[ Pobierz całość w formacie PDF ]
use the strategy of tell a friend what you think before you tell an adult during interactive
sessions and make stronger use of collaborative work, whereby a number of children
work together initially to discuss ideas and formulate suggestions that are then more
widely shared.
On the occasions when pupils initiate a conversation with an adult about learning, they
tend to do so by asking one or other of two types of work-related questions. By far the
most common type of question is about work procedures to clarify what they are meant to
be doing. However, less confident children sometimes prefer to struggle on uncertainly
rather than risk a teacher s wrath by asking about an aspect of the work that they feel they
should already have grasped. Teachers find that there is less need to repeat what has been
said if information and instructions are given precisely to pupils in the first place. The
second type of query that children frequently raise is uncertainty about how to work
Primary education 90
something out or the way to employ essential skills. Teachers are regularly faced with a
choice about whether to tell children, encourage them to try and find a solution for
themselves or give them general guidance in the expectation that they will gradually
make sense of the problem with which they are grappling.
Teachers have to master a variety of interactive techniques, not least the use of
demonstrating skills, strategies and practical procedures to pupils. There are a number of
instances when demonstrating techniques can be a highly effective way of introducing
ideas, reinforcing learning and motivating children. For example, a demonstration and
explanation of the correct usage and limitations of equipment or resources is often
necessary in advance of a practical lesson. Demonstrations for the purpose of reinforcing
learning can be linked with the children s wider experiences, using familiar situations
from every-day life. If a demonstration requires the use of specialist equipment or is
potentially hazardous, then teachers have to take close account of health and safety
considerations before and during the lesson.
Further reading
Bearne, E., Dombey, H. and Grainger, T. (2003) Classroom Interactions in Literacy, Maidenhead:
Open University Press.
Hardman, F., Smith, F. and Wall, K. (2003) Interactive whole class teaching in the National
Literacy Strategy , Cambridge Journal of Education, 33, 2, pp. 197 215.
Hook, P. and Vass, A. (2002) Teaching With Influence, London: David Fulton, chapter 3.
Moyles, J., Hargreaves, L., Merry, R., Paterson, F. and Esarte-Sarries, V. (2003) Interactive
Teaching in the Primary School, Maidenhead: Open University Press.
Smith, F., Hardman, F., Wall, K. and Mroz, M. (2004) Interactive whole class teaching in the
National Literacy and Numeracy Strategies , British Educational Research Journal, 30, 3, pp.
395 411.
INTERVENTION
An integral part of a teacher s classroom work is monitoring pupil progress by keenly
observing how the children are coping with the set tasks and activities, and then
intervening by offering appropriate support to them. Teacher intervention is necessary for
any one of at least five reasons. First, the teacher s poor initial lesson introduction,
organisation or resources mean that further explanation is necessary. Second, poor
matching between child and task results in confusion or uncertainty. Third, the child s
lack of confidence creates tentativeness. Fourth, a child s failure to grasp what is required
results in uncertainty about how to go about the task. Fifth, the child s lack of
concentration necessitates regular reminders from teachers about remaining on task. The
majority of pupils let a teacher know if they have concerns or questions about what they
are doing. However, teachers and assistants have to develop the skill of monitoring that
consists of scanning the room to gain clues about the way that children are attending to
their work and the level of adult support that needs to be provided.
A-Z 91
The relationship between monitoring and intervening is fluid. Sometimes a teacher
may be aware that a child is struggling but decide to delay intervening to allow
opportunity for the child to think and engage with the problem. On other occasions the
teacher may decide to be highly specific and tell the child precisely what must be done.
Awareness of children s progress through observation of behaviour and information from
their written work provide numerous insights into a child s conceptual grasp of the task,
confidence in tackling the set work and, ultimately, the nature of his or her achievements.
In this regard, all primary teachers need to be skilled observers of children and keen
judges of how much support to offer.
