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The Teacher Helps: Providing a favorable environment is only the first step. By guiding the child in the use of appropriate experiences and materials, the teacher helps him to discover what he can and cannot do, what he likes and dis¬likes. Some children do not respond to a rich environment—the oppor tunities are there but the individual, for some reason, does not use them(19, 1952).
Providing a favorable environment is only the first step. By guiding the child in the use of appropriate experiences and materials, the teacher helps him to discover what he can and cannot do, what he likes and dis¬likes. Some children do not respond to a rich environment—the oppor tunities are there but the individual, for some reason, does not use them(19, 1952).See Also Became A Teacher Of Rhetoric:Greek Rhetoric.—Corax and Tisias, the ear¬liest rhetors or teachers of rhetoric, exploited the argument from probability. The greatest r of rhetoric, Gorgias of Leontini, who cai Athens in 427 B.C., specialized in epideictic, th tory of display, and lent his name to the Gor figures : antithesis and similar devices for pi ing balance. The third major division, delibe oratory designed to sway legislative bodies more difficult to systematize and therefoi ceived less attention from the sophistic rhetc the late 5th century.
QUINTILIAN, kwm-til'yan, full name MARCUS FABIUS QUINTILIANUS, Roman rhetori¬cian: b. Calagurris (Calahorra), Spain, about 40 A.D. ; d. after 95. He was educated at Rome, where he studied under Domitius Afer, and about 69 began to practice as an advocate. Subsequently he became a teacher of rhetoric, and had Pliny the Younger and the two grandnephews of Domi-tian as pupils.
On The Other Hand See Parent- Teacher Co¬operation:10 Ways forward Parents are now helping in many more areas of the curriculum, and perhaps learning skills themselves need to be looked at more closely in the light of parent- teacher co¬operationteacher co¬operation. Some schools feel they are reaching quite different levels of operation because of the involvement of parents. Where does this take us in planning the future?
It may seem that we are using the words 'parent involvement' and 'parent co-operation' almost interchangeably. We are aware of this, and the usage is deliberate. As we point out in chapter 8, it is difficult to be sure what exactly it is that causes the improvement in children's reading - whether it is parents' involvement in the sense of simply hearing their children read, or the co-operation between parent and school, or both - or even neither. Common sense and our own theoretical beliefs suggest both, and this is what we wish to convey. |
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