Articles 02
Section outline
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- Published: 30 Jan 2012 Hits: 4057
How much emphasis should be placed on bad learning practices as opposed to good learning practice. Teaching should be a thing of positives rather than negatives. Good teachers are much happier showing students what to do to achieve better results rather than what not to do. Students also tend to respond more positively to this atmosphere by being happier learners.
After watching a colleague show a nicely prepared slide spending a lot of time on what should not be done with presentations, my thoughts digressed to thinking the time would have been much better spent showing the students how to advance their skills with good examples rather than bad ones. On occasions it is needed to create a perspective for students by using comparisons but these comparisons can still be between good and better examples.
The incongruous part of this negative presentation was that no students were creating this type of poor quality, they were all at the stage of good and better.
I then digressed as to the place of negative tuition and the use of sarcasm, negative reinforcement and blame, these have no place in the classroom and it is seen all too often.
For many years as a student support teacher (as well as a classroom teacher) I had to pick up the results of negative instruction that stopped students from performing. These same students excelled when put into a different environment where blame was not used and the dominating atmosphere was positive with examples of good and better.
As a footnote it could be added that some persons use blame and negativity to create stress to increase performance. The appropriate level of stress can be a good motivator but there are a lot better ways to create an appropriate stress level to increase student or employee performance. Imposed stress can be overdone too easily and destroys performance and sometimes with it lives are destroyed, where as self imposed stress can increase performance dramatically, but this is a topic for later discussion.
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Living and working in Thailand for 15 years there have been many cultural traps that I have fallen into. At one stage I was asked to do a talk at a local university about the differences between our two cultures. That presentation is what I have re-written for this article.
It is mostly off my own experiences and when reading remember that behaviours and cultural differences don't rely on absolutes they rely on tendencies towards a behaviour pattern based on our different cultures.
Hopefully this may help a few of our teachers understand the culture they are working in and the respect they are given as teachers in Thailand.
The word ‘tendency’ แนวโน้ม naaeoM no:hmH
When discussing differences it must be kept in mind that everyone is basically the same. We are all trying to get from one end of our life to the other with minimal problems.
Collectivism / Individualism
Asian and western cultures are broadly categorized as Collectivist for Asian and Individualist for Western.
Collectivists tend to have the following general characteristics. (Partial list)
- Family is the centre of thinking and action.
- Children support parents financially where possible and with support.
- Individual happiness is often second to family or group happiness.
- It is important to not ‘lose face’. seen to maintain a level of credibility and control and not have decisions or actions questioned.
- Individuals given respect according to status.
- Group or village will take on the task of being a child’s parent.
Individualists tend to have the following characteristics. (Partial list)
- Become self sufficient.
- Leave home and start work at a young age. (Although this is changing a little).
- Become self sufficient then help parents if they need help. (pride can often inhibit from helping).
- Never give respect unless it is earned.
- No one would chastise a mothers child as this would be saying she is not a good mother.
Importance hierarchy
Western: Self sufficiency due to work – family – food – friends.
Asian: Extended family - food – work.
Food
Western: Feeding others is not showing respect or importance but more of like minded persons getting together. (friends)
Asia: Feeding others is a demonstration of how important the guests are to the host. (status)
For new comers to Thailand this can sometimes have negative connotations if you do not turn up to a dinner engagement.
Asians often expect some food to be left over so they know their guest has had plenty.
Westerners will try to eat all the food offered as it is rude to waste food. The host may think you don’t like their food.
This can lead to humorous situations where the host keeps filling the plate with food and the Westerner eats considerably more than they normally would.
The reverse being the Westerner is upset as the Asian did not eat all their food so they obviously did not like it.
Workplace
A good management system that works under nearly all conditions for westerners is loosely termed a shared management system.
One of the most important aspects of a shared management system is being informed.
Westerners want to be informed. It is how they learn to fit in and be part of a team. It shows the westerner that they are important enough to be told all the smaller details so they can plan how they will work at a professional level.
Westerners like to discuss everything so they can be sure of the role they must play and how it meshes with others around them. Management outlining the limits of discussion so now all know how to do a professional job. Not informing people is how persons in western societies are removed from the workplace as they cannot do their work at a professional level.
Asians often think westerners are arguing about their decisions so feel they are ‘losing face’ rather than the westerner clarifying their position so they can carry their work out at a professional level.
Loss of face is especially important to understand as many Asians will overreact in circumstances where they feel the embarrassment of loss of face. For westerners it is best to just let it go if the boss has overreacted to something. Trying to sort it out to understand what happened often makes the situation worse.
Asian management tends to be top-down management 1st boss 2nd boss 3rd boss 4th worker. No discussion everything is on a need to know basis.
Compliance not initiative is important although this does appear to be slowly changing.
Manager sets guidelines for discussion.
Everyone expected to have an input.
Typical statement could be
‘This is where I want to be now take me there’.
Everyone is expected to have a creative, professional and intellectual input.
Decisions are made at the top levels. There are some places where discussion takes place, but the implication is compliance.
Very little initiative at the bottom levels as they are not informed enough to have an input.
In the classroom.
Students Ask questions as active learners.
Some teacher leaves things unsaid so there will be questions.
Lots of project-based work with creative thinking
Students Passive receivers and must listen.
Tch’s teach everything.
Lots of knowledge-based work with answers supplied. 
This is changing rapidly in the bigger schools as younger teachers are being trained differently.
Electronic media use.
Considered normal in most countries
Considered bad manners in most countries.
When a conversation impinges on others thinking and personal tranquility it is considered rude.
When the person on the other end of the phone is considered more important to talk to than your friends who you are with.
Many westerners will consider themselves not important enough when their host plays with their phone so the guest will leave early.
Many western groups now make it policy to place their phones on the table at a restaurant and the first phone to ring pays for the evenings food and drinks.
Teachers
Teachers hold a very different place in society in Asia. They are actually considered to be important people.
Western teachers have to work very hard to gain respect and then it is mostly grudgingly given. This is regardless of the importance of the work they do.
There is a tendency to blame every problem society has on teachers.
Bad parents. politicians and bosses without experience, blame teachers for all societies problems. How many politicians have we heard say "I am going to fix education" and 5 years later we find there was nothing to fix.
Asian Teachers are respected by default and if they do a decent job they are held in remarkably high esteem.
If there is any doubt Google Wai Kru. This is teachers day in Thailand.
With this level of respect Foreign teachers need to conduct themselves with the highest integrity and dress neatly at all times in society. The community watches teachers very closely and has high expectations of them.
Older Asians
Older people expect to have family around and to be part of the family decision making process.
Extended families can often consist of Grandparents, aunties and uncles or mixtures of these.
Older people are mostly kept as part of the family and are respected due to age.
Older Westerners
Once westerners reach the old peoples homes they are often forgotten about and they stop being able to have an input into family and grandchildren.
Older People are often placed in communal homes and not kept as part of the family unit. (independence)
This is sometimes a choice but now there is an understanding that helping older people stay in their own homes has new importance.
On the road
Accident fatalities are very high in Thailand and due to the dense population of cars and people it is hard to get places unless you push in. Some motorcyclists do not look they just amble out on to the road believing they are going so slow that nobody will hit them.
Thais are very forgiving for those that nose in-front of them to cross lanes or enter streams of traffic.
Westerners are very parochial about their piece of road and get upset when others cross lanes in front of them even half a kilometer away.
As a simple statement if a westerner suffers from mild road rage then do not bother driving in Thailand
Thailand needs patient and observant drivers.
Greetings Handshakes and Wai.
Some Westerners have problems with the Wai. Be assured it is the same as a handshake and has similar cultural significance.
The wrong type of Wai to a Thai is the same as the wrong type of handshake and greeting to a westerner.
Firstly the handshake.
A person who grabs very hard is trying to dominate and this is often an indication of a person who is a bully.
The weak handshake is often called the wet fish. Many westerners consider this type of handshake indicates a person who is not strong of character.
A good firm handshake indicative of two persons showing equal respect for each other.
Hello greeting must be with an enthusiastic voice as if pleased to see them. Not over the top as this is false enthusiasm.
Missing you already (very false) If it is meant as a joke it is more than likely inappropriate where a person is trying to show respect.
The basic rules for the wai are the level that your hands are at.
The hands are held at about the same level. If you are wai-ing to Buddhist monks the thumb knuckles should be at about the bridge of the nose for older people that deserve a lot of respect as a rough guide have your thumb knuckles level with your nose or as the picture shows. Do not act stupidly or 'horse about' when using the wai as it shows a lack of respect and you could accidentally insult royalty which is a criminal offense.
Young to old wai the hands are held at different levels. For adults it is important to keep your hands lower than younger persons such as students. In a worst case scenario the student could think you are mocking them which of course will embarrass them mainly because if an adult instigates the wai to a young person they believe that you are shortening their lives. If they do not feel mocked then they most likely laugh to themselves that the foreigner did not learn much about Thailand before they visited.
Personal Space
A westerner would often back away a little when talking to an Asian because Asians are often inside the westerners perceived personal space reserved for family and lovers.
An unknowing westerner will misinterpret an Asian female intruding on his personal space as being she wants to be his female partner.
Males intruding on a western ladies personal space will make the lady think he wants to have a special relationship so she will often back away or if she stays close an innocent Asian will not understand that she is happy to have a relationship.
Touching people.
Asian: Males touching males and females touching females is normally appropriate.
Westerners: Males don’t touch anyone but a female can instigate a touch or a hug.A westerner would often back away a little when talking to an Asian because Asians are often inside the westerners perceived personal space reserved for family and lovers.
Being a westerner the author was in Thailand 2 days when a Thai man sat down beside me and started running his hand up and down my leg. The man did not mean anything by it he was just fascinated by the hair on my skin. In Thailand this type of action was appropriate but the author still feels very uncomfortable when males make any type of physical contact.
Westerners: Males don’t touch anyone but a female can instigate a touch or a hug.
Asian: Males touching males and females touching females in appropriate places is considered normal.
Westerners tend to reserve the space that is close to them for family and lovers. When others move into this space they can often send the message to the westerner that you want to have a special lovers relationship. This can lead to misunderstandings when the person only wants to be a friend.
Like and Love
For westerners these two words have signifcantly different meaning to how they are often used in Thailand.
People will often say they love you but for the westerner it is closer to the word like.
For a westerner like is for my friends or I like my beer.
'I love my wife and ice-cream'. would be more how a westerner uses these words.
Desired Body Shape
Asian: Delicate fine boned artistic with strong character and no body hair are the Thai sort after characteristics.
Western: Slightly bulky muscular strength slightly aggressive and sometimes with body hair can be considered sort after attributes for many persons.
Many westerners think body hair = virility (อกสามศอก ohkL saamR saawkL)
Most Asians think body hair = monkey
Reasonably important considerations if someone is looking for a partner.
Emotions
Asians and westerners tend to display emotions differently.
Culturally it is bad form and bad manners for Asians to display strong emotions in public. Westerners tend to display there more aggressive feelings more.
Invitations
Westerners
Will not attend a function or a party unless invited. It is considered bad manners.
Asians
Are often considered invited if they know about the function.
For example Sonkran party at school.
We all know it is on but have not been invited so will not attend.Understand each other so there will be friends around the world.
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Synopsis of an ESL Reading Program
Past Reading Programs
Many years ago, I was part of a group who researched a software package that assessed students reading and allocated them an appropriate book for reading. The essence of the program was that the book was not too hard and not too easy therefore giving
the student a successful reading experience with high levels of understanding of the content. Another aspect of this program was that it built on the students experiences a little at a time so their reading ability progressed in small increments as they read slightly harder books. The program was an outstanding success in the schools it was run, but it had severe drawbacks of expensive software and a very large range of books needed for the computers recommendations to students.
Since then, I have seen many more reading programs but most were reading aloud. Reading aloud uses a different part of the brain and is generally concerned with enunciation, not comprehension, but more on that later. Some programs rely on reading books with no thought to reading levels or ages and have lists of difficult words in a column beside the text. This is also less than satisfactory as readers have difficulty maintaining a feeling for the story. This process does not generate a desire to read or decipher words by context, but rather a need to pass exams and learn new words by rote. This then favours the concept of a spelling program based on rote learning of words rather than reading for enjoyment and comprehension.
How a Good Reader Reads.
Good independent readers will tend to skim pages and look for meaning within the context of the story and the main words viewed in blocks of writing. If for some reason the reader does not understand the concept they then skim backwards to find where they went wrong, correct their misunderstanding and then read on. The big advantage is the book starts to unfold rapidly in the reader’s head like a movie or video with the exception that the brain is functioning more intensely. An interesting note here is that our best readers were not practicing this skill until the programme had been running for several weeks. These best readers have become very fast readers with no loss of understanding of the parts of the book or overall concepts the book is expounding.
Sa-nguan Ying Present Day.
This brings us back to the present in the Sa-nguan Ying English Program (EP) and a retired teacher from Launceston College in Tasmania. Gary Bensemann who came to our program with the knowledge of DK readers which are all set out in reading levels. As our classes are all ESL students in Thailand we needed readers from level 1 to level 4 and maybe level 5.
Our EP has a working MOU with Launceston College and the principal Keith Wenn who in conjunction with Gary graciously supported the reading program with the purchase of several hundred readers. Our EP also added to these purchases.
The topics of the books are based on real life science and history. Reading these the students achieve a broader general knowledge based on their own interests as they select their own books
Pellegrini and his colleagues (1990), report,
‘significantly more utterances of high cognitive demand during expository texts reading (16%) compared with reading storybook texts (4%). Similarly, children have been reported to use a greater numbers of initiations, book-relevant responses to questions, and text-external response (e.g., text to life) with expository texts than storybook reading’.
The texts that were purchased are therefore a good basis for an extensive reading program.
Concepts Guiding the Program.
A reading program should cater for a large variety of brain dominance's intellectual abilities and personal preferences. Added to that there is a problem in an ESL environment where there is a big range of reading abilities in the average class group. The thing to avoid was being judgmental or putting students on show so the good readers succeed and the poor readers be emotionally crushed. As an aside a good student while presenting to the class was emotionally crushed by another teacher correcting them. It took a further 6 months to get the student back in front of the class again.
Rote learning was to be avoided in this program as students don’t get a lot of understanding about a topic although they can real off a lot of facts that rarely require high levels of thinking.
Another concept was the books should be short so the students can finish and be checked quickly getting rapid feedback on any issues. Another aspect of the shorter stories is it tends to create categories and knowledge networks for the information the student is learning. Neuman, Newman, & Dwyer, (2011); Neuman & Wright, (2013) explain how ‘categories are essential to concept building. They enable children to build knowledge networks—connections between concepts that are meaningful and enduring in their longer-term memory and are primary in comprehension development. They become the background knowledge that we know needs to be activated when children are trying to make sense of new ideas. Teaching words in meaningful semantic clusters enhances children's reading development’.
