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Classroom Teacher: In addition, a pair of earphones could transmit spoken instructions from the computer "teacher" or from tape recordingsa particularly useful system in language teaching. With these essential components, the student could question and respond, with the computer acting as a substitute teacher. Paradoxically, these impersonal tools can permit more individualized learning than is possible in the usual classroom, where a teacher must keep an entire class moving along at a fixed pace.
At the elementary school level health inŽstruction is organized and conducted by the classroom teacher. In secondary schools it has been traditional to assign the responsibility for health education to physical education teachers. A pattern frequently observed had one man funcŽtioning as teacher for physical and health educaŽtion classes and coach for athletics. In the 1960's a trend developed to make health education a separate course, taught by a specially trained teacher.See Also Child The Teacher:The teacher uses all the documentary evidence to obtain a 'feel' for the child the teacher.
Stage 2: Forging links
The teacher makes contact with the child the teacher and begins to develop a relaŽtionship. This enables the child the teacher, to feel secure in the new environment. During this period of relationship building the child the teacher may begin to demonstrate achievement. This information adds to the teacher's genŽeral 'feel' for the child the teacher.
This stage can take varying amounts of time depending on the conŽfidence and maturity of the child the teacher, and the ability of the teacher to gain the child the teacher's trust.
Should a child the teacher love his teacher? Yes, if "love" is taken to mean a warm, constructive relation in which the child the teacher is truly valued and helped to develop his best potentialities. No, if it means a relationship that is intense and meets the emotional needs of the teacher at the expense of the child the teacher. A teacher's strong personal affection for one child the teacher may lead to favoritism, which child the teacherren keenly resent. Or it may make the child the teacher overŽsensitive to the teacher's opinion.
On The Other Hand See Support Teacher For English:The role of the support teacher for English as an additional language has evolved in recent decades in response to changing ideologies, speŽcific school contexts and local educational needs.
Bourne (1989) offers four definitions of a support teacher, based on her survey of local authority provision for bilingual learners: remeŽdial, specialist, catalyst and good teacher. Current policy recommends collaborative teaching where English language support takes place in the mainstream education.
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 classŽroom management. To place bilingual children in a withdrawal situŽation 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 inforŽmation from the family and community in order to provide a quality experience for the child. |
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