The Teacher & The Student - Coggle Diagram
The Teacher & The Student
Three kinds of teacher
Teachers that know their matter very well, but not so much about teaching methodology. "Explaining" and "lecturing is their main technique.
Teachers that know their matter well, but also are familiar with teaching methodology. Has several techniques at their disposal.
Teachers that know their matter, the teaching methodology, but also have the sensitivity and sensibility to create pleasing group and individual dynamics amongst their learners. Hand over control to students.
The effective teacher
According to Carl Rogers, the core characteristics of this type of teacher are:
(positive, non-judgmental view of others).
(look through other person's eyes).
Rapport: a good understanding of someone and an ability to communicate well with them.
•Really listens to his students •Shows respect •Gives clear, positive feedback •Has a good sense of humour •Is patient •Knows his subject •Inspires confidence •Trusts people •Empathized with students’ problems •Is well-organized •Paces lessons well •Does not complicate things unnecessarily •Is enthusiastic and inspires enthusiasm •Can be authoritative without being distant •Is honest •Is approachable
The kinesthetic teacher
Is on the move. Use movement as a transition between activities. Usually enjoy sports. Give students physical reinforcement.
The visual teacher
Provides an environment of visual materials and attractions for children. Movies, images, charts and picture books are common resources.
The auditory teacher
Noise or void of noise will characterize their classrooms. Likes playing music or complete silence. They frequently use the word listen.
The clutter teacher
They tend to have messy classrooms. They perform activities with amazing speed.
The neat teacher
They tend to keep their classroom very neat and everything is well organized, however is not a good sign if the order is obsesive.
The passive teacher
There's not too much going on in their classrooms. They change the textbooks only every few years. Teaching has become just a job for them.
Traditional lecture format into their teaching. Same as the expert, but less interaction with students.
Blended teaching styles and finds the better techniques to meet and adapt to the particular needs of their students.
Designs participatory activities and manages classroom projects. offers feedback and facilitates critical thinking.
Organizes group learning, observes students. Promotes interaction between groups to achieve learning objectives.
The fun teacher
They always have fun activities and they appeal children and community but it is important that they keep in mind their objectives and expected outcomes, so the activities keep having a teaching value.
They are similar to coaches, providing knowledge, expertise and feedback.
Theory on HOW students learn.
Evaluated children of different ages giving them a test and allowing them to explain the logic of their "incorrect" answers. Concluded that learning was the result of experience.
Logical mental structures change with age and are initially action-based and later move to a mental level.
SCHEMA is a cognitive structure we use to intellectually adapt to and organize the environment:
Father of Constructivism
Children interact with the world and constantly solve problems.
Children are active learners.
Functional psychology. Mind and behavior.
Students take part in their own learning.
Education and learning are social integrative processes.
Child centered. Importance of the content and the role of the teacher.
Teach the relationships among the most important concepts and principles.Use discovery-learning techniques to motivate students. Begin a lesson with a problem.Gear the instruction to the level of the child’s cognitive functioning
Social Development Theory. Learning is influenced by social development.
Collaborative Learning. Children will learn by interacting with others.
Elementary mental functions:
Attention · Sensation · Perception · Memory
Use puzzling situations. Allow students greater responsibility for their own learning. Don’t dominate discussions or answer questions that students can answer. Spend time with students analyzing strategies.
Learning knowledge has to be meaningful .Good intention on the part of the learner ensures it. Organize lessons according to the process of progressive differentiation, moving from the general to the specific.Relate concepts and principles presented early in the course to those ideas presented later in the course
Structures learning centering on mayor concepts.
Values the point of view of students.
Measures learning on the perspective of teaching.
Adjusts teaching in order to help students
Question of issue
Give the children opportunities to move, to dress themselves, to choose what they want to do, and to help the adults with tasks. It. strengthens confidence and self-esteem.
Observe without preconceived ideas. This helped Maria Montessori to develop materias that children needed and were interested in. Observation creates harmony, and allows you to fulfill the child's current needs.
