for Multiple Intelligences. Multiple Intelligence (MI) theory, originated by Howard Gardner, has been around for several decades. As a scientific model of mind or way of accounting for learner differences, it has been severely criticised for a number of reasons. These include the lack of empirical evidence and scientificmeasurability
CAROL READ'S ABC OF TEACHING CHILDREN A is for Affect B is for Behaviour C is for C-Wheel D is for Development E is for Energy F is for Flexibility G is for Grammar H is for Holistic learning I is for Imagination J is for Jazz chants K is for Kinesthetic learning L is for Learning to learn M isC IS FOR C-WHEEL
I originally developed the C-Wheel to use on teacher education courses in order to help develop awareness and understanding of ways to create optimal conditions for children’s learning, whatever the age. My aim was two-fold: firstly, to provide a flexible tool which could be applied to many different teaching and learning contexts, andsecondly, to
B IS FOR BEHAVIOUR
Managing children’s behaviour is often one of the most challenging things primary language teachers face, and at the same time one of the most important. It also links closely to everything that has been said about affect in the previous post. If we succeed in managing children’s behaviour in a positive way, everything else falls Z IS FOR ZONE OF PROXIMAL DEVELOPMENT The ‘zone of proximal development’ (ZPD) is Vygotsky’s term to describe the area of potential learning in which a child can perform an action or task, provided that a more skilled or knowledgeable person is available to help. Vygotsky defined the ZPD as ‘the distance between the actual developmental level as determined by independent problem-solving L IS FOR LEARNING TO LEARN From a perhaps surprisingly young age, we can teach children to learn effectively and successfully. Learning to learn is to do with training children to become responsible, self-aware, reflective, and increasingly independent learners. It is also to do with giving children opportunities to develop the learning styles and strategies that help them learn best.E IS FOR ENERGY
E is for Energy. When working with classes of children we need lots of energy. We can also be forgiven for sometimes thinking that the children we teach have too much energy! We need to conserve our energy, especially if we teach large classes and have a full timetable. We also need to manage the children’s energy and findways to channel it
G IS FOR GRAMMAR
G is for Grammar. Do you ever feel bugged by the perennial question: should we teach grammar or shouldn’t we? Young children initially learn chunks of language, which combine vocabulary and grammar, in a holistic, unanalysed way. The learning of grammatical patterns is implicit, based on formulaic sequences and unanalysed chunks oflanguage
H IS FOR HOLISTIC LEARNING Holistic learning develops the ‘whole child’. The underlying philosophy is that through engaging children’s hearts, minds and bodies in active, experiential learning, children construct ever-expanding webs of understanding in relation to themselves, others and the world around them. Special importance is given to creating apositive
Y IS FOR YOUNG LEARNERS Young learners is a catch-all term for students who are not yet adults. The term swept into fashion at the beginning of the nineties reflecting the trend to lower the starting age and broaden the access to English language learning to younger people in Q IS FOR QUESTIONING TECHNIQUES Q is for Questioning techniques. It’s easy to fall into the trap of asking children lots of questions during lessons in a way which is automatic, unreflective and often not very purposeful or productive. It takes awareness, skill and practice to ask children questions in a way that engages them emotionally, awakens their curiosity, promotes CAROL READ'S ABC OF TEACHING CHILDREN A is for Affect B is for Behaviour C is for C-Wheel D is for Development E is for Energy F is for Flexibility G is for Grammar H is for Holistic learning I is for Imagination J is for Jazz chants K is for Kinesthetic learning L is for Learning to learn M isC IS FOR C-WHEEL
I originally developed the C-Wheel to use on teacher education courses in order to help develop awareness and understanding of ways to create optimal conditions for children’s learning, whatever the age. My aim was two-fold: firstly, to provide a flexible tool which could be applied to many different teaching and learning contexts, andsecondly, to
