Alternative Teaching Strategies

From Infancy until the late stages of our lives, we undergo different stages of aimment. In each of the stages, we are supposed to be mastering some craft, or prioritizing a t pack that we have none given the term of twenty- foursome hours before. Several psychologists have come up with theories slightly these stages, each intertwined with the other. This composition will concentrate on Jean Piagets theory of cognitive Development, specifically, to Concrete Operational Stage, in relation to the experience of tutoring Math to the electric razorren in St.Kitts. harmonise Perret-Clermont and Bessire, (2004) from encyclopedia. com, Piaget compared ideas and facts, the philosophy of science and the observation of children, working pop the fundamental principles of genetic epistemology. Concrete Operational Stage happens from the ages 7 to 11 years. According to Piaget, at this stage, reversibility, that is objects when changed has the qualification to return to its original s tate, is attained. According to Marshall (1998) in encyclopedia.com, In the stage of so-called concrete-operations (which conks from to the highest degree the ages of 7 to 11 or 12), children start to classify objects, idler take the role of others and understand the constitution of cause and effect, but still have difficulty theoriseing about abstract concepts without referring these to real events or particular images with which they are familiar. Edwards, Hopgood, Rosenberg and Rush (2009) besides wrote in their website, During this stage, the thought unconscious process becomes more rational, mature and adult like, or more operational, although this process about often continues well into the teenage years.The process is divided by Piaget into two stages, the Concrete Operations, and the Formal Operations stage, which is unremarkably undergone by adolescents. In the Concrete Operational stage, the child has the ability to develop licit thought about an object, if they are able to manipulate it. By comparison, however, in the Formal Operations stage, the thoughts are able to be manipulated and the front man of the object is not necessary for the thought to take place. Other indication for this stage was mentioned by Atherton (2009) in the Learning Teaching website Can think logically about objects and events Achieves conservation of number (age 6), mass (age 7), and weight (age 9) Classifies objects harmonise to several features and can order them in series along a single dimension such as size. An Anonymous writer from tyke Development institute (2008) express the following for this stage of development, Evidence for organized, logical thought. There is the ability to perform multiple classification tasks, order objects in a logical sequence, and comprehend the principle of conservation.Thinking becomes less transductive and less egocentric. The child is capable of concrete problem-solving. Some reversibility now possible (quantities moved can be restored such as in arithmetic 3+4 = 7 and 7-4 = 3, etc. ) Class logic-finding bases to sort unlike objects into logical groups where antecedently it was on superficial perceived attribute such as color. bland labels such as number or animal now available. It is from these that the run into was initiated. For two months, the author of this paper has spent time with the school kids of St. Kitts.Everyday, tutorial lessons were held to aid children in accomplishing their tasks at school. A set of brush up questions was besides distributed to find out their views to protagonist in setting up the project. The survey consisted of 10 questions specifically phrased and distributed to both the children and their parents. Of the ten questions answered by the children, the top four questions that were noticeable were questions number 2, 4, 5 and 9. Question number two asked them if their parents kick the bucket quality time with them and their schoolwork. Nearly 70% of the popul ation said no. Majority of the children answered 4-5 hours with question number four that asked about the amount of time they spend playing after school. When asked if they spend time studying at home, besides at school, for question number 5, only 43% said yes. It is however, noteworthy that 100% of the children answered yes in question number nine, if I were to tutor you for the next two months, do you think you will be wear? As for the get out on the survey to the parents, the top four questions that had numerical impact were questions number 1, 2, 3 and 5.For question number one, only 50% of the parents say that they are involved in their childrens homework. The involvement of the 50% though varies from grammatical case to subject as they have limited acquaintance to some areas. Close to 74% of the parents answered yes to question number two, Do you ask to see their homework? Comparing the results for both questions number one and two, the dissimilitude between involvem ent (helping children out) and simply looking at the homework, is already evident. look at the homework does not necessarily mean seeing with the process of its completion.One of the more interesting results is the answer to question number three, as it deals with time frames parents set to their children in accomplishing their homework. Only 20% of the population does it. The last question that had impact is for the one that asked whether or not parents cut out distractions (like TV or computer) in the background? Only 12% were confident(p) in saying yes, whereas a majority rated it as not sure. This result roots from the fact that they dont entirely remove these distractions, because most of the parents still do their own chores and tasks while their children are doing their homework.The experience has brought the finding that lack of attention and attentiveness to and from the kids are the biggest contributors for the acquaintance deficit in the community. The objective of the project is to come up with an alternative that will help children concentrate on doing assignments to gain desire for learning anew, to help and clothe parents with the styles of teaching, so that after this project, they can do it themselves. The project and teaching plan, however, are limited to tutoring Math, and not other subjects.Nursing Diagnosis Knowledge deficit link to lack of application of age-appropriate (developmental stage) learning methodology. While the children answered in such elan to the survey questions, an apparent lack of appropriate application of the developmental ability and capability is a contributor to making the children interested in the subject area and making the parents involved in the assignments. Parents have little knowledge on how to approach teaching children, and they are not wary about the fact that children at different stages comprehend lessons in different courtesy or levels.