Teaching

PEDAGOGICAL STRATEGIES FOR THE TEACHING OF MATHEMATICS IN NIGERIAN PRIMARY SCHOOLS FOR SCIENTIFIC AND TECHNOLOGICAL DEVELOPMENT BY AJILEYE, Adewole Mukaila Department of Mathematics Osun State College of Education, Ilesa E-mail: ajileye4ever@yahoo.com Abstract For a country to be technologically developed there is need for efficient handling of mathematics at levels of education. The perennial low performance of pupils in mathematics has been attributed among other things to inadequate

The primary objective of a teaching assistant is to support the school by carrying out a variety of tasks in order to create and maintain a safe, positive learning environment thus allowing teachers more time to focus on teaching. It is therefore paramount to remain flexible at all times. The purpose of this essay is to summarise the major learning points from the Teaching Assistant Diploma Course. I will address the nine subject areas separately. Supporting the teacher - Teachers are incredibly

decision that must be made is whether to use discrete trial training drills or incidental teaching to establish functional skills. Discrete trial training is conducted in a highly specified and structured manner, in which the instructor chooses and presents an antecedent stimulus related to the skill of interest, and when the student responds correctly, the response is reinforced. Naturalistic or incidental teaching is loosely structured, and is incorporated into a student’s ongoing routine and follows

ADAPT TEACHING AND LEARNING APPROACHES AND RESOURCES, INCLUDING TECHNOLOGIES TO MEET THE INDIVIDUAL NEEDS OF LEARNERS. UNIT 2, 5.6 LITERATURE REVIEW Agreeing with Littlemore and Oakey (2004), we founds that teachers are sometimes overwhelmed by the technology and "do not seriously think about how it might be usefully applied" (Davies, 2009). Indeed, language learning and teaching approach should be pedagogy-driven and learning-based, which is more rigid and emphasises on the needs of learners with

Teaching and Mentoring Experience Teaching has been a fundamental component of my academic training. I have been actively involved in teaching, tutoring, and mentoring high school and undergraduate research students throughout my doctoral and postdoctoral work at the City University of New York (CUNY). I taught General Chemistry (I & II) laboratory courses and recitation sections at CUNY for four years. I volunteered as a physical chemistry tutor for undergraduate students from CUNY. At St.

with PDE recommendations. There are four stages of field experience: • Observation, • Exploration, • Pre-student Teaching, and • Student Teaching. The early field experiences in each of the initial programs focus on observation and exploration. Cooperating teachers can provide additional opportunities based on the candidates’ readiness and abilities. The methods pre-student teaching level field experiences for juniors/seniors are lengthier because candidates are expected to tutor individual students

Communicative Language Teaching Today Jack C. Richards cambridge university press Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo Cambridge University Press 32 Avenue of the Americas, New York, NY 10013-2473, USA www.cambridge.org © Cambridge University Press 2006 This book is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge

PRIMARY SCHOOL TEACHERS AND THE PROBLEMS FACED WITH TEACHING THE ENGLISH LANGUAGE An analysis of the obstacles in the way of effective pupil-centred teaching and learning of the English language in Tanzanian government primary school with recommendations Katy Allen MBE Director, Village Education Project Kilimanjaro Presented at The Forum on Community of Practice of Learner Centred Learning in Tanzania held at the Tanzanian Episcopal Conference Centre, Kurasini 18th – 19th August 2008 PRIMARY

Level 2 Teaching Assistant Certificate - Assignment Three Unit 3 Supporting the Curriculum TASK 9: Using subject headings together with a brief summary of the subject, describe the range and main provisions of the relevant National curriculum in the school where you are employed. Creative Development: This Area of Learning relates to the development of children’s individual ways of developing and representing their notions and emotions in an imaginative way through assorted mediums and

Teaching Pragmatics explores the teaching of pragmatics through lessons and activities created by teachers of English as a second and foreign language. This book is written for teachers by teachers. Our teacher-contributors teach in seven different countries and are both native-speakers and nonnative speakers of English. Activities reflect ESL and EFL classroom settings. The chapters included here allow teachers to see how other teachers approach the teaching of pragmatics and to appreciate the diversity