The extent of adult intervention depends on the specificity or flexibility within the
task, the teacher s knowledge of the child s willingness to persevere and how much the
work has been understood. If the pupil is unwilling to persevere, it may signal a poor [ Pobierz całość w formacie PDF ]
zanotowane.pl doc.pisz.pl pdf.pisz.pl wyciskamy.pev.pl
use the strategy of tell a friend what you think before you tell an adult during interactive
sessions and make stronger use of collaborative work, whereby a number of children
work together initially to discuss ideas and formulate suggestions that are then more
widely shared.
On the occasions when pupils initiate a conversation with an adult about learning, they
tend to do so by asking one or other of two types of work-related questions. By far the
most common type of question is about work procedures to clarify what they are meant to
be doing. However, less confident children sometimes prefer to struggle on uncertainly
rather than risk a teacher s wrath by asking about an aspect of the work that they feel they
should already have grasped. Teachers find that there is less need to repeat what has been
said if information and instructions are given precisely to pupils in the first place. The
second type of query that children frequently raise is uncertainty about how to work
Primary education 90
something out or the way to employ essential skills. Teachers are regularly faced with a
choice about whether to tell children, encourage them to try and find a solution for
themselves or give them general guidance in the expectation that they will gradually
make sense of the problem with which they are grappling.
Teachers have to master a variety of interactive techniques, not least the use of
demonstrating skills, strategies and practical procedures to pupils. There are a number of
instances when demonstrating techniques can be a highly effective way of introducing
ideas, reinforcing learning and motivating children. For example, a demonstration and
explanation of the correct usage and limitations of equipment or resources is often
necessary in advance of a practical lesson. Demonstrations for the purpose of reinforcing
learning can be linked with the children s wider experiences, using familiar situations
from every-day life. If a demonstration requires the use of specialist equipment or is
potentially hazardous, then teachers have to take close account of health and safety
considerations before and during the lesson.
Further reading
Bearne, E., Dombey, H. and Grainger, T. (2003) Classroom Interactions in Literacy, Maidenhead:
Open University Press.
Hardman, F., Smith, F. and Wall, K. (2003) Interactive whole class teaching in the National
Literacy Strategy , Cambridge Journal of Education, 33, 2, pp. 197 215.
Hook, P. and Vass, A. (2002) Teaching With Influence, London: David Fulton, chapter 3.
Moyles, J., Hargreaves, L., Merry, R., Paterson, F. and Esarte-Sarries, V. (2003) Interactive
Teaching in the Primary School, Maidenhead: Open University Press.
Smith, F., Hardman, F., Wall, K. and Mroz, M. (2004) Interactive whole class teaching in the
National Literacy and Numeracy Strategies , British Educational Research Journal, 30, 3, pp.
395 411.
INTERVENTION
An integral part of a teacher s classroom work is monitoring pupil progress by keenly
observing how the children are coping with the set tasks and activities, and then
intervening by offering appropriate support to them. Teacher intervention is necessary for
any one of at least five reasons. First, the teacher s poor initial lesson introduction,
organisation or resources mean that further explanation is necessary. Second, poor
matching between child and task results in confusion or uncertainty. Third, the child s
lack of confidence creates tentativeness. Fourth, a child s failure to grasp what is required
results in uncertainty about how to go about the task. Fifth, the child s lack of
concentration necessitates regular reminders from teachers about remaining on task. The
majority of pupils let a teacher know if they have concerns or questions about what they
are doing. However, teachers and assistants have to develop the skill of monitoring that
consists of scanning the room to gain clues about the way that children are attending to
their work and the level of adult support that needs to be provided.
A-Z 91
The relationship between monitoring and intervening is fluid. Sometimes a teacher
may be aware that a child is struggling but decide to delay intervening to allow
opportunity for the child to think and engage with the problem. On other occasions the
teacher may decide to be highly specific and tell the child precisely what must be done.
Awareness of children s progress through observation of behaviour and information from
their written work provide numerous insights into a child s conceptual grasp of the task,
confidence in tackling the set work and, ultimately, the nature of his or her achievements.
In this regard, all primary teachers need to be skilled observers of children and keen
judges of how much support to offer.
The extent of adult intervention depends on the specificity or flexibility within the
task, the teacher s knowledge of the child s willingness to persevere and how much the
work has been understood. If the pupil is unwilling to persevere, it may signal a poor [ Pobierz całość w formacie PDF ]