| |
Unique Home Furniture, Home Decorating and Home Decoration Store
Planning The Teacher May: Before finalising planning the teacher may need to make further informal assessments of an individual child in order to confirm a specific area of achievement. This may be necessary if the parents' view of the child's ability in a specific area differ from the findings of the Baseline Assessment. Alternatively the teacher may feel that the child's ability in a specific area is not reflected by the baseline score. This decision would normally be based on the teacher's prior informal assessments, and their general 'feel' for the child. Once any additional assessments have been made the teacher plans an appropriate programme of study.
Whilst proficient bilinguals bring special talents to a classroom, the teacher is far more likely to encounter children who are in the process of learning a second or third language rather than balanced bilinguals. This factor has logistical implications for lesson planning and classroom management. To place bilingual children in a withdrawal situation would not appear to be the most appropriate method of teaching English or communication skills. If no support staff are available for collaborative work, the class teacher needs access to essential information from the family and community in order to provide a quality experience for the child.
The real task of the planning board therefore should be—and is, in those communities where planning is taken seriously—to serve as a research arm to the executive. "Pure" planning, planning according to theory, is a practical impossibility, for every executive decision is weighted by many factors of politics, expediency, finance, and local pressure. A conscientious executive and legislative body, nevertheless, can be assisted greatly in making decisions, if presented with the full implications, city-wide, of the alternatives.
|
|
|
 |
Child-Education-Usa.com |
|
 |
 |
|
Menu |
|
|
| |
| |
|
|
| |
|