The Process
Basic Overview.
The students are invited to select a book to read in private during their spare time in school or at home and within a few days, go to one of native English teachers for assessment. The teachers then recorded the students book as one book read. Routman (2003) explains the importance of selecting appropriate books, monitoring, evaluating and how it all impacts on reading achievement. This process in EP takes about 5 to 10 minutes depending on how much time a teacher has. Note the students selected their own books and this has become a very important aspect of the program, the reasons which are mentioned later in this report.
Asking Questions.
The assessment process consists of the teacher asking question about the book to ensure the student has read all the book. The student does not have to remember every detail in a book, just show evidence of reading whole book. The students are ESL and do not always have the language for deep analysis and cannot always bring the words needed to their memory, even-so they are expected to use other words to describe what they are trying to say, not necessarily using the correct names or titles (they are expected to communicate). This is to be expected as we learn in small increments and according to Sean Kang (2010) need to have breaks between learning sessions. We want the students to understand the concepts behind the book and the broad ideas as to what the book is about. Even so the discussion that ensues mostly requires re-reading and according to Rawson Dunlosky and Thiede (2000) this improves the individual's ability to assess their own comprehension, a critical factor when learning complex material. When teaching ESL students, the complex material depends on their current abilities which is why it is important to monitor their abilities by rereading and asking questions about specific sections in the book. The friendly non-judgmental discussion approach takes a lot of the angst out of the assessment process and the students are relaxed and happy to discuss topics.
The students are asked meaningful questions many of which require them to compare and analyse rather than state what is specifically in the book. This approach caters to high level thinking per Blooms Taxonomy. One of the problems with teaching ESL is that books catering to the reading abilities don’t necessarily cater to the maturity levels of the students. To this end the questioning is important and some sample questions that have been working for different students are included in the addendum.
Enunciation.
The next step is to ask the student to read a few pages and in the case of younger readers or those whose enunciation needs practice, to read larger amounts. Once again, this step is judgment free, it is simply a process to help the students correct their enunciation of some key and common words so their discussion becomes easier to understand.
Book Selection and Reading Difficulty.
Selecting books is a critical process as there is such a large range of abilities in an ESL program. Fountas & Pinnel (1999) explain book difficulty by error rates. ‘An error rate of 1 in 20 words suggests an easy text, an error rate of 1 in 10 suggests an instructional level text and an error rate of greater than 1 in 10 suggests a hard text. In EP the teachers ask students which words they are not sure of on a page, the aim of these questions is to get an indication if the book is too hard or too easy. A guide we use is, if there are more than two words per page that are out of context and difficult to guess then the book could be too hard. If there are two or three words but these words are easy to guess their meanings based on the context of how and where they are used, then the book is most likely of the correct difficulty.
The process being used in EP is carefully explained to the students with the recommendation to read books that are easier rather than harder so the story and comprehension flows.
Guessing the Meanings of Words (cloze).
If a word is not known the students are asked to read the sentence to themselves either side of the difficult word. They are asked about the context the word is used in and then to guess the meaning of the word. If the book is appropriate and the student understands the context of how a new word is used, then they mostly guess correctly and if they do not guess quite correctly the meaning of the paragraph is still mostly correct. We are careful to explain this process to the students to put them in charge of the books they select. The importance of learning new words from the context of sentences cannot be overstated as Nagy, Anderson and Herman (1987) found substantial gains in understanding of new words from the context they were used in and that was from a single reading. The greater the variety of exposure to the words and concepts the more dramatic the learning.
Read Easier Rather Than Hard.
Our final words to students are, ‘do not read books that are too hard’. We want them to enjoy reading and read a lot of appropriate level books rather than one book that is too hard and therefore not enjoyable. If students do not enjoy reading they will not. This is heavily influenced by our ability to learn new information Research shows according to Fountas and Pinnell (1996) ‘that learning best occurs with many lessons presenting no more than 10% new material and providing many opportunities for practice’.
Recording.
The final step is to record that the student has read the book. If the student cannot give a good indication that they have read the book when we start the process the teacher will send them away to fully read the book. If they have shown they have read it and been through the discussion processes they get full marks. The students are expected to read the equivalent of 20 books a semester.
Rhythm and flow of Language.
When the book is of an appropriate difficulty the students can read the story with a rhythm and flow that makes sense. This rhythm and flow is what is missing from many reading programs and is an essential part of this program that becomes obvious when the conversations and discussions take place.
Score Algorithm Different Levels.
All the recording is done in a Moodle Grade book so parents and students have access on line to view their reading scores. If a student is reading a book below their year level, they don’t get accredited with reading a full book and those reading above their levels are accredited as reading slightly more than one book. For an M2 (grade 8) student reading a level one book the book tallies as 0.75 of a book. If the same student is reading a level 3, the book is worth 1.25 books of their 20 total required.
We start at M1 (grade 7) and level 1 books, so for beginners they move up the difficulty level as they wish and if they do they don’t have to read as many books to reach the equivalent of their 20.
Student Feedback.
The students are asked regularly if they enjoyed the book and in most cases, they did. Some students have been slow to start and it could be for several reasons, one of which could be a fear of making a fool of themselves. It appears once these students are fully on the program they start to lose any inhibitions as to reading as the process is basically non-judgmental.
Final Observations.
The final observations from the teachers involved is that the students are enjoying reading in a foreign language. Their ability to discuss concepts and ideas in a foreign language has dramatically improved over previous years or older students and there has been no other dramatic changes to the curriculum. The standards of scripts from other work presented to teachers for editing are much higher than previous years and editing the ESL student’s scripts is far easier. Students are gaining a feel for the grammar instead of trying to be technically correct, this feeling is relating to better expression. Students are using the language with far more fluidity and with fewer inhibitions than has been noticed in previous years. The student's ability to discuss and describe is not stopped when they forget a specific word, they are happier to discuss about the topic and describe so that the missing word is not so relevant.
As students select their own books and are advised to select easier rather than hard books it is obvious how quickly students advance in their reading levels.
Finally, teachers have noticed how quickly most students are advancing reading levels. At the beginning, most students had some difficulty reading books at the same reading level as their class level. With practice, many are reading above their class grade by at least one reading level and still have fluency of understanding. In two exceptional M1 (grade 7) students they are reading level 4 books with understanding. Another exceptional M1 (grade7) students had a philosophical discussion about hidden meanings behind a Dr Seuss book ‘The Thinks You Can Think’
The Strong Points of the Program.
The process promotes high levels of discussion (Bloom Taxonomy) as opposed to memory recall.
The learning process relies on very small non-threatening increments.
Stress levels for students are kept low so access to the high cerebral cortex is maintained.
Students select their own books according to their own reading ability which also relates back to personal learning styles and brain dominances.
Students having difficulty are not under special duress other than they must read 20 books in the semester. Note that extra duress often creates disenfranchised readers and we want the students to enjoy reading. Every student has improved some of them dramatically from the first few books to their 20 plus.
Students get a lot of practice at general conversation.
The conversation are not about recalling many facts but rather discussing ideas about the reading to search for the students deeper understanding of what they have read. We try to leave a period between the reading and the conversations as this allows for a partial re-read of material and discussion. This follows recommended practices by persons such as Clay (2010) who tell us to space out learning blocks and discuss concepts with what we are interacting with. The conversations are important as without the pressure to understand content Thiede, Redford, Wiley and Griffin (2012) tell us that ‘failure to regularly assess deeper comprehension can lead readers to monitor memorization of texts, which has a detrimental effect on their later ability to engage in effective self-regulated learning’.
Most of EP students enjoy reading in a foreign language with the processes being used and the follow up conversations for assessments, even to the extent that some students have read over 40 books so far, this semester.
Environment
We had thought to set up a place in the library for students to go but discarded this idea as someone must consistently monitor this area even when students are not available, and it loses some of the intimacy of closed surroundings to form a clinical and unfriendly environment. In our situation, the students come to our staff room and wait for a teacher to become available.
At many stages, there will be 3 or 4 students sitting on the floor waiting for their turn. The small group approach with one or two students listening in and relating to the teachers questions is recommended by Higgins (2009) as it is a good way to reach those students that are hanging back from discussions especially in the case of reticent boys.
If a teacher is too busy they simply tell the students I cannot now but will be available later. If the room becomes too crowded students are asked to wait outside or come back later. Hearing the low-level hum of students discussing and quietly reading to teachers would be the envy of most schools.
An aside here is that the participating foreign teachers found the relationship building via the discussions and reading assessment relaxed the students in the normal class environment leading to the students conversing more and asking more questions.
Special Thanks.
Special thanks need to be given to Launceston College Tasmania Australia and their principal Kieth Wenn and Gary Bensemann for their support of the students of Thailand and the other EP teachers, Anabel Perez, Bret Kobylka, Carly Wedge, Zoe Kirsh and Trey Howwell, who demonstrated patience and understanding with our ESL Thai students.
References.
Clay, Rebecca A. (2010), Vol 41, No. 11 Print version: page 67. Science shows us the best ways to learn. American Psychological Association. Accessed 13/02/2017. < http://www.apa.org/monitor/2010/12/science-learn.aspx>
Higgins, Lynda, G., (2009). An Evaluation Of The Relationship Between Criterion-Referenced Competency Test Reading Comprehension And Lexile Scores And Fountas And Pinnell’s Guided Reading Levels In A Georgia Public School District. Doctorate. The faculty of the school of education Liberty University.
Nagy, William E., Anderson, Richard C., Herman, Patricia A. American Educational Research Journal, Summer 1987, Vol. 24, No. 2, pp. 237-270. Learning Word Meanings From Context During Normal Reading.
Roskos Kathleen, Neuman Susan B. (2014) quoting (Fountas & Pinnell, 1996).and. (Routman, 2003). Best Practices in Reading: A 21st Century Skill Update. The Reading Teacher, 67(7), 507–511. doi: 10.1002/trtr.1248. Accessed 1/02/2017 <http://www.readingrockets.org/article/best-practices-reading-21st-century-skill-update>
National Institute for Professional Practice (2017) quoting Fountas & Pinnell, (1996) accessed 1/02/2017 https://www.professionalpractice.org/about-us/selecting_just_right_books /
National Institute for Professional Practice (2017) quoting Routman, (2013) accessed 1/02/2017 https://www.professionalpractice.org/about-us/selecting_just_right_books
Thiede, Keith W. and Redford, Joshua S. Boise State University Wiley, Jennifer and Griffin, Thomas D. University of Illinois at Chicago. (2012). Elementary School Experience, With Comprehension Testing May Influence Metacomprehension Accuracy Among Seventh And Eighth Graders. Journal of Educational Psychology, 2012, Vol. 104, No. 3, 554 –564.
Addendum 1
Sample questions
- What is the book about?
- Tell me your story?
- What do you think the author (writer) was trying to teach?
- Do you know what this phrase means?
- Are there any words on this page you don’t understand?
- What is meant by this paragraph?
- Who is the main character?
- What is important about the main character?
- How does this compare to Thailand?
- What happens to world environment?
- Would global warming affect these animals?
- Which part of the story did you like best? Why?
- Have you looked at this topic in science?
- What did you learn?
- Would this affect Thailand or other countries? Why?
Addendum 2
We expect the students to use the higher functioning parts of their brains so we keep the stress levels low and let the students apply their own intrinsic stress. The higher the stress a student feels the more their access to the higher cortex is minimised and the fight flight instincts start to take over.
With the hope that this helps someone
Brett Wilkin
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A TEASOL Assignment by Prae Kamonchanok.
With the global expanding of English language as a world medium communication, a large number of countries where English is not their first or official language are trying to add this global language to the mainstream educational curriculum.
These countries not only aim to increase the quality of their population, they also want to become the leader on economy and innovation. Therefore, education seems to take an important role in improving children’s both learning and living skills. No matter children are monolingual, bilingual or trilingual, if English is not their innate language, they need to learn English as an additional language (EAL) known as EAL/D learners. It is interesting to know why EAL/D learners learn and develop English differently in similar educational policy. It is questioned as to how the environment that surrounds them such as teachers, parents and friends affect their language developing and learning. Thai educational system can be an example of embedding English as a compulsory subject in mainstream classes. Although the national curriculum was changed in 2002 for Thais the new generation have been learning English since their year one primary mainstream classrooms, it does not seem to be enough when students learn English about four hours a week (….). Moreover, it is common that a primary teacher takes over a class and teaches most of the subjects that students need to learn in a day. Therefore, some of the non-English speaking teachers might know only general concepts of English but actually students need very effective methods and positive environment very effective methods and positive environment to create positive attitude on English learning.
Actually, the first step of learning English is the most important stage, namely; teachers need to have effective strategies to make English lessons interesting and make them love English. It makes sense that if they hate English, they will not try to develop themselves in any skills. The “constructivism/ interactionism” is one of the three language theoretical theories, which emphasizes linguistic environment on language learners (Lightbown and Spada, 1993, pp.14). This paper first explains the four factors on Second Language Acquisition (SLA) theories that impact additional language learning: Basic Interpersonal Communicative Skills (BICS) and Cognitive Academic Language Proficiency (CALP), Comprehensible Input, Comprehensible Output and Common Underlying Proficiency (CUP). Secondly, the three learning theoretical frameworks are mentioned and the constructivism will be specified as the most effective approach. Lastly, how the four SLA theories work with the chosen theoretical framework in mainstream classrooms are analyzed.
{ads1}Part I: Second Language Acquisition (SLA) theories on additional language learning
Basic Interpersonal Communicative Skills (BICS) and Cognitive Academic Language Proficiency (CALP) refer to learning a new language as a second or addition in a school context (Cummins, 2008, 72). Gibbons (1998, p.100) implies that a EAL/D student’s academic level cannot be achieve outside a classroom context because language for classrooms that use lexical and grammatical complexity is not likely to happen in peer-communicative playground conversations. This SLA theory can be considered as one of social constructivism framework because EAL/D learners need to have interactions with the others to develop their colloquial conversation to a more academic language (Coleman, week 3, 2013). Coleman (week 3, 2013) exemplifies a longitudinal process of a first language boy from birth to 3 year-old who has learned to talk. He has an interaction with his/her parent when he has started learning a language, and needs time to develop a word such as water for a year. This seems to work in the same way of developing the mode continuum in a school context when EAL/D learners start learning English. Hertzberg, (2012, p.50) draws a line of the mode continuum that EAL/D learners start achieving language from face-to-face conversation start achieving language from face-to-face conversation between two people, then working in a small group and whole class discussion respectively. Therefore, their new language is developing from the most spoken-like language to the most written-like language along the mode continuum. It might not be able to say exact time that an EAL/D student can move along the mode continuum from colloquial language to academic language because each individual is different such as intellectual ability, age of begin learning and surrounding environment. Cummins (2008, p.72) reveals his study that his immigrant students experimental group has spent five to seven years to reach average academic aspects of English.
