different developmental levels and capacities, different races and ethnicities, diverse religions and cultural beliefs and backgrounds . . . with diverse strengths and differences . . . with different learning styles and and needs” with history of experiences, of feelings, pains and triumphs . . . (Morrison “a 2012, p. 29). Support for this stance was offered by McCombs and Whisler (1997) who agreed that learner centred teaching should take into account the diverse and distinctive needs and learning styles of the pupils. They went on to suggest that this can be done by ensuring that at least some lessons are taught in a way to cater to more than one so doing all the pupils would have their dominant learning style “learning style”. By employed at some point, resulting in their motivation being enhanced and their learning maximized. Lessons should also allow pupils to have a voice, reflect that learning is a partnership between pupils and teachers and afford opportunities to promote positive relationships and collaboration between teachers and pupils and between pupils and peers (McCombs and Miller, 2007; Speaker, 2001; Beck, Czerniak and Lumpe, 2000). Another factor which may influence the way in which teachers teach is their belief about love of activity. While young children may display varied pupils’ characteristics, one thing which they have in common is their love of activity. They are highly curious about everything which they see and hear and enjoy experimenting with all kinds of materials in their environment (Hildebrand, 1997). They their “use whole bodies as instruments of learning, taking in data through all their and senses” with behaviour discovering, acquiring, and “connect [their] thought [by] “exploring, applying new knowledge and (Kostelnik et al. 2011, p.41). skills” It stands to reason then that teachers who hold the view that young children love and learn from activity will provide multiple opportunities for them to engage in play and hands on activities so that they may deepen their understanding of concepts (Sherwood and Reifel, 2010; Wood, 2009; Wasik, 2008). is one of the most important . . . since it is opportunity to “Teaching professions” “an shape minds and lives and to develop society through sharing and co-constructing of (Miller and Roofe 2013, p. 95). In order to achieve this, good quality teaching ideas”
different developmental levels and capacities, different races and ethnicities, diverse religions and cultural beliefs and backgrounds . . . with diverse strengths and differences . . . with different learning styles and needs” and with “a history of experiences, of feelings, pains and triumphs . . . (Morrison 2012, p. 29). Support for this stance was offered by McCombs and Whisler (1997) who agreed that learner centred teaching should take into account the diverse and distinctive needs and learning styles of the pupils. They went on to suggest that this can be done by ensuring that at least some lessons are taught in a way to cater to more than one “learning style”. By so doing all the pupils would have their dominant learning style employed at some point, resulting in their motivation being enhanced and their learning maximized. Lessons should also allow pupils to have a voice, reflect that learning is a partnership between pupils and teachers and afford opportunities to promote positive relationships and collaboration between teachers and pupils and between pupils and peers (McCombs and Miller, 2007; Speaker, 2001; Beck, Czerniak and Lumpe, 2000). Another factor which may influence the way in which teachers teach is their belief about pupils’ love of activity. While young children may display varied characteristics, one thing which they have in common is their love of activity. They are highly curious about everything which they see and hear and enjoy experimenting with all kinds of materials in their environment (Hildebrand, 1997). They “use their whole bodies as instruments of learning, taking in data through all their senses” and “connect [their] thought with behaviour [by] “exploring, discovering, acquiring, and applying new knowledge and skills” (Kostelnik et al. 2011, p.41). It stands to reason then that teachers who hold the view that young children love and learn from activity will provide multiple opportunities for them to engage in play and hands on activities so that they may deepen their understanding of concepts (Sherwood and Reifel, 2010; Wood, 2009; Wasik, 2008). “Teaching is one of the most important professions” . . . since it is “an opportunity to shape minds and lives and to develop society through sharing and co-constructing of ideas” (Miller and Roofe 2013, p. 95). In order to achieve this, good quality teaching
FINAL%20DISSERTATION%20-%20MARCH%202017.docx