OSLO AND AKERSHUS UNIVERSITY COLLEGE OF APPLIED SCIENCES FACULTY OF EDUCATION AND INTERNATIONAL STUDIES JUSTINA URBIETYTE 1st year student of Our Shared European Cultures ADDRESSING LINGUISTIC DIVERSITY IN TØYEN SCHOOL: A CASE STUDY THE FIELDWORK Research adviser Hilde Tørnby Oslo 2012 TABLE OF CONTENTS INTRODUCTION ......................................................................................................................3 GLOSSARY OF TERMS...........................
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Introduction The success of any programme depends on an appropriate preplan and its accurate implementation. Curriculum is the name of such a preplan encompassing the entire activities in the domain of education. A curriculum of a specific education programme is laid to accommodate desires‚ tendencies‚ abilities‚ experiences and demands of learners in the backdrop of a society or a country. A curriculum contains answers to questions such as to who‚ why‚ what‚ how‚ with whose help‚ by what‚ where
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Personnel | Learning Materials &Equipment | Physical and Ancillary Service | Two buildings are condemnable Pupil - book ratio is 2:1 which is higher than the NS of 1:1 ratio Some teachers lose interest in upgrading themselves personally and professionally Three classrooms need to be repaired Improvement of three special/instructional rooms Few learning materials of pupils under Kto12 curriculum It took a longer period of time for a teacher to be promoted School gate needs to
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ideas into the project (National Curriculum‚ 2012). Within the scheme of work there is an ‘Expectations’ section‚ before the lessons or activities are set out‚ which is divided into three headings; ‘Most pupils will’‚ ‘some pupils will not have made so much progress and will’ and ‘some pupils will have progressed further and will’. Dividing the class into these three groups may be difficult since the scheme of work is based on having students work in groups. These expectations seem inaccurate as
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the personnel management. PUPIL PERSONNEL SERVICES Pupil personnel services typically comprise those special student services that supplement and support the instructional program. Except in schools with very small enrollments‚ the main role of the administrator in pupil personnel services is one of integrating these services with instruction and coordinating the various kinds of personnel services (Campbell‚ Bridges‚ & Nystrand‚ 1977). Though the area of pupil personnel services has received
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DEPARTMENT OF EDUCATION REGION 3 DIVISION OF ZAMBALES DISTRICT OF SUBIC SUBIC CENTRAL SCHOOL Subic‚ Zambales ACTION PLAN SY 2014-2015 PROGRAM COMPONENT STRATEGIES/ACTIVITIES PHYSICAL TARGET PERSONNEL INVOLVED TIME FRAME FUNDING REQUIREMENTS SUCCESS INDICATORS I. ADVOCACY A. Presentation of the Implementation Plan to the School Principal for inclusion in the SIP (School Improvement Plan). B. Orientation/Sharing of new practices to upgrade the SPED Program. C. Search support and
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consistency in how behaviour is managed throughout the school. I noted that most members of staff were following the same strategy of gaining pupils attention at the start of the lesson. After giving out verbal instructions to the pupils to settle down or listen attentively‚ most of the teachers would raise their hand up in the air and wait for the pupils to listen. This practice of raising ones hand in the air to gain the attention of the class is something I would want to implement in my teaching
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important for it measures what the children have learned or mastered within a lesson’s chapter thus it helps the teacher decide if she can move on to the next chapter or does he/she needs to reteach some concepts not understood by the pupils. For the pupils‚ chapter testing is a good idea because this is an ideal opportunity to pause‚ take stock of the material studied over the recent period‚ and process it so that it is properly understood. In addition‚ there is always the satisfaction of
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Teaching and learning : The effective teaching of grammar in modern foreign languages (MFL) ’One of the most misunderstood words in the English language has to be the word ‘grammar’ ’(Rendall‚ 2006: 53). This statement stands as the ideal starting point from which to unveil a rationale for the importance of grammar in the language acquisition process and how it has been perceived in the past decades . What is grammar ? Why and how should it be taught ? These questions‚ as basic as they look
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TDA 2.3: Communication and professional relationships with children‚ young people and adults. 1.1. All children from very young age to adulthood need to feel that they are spoken to with respect and they need to feel that the appropriate adult communicates with them in the way they understand. Children have a very good ability to sense if an adult is been honest‚ fair and caring. It is crucial to establish a respectful relationship with children and young people as the mutual respect is
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