Situational Teaching Model Dr. El Ghrari Halima‚ Mohammed V University‚ Rabat‚ Morocco ABSTRACT The presentation about “Situational teaching styles” can be listed under the attempts aiming at developing the Moroccan educational system through the implementation of more flexible and more adaptable teaching styles. The importance of this presentation lies in the fact that it summarizes the first book in Morocco that approaches the issue of teaching styles from a leadership perspective and
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these days are divided into two different ways of thinking on the education. Some may believe that alternative methods are better than the traditional methods of teaching but yet these two methods are both a successful ways. Every method in teaching is the same for they deliver the same message to the students. Traditional method of teaching also known as the back-to-basics‚ conventional education or customary education‚ refers to a long-established customs found in schools that society has traditionally
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Health and Health Promotion Deborah Keller Thomas Edison State College Health Assessment NUR-416 Pamela Card May 5‚ 2014 Health and Health Promotion Introduction A traditional approach to health care in general is one in which the goal of intervention is disease management in an attempt to minimize the harmful effects of a health crisis. Once a health crisis occurs‚ the quality of life for an individual is already negatively impacted. Therefore‚ health promotion is an equally‚ if not more
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Effective Remedial Teaching | |Time | 1 hour | |Session outline |Teaching vs Remedial Teaching (30 minutes) | | |Principles and roles of remedial teaching (30 minutes)
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INTRODUCTION An English teacher plays an important role in teaching English at all levels of education. When he/she teaches English‚ obviously he/she has to follow some methods. There are five main methods in English language teaching: Grammar Translation Method (GTM)‚ Direct Method (DM)‚ Audio Lingual Method (ALM)‚ Situational Language Teaching (SLT) and Communicative Language Teaching (CLT). Among all‚ Communicative Language Teaching (CLT)‚ is one of the new approaches. The aim of this approach
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cost of having a Teaching Assistant (TA) within a classroom setting. I will be elaborating on: the roles and responsibilities that Teaching Assistants have and how this can be affected by both the Teacher and the children in the class; the effect that they have on the children’s learning both in group and on a one to one situations; different opinions that people have about TAs and how this can affect the class team and I will also be discussing people’s views on whether or not Teaching Assistants are
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learning and incorporating Teepee Teachings in our daily lifestyles. There are fifteen different Teepee Teachings that we have learned about‚ and most of them are not valued by our young people today. We are losing those teachings and a lot of people are lost‚ because they do not have values and beliefs. I am trying to set good examples out there for our young people‚ because they are not taught these teachings at home. I will be talking about the five main Teepee Teachings that stuck out to me the most
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papers on teaching and learning that aim to provide a forum fo exchange of ideas about instructional matters. You are most welcomed to contribute to the forum by w Learning Matters at Lingnan‚ and/or responding to ideas that you either agree or disagree. Please se your ideas and contributions to the Teaching and Learning Centre (TLC)‚ Lingnan College. Using Micro-teaching for Peer Review of Teaching University teachers these days have to make themselves accountable in their teaching. Students
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COMMUNICATIVE LANGUAGE TEACHING: A PROFESSIONAL CHALLENGE FOR THE ENGLISH TEACHER EDGAR ALIRIO INSUASTY Communicative Language Teaching or Communicative Approach (CA) can be defined as one of the most widespread and prevailing pedagogical options to conduct a language lesson. It has brought a lot of important contributions to the professional field of language teaching. To start with‚ let’s mention its emphasis‚ unlike Audiolingual Method‚ on developing learners’ Communicative Competence rather
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Critical Reflections on Teaching What is reflective teaching? Reflection defined | |[pic]|recognising |[pi| | | | |+ |c] | | |Reflection means | |examining | |the way we teach. | | | |+ | | | |
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