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The process of building knowledge

Perhaps the current school needs (re) think their pedagogical practice to construct it turned to the subject, considering it as a be heterogeneous, with individual needs. However, the school currently still focused on content and in its transmission, as well as technical training, to the detriment of human formation. In the face of it, this research, theoretical imprint, aims to analyze how the phenomenon of affection comes to interfere in the process of building knowledge of the subject, as well as discuss the relevance of the relationship another in the process of fostering learning in the classroom, socio-historical base. Can also help to think of a pedagogical proposal that considers the subject participative and incorporation in relation to the other, in a given context.

With regard to the context of the classroom, this relationship that each person will establish with the environment is not sufficient to explain the resolution factor of lack of interest of students in the learning process, but is necessary and relevant factor. In this context, involves designing a pedagogical proposal that meets the needs of the subject in its complexity. There was a new educational paradigm that centered on rereading the promotion of learning in the cognitive factor, consider that this factor alone was not enough for that to happen the learning. So, began to consider that the phenomenon affect-cognition dialectically participates in this process, making it more meaningful.

as an important factor in the educational process and teaching practices, in actuality, the paradigms are still focused on cognition. Another importance of this article is awakening to the fact of how the phenomenon affection can help in the promotion process of learning. We know today that every person has his own rhythm of learning, i.e. has people who learn faster and others that share the same knowledge, but has a slower learning rhythm. So, how the student learns? How is this process?

Tags: Actuality, Affection, Cognitive Factor, Complexity, Current School, Detriment, Educational Paradigm, Incorporation, Lack Of Interest, Paradigms, Participative, Pedagogical Practice, Phenomenon, Proposal, Regard, Relationship, Relevance, Relevant Factor, Rhythm, Teaching Practices

Teaching methodology dialogue

The school was established with a view to implementing effective training methodologies in the dialogue. Teaching methodology in the dialogue allows each child to learn at their own speed, to attend school every day. These techniques also develop communication skills and positively affect the health of children. The school was originally aimed at the realization of the individual approach to each child and still effectively copes with this task. Teaching methodology in the dialogue is one of the best fitting private lessons with a teacher and teamwork – child communicates directly with the teacher, but this is teamwork, i.e. not deprived of the full communication with peers and work in a team. Many professionals working in the school later founded their own private educational institutions. Thus, it is safe to say that school, as an innovator and pioneer, always happy to share their experiences and best practices. Distance learning will solve the problem for the international diploma of children living in urban areas. The school now offers four forms of education, which provide a choice to each child found a suitable form of training that would enable him to not only get a quality education, but also have the opportunity for self-realization and creativity.

Tags: Communication Skills, Teaching Methodology

Young Professional

Often young teachers have a sense of uncertainty in their actions, causing problems with discipline. Confidence, ability to organize class and keep the discipline has gradually come to the teacher. However, young professionals, it would be easier to begin his pedagogical activities, if the older generation of teachers sought to convey to them our experience and they are ready to accept it. Unfortunately, many schools experienced teachers, methodologists and administration are trying to only create difficulties for novice teachers. But there are such schools, where young teachers are very timid.

The school has an important role to play interaction psychological service to teachers, parents and students. This helps to create cordial relationships and achieve the best results. A special role in the development of young professional is Chairman of the Association, which promotes the methodology to the permanent development of teachers, in fact, as stated in one of his books renowned pedagogue, “teacher in the narrow sense of the word is not in school and in life.” Methodologist or curator of the school should serve as a teacher of teachers, who always tells you how to properly plan the phases of the lesson, to pick up form, as to the most infamous discipline in the classroom, which is a stumbling block for all young teachers. This support is just a beginning teacher. Indeed, little is talented and educated. If number is not wise mentors, from the novice teacher never get valuable specialist.

Teachers ‘ profession is difficult; it requires a vocation to reveal which helps an experienced teaching staff schools. The young teacher should feel the constant support of senior, experienced mentors: Administration, Chairman of the methodical associations, teacher colleagues, head teachers and psychologists. After all, they can and help the newbie in calendar-thematic planning, and talk about the specifics of working with children and share the experience of many other ways. It is in this environment can be the teacher.

