Reflective Essay2
INCREASING CLASSROOM INTERACTION
Confucius said, “Learning without thought is labour lost. Teaching without thought is perilous.” A true learning is what comes from a desire within the learner to learn. Self realization is also seen as a factor for fruitful learning.With so many children participating in group settings, positive interactions are a necessity. The development of these skills allows children to interact with others in a socially accepted manner.
Development and learning result from interaction which is seen and observed within the environment, which includes both the physical and social worlds those children live in and for a child to be able to construct meaning playing is seen as crucial factor that determines the success of learning. Children develop and learn best in the context of a community where they feel safe and valued, where their physical needs are met, and they feel psychologically secure and free (cited in Bredekamp & Copple, 1997, p. 10).
The increasing interaction in any classroom setting will not only boost learning but will help individuals to remember what skills acquired. Unlike in the traditional class room setting, where “memorization and regurgitation” and “right answers” are given due importance. Interaction as is a constructivist approach to learning and teaching, “Children do not construct their own understanding of a concept in isolation but in the course of interaction with others”
6
(Bredekamp and Copple 1997, p. 114). In such circumstances, learners not only will get to learn a subject or a mastery of content but also will perhaps connect his or her experiences to that of a current learning situation. For instance in class 6 English text, theme one presents ideas on friendship, being a wonderful relationship but children can often be able to challenge certain thoughts or ideologies, like friendship sometimes can be misleading. Learners must be given enough time to reason out their thought so to be able to consciously interact in the ever-learning classroom.
It is perceived important in my opinion that curriculum must allow a child to interact with adults and children in a successful and appropriate manner (Wardle, 2003). The interaction should benefit both the parties involved. It must also allow learners to learn by themselves and provide ample hands on practice for learners to interact with each other. Teachers should provide as many opportunities for young children to develop other necessary skills needed to achieve social competency. Self-control is one of the skills. Harter and Shaffer (cited in Marion, 2003, p. 56) said, “Self-control is an essential part of how children learn, is important in a child‟s growth and development, and is fundamental in preserving social and moral order.”
We agree to the fact that language learning in English in second language learning is indispensable. When a learner is introduced to English as a subject in ESL; the learners are taught semantics, phonological awareness, and syntax, which are progressive in nature as the level increases, which as a consequence of learning, learners can become a global citizen and work in professions requiring high level of proficiency in English.
Co-operative work is sharing of the work equally, Roschelle & Teasley, 1995as cited in Kozar (“n.d”) states that, “each person is responsible for a portion of the problem solving,” and
7
working together is working for common goals and in pursuit of similar aspirations. If in English class if a child is asked to write an essay on the influence of culture in learning second language, in such situation, a child might not have many relevant points, but if they are asked to collaborate, they will elicit and activate points relevant for the topic of discussion.
Under such circumstances children learn to respond to each others needs depending on the requirement of the task or project they are working on, while learners work together in a group that share what they know, and in turn learn what others know.
Working in groups as a team in language learning will enhance their language skills and pronunciation, get exposure to new vocabulary words, and gain insights in widening perspectives to accepting, rejecting, and defending ideas of or to the members.
Interaction as a constructivist approach must facilitate or focus on the higher levels of learning levels. The higher levels of learning are therefore should concentrate on critical thinking, inquiry based learning techniques, by asking learners questions that are thought provoking, open ended, critically challenging that requires efforts from the learners. Such a focus can help learners develop and build on problem solving skills.
On the contrary the Bhutanese children are exposed to English right from pre-primary until the university level. Within these years of learning English language, an individual is exposed to various genres of English literature. This has and had come in use as a blessing for all of us. To cite as an example, couple of months ago, I applied for Australian government funded scholarship and in order for a candidate to be considered eligible, one must take International
8
English Language testing system (IELTS). It is also very important for the applicant to produce high score.
While children come together to learn, they will obviously learn social Skills that will enrich their learning experience. Children while doing so develops a sense and the need for interdependence and capacity for cooperation. As they become more aware of themselves and their learning environment, they become more able to interact with peers (Berk, 2002).
In conclusion, it is therefore essential for an individual to interact with each other to be able to learn meaningfully. As teachers we have a big responsibility to navigate our children toward a right path and preparing children to be productive future citizens, to be working as professionals, who will possess good social skills, have high thinking power (able to think critically), work as team in a global market place.
References
Berk, L. (2002). Infants, children, and adolescents. Boston, MA: Allyn & Bacon.
Berk, L., & Winsler, A. (1995). Scaffolding children‟s learning: Vygotsky and early childhood education. Washington, DC: NAEYC.
Bredekamp, S., & Copple, C. (Eds.; 1997). Developmentally appropriate practice in early childhood programs. Washington, DC: NAEYC.
CoMarion, M. (2003). Guidance of young children. Columbus, OH: Merrill Prentice Hall. Retrieved from: www.nces.ed.gov/programs/digest/d01/dt044
9
Kozar, O. (2 0 1 0). English teaching forum .N u m b e r 2 | Retrieved from lecture notes online web site
http://my.umbc.edu.
