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Class Teacher Can: Eleanor had visited her class teacher can on three occasions during the Summer term. She had met her teacher, NNEB nursery nurse, other members of her class teacher can and had explored her class teacher canroom. The teacher had noted that Eleanor played alongside other children, that she had a good concentration span, enjoyed stories and had a good singing voice. Preschool records were with the parents and to be handed over at the beginning of the Autumn term. Eleanor and her parents had a meeting with the teacher in the week before she started school. During this meeting Eleanor was able to confidently talk about the pictures she had drawn and the picture sequencing she had done.
In addition, a pair of earphones could transmit spoken instructions from the computer "teacher" or from tape recordings—a particularly useful system in language teaching. With these essential components, the student could question and respond, with the computer acting as a substitute teacher. Paradoxically, these impersonal tools can permit more individualized learning than is possible in the usual class teacher canroom, where a teacher must keep an entire class teacher can moving along at a fixed pace.
Whilst proficient bilinguals bring special talents to a class teacher canroom, the teacher is far more likely to encounter children who are in the process of learning a second or third language rather than balanced bilinguals. This factor has logistical implications for lesson planning and class teacher canroom management. To place bilingual children in a withdrawal situation would not appear to be the most appropriate method of teaching English or communication skills. If no support staff are available for collaborative work, the class teacher can teacher needs access to essential information from the family and community in order to provide a quality experience for the child.
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