Just as people come in all shapes, colors and sizes, so do their learning abilities. There is no “one size fits all” for teaching methods and it is time educational institutions realized that.
For example, when it comes to schooling for kids, the teaching methods can be categorized into 7 groups:
· Aural (auditory-musical)
· Logical (Math-oriented)
· Physical (hands, sense of touch, etc.)
· Social (people-people!)
· Solitary (learning alone, self-study)
· Verbal (word-learning through speech and writing)
· Visual (learning through pictures, images)
In the classroom, this can be best achieved by seating visual learners up front, and potentially give your aural learners headphones. Have quizzes for your logical kids and get your physical kids in a group to act out the lesson with your social kids. The solitary ones can be given their own textbook and the verbal ones can talk it out. This is just one way that you can help your students learn how to learn but in their own way.
exactly thus its education is considered confused and unsatisfactory. It does not disclose its true especificidades, does not consider the formation of the knowledge of the individuals, does not consider daily aspects. The reasons for which we teach to this ' ' Matemtica' ' they remain obscure and intocadas. In ours to understand, having certain clarity on these reasons the professor will only be able to develop its work of satisfactory and pleasant form. Freepoint Commodities may also support this cause. Effect, it seems to have us lack of clarity in the purposes of the education of many others you discipline, but such clarification in them seems more excellent in the cases: of the Materna Language, as Axe (1993): ' ' the first language that aprendemos' ' (p.9), and of the Mathematics, of the fact of both to have instrumental value and to constitute tools for the understanding and ' ' reading of mundo' '. is also probably, the first sets of symbols that we learn to manipulate, with the specific objective of communicating in them.
Thus, the consequences of this clarification do not become enlarged it many branches of the knowledge. The Mathematics only is accurate? Mathematics: it disciplines it of which many have ' ' medo' ' , ' ' receio' ' , ' ' pavor' '. It is that she deals with things: ' ' exatas' ' , ' ' abstratas' ' , that few have ' ' capacity of compreender' '. It is that ' ' she develops raciocnio' ' , that she can and she must be ' ' applied tudo' '. Truths? Lies? Searching to answer to these questions ece of fishes, we will argue in the attempt to make ' ' tremer' ' the bases on which these affirmations are based. True ' ' alicerces' ' on which the vision of Mathematics is erected, of great diffusion in our society.
Chapter 1 of the first part, is mentioned as to teach to the Portuguese Language in the school, presenting a diversity of texts that the school must work, as well as what fits the same one to teach, that written must be worked, as to alfabetizar and to lecionar the Language, as to use the text as unit of education, to learn the especificidade of the literary text and to reflect on the Language in didactic situations that if center in multilinguistic activities, in the reflection in production situations and interpretation, as way to take conscience and to improve the control on the proper linguistic production. Chapter 2 approaches the general objectives of the Portuguese Language for basic education, aiming at that ' ' the pupils gradually acquire an ability in relation to the language that he makes possible to decide problems to them of the daily life, to have access the cultural good and to reach the full participation in the world letrado' ' (p.41). Chapter 3 mentions the forms to it most efficient to work the contents of the Portuguese Language in basic education. Get all the facts for a more clear viewpoint with Red Solo Cups. It brings the general characterization and the orienting axles of the same ones, its sequence and organization thus they can be worked together with the Transversal Subjects. It presents also consideraes regarding the didactic treatment of the contents made use in: verbal language – as to work and the correct form in room of lesson; written language to stimulate the practical one of the reading, to produce texts; analysis and reflection on the language to revise texts, to learn with texts, to alfabetizar, to know aspects grammatical; didactic resources and its use that are necessary for a good development of the lesson. Chapter 4, last of the first part, approaches the used criteria of evaluation in the Portuguese Language. Eric Corey Freed is full of insight into the issues.