B IS FOR BEHAVIOUR
Managing children’s behaviour is often one of the most challenging things primary language teachers face, and at the same time one of the most important. It also links closely to everything that has been said about affect in the previous post. If we succeed in managing children’s behaviour in a positive way, everything else falls Z IS FOR ZONE OF PROXIMAL DEVELOPMENT The ‘zone of proximal development’ (ZPD) is Vygotsky’s term to describe the area of potential learning in which a child can perform an action or task, provided that a more skilled or knowledgeable person is available to help. Vygotsky defined the ZPD as ‘the distance between the actual developmental level as determined by independent problem-solving L IS FOR LEARNING TO LEARN From a perhaps surprisingly young age, we can teach children to learn effectively and successfully. Learning to learn is to do with training children to become responsible, self-aware, reflective, and increasingly independent learners. It is also to do with giving children opportunities to develop the learning styles and strategies that help them learn best.E IS FOR ENERGY
E is for Energy. When working with classes of children we need lots of energy. We can also be forgiven for sometimes thinking that the children we teach have too much energy! We need to conserve our energy, especially if we teach large classes and have a full timetable. We also need to manage the children’s energy and findways to channel it
G IS FOR GRAMMAR
G is for Grammar. Do you ever feel bugged by the perennial question: should we teach grammar or shouldn’t we? Young children initially learn chunks of language, which combine vocabulary and grammar, in a holistic, unanalysed way. The learning of grammatical patterns is implicit, based on formulaic sequences and unanalysed chunks oflanguage
H IS FOR HOLISTIC LEARNING Holistic learning develops the ‘whole child’. The underlying philosophy is that through engaging children’s hearts, minds and bodies in active, experiential learning, children construct ever-expanding webs of understanding in relation to themselves, others and the world around them. Special importance is given to creating apositive
Y IS FOR YOUNG LEARNERS Young learners is a catch-all term for students who are not yet adults. The term swept into fashion at the beginning of the nineties reflecting the trend to lower the starting age and broaden the access to English language learning to younger people in Q IS FOR QUESTIONING TECHNIQUES Q is for Questioning techniques. It’s easy to fall into the trap of asking children lots of questions during lessons in a way which is automatic, unreflective and often not very purposeful or productive. It takes awareness, skill and practice to ask children questions in a way that engages them emotionally, awakens their curiosity, promotes U IS FOR UNDERSTANDING A quick look at a dictionary tells us that understanding is ‘knowing what someone or something means’. This seems straightforward enough. However, understanding is a complex concept, which is often partial and rarely absolute. The degree and nature of understanding depends on a number of intricately interwoven factors. In everyday life, there isfrequently no
W IS FOR WRITING
Writing is a difficult skill and, as most of us would readily agree, not only for children. The development of children’s writing takes place gradually over time. In order to achieve the most effective results, teaching writing needs to be integrated with reading, speaking and listening, both in the initial stages and as childrendevelop
A IS FOR AFFECT
Affect is to do with emotions and moods and influences the way children think, feel and learn. Creating a positive affective atmosphere in the classroom is essential for developing cooperative social relationships among children and can be instrumental in sustaining motivation and improving academic performance. If children feel insecure and anxious in the classroom, theyV IS FOR VOCABULARY
V is for Vocabulary. The development of vocabulary is one of the most conspicuous gains in early foreign language learning and children themselves often perceive what they know in terms of learning “lots of words”. In the early stages, the acquisition of vocabulary goes hand in hand with beginning to use unanalysed “chunks” oflanguage.