Comprehensible Input is know as i+1 acquisition theory referring to what you have already known (i) and plus a bit more new knowledge (1) (Coleman, week3, 2013). Krashen’s study (1986, p.60) exposes the way learners acquire linguistics acquisition in a foreign language that both children and adults acquire the new language’s linguistic features in a similar order. That is, the meaning of the texts is acquired earlier while morphemes such as using singular verbs after third-person singular subject are acquired later. Input in acquisition of a non-primary language is motivated by the assumption that all learners have a limited capacity for processing some knowledge (Han & Peverly, 2007, p.17). The findings showed that learners tried to dump information in their memories to make room for new incoming information. However, some misunderstandings still occurred when they have learned a second language; especially when they came from different language background. especially when they came from different language background. VanPattern (2007, p.115) stated that acquisition could not happen if comprehension did not occur although it could not guarantee that acquisition was correct. In his study, on the other hand, all participants knew at least two languages, which can be assumed that they have already experienced the second language acquisition. The results of the experiment showed that the participants who are absolute beginners recognized the form rather than the meaning on the target language (Norwegian) because they have no prior experience about it. The results show that they got higher scores in gap-filling task (46 percent) than in the recall task (16 percent). Therefore, when they learned a new language, they tried to find the similarities of grammatical structure between this new language and the languages they have already experienced. Although Chomsky (1957, p.21) stated that English is an infinite state language because of the construction of its terminal string and its structure, he implied that the similarity of English and other languages is the subject always comes before the predicate in declarative sentences.
It is common that learners understand that “output” is the “outcome/product” of learning something. Swain (2007, p.471) states that Comprehensible output not only refers to the learning outcomes but it also includes what the learners have learned to achieve those outcomes. She explains that L2 learners comprehend the meaning of a text before attempting to produce accurate grammatical production at the end (Gass & Mackey (2007, p.179). An example shows the case of an L2 learner who asked a native English speaker about something that had happened with a boat. The native speaker did not understand what the L2 student asked the first time; therefore the L2 learner asked again by changing some grammar such as preposition and key words that convey the same meaning (Ibid, p.180). Swain (2007, p.472) implies that ‘comprehensible output’ seems to rely on ‘comprehensible input’ to produce more effective outcomes. An example in a French immersion class shows that students who had learned French as a second language (FSL) were less cooperative in class and did not attempt to speak French while they cooperated much more in English lessons where their native tongue (English) was the medium to communicate did not attempt to speak French while they cooperated much more in English. A reason is because the teacher in the French class did not push FSL students to communicate French in a grammatically correct form.. However, Swain (2007, p.472) states that the abundance comprehension on input is the initial version of comprehensible output.
Common Underlying Proficiency (CUP) is another model of transferring knowledge from native language conceptual knowledge to the second language acquisition. Second learners refer to learners who have already acknowledged one language, and it is believed that they are far more advantaged in learning another language. Cummins (2005, p.6) stated that CUP is an independent model that relates to common sense concept that L1 learners experienced their first language by acquiring skills and metalinguistic knowledge, which can be applicable to second language acquisition. Therefore, it is important that parents and caretakers help their children to acquire and develop the first language to strengthen comprehensible input in the second language. Comps et.al (200, p.11) connects the idea of Cummins’ CUP Iceberg theory that L1 and L2 literacy skills and language abilities are in the same part of the brain, which are transferable. Therefore, learners who perform skills such as literacy and thinking well in their L1, there usually perform well in their L2.
Part II: Learning Theoretical Perspectives on Language Acquisition
Three language learning frameworks; innatism, behaviorism and interactionism show different perspective in learning a language. Innatism is compared to the development of a child’s walking that does not need to be taught (Lightbown & Spada 1993, p.7). This learning as a primary language is compared to Language Acquisition Device ‘hard wire’ that needs only input to activate (Coleman, week3). Therefore, it might refer to a native child who knows how some language structure works without telling him. Behaviorism is another perspective of learning a new language by imitating and practicing and habit formatting to form communication formulaic expressions and words (Coleman, week3). The first two views seem to occur by first language children or young second language learners themselves that do not need environmental interaction to modify their knowledge.
However, because of globalization, it is often the case that EAL/D learners migrate or choose English-speaking countries such as Australia, England and Canada to settle or continue their education. Some of them believe that learning English in an English speaking country can push them to learn faster because of the English environment. Therefore, Interactionism/ Constructivism seems to be the most effective position to help EAL/D Therefore, Interactionism/ Constructivism seems to be the most effective position to help EAL/D by exposure to an unfamiliar language. Lightbown & Spada (1993, p.14) emphasize responding to mistaken cues children made by repeating the utterance in a grammatically correct form. This method gradually increases the children’s level of processing English, and is called “modified interaction” or addressing speech to children (Lightbown & Spada 1993, p.14). The case of Jim who was born with deaf parents and watching television was the only way he has learned language in his early years as he was being raised. He was first measured for language capability when he was 3 years and 9 months that showed him as below the age average in all language aspects (Ibid, p.15). However, his colloquial language gradually improved when he started communicating and having conversations with adults. On the other hand, his younger brother who was tested when he was at the same age as Jim’s first test did not show unusual results in any language aspects. Lightbown & Spada (1993, p.15) suggests that Jim and his younger brother grew up in different linguistic environment, namely; Jim is his brother’s conversational partner. Coleman (week 3, 2013) suggests that language is co-construct; therefore, giving a response, feedback, recasting and rephrasing are interactive strategies to build successful communication.
Part III: Making Interactionism / Constructivism in the four SLA Learning Frameworks
This part is going to discuss the ‘BICS and CALPS’, ‘comprehensible Input’, ‘comprehensible output’ and Common Underlying Proficiency in constructivism contexts. Constructivism is known as environment factors surround EAL/D learners to achieve another language. Lightbown & Spada (2006, p.43) claims that when L2 learners face with harder concepts to understand, they should explore those concepts by interacting and working with other L2 speakers to help each other reach the comprehension rather than simplifying those concepts to them. This comprehensible mechanic is called “modified interaction.” Consequently, the best way to help EAL/D learners explore a new language under the four SLA learning theories is creating a positive environment for them learning from facial expressions, body language and visual clues
Comps et al. (2000, p.3) summaries Cummins’ BICS and CALP theory that is developing from social language to academic language. Because social language means learning by context clues such as learning from facial expressions, body language and visual clues; therefore, EAL/D learners can achieve social language from social activities and media such as learning through informal conversation, play and television. After they achieve Basic Interpersonal Communicative Skills (BICS), which is understood as a verbal fluency in about two years, they need to move along the mode continuum to achieve Cognitive Academic Language Proficiency (CALPS), which is believed to take about five to seven years (Cummins, 2008, p.72). Comps et. al (2000, p.5) reveals that CALP is abstract knowledge such as learning to compare and contrast, explaining and evaluating. This academic knowledge can be found in a more formal setting such as a classroom. Moreover, Cummins (2000, p.24) argues that to learn another language, it will be more effective if L1 learners master in their native tongue’s academic level, which they also need at least five years exposure.
Long (1983, 1985 cited in Swain 2007, p.472) implies that L2 learners usually need clarification and comprehension checking to comprehend the input. While input seems to be emphasized on reading and listening and output is more focused on writing and speaking. VanPattern (p.115, 2008) implies that comprehension always occur before acquisition; for example, before L2 learners doing a filling in a gap exercise, they need to understand the text first. Therefore, reading an actual text to develop a comprehension always happens before doing an exercise. This leads to the outcomes, which are called ‘comprehensible output’.
References
Cummin, J. (2008). BICs and CALP: Empirical and Theoretical Status of the
Distinction. In B Streeter & N. H. Hornberger (Eds.), Encyclopedia of
Language and Education, (pp.71-83). New York: Springer Science + Business Media LLC.Cummins, J. (2000). Language, Power and Pedgogy: Bilingual Children in the
Crossfire. Clevedon: Multilingual MattersGass S.M. & Mackey A. (2007). ‘Input, Interaction, and Output in Second Language
Acquisition’ in Theories in Second Language Acquisition, B VanPatten and J William (Eds.). New York: Routledge.Gibbons
Han, Z. & Peverly, S. T (2007). ‘Input Processing: A Study of Ab Initio Learners with
Multilingual Backgrounds’, in International Journal of Multigualingualism. Vol.4, No.1, pp.17-37.Hertzberg
Lightbown, P.M. & Spada, N. (1993).
Lightbown, P.M. & Spada, N. (2006).
Misnistry of Education. (2007)
Swain, M (2013). ‘The Output Hypothesis: Theory and Research’, in Handbook of
Research in Second Language Teaching and Learning, E Hinkel (Ed),Vol.1,
Taylor & Francis.VanPattern
Comps, M.C., Tellez, K., Celedon-Pattichis, S. (2000). Cemela Module on: Second
Language Acquisition Theory” Brief Summaries of Reiss, Cummins,
MacSwan, Baker, Retrieved on 12 April, 2013,
from<http://math.arizona.edu/~cemela/english/content/shortcourses/sla/2nd%
20Language%20Acquisition.pdf>.An Editors aside for aspiring teachers.Delpit (1995) ran an experiment where she asked teachers to communicate in a dialect instead of their English and the results were the same as above in that the teachers started playing up and either being difficult or silent (uncooperative) they later stated how difficult it was to think and discuss in a foreign dialect. Similar to your French students above.
Teachers need to be aware of how difficult it can be for the students learning a foreign language. When students are not in an environment where they feel safe and free to express in the foreign language. If the language use is with continual stops and corrections this can create a feeling of worthlesness and be responsible for generating behaviour issues. The behaviour issues will mostly be to protect there own self worth so as to not 'lose face'.
This of course can be extrapolated to teaching English to students whose English is based in a different social grouping or a language deprived environment.
Delpit. Lisa. (1995) Other Peoples Children. The New Press New York. [Last viewed on line 28/09/2013]
http://www.d.umn.edu/~hrallis/courses/1100sp04/readings/1100pdfs/Delpit%20-Lang%20in%20Clsmr.pdf
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Published: 26 June 2013 Hits: 2587
How do we learn in the Classroom? Piaget and Dynamic Systems.
While watching a class presentation, with the teacher droning on, the feeling of wanting to put the foot on the accelerator was very strong. The presentation was in great detail and covered every possible contingency the student may come across when creating a Blog with Google Blogger. The presentation was
very nicely sequenced but went on for about 1hour and 10min.
During this time the students became totally disengaged, some opened their computers and looked at previous work on the topic and then surreptitiously started doing other subject work, or playing games. The teacher stayed at the front of the not one mind was challenged class and continued on and eventually some students placed their heads in their hands and closed their eyes. From the description it can be understood that the students were exceptionally well behaved, from the students there was a passive acceptance of the situation and not one mind was challenged.
There are several things that could be commented upon, especially with a group of high performing 17 year olds preparing for university. All but 3 of the students had been showing evidence of changing from concrete thinkers to formal thinkers according to Piaget’s developmental stages.
Or in the case of the Dynamic Systems Theories none of the constructs the students already had in their heads were being challenged.
All of the students were capable of moving into the project and be active learners within the first few minutes of the presentation. The content of the presentation was knowledge based and in this case the students mostly knew the content and understood it from previous work.
Piaget’s research is very handy to give some guidelines as to the type of work we should be presenting to different students. It would be appropriate as a quick reminder and to establish a starting point; to present this student group with concrete information. The teacher could then quickly move into discussion about what is going to happen with the software and what sort of thinking could be expected from the students. Certainly presenting this type of low level concrete information to a formal thinking group of students is going to be fraught with interesting consequences. In this case the consequence was a totally disengaged class and over an hour of valuable class time lost.
We can reflect back to the dynamic systems approach again where Lewis (2000) is quoted in Wikipedia about the mind reaching a state of ‘disequilibrium where old patterns have broken down’ this was not occurring in our above example therefore the next stage of ‘phase transition’ was not entered so there were no links stimulated to ’form a new state of mind through scalloping’.
When students are exposed to the above type of teacher centered environment they become passive receivers of knowledge as opposed to active learners. passive receivers of knowledge as opposed to active learners This class could have been exposed to a barrage of questions such as how are you going to show evidence on a blog? What form can the blog take? How can you present your blog in 3 different genres? What should a reader feel when they see your blog? (excitement, relief, happiness, love, pain, hate, peace, having learnt). What are you going to do on your blog that makes it different from the other several thousand blogs on the same topic? Why should people look at page two of your portfolio?
The teacher could spend 10 minutes explaining the starting point and the students could be directed to ask questions if there is something they are not sure of. This class of formal thinkers is very capable of searching Google for answers to simple question but like students all over the world they will tend to be a little lazy and have learnt from very early school if they wait long enough someone will give them the answer so they don’t have to do any work or thinking for themselves especially while they are being spoon fed.
The Born to Learn video at the website http://born-to-learn.org/ exemplifies the issues.
Reference
Lewis, Mark D. (2000-02-25). "The Promise of Dynamic Systems Approaches for an Integrated Account of Human Development" (PDF). Child Development 71 (1): 36–43. doi:10.1111/1467-8624.00116. PMID 10836556. Retrieved 2008-04-04.
Also found at [Last viewed 23-06-2013] http://en.wikipedia.org/wiki/Dynamical_systems_theory
SASKIA KUNNEN AND PAUL VAN GEERT (2012) a-dynamic-systems-approach-to-adolescent-development First published 2012 by Psychology Press [Last viewed 23-06-2013] http://media.routledgeweb.com/pp/common/sample-chapters/9781848720374.pdfESTHER THELEN and LINDA B. SMITH (2006) CHAPTER 6 Dynamic Systems Theories Last viewed 22-06-2013 http://www.iub.edu/~cogdev/labwork/handbook.pdf
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Story Writing
Students often have problems thinking of ideas to write about. There are several different methods to solve this problem without inhibiting creativity.
It is up to the teacher to decide what it is that they are trying to achieve with their creative writing and then select a method of developing creative ideas that suits the makeup of their class.
The following ideas have proved
very teaching styles, students learning styles and brain dominances successful but as with everything there are many ways of achieving a goal so it is up to the teachers to select the ideas that suit their own teaching styles, students learning styles and the different brain dominances involved.Creativity
- Place an obscure word into a Google images search. Pick 10 random images to start creating a story.