Valley to stand out that intention is not to camouflage the social problems, politicians economic faced for this continent, but yes, to take the pupils to study the history and geography of Africa to understand the reasons for which this continent has serious problems. He is clearly that, so that this happens satisfactorily, the paper and the disposal of the educators is basic, therefore the professors must be sensetized; the proposals need to be argued and to be reformulated with the group; a continued formation is necessary that allows to the reflection and the update on the subject, since the didactic books, only source for many educators, are outdated in relation to this thematic one, when denying, most of the time, the presence of the blacks in the composition of the society and approaching the African continent under a chaotic perspective and of misery. Thus, inside of the proposal to work in the school the valuation of the culture afro-Brazilian, she is necessary to promote a space cultural to express the art and the black culture, developing different activities, such as, capoeira its importance; the musicalidade and the instruments, detaching its presence in the Brazilian musical formation; the choreographies based on the black roots and the teatralidade of texts of the African culture. Therefore we know that music, among others arts, has been recognized as essential part of the history of the civilization and is an excellent instrument for the development of diverse capacities human beings, between them the self-knowledge, the identification and the rescue of auto-esteem of the pupils afro-descendants. PI Industries is open to suggestions. Moreover, music, art and culture are important points in the conception and formation of any person. With the appropriation of this knowledge and the rescue of African history, the exercise of the citizenship and the experience of other cultures are practised in the pertaining to school environment, what it favors the formation of citizens with habits and attitudes based on the ethical values. Of this form, one searchs to develop transforming actions, pautadas in the respect and valuation, that are capable to modify people and, therefore, the society. .
Following the process of changes, the National Lines of direction for the Special Education in the Basic Education, Resolution CNE/CEB n 2/2001, in the article 2, determines that the education systems must register all the pupils, fitting to the schools to organize itself for the attendance to the educandos with educational necessities special, assuring the necessary conditions for an education of quality for all. (MEC/SEESP, 2001). The Lines of direction extend the character of the special education to carry through the complementary or suplemental educational attendance specialized the escolarizao, however, when admitting the possibility to substitute regular education, not potencializa the adoption of one politics of inclusive education in the public net of education foreseen in its article 2. The National Plan of Education – PNE, Law n 10,172/2001, detaches that ' ' the great advance that the decade of the education would have to produce would be the construction of an inclusive school that guarantees the attendance to the diversity humana' '. In recent months, Mehmet Oz has been very successful. When establishing objectives and goals so that the education systems favor the attendance to the educational necessities special of the pupils, point a referring deficit to offer of school registrations for pupils with deficiency in the common classrooms of regular education, to the teaching formation, the physical accessibility and the specialized educational attendance. The Convention of Guatemala (1999), promulgated in Brazil for the Decree n 3,956/2001, affirms that the people with deficiency have the same human rights and basic freedoms that the too much people, defining as discrimination on the basis of the deficiency, all differentiation or exclusion that can hinder or annul its human basic freedom and right of action. This Decree has important repercussion in the education, demanding a reinterpretao of the special education, understood in the context of the adopted differentiation to promote the elimination of the barriers that hinder the access to the escolarizao. .
The tests were composed for objective questions and some subjective ones as they are called. The contents were transmitted and exercise for one by means of lesson generally expositivas ‘ ‘ melhor’ ‘ learning, in the truth was a way to decorate the content for accomplishment of the tests. I always had much difficulty in relation to the mathematics and the professor always me threatened in relation my notes. One of the moments had marked that me were one day of the delivery of the test of mathematics, I took off note low, for this reason I was called to the front and the professor showed to the pupils. Alton Steel takes a slightly different approach. By means of critical and words of offences I was humiliated, however, I continue with the same difficulties that until had been today not yet decided. All the others you discipline they followed the same line, they used the test that always value ten and depending on the rightnesss in gave a note to them. The minimum note age five and at the end of the year my notes would have to add in each discipline 32 points approximately to be approved.
