Showing 10 results for “pedagogical approach”
A teacher should be aware of the pedagogical techniques available to him in order to help teach the students the necessary content. A teacher must be very careful in this area, however, for many of the techniques and ideas about education are based on a wrong view of the child, of the teacher, or of
This does not mean that he is not a good pedagogue nor does it mean that he is unaware of the sound approaches to the teaching process (many of which are developed by the secular educator) but it does mean that he is very aware of the fact that he is the master who is in control of the learning situ
“Responding to Deweyite attack on methods of teaching, we have encouraged the teaching profession to be more concerned with how a subject is taught than with what is taught. Most important of all: in our anxiety to ‘improve’ the world and insure ‘progress’ we have permitted our schools to become lab
While the text book is fundamental, it should not be the only teaching and learning tool. Some children learn through one approach while ethers find another approach more helpful. While it would be impossible to give all children an opportunity to take part in all activities, the teacher should prov
The Pupil Many terms have been used in the past to describe education and many different concepts continue to be propounded. Such concepts as subject matter centered, pupil centered, and life-centered have all been and continue to be part of the jargon of the professional educator. The basic thrust
This individual approach is made feasible by such elements as generally suitable text material, the discipline of a personal schedule of completion, a somewhat broadly prepared teacher, and the interested willingness of older students to assist the younger when necessary. This student assistance is
The term “educator” fits much better with those teachers and that philosophy which thinks of man in terms of an evolving and becoming creature; a creature that is gradually becoming better and better from a very primitive beginning. I submit that in order to have a distinctive philosophy of “educati
A policy more in keeping with this philosophy of growth would be that in teaching the slow learners, we use more audio-visual and doing techniques because these children are more easily impressed by graphic illustrations than if we require them to handle verbal symbols beyond their capacity. It does