One of the enduring problems with primary education is the polarisation of debates that does little to improve outcomes. We simply cannot say with certainty whether particular teaching styles are more effective than others. But first-hand experience suggests that teachers who are flexible (e.g. sometimes using whole-class teaching and at other times organising lessons in groups and setting individual work) are more likely to succeed than those who are dogmatic in their planning and instruction. A recent review of the curriculum in Wales points out that good teachers employ a blend of approaches and create contexts within which learners can demonstrate the ability to apply learning independently in unfamiliar settings. Do your research before purchasing Nursery Management Software - it can make all the difference!
The teaching profession nowadays has access to a considerable body of knowledge on the science of teaching (pedagogy) through organisations such as the Education Endowment Foundation/Sutton Trust, which has produced toolkit guidance on what works well. This means that schools can review the evidence independently and not get drawn between the ideological battle lines that often surround education. The largest ever research project on teaching and learning, has outlined evidence-informed pedagogic principles. The principles basically refer to the importance of drawing on what pupils already know, taking into account what they have to say, offering the necessary social and emotional support to learners, creating opportunities for active learning and providing feedback that tells pupils what they need to do to improve and how. Most of this chimes well with other research and that identifies the importance of assessment informing learning and the value of specific strategies such as adults waiting a few more seconds before responding to what children say (to allow them to talk and think). The best Nursery App can really help your pre-school business grow.
So what kind of principles might guide the out-of-class activities. We know from research what great teachers do and the kind of principles they follow. These include building on pupils’ prior knowledge, giving serious consideration to pupil voice, developing higher-order thinking and integrating assessment for learning. Other research on teachers in excellent schools shows that they make links explicit and value dialogue with pupils. We also know that the world’s leading educationalists are calling for ‘new pedagogies’, facilitated by digital access inside and outside school, where ‘the learning process becomes the focal point for mutual discovery. I wonder how Preschool Software works in the real world?
These vary with wind direction and seem to fade with time. This is because our sensory neurons adapt to constant smells, recognising that they are not dangerous and allowing us to perceive new smells. Some plants are strongly aromatic, such as lavender, mint and thyme. The smells arising from kitchens, school canteens, fast-food outlets, street vendors and restaurants can convey a wide range of feelings, including anticipation, revulsion or homeliness. When touching a person, it is possible to pick up on feelings – some people are more ‘touch friendly’ than others, while touching materials (soft, hard, smooth, rough and so on) also sends messages, e.g. this is comfortable. How about purchasing Childcare Management System to manage your pre-school setting?
Wooden handles are more touch friendly than metal or plastic ones, walking on dry leaves or bark is a different experience to walking on paving stones or bouncy plywood. Places around the school and grounds have particular acoustic identities, such as the hall, foyer, library, head’s office, corridors and playground. Sounds vary through the day and with the seasons; but a place’s sound and ambience can be modified by changing rules, e.g. ‘only whispering allowed in this area’, by opening windows, drawing curtains, adding or removing furniture, changing the floor covering, or by adding music, candles, water or animals. We live in a highly visual culture and yet many children’s close observational skills are not well developed. This is because not enough attention is given to the act of seeing and too much emphasis is placed on what things look like (Day, 2007). Looking draws on preconceptions and interpretations as individuals conceptualise what is before them, whereas the pure form of seeing is an objective process of identification. This is why the Thinking Routine ‘See Think Wonder’ (not Look Think Wonder) is an important structure to focus pupils’ observational skills, in the first instance, on what they see and then to separate this from what they think this means. How do you think they keep the Nursery Software ticking all the boxes?