- Get a collage of cartoon images and tell students to select 5 (depends on the amount of work you want the student to do) different images and structure their story around the images.
- EFL ESL students can be taken outside to discuss, touch and smell trees (example) and the language to describe the trees and flowers. Then discuss clothing (example) and the words to describe clothes such as materials texture colours fashion and maybe pick a third item such as buildings (example) and discuss words to describe roofs, walls, bricks, etc. Write any new words on the board and allocate time to create a story using the 3 different items they have discussed. This proved very successful with M2 (G8) students in an EFL class.
- Students write the first sentence on a sheet of paper and everyone hands the sentence on to the next student. Each student (maybe 6) continues the ideas and story outline on each story. The story goes back to the original writer and this is what they use as an outline for their story.
Keep in mind that for a teacher to tell the student what is required caters very heavily to auditory learning styles. To this end this template was created to assist all the visual learners to put together a story outline
What is too much planning?
The templates here could be used with another one for character development but there is a point when there is too much planning and it stifles creativity by involving the students too heavily in processes.
The greater the emphasis on planning the harder it is for students to change or adapt their story to new ideas although planning is important and sometimes critical depending on the teachers requirements.
Templates.
The template below proved very successful for grade 7 and 8 (M1 and M2). The complexity of the template can be adapted to suit how much work is required of the student. For example where there is Ch for chapter it could be Page or it could be Paragraphs.
Most of the writing templates I have seen have been too complex and force the student into long periods of time with planning being the ultimate goal rather than writing and creating. Certainly when there is a limited amount of time to achieve a goal, getting started quickly is very important.
The quickest way to destroy a students enthusiasm for learning and creativity is to be over critical and force them into tedious hours of planning. Often a critical teacher wants their own story written not the students story and this becomes obvious to the students far quicker than they learn to write.
With EFL students I find the quicker they are on task and using the language they have learnt creatively the faster they appear to learn and retain new language.
With more complex stories and older students a character map can be used to develop the story more fully.
The template is not meant to be a pretty piece of work it is meant to contain ideas that are important to the student. For some students it will be pretty and others it will be messy but providing the ideas develop quickly ideas that are important to the studentit is up to the teacher’s preferences as to the focus on creativity or neatness. The teacher has to ask themselves if they want creative writing or neat art work. Forcing one can often be at the expense of the other so the suggestion is to find the middle way.
This second example is to show visual students it is ok to sketch as well. Certainly a student with a Hermann's yellow brain dominance will tend to see and remember better in pictures or combinations of icons words and images.
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Scrimshaw Not really but working in beef bones gives a similar affect to ivory.
Get some beef bones.
Clean them a little.
Cut the knuckles off.
Split them on a band saw, preserving the flattest side.
Scrape the marrow out for your dog.
Cook them outside (they stink) or by yourself. In a pot with some detergent and lots of bleach. About 1/2 cup to a litre of water.
Rough them out with band-saw if they are larger shapes.
Small shapes, hot glue the bone to a larger piece of wood to safely cut the shape out.
Shaping and smoothing the bone.
Wrap some 1200 grit wet and dry carborundum paper around a stick or steel ruler to shape the bone. Keep everything under the tap with dripping water and the bone will shape quite quickly
Drawing Patterns.
Draw patterns on the bone with a sharp pencil and then sharpen a nail on a grinding wheel so it is very sharp.
Carefully follow the pencil drawing with the sharp steel pointed implement.
Using a pair of pliers squeeze a drop of red blue of black ink from a pen refill and rub the ink into the scratches before polishing.
Safety.Don't press hard as the heat will soften the glue quickly and the bone will come off the stick.
Use the jewellers rouge stick sparingly as too much does not polish more, it just makes a mess.
Wear safety glasses have no lose clothes and contain hair.
For the teacher be aware that if the bone comes lose the student will instinctively bend to pick it up and on some occasions go under the spinning wheel.
This is just another material that is cheap (The George Town butcher donated all our bones) and easy to create objects from. It is easy for students to use even if it is a bit smelly to prepare and cut. Students love the overall affect and it lends itself to design briefs where multiple materials are used. There can be discussions as to why we use beef bone instead of whale and ivory and the discussion can lead into the whole idea of conservation of whales and elephants.
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Published: 15 April 2013 Hits: 2021
As a fresh faced novice teacher my first teaching jobs were in the trade area. It was often referred to as Crafts in Education. During these years an assistant that worked in the area taught me a lot about Austrian craftsmanship. Alfred Bach is or was a true gentleman with exceptional skills and a wonderful disposition. To watch Alf work was like watching poetry in motion, never a wasted movement.
A Mark of Alfred Bachs' skill was, he could hand craft fingered dovetail joints to extreme precision in the time it took for me to find the router and the cutters needed to do halving joints and then set up the jigs to cut joints with a machine.
Another indication of his skill was his kitchen dining furniture where he made the chairs out of green timber. He cut all the joints and then kept all the dowel holes in plastic bags to keep them damp while he chairs made with no glue or fastenings.dried out all the timbers with pins. When the furniture was assembled the timbers all found their natural state of contraction by drying and expansion as the artificially dried timbers absorbed the moisture content in the air. The result was chairs made with no glue or fastenings and were rock solid when I viewed them after 10 years of family use.
Grades 7 and often grade 8 would start with lateral thinking with design ideas as per the articles Creative Thinking and Design .
A typical theme would be; I want you to design a product that has at least 2 angled joints, is not bigger than what will fit inside a box 350x350x400 and contains 3 different materials. These criteria would be written up as a design brief.
For grade 7 we would talk about different ways of achieving these goals and sometimes we would make the first project purely a skills project where they did one of the small picture frames or another small exercise as practice.
All of the projects regardless of grade, started with a designing session where the projects had to have a drawing, with projects priced and materials worked out as we worked in many different materials often in the one project.
If a student wanted to create something different they had to present drawings with a justification as to why their projects were relevant to education or the stated design brief. (This excluded cones and other items that a small group of students would want to make).
The range of students was from the very best abilities to very low skills so the range of drawings also varied. My main criteria for any drawing regardless of student ability was that it had to convey the ideas that were inside the students head I had to see evidence of thinking and communication. They also had to have costing and measurements. Obviously the better quality the higher assessments at the students developmental assessment according to the official criteria.
Class Organization
For the few students who tried to use the drawing and planning as an excuse to not do anything in class, I always had a project being made such as an exercise machine I was building or school outdoor furniture that needed repairing, and at one stage we built all the exercise machines for an exercise room.
As the teacher I would say to the student sometimes your best ideas come to you when you are not trying to think. Tap these threads for me and cut this shape and while you are doing something think of another project you would like to do. Rarely did this fail in that the students would happily work on another project and within 2 or 3 lessons would come up with an idea for themselves. The busy work was never seen as a punishment, it was viewed more as me helping them to give them time. I had a good working relationship with my students and they were happy to do my projects but often not school ones.
They were also assessed on these skills the same as any project.
Design Challenges.
When there was enough offcuts from the saws in the woodwork rooms I would stop all projects for two weeks of lessons. We would have some lessons and demonstrations of bridge design and triangles and then give every student a measure of timber by weight and some string for them to make a bridge that would span our jig. At the end of the two weeks we would measure and test each bridges strength to destruction. We used hot glue guns and the students appeared to enjoy this break.
We did another competition to see who could support 1kg of water the highest off the ground with 300gms of timber offcuts.
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Pub: 14 April 2013 Hits: 2371
The construction method used for these projects is to use rubber straps cut from old truck tubes to clamp all the pieces together.
Check the Mitred Picture Frames and Boxes to see what I mean.
The pictures here are just some possible results that may evolve from a well thought out design brief.
All of these ideas has been made by students to a high degree of success.
Don't forget design briefs that can hint at, secret compartments. mirrors jewellery compartments, mirrors, carved tops, potpourri containers etc.
One student I had made a false bottom and then adapted one of the hinge screws to release the hidden bottom with a spring mechanism.
Don't set out to make a coffee table. Start with a problem to solve. This construction method is just a method to use to assist in the solving of problems. As a method it is very easy and can give a high quality result for young students.
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Pub: 12 April 2013 Hits: 2119
After making the picture frames we put the same skill into making small boxes. We also used the same skill for making fancy desk lamps etc. The students had a very high success rate with these containers and often would make extra ones for xmas and birthday presents.
Most of these were made from 80mm x 8mm thick but that was only because we scrounged a large quantity of this size timber for free.
Because of the strength of the rubbers the whole project can be cut and assembled in the one lesson and then left to dry before the next lesson.
The lids can be shaped and one year the students wanted to carve the lids.
The next step is to separate the lid from the box.
A bandsaw is best as if the blade wanders it does not have wider and thinner cuts like a circular saw. After separation with a bandsaw the lid can be made to fit almost perfectly with minimal effort.
Be careful of your thumbs especially if your bandaw blade is a little blunt and you are pushing the box with some effort.
Don't have students standing at the side of the bandsaw as on rare occasions sometimes the blade can spear out the side if it breaks and jambs onto the spinning wheels.
Fitting the lid requires a few small slivers of timber. The better students can fit hinges if desired.
To be continued
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-Th-สไตล์การสอนในห้องเรียนเป็นสิ่งสำคัญมากกับแนวคิดของการศึกษาอายุอาร์กิวเมนต์เก่าเป็นเราฝึกอบรมหรือให้ความรู้แก่พวกเราอาศัยอยู่ในห้องพักพนักงานจำนวนมาก เราพยายามที่จะบรรลุการตอบสนองเป็นผล (เช่น: ความปลอดภัยทางถนน) หรือเข้าใจในสิ่งที่มัน (ความปลอดภัยทางถนน) คืออะไร?
จากมุมมองอื่นเราสามารถพิจารณาการเรียนการสอนภูมิประเทศของออสเตรเลียโดยเนื้อหาความรู้การเรียนการสอนเราจะได้รับการตอบสนองอัตโนมัติเกี่ยวกับระบบแม่น้ำThe style of teaching in a classroom is very important to the concept of education. The age old argument of, are we training or are we educating, takes place in many staff rooms. Are we trying to achieve a response as a result teaching (for example: road safety) or to understand what it (road safety) is?
From another perspective, we can consider teaching Australian Geography by teaching knowledge content we can get an automatic response about the river systems.
If a student can feed back an answer when the teacher asks which “is the major river system in Australia” the teacher can feel good about having taught the student. An admirable pursuit and in many cases necessary but when we teach knowledge alone we have many pieces of information in our heads. They have no meaning because they are stand alone facts without linkage and so are effectively useless. An example is the person who can remember all the numbers in a phone book. Only useful if you stand on the corner near a public phone for people to ask what number do I ring.
In some cases training is very appropriate as a foundation or starting point on the way to an end result of critical evaluation, and being able to develop future predictions from the results associated with the knowledge.
This article was seeing the different teaching styles taking place in the classroom. The strong differences being student centred styles and a strongly teacher centered style. The student centered classroom tends to be closely associated with education and the teacher centered classroom tends to be closely associated with training.
-Th-ขณะที่เราทุกคนรู้ว่านี่เป็นไปได้บางเส้นทางของรัฐบาลเป็นสิ่งที่เราต้องทำในห้องเรียนหลังจากทั้งหมดในกรณีส่วนใหญ่พวกเขาจ่ายค่าจ้างของเรา แต่นั่นไม่ได้หมายความว่าการตายของนักเรียนในชั้นเรียนเป็นศูนย์กลาง
ค่อนข้างตรงกันข้ามมันสามารถใช้ในการเพิ่มถ้าครูอธิบายสิ่งที่ต้องการหลักสูตรรัฐบาลแล้วถามคำถามของนักเรียน 'วิธีที่คุณจะแสดงหลักฐานของได้พบกับหลักสูตรนี้'
แน่นอนคำถามที่คาดหวังและเครื่องมือที่ใช้ควรมีความเหมาะสมกับกลุ่มอายุและระดับความสามารถ วิธีการนี้สามารถนำไปสู่นักเรียนเป็นเจ้าของ nership ของหลักสูตรของพวกเขาและส่งเสริมให้เกิดการคิดอย่างมีวิจารณญาณและความเข้าใจกระบวนการประเมินผลการประเมินกลุ่มเพื่อนและการใช้เครื่องมือคิดเช่นทำแผนที่ความคิดซึ่งเป็นเพียงหนึ่งในหลาย ๆ อย่าง
นี้จะเป็นสิ่งที่การศึกษาส่วนใหญ่จะพิจารณาให้การศึกษาที่ดี แต่จะใช้เวลานาน หลักสูตรที่บรรจุเต็มของการซื้อความรู้และการเรียนรู้ท่องจำจะทำให้เวลาเป็นปัจจัยที่สำคัญAs we all know there is going to be some government directions as to what we have to do in the class room, after all in most cases they pay our wage. But that does not mean the demise of the Student Centered classroom.Quite the contrary it can be used to enhance, if the teacher explains what the government curriculum requirements are and then ask the question of the students ‘how are you going to show evidence of having met this curriculum'.
Of course the questions, the expectations and the tools used should be appropriate to the age group and ability levels. The student centered approach can lead the students into ownership of their curriculum and foster critical thinking, understanding peer evaluation processes, peer group assessments, and the use of thinking tools such as mind mapping, which is only one of many.
This would be what most educators would consider to be good education, but it does take longer. A curriculum packed full of knowledge acquisition and rote learning will make time a critical factor when there is a change to student centered teaching methodology.
