Organizing for Learning in the Primary Classroom: A Balanced Approach to Classroom Management

By Janet R. Moyles | Go to book overview

4
Grouping children for
teaching and learning: Providing equal
opportunities and promoting
appropriate behaviour
As we have seen generally in Chapter 3, children's learning needs are many though commonalities abound. Derived partially from a list compiled by Jones and Jones (1986: 57), the following features appear to be of prime importance in ensuring primary children learn effectively. They should:
1. Understand the teacher's intentions.
2. Be actively involved in the learning process (both mentally and physically).
3. Relate subject and cross-curricular matter to their own lives and to classroom learning.
4. Follow aspects of their own interests and be encouraged to relate these to the interest of others (including the teacher – balance again!).
5. Experience success, 'failure' and learning through trial and error.
6. Receive realistic and prompt feedback.
7. Experience an appropriate amount of structure.
8. Be given time to integrate different aspects of learning.
9. Have positive contact with peers.
10. Receive teaching matched to their learning styles.
11. Understand their own learning strategies.
12. Be given opportunities to learn playfully.

-88-

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Organizing for Learning in the Primary Classroom: A Balanced Approach to Classroom Management
Table of contents

Table of contents

  • Title Page iii
  • Contents v
  • Acknowledgements vi
  • Introduction: Polarizations and Balance 1
  • 1: Teachers and Teaching 11
  • 2: The Learning Environment 34
  • 3: The Children and Their Learning Needs 64
  • 4: Grouping Children for Teaching and Learning 88
  • 5: Time for Teaching and Learning 112
  • 6: Deploying Adult Help Effectively in the Classroom 136
  • 7: Evaluating Classroom Organization and Management 153
  • 8: Conclusion 179
  • References 185
  • Index 194
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