Q1:- Do you aspire to be one of these teachers? • Early year educators who are interested in exploring ways to motivate and excite children’s reading. • Early year educators interested in creating and developing a comprehensive range of text that is child based and created in a play based learning atmosphere. • Early year educators who are interested in actively engaging children in creation of their own interactive text. • Early year educators who are excited about the extensive possibilities of teaching multi-literacy in 21st Century. Ans. As per me a teacher should not categorize herself to a certain line. A teacher has to be a constant learner. First thing she needs to learn is how to design exciting projects to hold the child’s interest and retain the learning in them. Make learning a pleasure rather than burden of scoring marks. What motivates a child and what diverts his attention. Once this is done he/she needs to note the responses as it may be possible that the child may come up with a better idea of learning. A teacher should allow the child to come-up with his ideas, queries, views and grievances. This will help the teacher to create a healthy classroom environment. Learning should be a two-way activity in class. A teacher cannot be a guiding figure always, at time the child needs to be left to experiment his ideas and create own interactive text. In today’s world technology & computer plays a key role in education. Gone are the days when we were taught with a blackboard & chalk, today we have technologies that allow children to visualize the subject content, create models, projects etc. Hence I would like to use this extensive and effective power of technology in my teaching style to get a better reach among children.
Q2:- What is the relation between motivation & learning? What kind of motivation strategy would you use to achieve effective learning outcome? Ans. Motivation makes learning fun. It develops a desire in students to explore, understand, learn and display what they have accomplished. Young Children are naturally curious, they learn from everything they do. A child can be intrinsically motivated or extrinsically motivated. When dealing with a group of children where each child has a different level of motivation, a teacher needs to design variety of activities, including group work and individual work, serious activities and fun activities, and needs to balance work on the four skills: reading, writing, speaking and listening. Competitions do motivate but if or the goal is too difficult to reach, the children may feel de-motivated. Some of the strategies that teachers and parents can use to help children remain more fully intrinsically motivated are:• Provide an appropriate toys, activities, etc. that allows children to freely explore and to see the effect of their actions. • Allow children ample time when working so that they can finish without interruption. Resist the natural urge to "help," unless interference is absolutely necessary. • Work with the child together in an activity, this lets us to observe, model, and encourage the child.
Allow them to make simple pictures and connect these pictures with a story, this will develop their confidence in language and expression. • Make simple mistakes and allow the child to find out, confess and appreciate that he has done a good job. This will make him feel that he too understands and own the subjects as well as you do. • Design activities that are slightly difficult for the child. This will motivate and provide stronger feelings of success when accomplished. • Give them a small topic of say 5 to 10 lines ask them to prepare and present in the class, this will increase their hold on the subject and remove their fear. Ask them to explain simple concepts to their friends. • Allow the child to evaluate his success. • A teacher need not be a correction or advising machine always, praise the child when he does a good job. Give your suggestions for improving the activity after listening to his views. • Create an open environment where learning is a two-way activity. • Be a friend and a tutor, to whom the child can easily communicate his/her feelings (both high and low feelings). Learning is acquiring new or modifying existing knowledge, behaviors, skills, values, or preferences and involve synthesizing different types of information and Motivation plays crucial role in student learning and sustaining that knowledge throughout.
• Q3:- Write
three similarities that young learners share with adult learners regarding learning styles? Ans. When it comes to teaching Adults and Young learners, some of the commonalities are Both respond well when a good relationship is formed and their views are heard patiently and professionally, this inspires them to learn more enthusiastically.eg. smile as you enter a class. • Both groups will require clear instructions from their teachers, and will learn more when being challenged and given praise for what they do well. • Both need comfortable an environment with well structured and well defined pattern of content.
When facing a class full of expecting faces, much rests on the shoulders of the teacher to provide an environment where both adults and children are comfortable and confident to express themselves fully. A teacher needs to create a bond with each student beyond the content of the course book, where the student starts valuing his/her words above the standard equation of a teacher and a student. • Both young learners and adults require activities that are enjoyable. In the context of teaching, fun activities are those where the learning seems almost accidental and with high levels of student talk time. (a) How does motivation factor differ in young learners and adult? Ans. When dealing with adults a tutor needs to know how they learn, what they bring to the learning situation, their needs and expectations as learners. Young Learners Adult Learners
Young children are naturally curious; they want to explore and discover. If their explorations bring pleasure or success, they will want to learn more. They have very little knowledge on the subject and tend to accept the teacher. They are more receptive to new ideas.
Adults are autonomous and goaloriented. In their journey from childhood to adult they accumulate a unique store of knowledge and experiences. And it is due to this that they tend to evaluate the information given to them. Hence they get motivated when involved in planning and learning process. Adults can concentrate for a longer period of time. They feel motivated if they can relate their learning to why and how the knowledge of the topic will help them in their workplace.