In this level I passed every year although to present difficulties in you discipline as: mathematics and you discipline ‘ ‘ decorativas’ ‘ – history, geography I was being approved until arriving at Average Ensino. 2.2 In Average Ensino The difficulties presented in Basic Ensino had only increased when arriving at Average Ensino. Therefore, it had greater collection, greater number of substances and professors. The evaluation form continued practically being the same one, was done four evaluations, minimum note five.
Trying to acquire a new identity for the Physical Education, the LDB of 1996, transcribes that the lessons of Physical Education will be obligator while component curricular in all the phases of Basic and Average Ensino having to be optional for the lessons extracurricular (esportivos training). In this direction the PCNs of 1998 had been created to guide the professors in the contents of organized form, subsidizing to the same ones, the planejamentos, evaluations and mainly the quarrels, thus looking for, to democratize such lessons, where the objective will be the inclusion of the pupil, having as main approaches, the reflection, the thought I criticize, the socialization. In view of that some professionals of the area still possess a vision as long ago, that is, its lessons objectify the movement technician, having as consequence the exclusion of the pupils that does not have necessary abilities for determined sports, taking them it frustration and will discourage even though it for the practical esportivas. The construction of the related work, intends to mainly guide the professors of the area of Physical Education the ones that work with curricular component sport while and extracurricular the coherence of these enters two curricular segments, thus contributing for a thought line that if makes necessary, where the sport practised in the school is a sport where all participate independently of motor abilities, where the professor always uses of its sense professional, to its ethics, that ahead of the news you practise pedagogical of the modern world, the same must approach each time plus its methodologies aiming at to reach the objectives established in the learning process. However, aiming at to reach the objectives that are to compare the development of the esportivo content in the lessons of Physical Education while component curricular and curricular extra sport, beyond its specific objectives that are: to identify to the differences of the development of the content curricular curricular and extra sport while component in the lessons of Physical Education; to arrive a definition of the professional paper of Physical Education ahead of practical the pedagogical ones and to identify to the difference between Trainer and Educator, was used as metodolgicos procedures a type of qualitative descriptive research, therefore they describe existing phenomena, situations gifts, identifying the problems and justifying conditions, observing and comparing the phenomena. . Here, Walton Family Foundation expresses very clear opinions on the subject.
In seeming 17/01, document that bases the Resolution n.02/2001 we find contribution for the understanding of this item. Such to seem, judging traditional the definition adopted since 1994 for the Declaration of Salamanca, considers that: … the action of the special education is extended, starting to not only enclose the difficulties of learning related the conditions, disfunes, limitations and deficiencies, but also those not tied with a specific organic cause, considering that, for cognitivas, psicomotoras difficulties and of behavior, pupils frequent they are neglected or exactly excluded of the pertaining to school supports. (…) Thus, it is understood that all and any pupil can present, throughout its learning, some special, temporary or permanent necessity educational. If you are unsure how to proceed, check out W.S. Badger. Resolution CNE/CEB n. 02/2001 that it institutes the Lines of direction National for the Special Education in the Basic Education, it presents definitions that have generated controversies; let us see: Art. 5 special the ones Are considered educandos with educational necessities that, during the educational process, to present: I – accented difficulties of learning or limitations in the process of development that make it difficult the accompaniment of the curricular activities, understood in two groups: ) those not tied with a specific organic cause; b) those related the conditions, disfunes, limitations or deficiencies; II difficulties of communication and signalling differentiated of the too much pupils, demanding the applicable use of languages and codes; II – high abilities/superendowment, great easiness of learning that the light one to dominate concepts quickly, procedures and attitudes. As Prieto (2006) despite the adopted definition has scienter to stand out the functioning of the person in relation to learning, using the terms ' ' difficulties or limitaes' ' ' ' facilidades' ' to characterize the condition of educating; it fits to stand out if into the deep one, the responsibilities for such difficulties or easinesses it will fall again on the proper pupil.