-Th-การประเมินเป็นปัจจัยสำคัญและปัญหายังในการที่จะใช้เวลานานในการสอนนักเรียนวิธีการประเมินการทำงานของตนเอง ในโรงเรียนที่ดีกว่าเวสเทิร์ทัศนคติในการประเมินและการประเมินผลที่สำคัญนี้จะเริ่มในโรงเรียนประถมศึกษาตอนต้นและยังคงผ่านทั้งหมดของชีวิตนักเรียน กระบวนการหนึ่งที่สามารถใช้สำหรับนักเรียนในการสร้างเกณฑ์ของตัวเองตามการเรียนรู้ของพวกเขาแล้วประเมินตนเอง เมื่อได้รับการสอนในสภาพแวดล้อมที่เป็นศูนย์กลางของนักเรียนเป็นที่น่าอัศจรรย์วิธีรุนแรงนักเรียนจะใช้เวลาประเมินตนเอง
การดำเนินการอื่นที่ใช้คือการขอให้นักเรียนที่จะให้งานของพวกเขาค่าตัวเลขออกจากสมมุติ 10 นักเรียนไม่กี่จะเป็นจริงถ้านี้เป็นครั้งแรกที่พวกเขาได้พยายามลองมัน
หลายคนจะบอกว่า 10/10 ตอบสต็อกของหลักสูตรคือการชี้ให้เห็นข้อบกพร่องที่เป็นไปได้และขอให้พวกเขาเท่าไหร่ที่จะปิดสำหรับข้อบกพร่อง เมื่อนักเรียนให้ตอบถามพวกเขาว่าทำไมที่น้อย / มาก ในสาระสำคัญที่พวกเขาต้องแสดงให้เห็นถึงเครื่องหมายของพวกเขา ถ้าครูไม่สามารถหาข้อบกพร่องก็มีค่า 10/10 ด้านพลิกเป็นนักเรียนบางคนจะบอกว่า 2/10 และสำหรับเหล่านี้ขอให้สิ่งที่พวกเขาเอาเครื่องหมายออกและทำให้พวกเขาแสดงให้เห็นถึงคำตอบของพวกเขา นี้จะเป็นประโยชน์ในสถานการณ์ที่ค่าตัวเลขจะต้องแทนที่จะปรับผลลัพธ์ Peer assessment is a critical factor and also problematic in that it takes a long time to teach a student how to assess their own work. In the better Western schools this attitude to assessment and critical evaluation starts in early primary schools and continues through all of the students life. One process that can be used is for students to create their own rubric based on their learning and then assess themselves.{ads1}When being taught in a student centred environment it is amazing how serious students will take self assessment.
Another process used, is to ask the students to give their work a number value out of a hypothetical 10. Few students will be realistic if this is the first time they have tried it.
Many will say 10/10. The stock reply of course is to point out a possible flaw and ask them how much to take off for the flaw. When the student gives a reply ask them why that little / much. In essence they have to justify their marks. If the teacher cannot find the flaw then it is worth 10/10.
The flip side is some students will say 2/10 and for these ask them what they took marks off for and make them justify their answer.
This is useful in those situations where a number value is required instead of a scaled outcome.
Using numbers of course is controversial for many teachers but it is an easy quick introduction to peer assessment as most students are happy to use a number value according to their own idea of perfection. Getting into arguments over the semantics of words in rubrics simply complicates what should be a simple process for students starting with peer assessment.
-Th-หลายคนจะบอกว่ามีเพียงสิ่งหนึ่งที่เราควรจะสอนนักเรียนและนั่นคือความรักที่จะเรียนรู้ มันเป็นที่น่าเสียดาย แต่ทั้งหมดก็มักจะเป็นครูที่ไปทำลายอารมณ์
เว็บไซต์วิสัยทัศน์ครูจะช่วยให้เราเพื่อช่วยให้ตารางเปรียบเทียบทั้งสองรูปแบบของการเรียนการสอนในชั้นเรียนและสิ่งที่มีลักษณะเช่นนี้Many people will say that there is only one thing that should be taught to students and that is a passion to learn. It is a pity but all too often teachers are very successful at destroying the passion.The web site teacher vision gives us this table to help compare the two styles of teaching and what the classroom looks like.
Summing Up.
There is no doubt that student centered classrooms have better educational outcomes. For those that need convincing continue reading below and look at some of the research that supports this style of learning.
But be warned many teachers fall into the trap of taking a concept such as 'big idea' into the classroom but this does not make a student centered classroom. A teacher can get caught up teaching the content they want students to put into their big idea so it simply becomes another Teacher Centered Classroom with a big idea topic.
If you are trying to teach all the subject matter for 'just in case' you are in a Teacher Centered Classroom. Instead use guided questions, give the students time to answer and above all for the teacher spend less time at the front talking.
The web site teacher vision goes on to sayวิสัยทัศน์ของครูเว็บไซต์ที่กล่าวไป
Froyd and Simpson (2008, p4) explain the experiences of faculty member when using a Student Centered approach,
'Though some teachers indicate that they cover as much or most content with student-centered learning approaches, some adopters of student-centered learning approaches indicate that they now cover less content than when they exclusively lectured, but that students are learning more. For example, as indicated in the research summaries of The Active Learning Site, Ruhl, Hughes and Schloss (1987) showed that students in courses in which faculty members paused at intervals and talked six minutes less performed significantly better on the same exam than students in courses where faculty lectured the entire time'.
Among the study’s findings:
Children in the student-centered group scored significantly higher on content knowledge, knowledge about models and evidence in science, and understanding of science inquiry than students in the teacher-centered group. Some of these gains were still present above those of the teacher-centered group more than five months later.
Statistical models support the concept that learning science using models and evidence to back up ideas indirectly supports content knowledge gains.
In both groups of teachers, their scores were like a “dosage effect” for student outcomes, suggesting that student-centeredness is a feature of more effective teaching. The researchers used videos to ensure that teachers were faithful to either the student-center or teacher-centered approach, which previous studies had not addressed. (Ray 2012)
References
Teacher Vision. (2000-2013). Learner-Centered vs. Curriculum-Centered Teachers: Which Type Are You? Pearson Education, Inc. Last viewed 23 July 2013. <http://www.teachervision.fen.com/teaching-methods-and-management/curriculum-planning/4786.html#ixzz2ZrdBMPzo>;
Froyd, Jeffrey. Simpson, Nancy. (2008). Student-Centered Learning Addressing Faculty Questions about Student centered Learning. Texas A&M University P4
Last viewed 23 July 2013. <http://ccliconference.org/files/2010/03/Froyd_Stu-CenteredLearning.pdf>;Ray, Barry. (2012) Researcher advocates 'student-centered' approach to science education. Florida State University, Last viewed 22, JULY 2013 http://news.fsu.edu/More-FSU-News/Researcher-advocates-student-centered-approach-to-science-education
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What is the student listening for. What does the EFL student get from a lesson and how can they get the most out of a lesson. Valid questions for the student but also the teacher. The following is an extract of a communication with a colleague who thought this would be relevant to Thai learners. My colleague has taught in Thailand and is now studying Japanese. The Japanese textbook he has extrapolated this article from is also below.
Meaning based on context.
Meaning based on context.
An essential step in learning is understanding the meaning based on context.
The first step in learning any language is to acquire good listening skills.
To speak a language fluently you need to hear it frequently. A large portion of the meaning is based on context.
The teacher or instructor combines the spoken language with gestures, drawing or material (equipment) etc.
Students need to make the link between what is said and what is shown.
Students can also use their own experiences with the language.
Focusing on the meaning of what you hear will help build your grammar and vocabulary knowledge base.
Try not to translate in your head before responding.
It is also important for you to react to what you hear and this will demonstrate your understanding.Listening
The first step in learning Japanese is to acquire good listening skills. Thought it may sound like a contradiction, you have to listen to a lot of Japanese in order to speak Japanese fluently. So when you listen to your instructor, pay close attention to what is said. Try to understand the meaning based on context. Take note of your instructor’s gestures and the pictures or photos that he / she uses, and draw on your own experiences with the Japanese language. Focusing on the meaning of what you hear will help build your grammar and vocabulary knowledge base, but try not to translate in your head before responding. It is also important for you to react to what you hear and to demonstrate your understanding......Tohsaku, Yasu-Hiko, Yookoso! An Invitation to Contemporary Japanese, Third edition, McGraw Hill, New York 2006.
Experience is like a clothes hanger in our mind. We tend to hang new learning on the clothes hanger. A student with lots of experience is able to learn more due to being able to make valid links from their experience to the new knowledge or learning. The more experience the student has to create these links the more in depth their understanding of new learning.
For the parent.
The schools do not have enough time or resource to supply the diverse ranges of experience young students need to develop many coat hangers. The children need to be involved with affective play, art, work, hobbies, travel reading and conversation on a large variety of topics. These need to be continued and expanded as the young child grows into adult hood. One of the very important things a parent can do to consolidate a student’s knowledge and understanding is to ask the student, 'what did you do today'. The standard answers or replies start at 'nothing' so the parent needs to ask what subjects and specifically what did you do in the subject? This type of questioning will bring the knowledge learnt or the activity done during the day to the surface of the mind. These activities indicate to the student the parent cares about what they are doing and keeps the learning alive.
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Many parents are managing their children’s computer and some associated behaviour problems. This is an expensive educational tool and can be used more effectively with some simple guidelines.
The Main Points to Remember are;
• Keep •ทำให้คอมพิวเตอร์ในห้องนั่งเล่นที่ครอบครัวสามารถดูหน้าจอ
•เด็กไม่ควรมีเครื่องคอมพิวเตอร์ไว้ในห้องนอน
•เกมคอมพิวเตอร์เพื่อการศึกษาทำให้คนคิดว่าพวกเขาไม่ได้ใจเร็ว
•เกมคอมพิวเตอร์ที่รุนแรงควรจะจำกัดให้มีขอบเขต
•ทุกคนควรบริหารดวงตาของพวกเขาทุกๆยี่สิบนาที
•ทุกคนควรยืดและการออกกำลังกายมือและแขนทุกๆชั่วโมง
•คอมพิวเตอร์ไม่ควรใช้ในสถานที่ของการติดต่อส่วนบุคคลกับคนอื่น ๆ
•สายแชทจะต้องตรวจสอบอย่างใกล้ชิดโดยผู้ใหญ่
•ร้านค้าออนไลน์กับบริษัทที่ได้มาตรฐานที่มีการพิสูจน์แล้ว(เช่นอีเบย์)
•ตระหนักถึงการฉ้อโกงทางอินเทอร์เน็ต
•อย่าใส่หมายเลขบัตรวีซ่าเข้าเว็บไซต์ไม่ได้เข้ารหัส
•นั่งให้สมดุลและกิจกรรมที่อยู่ประจำที่กับการออกกำลังกายเพื่อสุขภาพ the computer in the living area where the family can see the screen.
• Children should not have a computer in the bedroom.
• Educational computer games make people think they are not impulsive.
• Impulsive computer games should be limited.
• People should exercise their eyes about every twenty minutes.
• People should stretch and exercise hands and arms about every hour.
• Computers should not take the place of personal contact with other people.
• Chat lines should be monitored closely by adults.
• Persons using computer should be conscious of correct posture.
• Shop on line with proven reputable companies. (eg Ebay)
• Be aware of internet fraud.
• Do not put visa card number into unencrypted sites.
• Balance sitting and sedentary activities with healthy exercise.Parents ผู้ปกครองอยู่ในการควบคุม
•ผู้ปกครองเป็นบุคคลที่รับผิดชอบ (และควรจะเป็นผู้ใหญ่อย่างมีนัยสำคัญ)
•การจ่ายค่าคอมพิวเตอร์ส่วนใหญ่อยู่ที่ผู้ปกครอง
•ผู้ปกครองเป็นผู้รับผิดชอบสำหรับการตรวจสอบสิ่งที่เกิดขึ้นในบ้านในคอมพิวเตอร์
•คอมพิวเตอร์ต้องอยู่ในการควบคุมของผู้ปกครอง
•คอมพิวเตอร์สามารถเป็นเครื่องมือที่ยอดเยี่ยมสำหรับการศึกษาเมื่อใช้อย่างถูกต้อง
ส่วนหนึ่งของครอบครัว
รวมทั้งลูกของคุณในสถานที่ที่ครอบครัวของเครื่องคอมพิวเตอร์ในห้องนั่งเล่นของครอบครัว ผลประโยชน์ที่จะ;
•ระดับปานกลางที่เลวร้ายที่สุดมันจะมีผลของเกมคอมพิวเตอร์ดำเนินการโดยการให้การรบกวนบางอย่างเพื่อความเข้มของเกม
•ช่วยให้ผู้ปกครองตรวจสอบระยะเวลาที่นักเรียนกำลังเล่นเกมการกระทำเมื่อเทียบกับการวิเคราะห์เกมรุนแรงที่ไม่ใช่
•ช่วยให้ผู้ปกครองตรวจสอบชนิดของการสนทนาที่เกิดขึ้นในการสนทนาเช่น MSN
•ช่วยให้ผู้ปกครองที่จะทำให้คำขอของเด็กที่จะทำงานที่จำได้ว่าเกือบทุกเกมคอมพิวเตอร์สามารถหยุดชั่วคราวและบันทึกไว้
•เมื่อคอมพิวเตอร์อยู่ในห้องนอนของเด็กล่อใจในการเล่นเกมหรือแชทมากเกินไปและพวกเขาจะกลับไปออนไลน์เพียงน้อยสุดของเกมหรือแสดงความคิดเห็นสิ่งที่สำคัญพวกเขาจะทำกับเพื่อนของพวกเขา
In Control
• The parent is the person in charge (and should be a significant adult).
• The parent in most cases pays for the computer.
• The parent is responsible for monitoring what happens in the home on the computers.
• The parent must stay in control of the computer.
• The computer can be a fantastic tool for education when used correctly.Part of Family
Include your child in the family place the computer in the family living area. The benefits are;
• It moderates the worst affects of action computer games by providing some distractions to the intensity of the game.
• It allows parents to monitor the amount of time a student is playing action games as compared to analytical non violent games.
• It allows the parents to monitor the type of chats taking place on chat line like MSN, Line, Facebook, Skype, Snapchat, Twitter.
• It allows the parents to make requests of the child to do tasks, remembering that nearly all computer games can be paused and saved.