The attention span of young is short ; hence they have to be kept motivated by providing different activities of short duration.
Young leaners are at school because their parents want them to be there. They find it difficult to relate to abstract concepts and may lose interest if too much technical knowledge is imparted. They have to be guided from what they see & know to an abstract concept. Young learners learn better when they learn through their five senses.
Adults can relate to abstract concepts. Adults know what they wish to achieve and they try to relate the concept with its practical relevance to attain their goals and objectives individually or as a group. This keeps them motivated and the class attendance as worthwhile. Adults get motivated if the learning is based on 4W,1H concept i.e (what, when, where, why, how).
Young learners are motivated when Adults get motivated when they have learning is done in play-way method, with hands-on training on the subject. lots of visuals, simple projects, crafts, role plays,experiments etc.
What myths does ALG dispute have?
Ans. ALG or Automatic Language Growth theory was developed by Dr.J Marvin Brown and is based on an earlier theory called Silent Way or the Natural Way .Dr. Brown noticed that while learning a language children tend to focus on listening whereas adults tend to force themselves to speak immediately. There are three myths in the ALG theory viz. • Adults can’t learn languages like the children’s do :- ALG theory believes that adults develop the ability to reason, translate, analyze and memorize and they use this as a primary conscious method of learning. Children are more open to new things and they don’t “retaliate” to what they are exposed to.
Adults can learn if they let the unconscious mind to do the learning and analysis should be done later. • Practice makes Perfect: - ALG believes that Children don’t practice a language, they either know what to say and say it or they don’t know and remain silent. Children “know” when to speak or not to speak based on their experiences in the language they are learning. Adults cannot match the accuracy and speed of language acquisition of a child even after practice, if they force themselves to learn the language. Language must be studied:- Children don’t study language. It comes to them naturally. Children live, look, listen and learn; they gather up experiences and simply try to understand what’s going on around them. ALG believes that if there are understandable things happening around, learning happens and language develops automatically and naturally for any age group.
(c)What according to you are three most important tips for teaching young learners? Ans. The three most important things to remember while teaching young children are:1. Organize the classroom:- A teacher needs to create a classroom environment that will help students feel comfortable in an unfamiliar setting. As the attention span of children is less the projects or activities planned must have videos, songs, role plays, puppet shows and should be fun and not be too long. The child should learn not knowing the fact that he is being taught. Develop a daily routine to be followed like a class starts with introduction to a new word each day. The teaching process should be based on multiple intelligence to help reach everyone. 2. Control will actions: - The class needs to be reminded all the time that respect is always expected. Hand signals/simple instructions should be used to let students know what is expected from them. The instructor should refrain from raising voice or talking in unfriendly manner. An accepting environment should be created, as it is easier to the students if they feel the teachers respects them and their culture. 3. Connect to the child:- When a child first comes to class a teacher needs to observe what he/she is interested in, or good at, where the child lacks and what can be done to overcome it. The teacher has to connect to the child in a way that the child feels both love and conditional control. The child should be appreciated if he has done well. The tutor should be encouraging, patient, kind and loving. The child should feel the class and the tutor as his own, only then will the child open up completely and flourish well. (d) As a pre-primary teacher why is it important to know about the development stages of a child from (2 to 5 years)? How would it help you in classroom situation? Ans. Each child develops in a unique way, and it is crucial for today’s educators to have a thorough understanding of that development. Physical growth or age is only
one way to measure maturity, but children are not better at something just because they are a year older. Each child is to be regarded as a different and whole person. The understanding of these developmental stages helps a pre-primary teacher to:1. Make assessments about the behaviors of children in the classroom. This can be used to prevent problems in the classroom that occur as a result of having a small number of children within the larger classroom who are at a different developmental stage of their lives from the stage of the other students. 2. The knowledge of stages can be used to gear the teacher’s lesson plans in order to maximize the success of students in both the academic and the social realms of their lives. An effective teacher continually revises his understanding of each child. Lack of knowledge of these stages result in 1. Educational failure as a child is expected to understand forms of thinking that he/she is not ready for. We need to know when a student is ready to learn certain learning. 2. In a class the students who are developing at a slower (or occasionally faster) pace than the larger group, tend to stand out to the teacher. Without an understanding of why that particular student’s behavior may differ from the behavior of the other students, teachers may feel that the student is merely a problem student. 3. Frustration in job, as the teacher simply cannot relate to why their approach to teaching the children is not working. 4. The class will get chaotic as some children may find certain approach boring & sullen and shift to something more exciting. This can upset the power balance between student and teacher.