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Positive Teacher And Pupil: Where children are perceived as active participants in the learning process, the curriculum will reflect positive teacher and pupil interactions which recognise the value of the home language. Notices and labels printed in different scripts, dual language texts in the book corner, and recordings of songs and rhymes on audio cassettes can offer a meaningful context for bilingual children in school.
After social studies came recess with its opportunity for fun and good sportsmanship.
Following recess the group worked on original stories, first writing spontaneously and then checking on grammar, spelling, and improvement in style. As each pupil finished his composition, he put it in a folder on the teacher's desk and returned to work on individual tasks. The teacher checked their progress and helped them to do still more effective work.
• a teacher's, or other educator's, attitude to formal and informal physical education activity is important. A positive and sympathetic attitude to the involvement of a DCD child in surh activity' will have a major positive impact on that child's approach to participation. This impact will also have positive effects across the spectrum of learning activity;
• breaking the learning of skills into manageable 'chunks' or steps is likely to prove helpful to the DCD child (as long as these are intrinsically meaningful) and to boost confidence;
• a structured approach to the planning of teaching is important. This should involve a recognition that any discrete physical skill is related to stages of learning - acquisition, fluency and maintenance, generalising - and that the DCD child will need to progress through these;
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