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Which The Teacher Should: After a few days the teacher noted that Eleanor was fairly comfortŽable in school and was happy to talk about the games she was playŽing. The teacher noted: 'Eleanor enthusiastically told me the names she had given to all the plastic play people/
After about a week Eleanor began to greet the teacher when they met in the morning and she usually had some news to report. The teacher felt that this was a good sign that Eleanor was settling in well.
Should a child love his teacher? Yes, if "love" is taken to mean a warm, constructive relation in which the teacher should the child 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. A teacher's strong personal affection for one child may lead to favoritism, which the teacher should children keenly resent. Or it may make the child overŽsensitive to the teacher's opinion.See Also Teacher Of Biblical:GOODSPEED, Edgar Johnson (1871-1962), American Biblical scholar and educator. He was born in Quincy, 111., on Oct. 23, 1871. He was the son of Thomas Wakefield Goodspeed, a founder of the University of Chicago, and was associated with the university for many years as teacher of Biblical and patristic Greek.
In 1838, and again in 1852, he visited the Holy Land with the scholarly missionary Eli Smith. He traveled in Syria and Palestine, making careŽful surveys and investigations. These studies formed the basis for his chief work, Biblical ReŽsearches in Palestine, Mount Sinai, and Arabia Petraea (3 vols., 1841; supplementary volume Later Biblical Researches, 1856), for which he received the Royal Geographical Society's gold medal. He was a leading member of the AmerŽican ethnological, geographical, and Oriental societies, and edited the American Biblical ReŽpository (1831-1835), and the Bibliotheca Sacra (1843).
On The Other Hand See Visibly Teacher -directed:Although much evidence about the most effective pedagogy for younger children has been available for some time, there is a tendency to revert to 'old', supposedly tried and tested, more visibly teacher -directed teacher-directed ways of working, whenever threatened, either by outside judgements, or by fears of loss of conŽtrol'. However, we might heed Gardner's (1993) remark, that we need to throw out limiting old assumptions and respect the flexibility, creativity, adventurousness, resourcefulness and generativity of the young mind.
At this stage, specific activities are planned and implemented. Fo some of the day the child is now being directed to these activities During this time the baseline achievements are beginning to be notec by the teacher in an informal way.
Stage 6: Formal assessment
At this stage, the teacher begins to introduce formal Baseline Assessment. The teacher now records each child's achievement according to the baseline model which has been adopted by the school/LEA.
Stage 7: A baseline has been established
This is the stage when all the assessment findings are collated and the teacher discusses the outcomes with the child's parents/carers. |
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