I IS FOR IMAGINATION “There’s no use trying,” Alice said, “One can’t believe impossible things.” “I daresay you haven't had much practice,” said the Queen. “When I was your age, I always did it for half-an-hour a day. Why, sometimes I've believed as many as six impossible things before breakfast.” Lewis Carroll, Through the Looking Glass We may not Q IS FOR QUESTIONING TECHNIQUES Q is for Questioning techniques. It’s easy to fall into the trap of asking children lots of questions during lessons in a way which is automatic, unreflective and often not very purposeful or productive. It takes awareness, skill and practice to ask children questions in a way that engages them emotionally, awakens their curiosity, promotesT IS FOR TECHNOLOGY
T is for Technology. The term ‘digital native’ is often used to refer to someone who has grown up with digital technology and can use it easily and intuitively. The term ‘digital immigrant’ is used to refer to someone who hasn’t grown up with digital technology but has learnt, or is learning, to use it R IS FOR RELATIONSHIPS The letter ‘R’ is a bumper letter for this ABC and it’s tempting for me to write about the 7 ‘R’s. I originally developed the 7 ‘R’s to use on primary teacher education courses in order to encourage teachers to reflect on initiatives they could take to establish positive working parameters with a D IS FOR DEVELOPMENT D is for Development. The term ‘development’ refers to the growth and changes that take place in children from before birth, throughout infancy and childhood until the onset of adolescence and becoming a young adult. Child development has a long and rich history as a complex and fascinating area of academic study, and includes the workof
M IS FOR MULTIPLE INTELLIGENCES M is for Multiple Intelligences. Multiple Intelligence (MI) theory, originated by Howard Gardner, has been around for several decades. As a scientific model of mind or way of accounting for learner differences, it has been severely criticised for a number of reasons. These include the lack of empirical evidence and scientificmeasurability
CAROL READ'S ABC OF TEACHING CHILDREN Ideas, tips and resources for primary language teachers* About
* Index
INDEX
A IS FOR AFFECT
B IS FOR BEHAVIOUR
C IS FOR C-WHEEL
D IS FOR DEVELOPMENTE IS FOR ENERGY
F IS FOR FLEXIBILITYG IS FOR GRAMMAR
H IS FOR HOLISTIC LEARNING I IS FOR IMAGINATION J IS FOR JAZZ CHANTS K IS FOR KINESTHETIC LEARNING L IS FOR LEARNING TO LEARN M IS FOR MULTIPLE INTELLIGENCES N IS FOR NEURO-LINGUISTIC PROGRAMMING (NLP)O IS FOR ORACY
P IS FOR PRAISE
Q IS FOR QUESTIONING TECHNIQUES R IS FOR RELATIONSHIPS S IS FOR STORYTELLINGT IS FOR TECHNOLOGY
U IS FOR UNDERSTANDINGV IS FOR VOCABULARY
W IS FOR WRITING
X IS FOR XENOPHOBIA
Y IS FOR YOUNG LEARNERS Z IS FOR ZONE OF PROXIMAL DEVELOPMENTAdvertisements
Report this ad
Report this ad
SHARE THIS:
*
*
RESPONSES
*
Dear Carol,
Recently this year we’ve started using your 500 activities manual in our classes. It’s our core book! I teach EFL and children’s literature to 3rd and 4th year university students who are about to be primary school teachers. They love your book in the same way I do. Teaching is a passion and it’s a very generous profession. Thanks for being so generous to share your ideas with us. Best, Laura*
By: LAURA on September 12, 2014at 2:25 pm
Reply
*
Hi, i like dis site, and i need d way to teach my children andunderstanding thank
*
By: TOYIN FUNSHO on December 6, 2014at 6:16 am
Reply
LEAVE A REPLY CANCEL REPLY Fill in your details below or click an icon to log in:*
*
*
*
*
Email (required) (Address never made public)Name (required)
Website
You are commenting using your WordPress.com account. ( Log Out /Change )
You are commenting using your Google account. ( Log Out /Change )
You are commenting using your Twitter account. ( Log Out /Change )
You are commenting using your Facebook account. ( Log Out /Change )
Cancel
Connecting to %s
Notify me of new comments via email. PREVIOUS COMMENTS (NOW CLOSED) How to teach and mor…on C is
for C-Wheel
Kij czy marchewka? |…on B
is for Behaviour
siriachara on J is for Jazz chants Indrani Talagala on K is for Kinesthetic lear… Manuel Hernandez on B isfor Behaviour
A NEW TOPIC AND ITS…on Y is
for Young Learners
anie9macip on A is for Affect carolread on Q is for Questioning tech… Grace Noronha on Q is for Questioning tech… Karen Holland on A is for AffectAdvertisements
Report this ad
Blog at WordPress.com. Privacy & Cookies: This site uses cookies. By continuing to use this website, you agree to their use. To find out more, including how to control cookies, see here: CookiePolicy
* Follow
*
* Carol Read's ABC of Teaching Children* Customize
* Follow
* Sign up
* Log in
* Copy shortlink
* Report this content * Manage subscriptions* Collapse this bar
Report this ad
Details
Copyright © 2024 ArchiveBay.com. All rights reserved. Terms of Use | Privacy Policy | DMCA | 2021 | Feedback | Advertising | RSS 2.0