Following the child
Follow the child and meet their needs in a safe way without being overprotective. Follow them but don't tell them what to do all the time. Don't tell what to do, present them with choices.
Correcting the child
Correct the child by calmly recognizing the mistake and providing a solution. No need to raise your voice. Correcting a child to much will result in them been scared of making more mistakes.
Very important part of Montessori theory. It's the link for a child to learn from adults. Rooms have to be child sized and allow freedom of movement and choice. The environment is key for a child development. Environment includes their parents.
Children under the age of three, do not need to have lessons in order to learn. They simply absorb everything in the environment by experiencing it. being part of it. Language is something that the child will easily pick up from the adult. That's why you don't say "no", you say "stop" when you disagree with the child's behavior.
The Four Modalities
All about visual information. Prefer to take notes
Rhythm and sound. Like dialogues and plays.
Writing and drawing. Hands-on activities.
Use movement to memorize. Like to be involved or active.
Visual / Spatial
Good visual imagination. Like working with colors an pictures. They learn better by reading, writing, building puzzles, interpreting images, designing objects.
Verbal / linguistic
Developed auditory skills. They learn better by listening, speaking, analyzing language use, memorizing and repeating.
Logical / mathematical
Curious about the world around them. They learn better by doing experiments, solving problems and using numbers or letters.
Bodily / kinesthetic
Good sense of balance and coordination. They learn better by hands-on experimentation, acting and miming, dancing, participating in board games and competitions.
Musical / rhythmic
Good sense of rhythm and like songs. They learn better by singing, remembering melodies and practicing pronunciation.
Patient and understanding. They have many friends. They learn better by working in groups, participating in interviews and role plays.
Independent. They enjoy working silently on their own. They learn better by writing, self-reflecting and becoming aware of their inner dreams
Observe, understand and organize patterns in the natural environment. They will learn better by sorting and classifying items related to nature.
Comparison / match
Students that learn by finding sameness. Often more sociable because they tend to find similarities.
Contrast / mis-match
Students that learn by finding differences. Often criticized for being negative. They socialize less, but must be respected equally.
Students that learn knowing HOW things work. Interested in the journey, not the destination. Likes explanations of why you are doing things.
Students that want to know the result, the end of the story, the final score, the conclusion and the numbers first. Start with the answer and explain how you got there.
"Prove it to me first"
Students that no only need logical facts and numbers, but also want to know who else has done it. Be methodical and set a personal example.
Students who appear to be self-starters and effective learners are able to use time tests effectively.
Students that cannot learn effectively with a constructed or created reference. They need real-live references and examples.
Jean Piaget's Development Theory
Peer group relationships evolve to a the organization of peer group with a leader and children reach peer conformity at the age of 12.
Personality is formed as a process of learning how to avoid conflict. A balanced child feels accepted and has learned apporpriate coping mechanisms.
Muscle tone and vestibular messages. Input through senses to brain. Bilateral coordination. Body awareness. Balance and posture. Integration. Lateralization. Coordination - Speech maturity. Perceptual motor development and planning
Stage 1: Sensorimotor (birth - 2 years old).
Transition from unrelated reflexive movements to behavior that reflects knowledge of simple concepts.
Stage 2: Preoperational (2-7 years old).
Increasing use of abstract symbols.
Stage 3: Concrete operational (7-12 years old).
Sophisticated problem-solving behavior.
Stage 4: Formal operational (12 and above).
Ability to develop hypothesis and deduce new concepts.
Arnold Gesell's Maturational Theory
Stages of Development
when children have little difficulty within themselves or the world around them.
2y - 3y - 4y - 5y - 6 1/2y - 8y - 10y
when behaviour appears to be broken up, disturbed and troubled.
18 m - 2 1/2y - 3 1/2y - 4 1/2y - 5 1/2y - 7y - 9y - 11y
·Fears and Dreams
·Personality and sex
·Hobbies and games
·Image of the world