• When the computer is in the child’s bedroom the temptation to play games or chat is often too much and they will go back on line just for that last bit of game or that important comment they had to make to their friend.Wonderfulเครื่องมือที่ยอดเยี่ยม แต่เป็นรายละเอียดตลอดส่วนที่เหลือของบทความนี้ให้ข้อมูลที่ จำกัด พร้อมใช้งานร่วมกับร่างกายที่อุดมไปด้วยวรรณกรรมเกี่ยวกับการพัฒนาเด็กเรียนรู้และการใช้งานของเด็ก ๆ จากสื่ออื่น ๆ ชี้ให้เห็นข้อสังเกตทั่วไปบางอย่าง ก่อนการพัฒนาสุขภาพของเด็กต้องมีส่วนร่วมในกิจกรรมที่หลากหลายทั้งทางกายภาพและทางสังคม เวลาที่เด็กใช้เวลาอยู่หน้าจอประเภทใดไม่ควรใช้เวลาไม่เกินจำนวนเงินที่เกินจากวันของพวกเขา ประการที่สองพ่อแม่ครูอาจารย์และผู้ใหญ่อื่น ๆ ในที่ทำงานกับเด็กที่ต้องการคำแนะนำและการสนับสนุนในความพยายามของพวกเขาเพื่อให้มั่นใจว่าเด็กทุกคนเรียนรู้การใช้คอมพิวเตอร์อย่างมีประสิทธิภาพและมีความรับผิดชอบ เพิ่มเติม "ที่มีคุณภาพสูง" ดิจิตอลคอนเทนและรูปแบบของการปฏิบัติเทคโนโลยีการสนับสนุนที่เป็นแบบอย่างที่จำเป็นต้องใช้ของเครื่องคอมพิวเตอร์เพื่อให้ความรู้และแรงบันดาลใจไม่ใช่เพียงแค่ความบันเทิง และที่สามหลักฐานแสดงให้เห็นว่าการใช้คอมพิวเตอร์สามารถปรับปรุงการเรียนรู้ในเด็กภายใต้สถานการณ์บางอย่าง แต่สถานการณ์เหล่านี้อาจจะ จำกัด มากขึ้นกว่าผู้ปกครองและผู้กำหนดนโยบายตระหนักมากยังคงที่จะทำได้ถ้าเรามี เพื่อให้มั่นใจว่าเด็กที่ประเทศของเราไม่เพียง แต่ได้เรียนรู้ทักษะที่จำเป็นในการใช้คอมพิวเตอร์อย่างมีประสิทธิภาพเป็นเครื่องมือในชีวิตประจำวันของพวกเขา แต่ยังได้รับประโยชน์จากศักยภาพของเทคโนโลยีเพื่อเพิ่มทั้งภายในของพวกเขาเรียนรู้และนอกห้องเรียน http://www.futureofchildren.org/information2827/information_show.htm?doc_id=69791 ToolNevertheless as detailed throughout the remainder of this article, the limited data available, combined with the rich body of literature on child development, learning, and children's use of other media, suggests certain general observations. First, children's healthy development requires involvement in a variety of physical and social activities. The time children spend in front of screens of any type should not take up a disproportionate amount of their day. Second, parents, teachers, and other adults who work with children need guidance and support in their efforts to ensure that all children learn to use computers effectively and responsibly. More “high-quality” digital content and models of exemplary technology-supported practices are needed—uses of computers to educate and inspire, not just entertain. And third, evidence suggests that use of computers can improve learning among children under certain circumstances, but these circumstances may be more limited than parents and policymakers realize. Much remains to be accomplished if we are to ensure that our nation's children not only acquire the necessary skills to use computers effectively as a tool in their daily lives, but also benefit from technology's potential to enrich their learning both inside and outside the classroom.
http://www.futureofchildren.org/information2827/information_show.htm?doc_id=69791Excessive, ที่มากเกินไป, การใช้ยกเลิกการตรวจสอบ ของคอมพิวเตอร์โดยเฉพาะอย่างยิ่งเมื่อรวมกับการใช้เทคโนโลยีหน้าจออื่น ๆ เช่นโทรทัศน์, สามารถวางเด็กที่มีความเสี่ยงสำหรับผลกระทบที่เป็นอันตรายต่อการพัฒนาทางกายภาพทางสังคมและจิตใจของพวกเขา เด็กจำเป็นต้องออกกำลังกาย, การปฏิสัมพันธ์ทางสังคมและความรักและคำแนะนำจากผู้ใหญ่ที่ดูแลถึงจะมีสุขภาพสุขและผลประโยชน์.14 เวลามากเกินไปในหน้าจอสามารถกีดกันเด็กของเวลาสำหรับกีฬาที่จัดและกิจกรรมทางสังคมอื่น ๆ ที่เป็นประโยชน์ต่อ การพัฒนา.15 เด็กนอกจากนี้เด็กอาจได้สัมผัสกับความรุนแรงเนื้อหาทางเพศหรือการค้าเกินกว่าปีที่ผ่านมาของพวกเขาที่มีผลกระทบ.16 เชิงลบระยะยาวเพื่อให้แน่ใจว่ามีสุขภาพดีและการใช้ที่เหมาะสมของคอมพิวเตอร์ทั้งที่โรงเรียนและที่บ้านเวลาใช้คอมพิวเตอร์ของเด็ก ๆ ต้อง ถูก จำกัด และความเสี่ยงที่จะแตกต่างกันประเภทของเนื้อหาที่ต้องได้รับการดูแล
http://www.futureofchildren.org/information2827/information_show.htm?doc_id=69792
เด็ก ๆ ที่จะใช้จ่ายเงินจำนวนที่มากเกินไปของเวลาในด้านหน้าของคอมพิวเตอร์และหน้าจออื่น ๆ มีแนวโน้มที่จะแทนที่กิจกรรมที่จำเป็นสำหรับการพัฒนาสุขภาพและเพิ่มความเสี่ยงของโรคอ้วนของพวกเขา นอกจากนี้เวลาที่เครื่องคอมพิวเตอร์ของเด็กที่เพิ่มขึ้นอาจทำให้พวกเขาไปยังผลกระทบที่เป็นอันตรายต่อดวงตาหลังของพวกเขาและข้อมือ.22 http://www.futureofchildren.org/information2827/information_show.htm?doc_id=69792 unmonitored use of computers, especially when combined with use of other screen technologies, such as television, can place children at risk for harmful effects on their physical, social, and psychological development. Children need physical activity, social interaction, and the love and guidance of caring adults to be healthy, happy, and productive.14 Too much time in front of a screen can deprive children of time for organized sports and other social activities that are beneficial to child development.15 In addition, children may be exposed to violent, sexual, or commercial content beyond their years, with long-term negative effects.16 To ensure healthy and appropriate use of computers both at school and at home, children's computer time must be limited and their exposure to different types of content must be supervised.
http://www.futureofchildren.org/information2827/information_show.htm?doc_id=69792Children who spend an excessive amount of time in front of computers and other screens are likely to be displacing activities required for healthy development and increasing their risk of obesity. In addition, children's increased computer time could expose them to harmful impacts on their eyes, backs, and wrists.22
http://www.futureofchildren.org/information2827/information_show.htm?doc_id=69792A Library of Information for Learning ห้องสมุดสารสนเทศเพื่อการเรียนรู้ สำหรับข้อมูลการวิจัยที่ดี เว็บไซต์ ข้อมูลที่ดีที่สุด
• .edu (โดย ~ ในที่อยู่)
• .org
• .net
• .gov
• .com (บางเว็บไซต์) ข้อมูลที่ดีอาจได้มาจากหลายประเภทของเว็บไซต์เว็บไซต์ที่ดีที่สุดสำหรับการวิจัยมักจะมี แต่ไม่เสมอไป. org. net. edu. gov ข้อมูลจากเว็บไซต์เหล่านี้มักจะเชื่อถือได้มากขึ้นแต่จำนวนมาก.com เป็นเว็บไซต์ที่ดีมาก For good research information
Websites
Best information
• .edu (without ~ in address)
• .org
• .net
• .gov
• .com (some sites)Good information can be from many different types of websites. The best websites for research are often but not always .org .net .edu .gov. The information from these sites are generally more reliable but many .com sites are very good.
Professional Magazines and Journals นิตยสารและวารสารระดับมืออาชีพ องค์กรวิชาชีพ
• ทันตแพทย์
• แพทย์
• สถาปนิก
• ครูผู้สอน
• นักวิทยาศาสตร์
• วิศวกร
• บรรณารักษ์
• พยาบาล
• ผู้เชี่ยวชาญด้านสุขภาพ ส่วนใหญ่องค์กรวิชาชีพ ได้แก่ แพทย์ทนายความและมหาวิทยาลัยเผยแพร่เอกสารงานวิจัยเกี่ยวกับอินเทอร์เน็ต บางครั้งพวกเขาจำเป็นต้องเป็นสมาชิก แต่พวกเขาสามารถเป็นสถานที่ยอดเยี่ยมสำหรับความรู้ล่าสุด ข้อมูลจากที่นี่มากขึ้นถึงวันที่มากกว่าหนังสือ Professional Organizations
• Dentists
• Doctors
• Architects
• Teachers
• Scientists
• Engineers
• Librarians
• Nurses
• Health ProfessionalsMost professional organizations including doctors, lawyers and universities publish research documents on the internet. Sometimes they require membership but they can be an excellent place for the latest knowledge. Information from here is more up to date than books.
Search Engines เครื่องมือค้นหา บางเครื่องมือค้นหามีตัวกรองพิเศษเพื่อให้พวกเขาเพียงแต่ให้ผลลัพธ์ที่เกี่ยวข้องเพื่อการวิจัยโดยทั่วไปจำนวนมากของการเชื่อมโยงไปยังองค์กรมืออาชีพเหล่านี้เป็นตัวอย่างบางส่วน;
• http://infomine.ucr.edu/ข้อมูลการวิจัยระบุว่าเป็นเว็บไซต์ที่มีความรู้ที่ปลอดภัยและมอบที่ดีเยี่ยมจากแหล่งที่เชื่อถือได้
• http://vlib.org/ ห้องสมุดเสมือนจริงส่งผลการเชื่อถือได้ในสำหรับการวิจัย
• http://lii.org/เว็บไซต์นี้ได้รับการใส่รวมกันโดยสมาคมบรรณารักษ์และส่งข้อมูลที่เชื่อถือได้มาก เว็บไซต์นี้เป็นความน่าเชื่อถือมากกว่าวิกิพีเดีย
• http://www.scienceu.com/library/ นี้เป็นเครื่องมือค้นหาทางวิทยาศาสตร์และมีความน่าเชื่อถือมากสำหรับคำถามทางวิทยาศาสตร์
• http://www.csiro.au/ทรัพยากรศาสตร์อย่างหนึ่งที่ดีเยี่ยมมีวัตถุประสงค์ในทุกระดับทุกเพศทุกวัยและความสามารถรวมทั้งการวิจัยล่าสุด
• http://www.kidsclick.org/เว็บไซต์ใส่รวมกันโดยบรรณารักษ์ปลอดภัยสำหรับการวิจัยอื่น ๆ อีกให้ผลลัพธ์ที่ยอดเยี่ยม
• http://www.howstuffworks.com/ เว็บไซต์ที่เหมาะสำหรับการเรียนรู้วิธีการทำงานสิ่ง
• http://www.energyquest.ca.gov/how_it_works/index.htmlspan> Some search engines have special filters so they only give results relevant to typical research, many of these link to the professional organization, some examples are;
• http://vlib.org/ A virtual library once again delivering reliable results for research.
• Educational Resources Information Center (ERIC) One of the best deeper web search engines designed for academic research
• Lexis Web for law students and research projects that require legal citations
• Google Scholar for research lets you easily find relevant scholarly literature, such as books, theses, abstracts, and articles, across many disciplines
• Microsoft Academic (MA) for publications including journals, scientific papers, and conferences.
• Wolfram Alpha Not only a go-to education search engine, this fun tool is great for your downtime because it includes categories like Sports and Games and Surprises
• iSeek Education trusted scholastic resources provided by universities, government, and reputable noncommercial sites.
• ResearchGate dynamic social networking site for scientists and researchers that not only provides access to the work of 13 million researchers, it lets users ask them questions
• http://www.scienceu.com/library/ This is a science search engine and is very reliable for science questions.
• http://www.csiro.au/ another excellent science resource aimed at all levels of ages and abilities, including the latest research.
• http://www.kidsclick.org/ Another site put together by librarians for safe research giving excellent results.
• http://www.howstuffworks.com/ Good sites for learning how things work.Paying Billsการจ่ายเงิน
คนจำนวนมากที่ใช้คอมพิวเตอร์เพื่อชำระค่าใช้จ่าย, ทำธนาคารและร้านค้าออนไลน์ โดยทำเช่นนี้ให้คุณหลีกเลี่ยงการรอนานในสายของผู้คนและความยากลำบากในการหาที่จอดรถ นี้สามารถใช้งานที่ยอดเยี่ยมของคอมพิวเตอร์ แต่คุณจะต้องระมัดระวัง
ทำสิ่งเหล่านี้
•ควรให้พิมพ์ที่อยู่อินเทอร์เน็ตของคุณในธนาคารต่างๆของคุณด้วยตนเอง
•เรียกใช้ สม่ำเสมอ
•ปรับปรุงและเรียกใช้โปรแกรม Anivirus เกือบทุกวัน
•เรียกใช้ป้องกันสปายแวร์รายวัน
•เปลี่ยนรหัสผ่านเป็นประจำและเก็บสำเนาออกไปจากคอมพิวเตอร์
•ตรวจสอบเพื่อดูรูปกุญแจเล็ก ๆ สำหรับเว็บไซต์ที่ปลอดภัยจะปิด
Many persons use their computers to pay bills, do banking and shop online. By doing this you avoid long waits in lines of people, and the difficulties of finding car parking. This can be an excellent use of a computer, but you must be careful.Do these things
• Always type your internet address in for your bank etc manually.
• Run <sfc scannow> regularly if you still have an old Xp computer
• Update and run Anivirus program almost daily on the old computers but weekly on win7 or 8 if you are using Microsoft Security Essentials.
• Run Anti-spyware daily or weekly on the newer computers.
• Change your password regularly and keep a copy away from the computer.
• Check to see the little padlock for a secure site is closed.- For Microsoft use Windows Upate
- For Macs use the Updates Link under the Apple Logo
- With the older XP computers - Go to start run and type in sfc /scannow and run the system file checker. Have your operating system disc ready to replace any corrupt files. In win 7 it can be run from the command prompt.
- Update your antivirus program every day or two days and do a full computer scan once a week. This should all be automatic if you purchase a genuine operating system.
- Install an anti-spyware program. SpyBot is a good example of free Open Source software and if you have a correctly registered copy of Windows Windows Firewall is free.
In three years of sharing Flash Drives with students and surfing the internet regularly I have not had a virus problem on either a Window Vista or a Win7 computer. With the latest Microsoft Security Essentials the only student computers that needed fixing were those that ignored all the instructions or only had pirated software for operating systems.
Never do these things
• Never put your details into an email and send it off.
• Never put your credit card details into an email.
• Never put your credit card or bank details into a website you have clicked on from your email.
• Never put your details into a website without the padlock closed.Some emails and websites are dummy ones to trick people into putting details in. A common trick is to say your accounts have been frozen for a security check could you please fill out the form and send to us to clear your account. It is a trick to steal your money, if you have doubts log onto your accounts manually by typing your address into the address bar and check your accounts for notices. Or telephone your bank using the numbers from the phone book or the regular number you use.
Paying Taxes
Thai taxes can be paid monthly as can Australian taxes by the internet without waiting in lines.Paying Rates
Most local government taxes can be paid on line. Avoiding the costs of transport and inconvenience of waiting.Shopping
When shopping on line I keep a separate visa card with little or no credit for online transactions. I buy a lot of computer things and we buy a lot through EBay with no problems. We also keep an account with PayPal and have never had any problems. Never send credit card details by email.Further Education
Degrees and Masters from universities on line.
• Study from other countries.
• Often cheaper.
• Create an education just right for you.
