Madame Tremblay

In the long history of language learning, especially in the case of learning English as L2, educationalists have been tirelessly trying to explore more and more practical approaches that ranged from conventional methods like Grammar translation method, Direct method, Situational Language Teaching etc., to the latest mode of communicative approach. The conventional teaching methods - the unsuccessful result of the earlier language theories, were proved to be ineffective, because it was felt in all the methods, that the learners were passive and the teaching-learning process was mechanical. Hence during the 1960s, a new trend of language teaching called Communicative Language Teaching paved its way into classrooms in the early 1960’s and has

And those children represent their knowledge in a variety of ways. It is based on recognition of the individual and social nature of learning and the essential role of language in mediating thought, communication,

Teachers take on the role of learner as well as instructor and are there to guide the discussion towards learning objectives without just forcing their point of view on students. Another very important part from Vygotsky’s work is the concept of a student’s zone of proximal development (ZPD). Vygotsky (as cited by Eggen & Kauchak, 2011) described it as “the distance between the actual development level…and the level of potential development…under adult guidance…or more capable peers” Once a student is within their ZPD, they can vastly benefit from ‘scaffolding’, this is assistance from either the teacher or from peers in a collaborative group to achieve a level that they would be unable to do independently (Eggen & Kauchak, 2011). This scaffolding can take many forms, using prompts and cues, asking pertinent questions, the most important point is not to do the work for the student but to guide in the right direction.

This theory highly contributes in language learning. The latest methods in language teaching such as communicative teaching are

Petit Poussin Learning Center believes in teacher and child close interaction, communication, collaboration and exchange of ideas constantly. In our program we make use of many teaching techniques and approaches such as modeling, coaching, scaffolding, inquiry, cooperative and discovery learning. Like the constructivist, we rely on some form of guided discovery, where teachers must avoid to direct instruction but to direct the student by using questions and activities that will make the student verbalize the new knowledge and retain it better. Most importantly during the class activities teachers are not the center, they let the students discover things on their own by using modeling, role playing, small group activities, and large group word skills exercises. We encourages active learning as opposed to passive learning, in which students are very engaged, played an active role. Students are able to comprehend any subject and to find any nuance if

Vygotsky’s concepts of zone of proximal development and the more knowledgeable other person has led to the idea of scaffolding. Scaffolding, which encompasses both ZPD and MKO, is seen in almost all classrooms in today’s society. Scaffolding is a temporary support mechanism that aids students when they need it and then relinquishes control when the assistance is no longer needed. According to Lipscomb, Swanson and West (2004), scaffolding is used in classrooms by the “development of instructional plans to lead the students from what they already know to a deep understanding of new material,” and “execution of the plans, wherein the instructor provides support to the students at every step of the learning process.” Scaffolding encompasses the role of the teacher. The teacher acts as the most knowledgeable other to the student and then assesses the current knowledge of the students. The teacher decides which knowledge level the students should be performing at, and that gap between current knowledge and abilities and their potential is the zone of proximal development. In order for

The role of a teacher is to motivate and guide students in their learning process. A teacher will become one of the main influences in a students’ life. Therefore, it is up to the teacher to help the students’ through their progress in education the best way they can. The importance of teaching doesn’t lie in the amount of information a teacher can provide a student with but in the value the teacher gives to the information. The best way to describe can be by using poetry as an example. The words in the poem mean so much more than just what is on the paper. There is the rhythm, alliteration, tone and mood to take in consideration. Teaching is the same because we must consider the student not as he presents himself, but as a person that is made of many complexities. The way to make a difference in the lives of the students is by treating them as a living poem that requires our complete attention to deliver the best results. Students have the capacity to learn as much as we want to teach them and therefore we should encourage them to follow the path not because it’s for their own good but because they enjoy it.