Wardle, F. (2003). Introduction to early childhood education: A multidimensional approach to child-centered care and learning. Boston, MA: Pearson
INCREASING CLASSROOM INTERACTION
Confucius said, “Learning without thought is labour lost. Teaching without thought is perilous.” A true learning is what comes from a desire within the learner to learn. Self realization is also seen as a factor for fruitful learning.With so many children participating in group settings, positive interactions are a necessity. The development of these skills allows children to interact with others in a socially accepted manner.
Development and learning result from interaction which is seen and observed within the environment, which includes both the physical and social worlds those children live in and for a child to be able to construct meaning playing is seen as crucial factor that determines the success of learning. Children develop and learn best in the context of a community where they feel safe and valued, where their physical needs are met, and they feel psychologically secure and free (cited in Bredekamp & Copple, 1997, p. 10).
The increasing interaction in any classroom setting will not only boost learning but will help individuals to remember what skills acquired. Unlike in the traditional class room setting, where “memorization and regurgitation” and “right answers” are given due importance. Interaction as is a constructivist approach to learning and teaching, “Children do not construct their own understanding of a concept in isolation but in the course of interaction with others”
6
(Bredekamp and Copple 1997, p. 114). In such circumstances, learners not only will get to learn a subject or a mastery of content but also will perhaps connect his or her experiences to that of a current learning situation. For instance in class 6 English text, theme one presents ideas on friendship, being a wonderful relationship but children can often be able to challenge certain thoughts or ideologies, like friendship sometimes can be misleading. Learners must be given enough time to reason out their thought so to be able to consciously interact in the ever-learning classroom.
It is perceived important in my opinion that curriculum must allow a child to interact with adults and children in a successful and appropriate manner (Wardle, 2003). The interaction should benefit both the parties involved. It must also allow learners to learn by themselves and provide ample hands on practice for learners to interact with each other. Teachers should provide as many opportunities for young children to develop other necessary skills needed to achieve social competency. Self-control is one of the skills. Harter and Shaffer (cited in Marion, 2003, p. 56) said, “Self-control is an essential part of how children learn, is important in a child‟s growth and development, and is fundamental in preserving social and moral order.”
We agree to the fact that language learning in English in second language learning is indispensable. When a learner is introduced to English as a subject in ESL; the learners are taught semantics, phonological awareness, and syntax, which are progressive in nature as the level increases, which as a consequence of learning, learners can become a global citizen and work in professions requiring high level of proficiency in English.
Co-operative work is sharing of the work equally, Roschelle & Teasley, 1995as cited in Kozar (“n.d”) states that, “each person is responsible for a portion of the problem solving,” and
7
working together is working for common goals and in pursuit of similar aspirations. If in English class if a child is asked to write an essay on the influence of culture in learning second language, in such situation, a child might not have many relevant points, but if they are asked to collaborate, they will elicit and activate points relevant for the topic of discussion.
Under such circumstances children learn to respond to each others needs depending on the requirement of the task or project they are working on, while learners work together in a group that share what they know, and in turn learn what others know.
Working in groups as a team in language learning will enhance their language skills and pronunciation, get exposure to new vocabulary words, and gain insights in widening perspectives to accepting, rejecting, and defending ideas of or to the members.
Interaction as a constructivist approach must facilitate or focus on the higher levels of learning levels. The higher levels of learning are therefore should concentrate on critical thinking, inquiry based learning techniques, by asking learners questions that are thought provoking, open ended, critically challenging that requires efforts from the learners. Such a focus can help learners develop and build on problem solving skills.
On the contrary the Bhutanese children are exposed to English right from pre-primary until the university level. Within these years of learning English language, an individual is exposed to various genres of English literature. This has and had come in use as a blessing for all of us. To cite as an example, couple of months ago, I applied for Australian government funded scholarship and in order for a candidate to be considered eligible, one must take International
8
English Language testing system (IELTS). It is also very important for the applicant to produce high score.
While children come together to learn, they will obviously learn social Skills that will enrich their learning experience. Children while doing so develops a sense and the need for interdependence and capacity for cooperation. As they become more aware of themselves and their learning environment, they become more able to interact with peers (Berk, 2002).
In conclusion, it is therefore essential for an individual to interact with each other to be able to learn meaningfully. As teachers we have a big responsibility to navigate our children toward a right path and preparing children to be productive future citizens, to be working as professionals, who will possess good social skills, have high thinking power (able to think critically), work as team in a global market place.
References
Berk, L. (2002). Infants, children, and adolescents. Boston, MA: Allyn & Bacon.
Berk, L., & Winsler, A. (1995). Scaffolding children‟s learning: Vygotsky and early childhood education. Washington, DC: NAEYC.
Bredekamp, S., & Copple, C. (Eds.; 1997). Developmentally appropriate practice in early childhood programs. Washington, DC: NAEYC.
CoMarion, M. (2003). Guidance of young children. Columbus, OH: Merrill Prentice Hall. Retrieved from: www.nces.ed.gov/programs/digest/d01/dt044
9
Kozar, O. (2 0 1 0). English teaching forum .N u m b e r 2 | Retrieved from lecture notes online web site
http://my.umbc.edu.
Wardle, F. (2003). Introduction to early childhood education: A multidimensional approach to child-centered care and learning. Boston, MA: Pearson
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