• Assessment and testing online.
• Don’t have to leave home.
http://www.webometrics.info/index.html
Any of the Universities in the world ranking of the top 1,000 should give you a worthwhile degree.
Remember universities are better at some subjects than others.
Many universities offer online degrees. Check to see if they are reputable as many are not. Some will take your money for a piece of worthless paper.Communication การสื่อสาร
วัยรุ่นโดยเฉพาะอย่างยิ่งรายงานว่าการรักษาขึ้นกับเพื่อนที่ห่างไกลในท้องถิ่นและเป็นประโยชน์ที่สำคัญมากของอินเทอร์เน็ตสำหรับพวกเขา .20 นอกจากนี้บทความโดยHasselbring และ Williams Glaser ในวารสารนี้บันทึกปัญหาที่มีโอกาสที่จะสื่อสารกับผู้อื่นผ่านเครื่องคอมพิวเตอร์สามารถเด็กฟรีที่มีความต้องการพิเศษจากกลัวจะถูกทำให้เสื่อมเสียชื่อเสียงและสามารถเปิดใช้งานได้กับเครือข่ายกับเด็กอื่น ๆ ที่จะแบ่งปันของพวกเขา ความรู้สึกเกี่ยวกับการมีความพิการ. 49 เว็บไซต์ Patchwork เป็นตัวอย่างหนึ่งของวิธีการทางอินเทอร์เน็ตสามารถให้บริการชุมชนออนไลน์สำหรับคนหนุ่มสาวหันหน้าไปทางความเจ็บป่วยและความพิการที่จะ "แบ่งปันเรื่องราว, ความคิด, เสียงหัวเราะและน้ำตาที่จะเรียนรู้จากกันและกันและเพื่อให้ เพื่อนที่มีความสนใจร่วมกัน
อย่างไรก็ตามการใช้ขยายของอินเทอร์เน็ตในการเข้าถึงโลกเสมือนจริงจากผู้ใช้หลายคนโดเมน (MUDs), Multi-identity ห้องสนทนาและเกมหลายได้รับการเชื่อมโยงกับการเพิ่มขึ้นของความเหงาและภาวะซึมเศร้าและการเบลอของภาพเป็นไปได้ของความสามารถของเด็กที่จะแยกแยะความแตกต่างที่แท้จริง ชีวิตจากการจำลองhttp://www.futureofchildren.org/information2827/information_show.htm?doc_id=69792
วิจัยชี้ให้เห็นเวลาที่ใช้ในน้ำโคลนและห้องแชทที่อาจจะทำให้เกิดต้นแบบของการเพิ่มขึ้นในความเหงาและภาวะซึมเศร้าในหมู่วัยรุ่นกล่าวก่อนหน้านี้ ในการศึกษาระบุการเชื่อมโยงนี้หลายวัยรุ่นกล่าวว่าพวกเขามักห้องพักและน้ำโคลนจากการแชทโดยเฉพาะการโต้ตอบกับคนแปลกหน้า 20 เมื่อเวลาผ่านไปพวกเขาก็เริ่มที่จะใช้อินเตอร์เน็ตในการติดต่อสื่อสารมากขึ้นกับเพื่อนและครอบครัวที่มีแนวโน้มที่จะให้การสนับสนุนทางสังคมมากขึ้น, ผลกระทบเชิงลบลดลง
http://www.futureofchildren.org/information2827/information_show.htm?doc_id=69792
MSN ในอุตสาหกรรม
หลายอุตสาหกรรมมีการใช้ MSN เป็นวิธีการสื่อสารกับพนักงานและคนงาน
• MSN ซ้ายบนในสำนักงาน
•เข้าถึงง่ายแผนกอื่น ๆ
•ตอบกลับอย่างรวดเร็วมากกับคำถาม
•เร็วกว่าโทรศัพท์เป็นบุคคลที่สามารถตอบจากคอมพิวเตอร์
•Easier than wondering if someone is there when you ring.
•ข้อความ ถูกทิ้งไว้บน MSN จนถึงบุคคลที่ได้รับกลับไปยังคอมพิวเตอร์ของพวกเขาและพวกเขาสามารถตอบแล้ว
•ง่ายกว่าอีเมลเป็นความจำเป็นในการเปิดหรือพิมพ์ในที่อยู่ไม่มี
การออกเสียง หลายประเทศจะเริ่มทดสอบกับการออกเสียงลงคะแนนในสาย หนึ่งในรัฐในอเมริกาได้เพิ่มขึ้นมีสิทธิเลือกตั้งของพวกเขาเปิดออกโดยการให้สิ่งอำนวยความสะดวกออนไลน์ Teens, especially, report that keeping up with local and distant friends is a very important use of the Internet for them.20 In addition, the article by Hasselbring and Williams Glaser in this journal issue notes that the opportunity to communicate with others through the computer can free children with special needs from the fear of being stigmatized and can enable them to network with other children to share their feelings about having a disability.49 The PatchWorx Web site is one example of how the Internet can provide an online community for young people facing illness and disability to "share stories, ideas, laughter and tears, to learn from each other, and to make friends with common interests."
However, extended use of the Internet to access a virtual world of multiuser domains (MUDs), multi-identity chat rooms, and multiparty games has been linked to increases in loneliness and depression, and to the possible blurring of a child's ability to distinguish real life from simulation.
http://www.futureofchildren.org/information2827/information_show.htm?doc_id=69792Research suggests that time spent in MUDs and chat rooms may be the underlying cause of the increases in loneliness and depression among teens mentioned earlier. In the study identifying this link, many of the teens said they frequented MUDs and chat rooms specifically to interact with strangers.20 When, over time, they began to use the Internet to communicate more with friends and family, who tend to provide stronger social support, the negative effects diminished.
http://www.futureofchildren.org/information2827/information_show.htm?doc_id=69792MSN in Industry
Many industries are using MSN as a method of communication with staff and workers.
• MSN left on in offices.
• Easy access to other departments.
• Very quick replies to questions.
• Faster than phone as the person can reply from the computer.
• Easier than wondering if someone is there when you ring.
• Message is left on MSN till the person gets back to their computer and they can then answer.
• Easier than email as no need to open or type in addresses.Voting
Many countries are starting to experiment with on line voting. One of the states in America has increased their voter turn out by providing an online facility.Students Must Be Taught นักศึกษาจะต้องได้รับการสอน
นักศึกษาจะต้องได้รับการสอนมากกว่าการออกจากพวกเขาจะค้นพบปัญหาที่เกิดขึ้นกับคอมพิวเตอร์
การเรียนการสอนจะต้องเกิดขึ้นในบ้านเท่าที่อยู่ในโรงเรียน
นักศึกษาจำเป็นต้องเข้าใจความสมดุลของกิจกรรมอยู่ประจำที่และกิจกรรมที่พวกเขาอยู่และทำสิ่งที่มีอยู่จริง
สิ่งที่ต้องดู
จำกัด เกมแอ็คชันและการ์ตูนเป็นเด็กกลายเป็นห่ามมากขึ้นและคิดว่าน้อย
อนาคตของเว็บไซต์เด็ก (id = 69792) บอกเราบางการศึกษาพบว่าเด็กที่ดูการ์ตูนมากขึ้นและรายการโทรทัศน์ที่มุ่งเน้นการกระทำที่มีความตัดสินใจเร็วมากขึ้น และการวิเคราะห์น้อยลงในความคิดของพวกเขาในขณะที่เด็กที่ดูประเภทอื่น ๆ ของการเขียนโปรแกรมปรับปรุงทักษะการคิดของพวกเขาและผลการเรียน
เกมคอมพิวเตอร์
อนาคตเว็บไซต์ของเด็ก (id = 69792) บอกเราว่า 'เล่นเกมได้รับการกิจกรรมคอมพิวเตอร์ที่พบมากที่สุดสำหรับเด็กโดยเฉพาะเด็กผู้ชายที่อายุน้อยกว่า แต่เกมคอมพิวเตอร์แตกต่างกันในแง่ของเนื้อหาและผลกระทบที่อาจเกิดขึ้น บางคนเช่น SimCity ได้รับการแสดงที่มีค่าการศึกษาเป็นอย่างมาก อื่น ๆ แต่เช่น Duke Nukem และลงโทษ, แสดงเด็กไปสู่ความรุนแรงมากอาจจะทิ้งพวกเขาไปยังพฤติกรรมก้าวร้าวในภายหลัง. '
เชิงลบ
กายภาพ
•ขาดความเสียหายของกล้ามเนื้อตาออกกำลังกายตา
•กล้ามเนื้อคอเจ็บจากการเคลื่อนไหวที่ จำกัด
•ปัญหาที่เกิดขึ้นกลับจากท่านั่งที่ไม่ดี
•ย่อย จากท่านั่งหลังกินอาหาร
•ปัญหาที่เกิดขึ้นไหล่
•ปัญหาที่เกิดขึ้นจากเอ็นข้อมือและแขนท่อนล่าง
•ในกรณีที่หายากมีความเสียหายสามารถถาวร Students must be taught rather than leaving them to discover the problems with computers.
The teaching must take place in the home as much as in the school.
Students need to understand the balance of sedentary activities and activities where they are up and doing physical things.What to View
Limit Action games and cartoons as children become more impulsive and think less.The Future of Children website (id=69792) tells us ‘some studies indicated that children who viewed more cartoons and action-oriented television programming were more impulsive and less analytic in their thinking, whereas children who viewed other types of programming improved their thinking skills and academic performance.
Computer Games
The website Future Of Children (id=69792) tells us that ‘playing games has long been the most common computer activity for children, especially younger boys. But computer games vary widely in terms of content and potential effects. Some, such as SimCity, have been shown to have considerable educational value. Others, however, such as Duke Nukem and Doom, expose children to extreme violence, possibly disposing them to subsequent aggressive behavior.’Negatives
Physical
• Lack of eye Exercise damages eye muscles.
• Sore neck muscles from limited movement.
• Back problems from bad sitting position.
• Indigestion from sitting position after eating.
• Shoulder problems.
• Tendon problems of the wrist and lower arm.
• In some rare cases the damage can be permanent.Interpersonal Skills ทักษะความสัมพันธ์ระหว่างบุคคล
การใช้งานไม่สมดุลของสายการสนทนาเพื่อการสื่อสารที่สามารถนำไปสู่ ;
•ภาษาท่าทางแย่
•ขาดการฝึกฝนในการอ่านภาษาท่าทาง
•การสื่อสารทางสายตาแย่
•ทักษะการฟังแย่
•ขาดการฝึกฝนด้วยน้ำเสียงในภาษา
•ขาดการเปลี่ยนเสียงสูงต่ำ หากวิธีการหลักของนักเรียนมีปฏิสัมพันธ์กับบุคคลที่อายุใกล้กับตัวเองเป็นสายการสนทนาเช่น MSN, พวกเขาหยุดการฝึกทักษะของภาษาท่าทาง, ตา, การเปลี่ยนเสียงและโทนเสียง ขาดทักษะในพื้นที่เหล่านี้มักจะสามารถให้คนอื่นประทับใจคือเป็นคนหยาบคาย, หยิ่งหรือก้าวร้าว
คำเตือนสายแชท
เจตนาที่แท้จริงของบุคคลหรือบุคลิกภาพเป็นเรื่องง่ายมากที่จะซ่อนการใช้คำ
มีหลายกรณีของบุคคลที่มุ่งหน้าไปเพื่อตอบสนองเพื่อนอินเทอร์เน็ตเท่านั้นที่จะหาบุคคลที่มีความตั้งใจมากที่ไม่ดีหรือความผิดทางอาญาหรือบุคลิกที่แย่An unbalanced use of chat lines for communication can lead to;
• Poor body language.
• Lack of practice at reading body language.
• Poor eye contact.
• Poor listening skills.
• Lack of practice with tone in language.
• Lack of inflection.
If a student’s main method of interacting with persons their own age is chat lines like MSN, they stop practicing the skills of body language, eye contact, voice inflection and tone. Lack of skill in these areas can often give others the impression a person is rude, arrogant or aggressive.Warning Chat Lines
A person’s true intent or personality is very easy to hide using words.
There are many cases of persons heading off to meet an internet friend only to find the person has very bad or criminal intent or terrible personality.Positives ด้านบวก
มีการแบ่งออกทุก 20 นาทีเป็นเวลา 5 นาทีและ 10 นาทีทุกชั่วโมงที่ขัดแย้งมากที่สุดของปัญหาทางกายภาพ
การทำบริหารตาตัวอย่างเช่นสัญญาณอินฟินิตี้อาลักษณ์ ∞ ด้วยนิ้วของคุณในด้านหน้าของใบหน้าและตามนิ้วของคุณด้วยดวงตาของคุณ นี้จะช่วยปรับปรุงปัญหาสายตามากที่สุด
ความถูกต้องของตำแหน่งที่นั่งที่เหมาะกับการทำงานจะช่วยลบล้างปัญหาไหล่หลังและเส้นเอ็น
การนั่งตัวตรง
การจดตำแหน่งแขนที่ต่ำกว่าจะดีกว่าเสมอต้องทำมุมลงเล็กน้อยตรงข้ามกับมุมที่สูงขึ้น
การนั่งท่าตรง
ลำตัวและคอของผู้ใช้อยู่ในแนวตรงพอประมาณและอยู่ในแถว, ต้นขาอยู่ในแนวนอนพอประมาณและขาอยู่ในแนวตั้งลง
ท่ายืน
ขา ลำตัว คอและศีรษะของผู้ใช้เกือบเป็นแนวและตั้งตรง ผู้ใช้อาจจะยกขาข้างหนึ่งส่วนอีกข้างที่เหลืออาจจะอยู่ในท่านี้
การปฏิเสธท่านั่ง ต้นขาของผู้ใช้มีแนวโน้มที่มีก้นสูงกว่าหัวเข่าและมุมระหว่างต้นขาและลำตัวมีค่ามากกว่า 90 องศา ลำตัวเป็นแนวตั้งหรือแนวหนุนเล็กน้อยและขาเป็นแนวตั้ง
ท่านั่งหนุนลำตัวของผู้ใช้และลำคอจะตรงและหนุนระหว่าง 105 และ 120 องศาจากต้นขา
http://www.osha.gov/SLTC/etools/computerworkstations/positions.html
ทักษะความสัมพันธ์ระหว่างบุคคล
การใช้สมดุลของสายการสนทนาเพื่อการสื่อสารที่สามารถนำไปสู่;
•การประสานงานมอเตอร์ที่ดีเสิศ
•ทักษะในการสื่อสารอิเล็กทรอนิกส์ที่ดี
•ความสามารถในการแสดงอารมณ์ในภาษา MSN
•ทักษะการพิมพ์ดีเลิศ
•ยืนยันการติดต่อกับเพื่อน ๆ ในประเทศและต่างประเทศเพื่อน (วันที่คำเตือนสายแชท)
Having a break every 20 minutes for 5 minutes and 10 minutes every hour, negates most of the physical problems.
