Concept of Teaching Children
May 28, 2013 Leave a comment
“In this posting, I’ll try to give some opinion from me adding by some explanation by the experts to get a clear explaination about this topic.”
Concept of teaching children is talking about how the teaching learning proces at the children, because the concept of teaching children different with an adult concept. This paper will explain how the concept of teaching children according to the expert and researcher especially the English teaching concept. Most experts believe that when a child is introduced to a second language at an early age their chances of becoming more proficient in the target language will be higher. However, it is not necessarily true to say “the earlier the better”. It is suggested that the most efficient time to learn another language is between 6 and 13.
However, children who learn in pre-to-early teens often catch up very quickly with children who learn from an earlier age. Also this does not mean that languages cannot be learnt later in life. The experience and environment at school and how language is taught and practiced play a vital role in language acquisition, regardless of how young or old the child is.
Whatever the age, when children learn a second language they develop skills that will help to create opportunities in their future. They acquire the lifelong ability to communicate with others under diverse circumstances. Indeed, regardless of the level of proficiency, learning a second language and learning about different cultures generally broadens a child’s outlook on life. It also opens up alternative educational and career opportunities. (Isela Shipton, Alan S. Mackenzie and James Shipton; 2007)
According to Solomon (2008) the truly effective teacher will always have a well-prepared lesson plan to teach from and will ensure that the aims of the lesson plan are achieved by as many students as possible in the class being taught. The TEXT-AND-TALK TEFL course provides an adequate and solid base from which new teachers can prepare and develop lesson plans. We also provide good instruction in how to effectively teach children. It means that in teaching children we must prepare a lesson plan and provide good instruction so the teaching learning process will run smoothly without face any problem.
Solomon (2008) said that there are many different theories of educational thought about the ways in which children can be taught and the correctness of each theory is open to debate, although each of these should be studied by teachers instructing children as a career. Most importantly, however, the successful teacher will be the one who stimulates the minds of students whilst creating an enjoyable learning environment. For many EFL students, an enjoyable learning environment will include ‘fun’ learning experiences through a variety of activities and games.
The various theories and approaches to learning that provide a rich background from which teaching and learning for children can be planned. (e.g. Gardiner’s Multiple Intelligences, Bloom’s Taxonomy, Co-operative Learning, De Bono’s Thinking Hats, Learning /Teaching Styles) have been implemented in schools throughout the world.
Education Queensland’s (Australia) “2010” cited in Solomon (2008) policy document for effective teaching and learning states that the approach taken by different schools must match the characteristics of their communities, that schools must be flexible enough to accommodate the individual learning needs of different students and that the curriculum must be sufficiently forward-looking to anticipate their future life pathways.
Children learn by: Having more opportunities to be exposed to the second language; Making associations between words, languages, or sentence patterns and putting things into clear, relatable contexts; Using all their senses and getting fully involved; by observing and copying, doing things, watching and listening; Exploring, experimenting, making mistakes and checking their understanding; Repetition and feeling a sense of confidence when they have established routines, and; Being motivated, particularly when their peers are also speaking/learning other languages. (Isela Shipton, Alan S. Mackenzie and James Shipton; 2007).
There are four classifications of concepts. These are spatial (location), temporal (time), quantity (number), quality (description), and social-emotional (feelings). Generally, children learn marked concepts, or the concept with more distinctive attributes first. These include size, texture, quantity, emotional state, physical attributes, etc. For example, since the concept thick has more size than thin, it is the marked concept.
Upon entering kindergarten, children should understand concepts as pairs, with the unmarked concept understood receptively and the marked concept understood receptively and expressively. Basic concepts help build pre-reading and early mathematics skills, strengthen a child’s vocabulary, and are building blocks of early curriculum. Feedback sessions should be interactive so that children learn to evaluate their own writing and put hemselves in the shoes of their readers. Don’t overwhelm children focus on some low-level skills, such as spelling, punctuation and grammar, as well as some high-level skills, such as organization, expressive language and clarity of ideas. Give them a chance to improve their skills, and let them know when their written work has gotten better.
Solomon, David. 2008. Tips For Teaching Children. Available at: http://www.teflteachthai.com/Tips_for_Teaching_Children.html. Accessed on 9 November 2012.
Spielvogle, Keri. 2011. Teaching Basic Concepts for Early School Success!. Available at: http://www.google.co.id/url?sa=t&rct=j&q=concept+of+teaching+children&source=web&cd=1&cad=rja&ved=0CCEQFjAA&url=http%3A%2F%2Fwww.superduperinc.com%2Fhandouts%2Fpdf%2F52_Teaching_Basic_Concepts.pdf&ei=TsqlUMTRIYyXiQeTl4DADQ&usg=AFQjCNEgn_0OWOGXS1fo6VS-32Q_-8VVAw