Tags: Novice Teachers, Young Professional, Young Professionals

Young teacher

The teacher is not a profession; it is a way of life. No profession than teaching, there is no work harder. The modern rhythm of life requires teachers continuing professional growth, creativity, commitment. Today, as in all ages, the teacher is not only the keeper of the knowledge, behavior, role models for the sample of children master, able to teach their wards to find knowledge in the vast ocean of modern science, acquire self-learning experience. It should inspire their students to teaching. This teacher has professional teaching skills, innovative technologies and training. And, finally, a very important personal quality school teacher: teacher position, attitude towards life, colleagues, children and people in General. All these skills and character properties are first and foremost, of course, the teacher with years of experience. And what about the young teacher just has ended University? This question is graduates of pedagogical higher education establishments, whether they work, go to school.

During training in high school students usually undergo pedagogical practice on graduate courses. The close relationship theory pedagogy with practice helps students feel confident in their actions to realize the aims and objectives of the teaching profession. School is a world in which their customs and rules. Starting to work, the young teacher quickly realizes that the knowledge acquired at the University, of course, are good, but only in theory and in life-all the way!

Early in his career a young teacher is confronted with certain difficulties. Inability to accurately calculate the time in the lesson, logical build sequence lesson, difficulty in explaining the material, the lack of mutual understanding with colleagues here is far from complete list of troubles faced by teachers-Beginner. Novice teacher must adapt in the new team, to establish correct relations with children, to be able to competently and emotive talk lessons to try to motivate children to their subject. That is, in short, learn to teach. It needs to develop his personal style of communicating with children, colleagues, and the school administration.

Tags: Colleagues, Novice Teacher, Profession, School Teacher, Teacher Position, Teaching Profession

Training Material

On pages of all textbooks and workbooks presented methodical apparatus (and jobs), which helps parents understand and thoroughly acquainted with the contents of the training material, studied at the lessons and provide appropriate assistance at home. Look at the system of diversified tasks provided educational materials, and demonstrate the role of parents in the performance of other tasks. Job system is a single mark in textbooks and notebooks.

“Information retrieval” requires the student to the surrounding adults to educational literature and dictionaries, develops a need for identifying and verifying the information. These jobs give parents the right to choose, you can invite the child to find the answer in the background material, placed at the end of the tutorial, or along with the kid to look for additional sources of information, which may increased to answer the question.

“Creative job” aimed at promoting the child’s imagination, spatial perceptions, cognitive interests, abilities. In carrying out these tasks, the kid may request the assistance of parents, and here it is very important that they become partners in the implementation of creative ideas, and not did the job instead of the child.

“Differentiated tasks provide students the opportunity to choose from 2-4 jobs that adequate level of preparedness. Parents should not require the children perform all tasks. Better help your child properly assess their knowledge that he himself realized that he did not know the answer to the more difficult question.

“Work in tandem” is an activity in which two students during a specified time, carry out joint work on learning material. This role typically are unequal, so is their shift (first one is the “learning”, the other is “responsible”, and then vice versa). Each pupil is a task that he gets by partner and which needs to be run and the job offered by the second man in the pair. Other options are possible: for example, a teacher invites children to find and prove the correctness of the answer, and the couple must develop a common response. “Work in tandem” helps children learn different ways of obtaining and processing information generates the communicative skills. Thus, the process of learning is close to real life where is quickly in a changing environment, to rethink their knowledge.

The task of parents is to help the child in the formation of the ability to listen and hear your interlocutor, to formulate a job on the analyzed material, justify or contradicts how their opinions and views of the interlocutor, make a generalized conclusion from two statements.

“Intellectual Marathon” is aimed at the development of the child’s autonomy, initiative, and creativity, to develop abilities to correctly use the knowledge in non-standard situations. These are complex issues. Parents — nurture Chad ability to correctly assess their intellectual forces. This is to ensure that the child feels its success in the development of new training material and gradually came to particularly difficult jobs. Job fascinating, but impossible for a child, may lead to loss of interest in the teachings and self-confidence.

Tags: Diversified Tasks, Job, Jobs, Role Of Parents, Tasks, The Answer