Doing eye exercises, for example scribe infinity signs ∞ with your finger in front of your face and track your finger with your eyes. This will improve most eye problems.
Correct ergonomic seating positions should help negate shoulder, back and tendon problems.
Upright Sitting
Take note of the lower arm position it is always better to have it angled slightly down as opposed to a high angle going up.
Upright sitting posture. The user's torso and neck are approximately vertical and in-line, the thighs are approximately horizontal, and the lower legs are vertical.
Standing posture. The user's legs, torso, neck, and head are approximately in-line and vertical. The user may also elevate one foot on a rest while in this posture.
Declined sitting posture. The user's thighs are inclined with the buttocks higher than the knee and the angle between the thighs and the torso is greater than 90 degrees. The torso is vertical or slightly reclined and the legs are vertical.
Reclined sitting posture. The user's torso and neck are straight and recline between 105 and 120 degrees from the thighs.
http://www.osha.gov/SLTC/etools/computerworkstations/positions.htmlInterpersonal Skills
A balanced use of chat lines for communication can lead to;
• Excellent fine motor coordination.
• Good electronic communication skills.
• An ability to express emotions in MSN language.
• Excellent typing skills.
• Maintain contact with local friends and overseas friends. (Check Chat Line Warning)Aggression การรุกราน
ในขณะที่คนหนุ่มสาวกำลังเล่นเกมการกระทำที่พวกเขาแยกตัวเองจากโลกภายนอกและการแสดงการวิจัยที่พวกเขาจะถูกกระตุ้นมากขึ้น เมื่อถามให้ทำงานบ้านพวกเขามักจะตอบสนองไม่ดีและมีความก้าวร้าวนี้ไม่ใช่กรณีที่มีเกมการศึกษาและวิเคราะห์ ช่วยเพิ่มประสิทธิภาพการทำงานของนักศึกษาด้านวิชาการ
การคุ้มครองผู้บริโภค
•มีการโฆษณาออนไลน์ที่มากมีวัตถุประสงค์เพื่อคนหนุ่มสาว
•อัตราแลกเปลี่ยนที่ทำให้ราคาแตกต่างกันมาก
•บัตรเครดิตดูเหมือนใช้งานง่ายมาก
•การซื้อมากน้อยโดยบัตรเครดิตสามารถเพิ่มเงินได้มาก
อนาคตเว็บไซต์ของเด็ก (id = 69792) บอกเราว่า "บริษัท จะยังมีพนักงานหลากหลายของกลยุทธ์เพื่อความสะดวกในการซื้อสินค้าออนไลน์โดยเด็กผ่านการสร้าง 'กระเป๋าสตางค์ดิจิตอล. ตามรายงานอุตสาหกรรมหนึ่งที่วัยรุ่นใช้เวลาประมาณ $ 161,000,000 ออนไลน์ในปี 1999 และคาดว่าจะใช้จ่ายมากกว่า $ 1400000000 ในปี 2002". While young people are playing action games they isolate themselves from the outside world and research shows they are more impulsive. When asked to do a household chore they can often react badly and with aggression.
This is not the case with educational and analytical games, these activities improve a students academic performance.Consumerism
• A lot of advertising online is aimed at young people.
• Exchange rates makes the prices vary a lot.
• Credit cards seem very easy to use.
• Many little purchases by credit cards can add up to a lot of money.The website future of children (id=69792) tells us. “Companies are even employing a variety of strategies to facilitate online purchases by children through the creation of ‘digital wallets.’ According to one industry report, teens spent an estimated $161 million online in 1999 and are expected to spend over $1.4 billion in 2002”.
How to switch off วิธีการปิดสวิตช์
พ่อแม่มักจะไม่ชอบการเผชิญหน้ากับเด็กเมื่อพวกเขาถูกขอให้ปิดสวิตช์เครื่องคอมพิวเตอร์
การวางตำแหน่งคอมพิวเตอร์ห่างจากกล่องไฟหรือจุดไฟดังนั้นจึงไม่ทำให้ทางกายภาพรุนแรงขึ้นกับเด็กมวยปล้ำสำหรับสวิตช์ไฟ
ให้เด็กเตือนกำหนดปิดประมาณ 10 นาทีก่อนเวลาแล้วเตือนอีกว่า "5 นาทีที่จะไป" จากนั้นเปลี่ยนเครื่องคอมพิวเตอร์ที่ปิดกล่องผนังหรืออำนาจถ้าเด็ก
ไม่ปฏิบัติตามคำแนะนำของคุณ
เด็กจะได้เรียนรู้อย่างรวดเร็วว่ากรอบเวลาที่กำหนดเป็นที่สิ้นสุดและอย่างรวดเร็วจะได้เรียนรู้ที่จะบันทึกเกมของพวกเขาก่อนที่จะปิดเวลา
การเปลี่ยนเครื่องคอมพิวเตอร์ปิดที่จุดไฟไม่เป็นอันตรายต่อคอมพิวเตอร์นั้นมันจะออกจากแฟ้มชั่วคราวบนคอมพิวเตอร์ของคุณที่ควรจะถูกลบและทำงานเกี่ยว
กับการจัดเรียงข้อมูลทุก 2 เดือน คุณจะพบว่าคุณจะไม่ต้องทำอย่างนั้นถ้าคุณไปผ่านขั้นตอนของการเตือนและการปิด
Parents will often dislike the confrontation with children when they are asked to switch off the computer.
Position the computer so it is away from the power box or power point so there is no physical aggravation with the child wrestling you for the power switch.
Give the child a set warning to switch off about 10 minutes before time, then another warning saying, “5 minutes to go”, then switch the computer off at the wall or power box if the child has not complied with your instructions.
The child will rapidly learn that the time frame given is final and will quickly learn to save their games before the switch off time.
Switching a computer off at the power point is not harmful to the computer; it does leave temporary files on your computer that should be deleted and defragmenter run about every 2 months. You will find you will not have to do that often if you go through the steps of warning and switching off.References
http://www.futureofchildren.org/information2827/information_show.htm?doc_id=69792
http://www.webometrics.info/index.html http://update.microsoft.com/microsoftupdate/v6/default.aspx?ln=en-us
http://www.kidsource.com/education/computers.children.html -
Individualism
'Individualism is the one side versus its opposite, collectivism, that is the degree to which individuals are integrated into groups. On the individualist side we find societies in which the ties between individuals are loose: everyone is expected to look after him/herself and his/her immediate family'.
'On the collectivist side, we find societies in which people from birth onwards are integrated into strong, cohesive in-groups, often extended families (with uncles, aunts and grandparents) which continue protecting them in exchange for unquestioning loyalty'.
Download the document from the link below there are some interesting charts.
The document on the criticisms of Hofstede's work is also on the site to download and I agree with the comments in that the research methods were possibly flawed but if the document is viewed from the context of trends and tendencies and generalities the research can still be a powerful document to give a person a comprehensive guide to working in a multicultural environment and a greater understanding of their colleagues. Certainly teaching in Thailand the research has been invaluable and an excellent guide to understanding Thai colleagues.
http://brettwilkin.com/index.php/teachersupport/culturalawareness
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Hermann's brain dominance research is something that can be utilized in teaching from the moment it is learnt, as it is as much about knowing yourself as it is about knowing how other peoples brains work.
To summarize an in depth topic Hermann considers the Brain can be divided into 4 main types. The two larger lobes being responsible for higher order thinking such as logic processes and art etc.. The other two lower hemispheres are mainly responsible for instinctual organization and relating to people.
Hermann suggests that people will have a brain that has a tendency to work more efficiently in one area, but in a smaller number of cases some people will have an equal dominance in each area i.e. that is no part of the brain is more dominant than any other.
This is all about knowing yourself and knowing your students so the teacher can compensate for the difficulties a student may be having and to ensure the teacher does not teach in their own Brain Dominance all the time(a very easy and often unknowing action). This can make it very difficult for all the students to learn efficiently.
{ads2}So where is your dominance. There is quite an involved process developed by the Hermann Brain International (www.hbdi.com) that is used to determine Brain Dominance. There is also a computer tool that can be bought to determine Brain Dominance.
Put yourself in the picture.
Click on the side menu - Teaching- -Teaching Theory- then -Know Yourself-. Down load the full size pdf version of the above chart.
Be objective and estimate what importance you would put on each of the key words when describing yourself.
You will end up with something similar to this small picture. When you have established your brain dominance with our crude method, look up some of the implications of your Brain dominance and combinations of different dominance's.
In western countries many years ago the nature of selection process for teacher training led to teachers mainly having a Logic based Brain Dominance. Since that time the selection processes have changed and their is now a greater proportion of teachers with a brain dominance in the personal interaction dominance area.
If you talk to these older students that had unsuccessful school lives of 40 years ago they will often say the teachers did not understand them.
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After assessing your Brain Dominance see what the implications are.
What does it mean.
Personality wise it is very obvious from the words you use to put yourself in the different categories, but extra to that, the blue dominance has a tendency to be egotistical and have a lack of acceptance of other brain dominances, that is until they are made aware of it by something like this activity.
Blue dominance's are also the quickest to change their views and learn to accept other dominance's. Often they believe they are the only ones thinking logically but are also generally quick to learn there are many other ways to look at problems and often the logic way is not always appropriate. (De Bono's Lateral Thinking etc). Logical thinking will often recreate the same issues from a different perspective.
The blue dominance is where the best accountants come from.
Conversations tend to be logic step by step orientated.
The red dominance is where the best personnel managers.
Conversations tend to be people orientated.
The green dominance is where the best office managers come from.
Conversations tend to be organized or organizing orientated.
The yellow dominance is where the best managers come from as they can see the big picture far clearer than persons with the other dominance's (others can learn but it is not a natural understanding).
Conversations tend to be conceptual big picture orientated.
Consider this as a pattern of dominance's. A person with this pattern would be always in conflict with themselves as they can see the support money would give people in need and always be in conflict with keeping the money ledgers balanced.
Their logic money brain would be in conflict wirh their humanity brain dominance.
A person with this pattern would understand the big picture of the world and the requirements of a large business but would be forever trying to do the day to day organization themselves. They could spend a lifetime trying to create the big picture before they realize that style of project could take 10 lifetimes.
Another situation where the brain dominaces are in conflict with each other.
A person without a specific brain dominance is a very good meeting mediator. The best planning group is one where each person has a strong dominance in a different area. The problem with this type of group is they are in conflict with each other. The person without a dominance acts as a mediator to bring all the best features of a disimilar group to a common goal.
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It’s about the people
One of the biggest challenges for any organization is leveraging the related and critical components of communication and collaboration. When it comes to innovation these concepts become even more important. For innovation to occur, all of the different skills and personalities need to be leveraged and combined. When this is done properly the output of the whole organization is exponentially greater than the sum of its parts.
Not everyone thinks alike
A consistent challenge in any organization is the attempt to put their people in the best position for success. This includes specific job responsibilities as well as creating teams that reflect supportive and complementary skills. Many of the leading manufacturing organizations in the world employ various types of personality profiling to help in this process.
Where to begin
There are several respected models and tools that can assist in the determination and allocation of thinking styles. For many years the most common diagnostic tool in the corporate environment has been the Myers Briggs Type Indicator (MBTI). While the MBTI is an excellent model and would be very helpful for most organizations, it uses a lot of jargon and definitions and comes with a bit of a learning curve.
HBDI for simplicity
For ease of use and quick implementation, my preference is the model created by Ned Herman and his company Herrmann International. The Hermann Brain Dominance Instrument (HBDI) provides a model (and assessment tool) that enables people to quickly and easily describe their degree of dominance in the different “thinking styles.” The HBDI uses four simple categories. They are color coded to make them easy to remember.
Just the facts
The first thinking style (associated with the color blue) is that of the logical or analytical person who likes to base decisions on facts. The work of this type is often more technical in nature. Common jobs associated with this style include lawyers and IT workers
Step by Step
The second thinking style (associated with the color green) refers to the highly organized, detailed person. Areas such as accounting and bookkeeping are where this type is often found.
Because you are a people person
The third thinking style (associated with the color red) describes those who enjoy interacting on a personal, and often emotional, level. These types are often very intuitive and can be excellent at bringing other people together. Common jobs for this type are sales and human resources.
The Big Picture
The final thinking style (associated with the color yellow) is used to describe the person who things big. This is the classic entrepreneurial type who is always coming up with a great new idea. This is the thinking style that is most often found in CEO’s and leaders of organizations. Because this thinking style is highly visual and metaphoric, it is also commonly found in creative individuals as well.
Putting it all together
Now that we understand that people have different dominant thinking styles, and have a basis for understanding what those styles are, how do we use this information to become more innovative. The key lies in creating teams and departments that have a diverse representation of all four thinking styles.
Each thinking style has its own strengths and challenges. You may have noticed that the Blue and Green types are classic left brain thinkers while the Red and Yellow are more right brain oriented. When the different personalities are strategically combined they form a unit that possesses the ability to leverage all of the best and most productive skills of the “whole brain.”
The concept of “whole brain thinking” fits perfectly within the framework of an innovative manufacturing organization. Every aspect of innovative behavior, from initial brainstorming, to customer interaction, to ultimate implementation, is provided for by the people who are best equipped with those skills.
Innovation is always about the people. There is no better way to maximize the use of your people than to start with the “whole brain.”
Another website has this to say4-Quadrant Personality Models
The Quick Way To Improve Team CommunicationsSeventy-five percent of other people don't think like I do, but that does not mean they are wrong. It does mean that we will have a hard time communicating, which can lead to conflict within our work teams. The quick fix for this problem is to speak in terms that make sense to the other person. If you are speaking to a team of people, you need to make sense to several other groups. We cut through the confusion using one of the popular 4-quadrant personality models such as DISC, Whole Brain Business, or Analytical-Amiable-Driver-Expressive personality assessments.
The objective is to learn to see the other person's behavior from a different set of eyes. Too often we view other people from our own eyes and our own frame of reference. The key to success is to understand there are many ways to approach work and they are all effective. Each of us has a preference for an approach that works best for us individually without regard for what will work best for another person. We tend to invalidate the other person for doing something the wrong way, even when the end result is positive. There is no better way to destroy team performance than to invalidate the performer for doing it the wrong way and no better way to enhance team performance than to validate a positive contribution.
Left and Right Brain Dominance online testing. (Not a 4 Quadrant Personality Model)
