You are right Shah and Olalusi. Did you also see that the English teacher also allowed a student to respond to a question in mother tongue and the teacher acknowledged the answer was correct, building the student's self esteem and involving the student despite his difficulty to use English? Furthermore the student was physically handicapped
Did you also notice that The teacher is perseverance. It is unbelievable how he manages to get strength to successfully keep the two classes engaged, work together, help one another, collaboratively, making each kid work happily and teach two classes. He sets different tasks. What else do you observe.
Infact as long as the teacher understands the language of the student, the teacher should allow freedom to ask and answer questions in native language especially the ones with different learning challenges. The teacher can then interprete for the rest. This makes learners not to be afraid to participate and eventually they may catch up with the rest
I oberved that, it shows that despite our challenges in our classroom everyone can do something to have a positive empact on the lives of the children in our care and we have to stop malking up excuses why we cannot.
I saw students working in groups, using whole language for the lower grades, use of popsicle stick to count to five then encouraged them to count to five on their fingers, collaboration, break up activities to achieve a task, payed attention to all students starting with the weak to strong students. If weaker ones didn't understand he would reteach
Good question Florence, most teachers focus on those who get good grades. By the time we are through with this course, perceptions will have changed for the better and pay attention to all our learners. I will particularly identify and work with those suffering from ADHD.
In the video on secondary English class, it showed that the teacher involved all the students by regularly checking their understanding. the teacher also ensured that they exchanged notes and asked all of them to make contributions to a question asked.
Brainstorming was used to involve all the learners. Introduction of a class magazine ensured everyone contributed an article to it hence all involved. Teacher always checked on learners' understanding of work covered thereby involving all.
LCE and IE are intrinsically linked and prompt the teacher use many languages at time s=during his classes though he may not be able to speak all them in the beginning. the teacher uses some students for translation sometimes; I like the strategy to adresse the issue of multilanguage in some countries.
On point Kossi. Learner Centered Education is intertwined with Inclusive Education. The learner's needs should be at the center of every teaching and all learners despite their diverse abilities should be involved.
I think this is a really good point - others have raised it as well. A common misconception is that if children have got to learn how to learn in English, or French then you should only speak English or French in the classroom. In fact, by switching between languages, the teacher can teach the lesson content, but also support language learning.
I totally agree with this point. In addition, those students who may not quite understand the instructions given in the foreign language will get a better understanding when the same instructions are given in the mother tongue.
I agree with you Henderson that the teacher looks apparently talented and I'm wondering whether an ordinary teacher in a similar class set-up can be able to use similar strategies in teaching a lesson. What's your view?
The teacher was very active and really absorbed in the teaching. This shows that they were enjoying what they were teaching. The teacher was equally innovative because could use the local materials available as teaching aid. Teacher also encouraged group work and learners were able to participate in their local languages. Teacher made sure that learners work is checked and that the weaker learners were helped and also encouraged to learn. Teacher also started by brainstorming to see how much the learners knew the new topic.
The students were given opportunity to work in groups and exchange learning roles. The teacher regularly checked the understanding of the the students by going round the class checking if they followed instructions. Students were also allowed to share their thoughts and ideas.
Code switching caught my eye since many children are not educated in their mother tongue this points to flexibility of the teaching and learning and building a learner's self esteem. The teacher used simple language and the learners could understand. The teacher made an effort for all learners to understand and the teaching across all grades and giving activities appropriate for each level.
To be able to involve all - a teacher needs to be well prepared.
I watched the the lower primary maths lesson by the multi grade teacher .I saw evidence of involving all during his multi grade teaching as follows;
He assigned the 90 students into 2 big groups. First group was his class 1 & 2 and Second group was class 3,4 & 5.
In his first group he used 2 different languages to teach his class ,their home language .This reflects his observant, flexibility and creating self esteem. By doing this he was able to develop good communication and engagement of the students and him as a teacher. He admits he learns from the older children the meaning of words he was confused ,so when the the younger children use it again he already understands. Just been sensitive to the home language these young children are confident in and using it to communicate more effectively in class with his children.
I would apply his group work ,questioning skills and usage of our home language like here in the kingdom of Tonga I will fully support using our mother tongue Tongan in class 1 &2 because that is our Language policy and then English is introduced in class 3 but orally.
The use of their fingers and the ice block sticks - local material and real to the children as their counters .He used what was available to use for their adding and counting. He encouraged group work in both groups. He encouraged the older ones to help the younger ones .Giving group work to the second group allowed him to attend the first group. The teacher moved from one group to the another after explaining and giving work in a timely manner. He encouraged a weaker student to work along a stronger student.
He gave follow up task to make sure the students knew what they where learning. He checked worked with the students before giving another task. He revised fractions with his second group before giving out the new task. He asked questions and clearly explained tasks. He made sure he started with weakness of the students that were struggling and explained before he continued on any task .
He made sure no one was left out by encouraging working together and helping each other. Just watching the video clip the children where very much engaging and enjoying the lesson although they were in a small room. He created a positive atmosphere in the classroom. His lessons where build on prior knowledge and understanding.
The children were very much feeling of personal involvement and help keep them interested through their group collaboration. The teacher showed respect to his children through the words and how he delivered the lesson and wanting to learn the home language of the first group -class 1 & 2 before they gradually learn the school language
Yeah! That's true Mele. The level of learner involvement was quite personalized and one could easily see the excitement and eagerness of learners in the lesson. The lesson was lively despite the large numbers.
Yes I too agree with this. He was able to have children excited and learning despite the large numbers and ensured that all learners stayed on task- younger/weaker ones being helped by more capable peers; those who were older and stronger always had a task even though they were finished as they either helped others and were doing follow-up tasks to check their own learning.
The fact that he learned from the children as well to better communicate with those he did not understand at first was commendable as it showed respect for his students and I am sure helped raise the self-esteem of those he asked for help.
Amazingly the primary school multi grade teacher was able to involve all his students in learning despite having a large of students, no desk, and small classroom. For math class 3, 4 and 5 he made them work in groups to enable participating and helping each other. He also checked for understanding. For class 1 and 2 he included all children and was able to give feedback to children.
For the English class in secondary, the teacher was able to include them all, even the boy with no arms, he writes with his feet. The students first read then write the story. The students participated in the brain storming, and the questions support students' critical thinking. The teacher used English and their language for teaching, she switch between the two languages to ensure understanding.
You used the word 'amazingly' Matelita, and you are so right! I was in awe of this Math teacher, watching as he effectively moved amongst so many children in such a small space with limited resources. His classroom management skills are exemplary as he ensured children remained on task, assisted weaker ones, maintained a positive demeanor constantly praising children's efforts and used strategies of peer tutoring to assist younger ones by the older ones.
When instructions were given in English, as seen in the second video, the teacher allowed students to explain what she said in Hindi. The differently abled child was involved in the lesson as well, completing the tasks as everyone else. When given a project, all the students were able to brainstorm what was needed and share their ideas with the rest of the class. No one was left behind.
The evidence I saw in the video that demonstrated the teacher was 'involving all' are as follows: The teacher included all by having them respond to questions in the way the student can for example using the language they feel comfortable with, this indicates that what matters is the student participation. Allowing groups works as it creates students the strong students to help and assist the weak ones. She motivated and encourage respect among each other and this help because this emphasizes that everyone is unique and special the way they are. Students feel they were part of a group and had the support of their teacher.
In the first video the teacher was flexible because he tried to meet the needs of all students in the class even though they were at different grade level. He observe for students when they were unable to do task he had them work with other student. This in turn make them feel more comfortable and build their self esteem.