The Importance Of Learning In Supporting Teaching And Learning

A supportive learning environment should be purposeful and task orientated, where the tutor emphasises the need to progress steadily. This can be done by starting lessons promptly, creating a smooth flow to the lesson, involving pupils and monitoring their progression and organisation. A positive effort should be made to ensure pupils have or build on self-respect and esteem by setting realistic opportunities for success and helpful support and encouragement whenever difficulties arise.

Other children – this could be their friends, family, or siblings. Children like to copy and follow, they like to fit in with their peers. If a pupil is in a friendship group where they enjoy learning, they are interested in it and find it a positive thing rather than negative, then this will encourage children within the group to want to learn. They want to succeed because their friends are succeeding and they are not afraid or embarrassed to do so.

Children of pre-school age through to adolescence are at the stage were parents begin teaching them

All children and young people develop at different rates, but the order which they advance in differs very little. Children’s development tends to progress from head to toe, inner to outer, from simple to complex and from general to specific.

Unfortunately, a tense schooling environment and tightened curriculum expectations have led to Michael’s idea being turned away from regular classroom implementation. Michael has, however, received an invitation for his team’s game to be introduced and used in higher end pre-ap courses. On the advice of multiple teachers and administrators, Michael has decided to re-work the product and test it through pre-ap courses before trying to reapply it for regular classrooms.

Summary In “Children Need to Play, Not Compete.” Jessica Statsky provide a clear and cut harmful reflection of high profile adult games when played by children. Stasky believe that the involvement in such adult standards games result only harm in the minds and bodies of children. Competition in sports not only cause injuries as a result of excessive straining of young bodies and a bad way of playing but also the concept of winning damages the actual mean of game that is team work and socializing.

Summary Jessica stasky shared her thoughts and views about children playing adult competitive games in “Children Need to Play, Not Compete.”. According to her it’s a new trend of parents involving their children in games which are not meant for them and which only cause harm to their physical and mental development. She said that such games have only one aim and that is victory other things like sportsmanship, discipline and teamwork is nothing. As a result of this aim, children only get stress and more stress whereas in the process of gaining this aim they often get injured which make the disheartened towards sports. Statsky criticize the process of selection and the trainers who are responsible for making games more like a competition for children which they have to win and this winning pressure make them to choose the one who have some skills and talent whereas the one who have potential of taking a

To communicate effectively with anyone, you need to speak clearly, using different pitch and tone to create interest. You should talk at a pace that is neither to slow or monotonous, nor so fast that others can’t understand it. It is important to know the stages of language development. You should also be aware that if you are working with a pupil with special needs, their communication development will be different; this could be for reasons such as autism, speech and language problems, or a hearing impairment.

The theories/approaches established by historical and contemporary pioneers provide valuable insight, underpinning the understanding of how children develop, allowing teachers to enhance the holistic development of every child. This essay will analyse the: behaviourist theory; cognitive-developmental theory; and socio-cultural theory.

If we move onto year 8 and 9, the key processes that are focused on are ‘evaluating and improving.’ For example in Year 8 invasion games the pupils focus on 2.1c, which is developing the precision, control and fluency of their skills (QCDA, 2007), which is a development on from year 7, so promotes progression. Progression is important throughout each year of the scheme, so this has to be

It’s important for a child to understand the positive impacts of competition despite a loss in a game. Adults go through competition everyday, from getting a job after a successful interview or missing it from an unsuccessful interview to promotion because of work well done or demotion at work. The basics of competition taught early helps a child succeed later in life. Team Sport equips a child to cope with competition in a friendly environment. Achieving a goal by being part of a team will help a child gain healthy competitive skills that they can use for the rest of their lives. Sports also help a child cope well with both a loss and a win as part of life. Learning to positively handle both the winning and losing side of playing a sport combined with good sportsmanship is a characteristic that carries over from childhood to

Considering the use of games for teaching mathematics, educators should distinguish between an activity and a game. Teacher should know when to use a game in mathematics and when not. Gough (1999) stated that a game needs to have more players who will take turns and make the game interesting and competing for a winning situation. Oldfield (1991) in his research said that mathematical games are activities which involve a challenge and usually are governed by a set of rules and have a clear underlying structure. This means that learners can only understand maths through play when they competing with their friends because that will make them think that they playing for fun instead of learning. The teacher has specific mathematical

It is important when planning and co-ordinating an activity your expectations are of the right level to encourage the child to achievement. If you do not expect enough, children rarely complain. However, they underperform and lose

To make achieving goals in games a little more challenging for the players, games have the element of struggle to make things interesting. Games would have a form of conflict, competition, challenge, oppositions or even puzzles to make players to ‘struggle interactively towards a goal’ (Costikyan 2002)’ In the co-operative board

Academic success is based heavily on not only the knowledge given to you, but your confidence in your abilities to learn. Academic settings can be very stressful and can cause students, especially those at a young age to begin to develop self-doubt when receiving so much new information. A positive self-belief system can play a major role in the perception of the child. It is very important to establish a sense of self-esteem and self-efficacy at a young age, because it becomes increasingly easier to branch out of one’s comforts zone to acquire the information needed to develop their knowledge and skill-sets.