Language is a very important means of communication in daily human life. Human beings use language‚ both in written and spoken form‚ to express their ideas. In a wider scope‚ language functions as a means of international communication by at least two persons. In a smaller group whose members share the same language‚ for example‚ there are likely no difficulties in using the language since the persons involved in the process of communication are used to speaking their own native language. On the
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Social Infrastructure of Punjab: A Comparison with Kerala. Dr R. S. Bawa Registrar Guru Nanak Dev University‚ Amritsar Shubhi Sandhu Lecturer Department of Management SBBSIET‚ Padhiana Abstract Economic development and prosperity of any state is immensely dependent on the level of its social infrastructure. Education‚ medical and public health are twin most important areas of social infrastructure. Punjab the food bowl of India and one of the most prosperous states is beset with handicaps
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clear objective Conveyed to pupils in simple language: ’what I am looking for is pupils who can…’ • Structured lessons‚ often with an engaging starter‚ with new skills and ideas introduced in well-planned stages‚ and always with a summary at the end; • Challenging and engaging tasks to interest all pupils‚ coupled with appropriate interventions by teachers‚ including: 1. Practical work to develop the teaching skills of ICT capability; 2. Oral work to develop pupils’ knowledge and understanding;
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“ASSESS THE IMPORTANCE OF SCHOOL FACTORS SUCH AS RACISM AND PUPILS RESPONSES TO RACISM IN CREATING ETHNIC DIFFERENCES IN EDUCATIONAL ACHIEVEMENT”. (20 MARKS) Ethnic differences concerning education achievement arise from numerous factors these including internal and external school factors such as racism‚ pupil responses‚ material and cultural deprivation which is faced by some ethnic groups and are the main reasons to explain why certain ethnic groups perform the way in which they do. Within this
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When one is to look at the current Irish curriculum they would think that the teaching in schools is completely content driven. This can be seen by where the majority of the focus in our schools is aimed directly at the pupils preparing for examinations at the end of the term. It seems to be that “Curriculum is the story we tell our children about the good life’ Trant (1998) (As cited by Orla McCormack) rather than letting them experience it for themselves. When we look at the national curriculum
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responsibilities can vary greatly but will be outlined in their job description. A TAs role is to support – this can be in a classroom situation‚ with groups or individual pupils and can often be all three. Support in the classroom (Classroom Assistant) involves more general duties helping the teacher with tasks in the classroom and pupils learning and development. TAs can be assigned to children with Special Educational Needs (SEN) who will benefit from help on a one to one basis or in smaller groups
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a supply teacher and so is not recognised by the pupils as a figure ofauthority‚ because he/she is only temporarily teachingthat class. Also the supply teacher may not know the individual names of the pupils - this may give certain kids the excuse to ignore the teacher while he/she is attempting to communicate with them‚ for a time before they pretend to notice the teacher actually wants their attention. Name games might be played where the pupils assume the names of their friends for example during
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went up to a ten year old. The SENCO officer believes the major improvement is down to the involvement been in the school musical. The music teacher recorded the words of the music‚ DVD of the musical and gave the pupil a script so they had audio‚ visual‚ and kinaesthetic. Therefore the pupil was able to connect these processes improving their reading age immensely. Music education therefore is vital for any school curriculum to have. My philosophy on how music should be taught is that of having
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direct effect of good teaching on pupils is difficult to assess‚ as relating ‘good teaching’ directly to higher attainment in pupils is almost impossible to verify. However there are many attempts to analyse what constitutes a ‘good teacher’. The following points are generally agreed to have an impact on pupils: Subject Matter Knowledge Highly knowledgeable and up to date in their subject area‚ but do not pretend to know it all‚ willing to learn from pupils Teachers’ repertoires of best practices
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How fundamental is assessment to the learning process? Section 1: Introduction Before embarking on a reflective journal assignment about assessment‚ it is important first of all to define what is meant by both formative and summative assessment. Following the extensive research I have done into assessments over the last half term‚ the best definition I have found for formative assessment is: “the process of seeking and interpreting evidence for use by learners and their teachers
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