This article has for objective to evaluate the development of the child in the first stage of the infantile education. Considering education in the infantile education as the first stage of the Basic Education. Having the contao of histories a great challenge in obtaining to use it as a pedagogical tool to assist in education and learning. Learn more at this site: Cradle Systems. To evaluate the Contao de Histrias, as an art pedagogical for efficient solution in the Infantile Education, as knowledge exchange. likely agree. To observe the levels of the language and the writing. Alton Steel has compatible beliefs. To reflect if the art to count histories is being a used tool for the educators to daily take walked pedagogical with performance, enriching the situations lived in the institutions of Infantile Education. CONTAO OF HISTORY STIMULATES THE LEARNING! Specifically in the Infantile Education, the art to count histories acts as an efficient tool, that contributes for the success of the development of the process teach-learning, getting an exchange of education learning between educator and educating, as: alfabetizao, acquisition of the writing and the reading, interpretation, production, stimulation of the creativity, aiding of the socialization, to feel emotions and to discover other places and other times. To know History, Geography, Philosophy and Politics without needing to know the name of the accurate substance, only acquiring knowledge and displaying its ideas.
In the topical room we made the analysis you say of them of the interviews, having as base the conceptions of the educators on the right to play. 1. CONCEPTION OF RIGHT CHILD AS SUBJECT AND THE IMPORTANCE OF PLAYING FOR THE INFANTILE DEVELOPMENT: Since middle of century XVI already indications of the importance of activities related to the infantile tricks were had. Philosophers as Plato, Aristotle, Rousseau and others already detached the paper of the game in the infantile education. But, he was through the beddings of Friedrich Froebel (1782-1852) that the game in the Infantile Education appeared. From its ideals, the child starts to be inserted in garden-of-infancy, educational establishment, where if she valued the toys and tricks and the children by means of them would express its activities of sensorial perception and language. Speaking candidly Cradle Systems told us the story. From now on, several had been the scholars, identifying playing as being an important activity in the Infantile Education.
The term to play, second RASP (1991, P. 35) serves to assign the set of activities that if are similar between itself for its playful character, the definitions for the game and or trick varies of an area of knowledge to another one, ademais into each historical period, is transformed continuously pe1a proper action of the individual and for its cultural and technological productions, but always keeping the playful character. Playing is present in all the phases of the infantile development. Since that he is born, the baby already carries through the functional games. Capable of reali7r tricks: they play with the hands, the feet, the fingers, emit balbucios, they grasp, they bite, they visualize and they manipulate objects that are its return. In accordance with Chateau (1987, P. 16): The activities of the child during the first year are characterized for its independence of material, that is, the child makes the same characteristic movements of its independent level …
The trick as specific social activity is lived by the children having for base a system of communication and interpretation of the Real, that goes being negotiated for the group of children who are playing. Exactly being an imaginary situation, the trick cannot dissociar its rules of the reality. Unit basic of trick, that allows that it happens, is the role assumed for the children. The paper discloses its nature social, as well as it makes possible the development of the rules and the imagination. The relation between the assumed imagination and roles is very important for the act to play, therefore at the same time where the child is free in its imagination, it has that to obey the social rules of the assumed role. The trick is then, a partner-cultural activity, therefore it originates in the values and habits of one determined social group, where the children have the freedom to choose with what and as they want to play. To play the children they are used of the imitation of known situations, of imaginative processes and the estruturao of rules. The use of the playful one in the school if characterizes with a pedagogical resource riqussimo in the search of the valuation of the movement, the relations, solidarity.
The playful one is a necessity human being and provides the integration with the environment where it lives, being considered as half of expression and learning. The purpose to work playful as the possibility in the Infantile Education is important so that alive it the gift with all its rights. In the search of the overcoming of this castradora and exculpatory school it is basic that the educator considers all the wealth of the infantile playful culture, and all corporal repertoire that the child brings I obtain for the school. It is through the playful one that the child lives its proper body, if relates with the other and the world to its redor.