Sylvie Tremblay a cancer researcher and neuroscientist states that the brown sugar contains many minerals; for example, calcium: used to maintain several tissues in the human body. Potassium: an essential mineral that is in cells and tissues, and selenium: which helps drive chemical reactions involved in thyroid and muscle functions. The human body needs minerals found in sugar from fruits to function properly, but be wary of the amount of sugar consumed to not have too much

Throughout the entire novel, one is introduced to characters and how their past dramatically affects the people they are now. When we first meet Madame Defarge she was busily knitting away, seemingly feminine and harmless. According to Dicks, she “knitted with nimble fingers and steady eyebrows, and saw nothing” (Dickens 42), depicting a submissive wife who did not take interest in political or social issues. As her character develops, however, the reader learns she is deeply involved in the plot due to the injustice served to her family in the past. Madame Defarge’s knitting serves both the Revolutionaries’ goal and her personal vendetta against the aristocrats, more specifically the Evrémonde brothers (Wilson 374). Her seemingly harmless

As an educator, I believe my main job is to make sure that I am teaching/helping my student to the best of my ability. As an educator, one of my jobs is to make sure that I give all of my students the best information and experiences that they need to be successful in school and in life. For this paper I will discuss three theories that I feel is important to use when teaching young children math, reading, science and fine arts. The three theories that I feel best describe and work with my teaching styles is Vygotsky Zone of proximal development, Bronfenbrenner microsystem theory and Piaget preoperational stage theory. Educator should always follow educational theories and philosophies because in order to teach a child correctly we must know and understand how they learn and process information.

Comprehension skills are problematic but they have “advanced word knowledge” and recall. They have no awareness of others when socialising and may have problems with others. Students can be distant with “specialised interests” which are obsessive. Teachers provide “curriculums” to meet needs through “individualised learning plans.” Teachers present language based experiences such as “fact finding missions’ to build interaction skills. “Speech pathologists” and “school psychologist” can assist teachers and allow parents to come in and assist. Teachers present “predictable routines”, clear commands and tutelage. Teachers, need to highlight emotions and all students how to interact with one

Moreover, the main topic of this video is the learning of other language in the childhood.

The “new education” that she invented will make learning fun, spontaneous and challenging. She diminished the traditional method of teaching by starting her children with writing. She felt the traditional method of teaching was very teacher-oriented and it lacks the role of children in education. The teacher dominates the class and gives instructions to the whole class. The children’s role is to sit, listen and absorb the information from teacher’s traditional academic instruction. Teachers sets the Curriculum materials themselves at a rapid pace plus the materials are not catered for individual needs. They are treated in a same manner; therefore teachers are not being able to address each child’s individual academic strengths and needs.

It has not been easy but challenging and interesting. Unfortunately in this present job I have no colleagues, institution authorities or supervisors, which means anything I do in the classroom hardly ever provides me any feedback of what I am doing. Except of course for the eventual commentaries I receive from my students and the annual performance evaluation. Therefore I had this urgent necessity of obtaining some refreshment and reviewing of what I am doing in my classroom. I need to make a stop to reflect about how effective my teaching is. If the things I am doing are adequate and suitable to take my pupils to achieve their goal to communicate in the target language. Teaching in this context was at the beginning of the journey a frightening and stressing episode, first of all because I did not know anything about mining, geology, finance and accounting, just to mention some and not to make myself look like a complete ignorant. Secondly the atmosphere in a corporate has nothing to do with the informal ambience in an elementary school and thirdly but not least important, the students expectations and perceptions are not the same. Thus, I had to remake myself.

The children construct their knowledge – knowledge is not transferred but is personally constructed the learning meditated. The knowledge is not transferring from one mind to another mind, but it is personally constructed in child mind. Teachers were taught something in the class; child would analyze and remembers about it, critically, creatively, and systematically. The child would likes to improve the skill help of the teacher, parents, adults, and peers. The society is help to improve the child knowledge, when child is walking through the street it interactions with the others, and get information’s. The cognitive development is not direct result of activity but it is indirect. Cognitive development in child it is very important. Cognitive development child learns from society as well as interaction between each other, introduce the new tools among them and in group, with the support of group child will increase his knowledge. The cognitive development is important role in child life from knowledge child gets information about either bad or