scholarly journals A ESCRITA DE CABEÇA PARA BAIXO: um estudo sobre a prática docente

2017 ◽  
Vol 3 (10) ◽  
pp. 361
Author(s):  
Maria das Graças Porto Pires ◽  
Lúcia Gracia Ferreira ◽  
Rita de Cássia Souza Nascimento Ferraz
Keyword(s):  
Public School ◽  
Learning Problem ◽  
Reading And Writing ◽  
School Year ◽  
Rural Town ◽  
Correct Angle ◽  
Formación Docente

THE HEAD DOWN WRITING: a study on the teaching practiceESCRITURA DE LA CABEZA ABAJO: un estudio sobre la práctica docenteEsse artigo refere-se à experiência vivenciada numa sala de aula multisseriada, de uma escola pública localizada na zona rural de um município do interior da Bahia, com um aluno que apresentava dificuldades de leitura e de escrita (escrevia de cabeça para baixo), durante o ano letivo de 2006. Foram utilizadas como instrumentos a observação e a entrevista. Através dos resultados, observou-se que foi preciso uma mudança na prática pedagógica da professora, envolvendo o aluno nas atividades desenvolvidas na sala de aula de forma que este pudesse interagir com os colegas. Durante a intervenção este aluno passou a escrever no ângulo correto do caderno, mas ainda não lia o que escrevia.Palavras-chave: Escrita; Problema de Aprendizagem; Formação Docente.ABSTRACTThis article refers to an experience lived in a multilevel classroom, a public school located in a rural town in the interior of Bahia, with a student who had difficulties in reading and writing (writing upside down ) During the 2006 school year. The instruments used were observation and interview. From these results, we found that it took a change in the teacher's practice, involving students in activities in the classroom so that it could interact with colleagues. During the intervention these students went on to write the book at the correct angle, but still did not read what she wrote.Keywords: Writing; Learning Problem; Formation Educational.RESUMENEse artículo se refiere a un experiencia vivenciada en un salón de clases de niveles múltiples, una escuela pública situada en un pueblo rural en el interior de Bahía, con un estudiante que había dificultades en la lectura y la escritura (escritura al revés) durante el año escolar 2006. Los instrumentos fueron utilizados como la observación y la entrevista. De estos resultados, encontramos que tuvo un cambio en la práctica del docente, participación de los estudiantes en las actividades en el aula para que pueda interactuar con sus colegas. Durante la intervención estos estudiantes se dedicaron a escribir el libro en el ángulo correcto, pero todavía no he leído lo que escribió.Palabras clave: Escritura; Problema de Aprendizaje; Formación Docente.

scholarly journals O trabalho com uma sequência didática de receitas em língua inglesa em uma escola pública

Horizontes ◽  
2014 ◽  
Vol 32 (1) ◽  
Author(s):  
Ana Paula Marques Beato-Canato ◽  
Vera Lúcia Lopes Cristovão
Keyword(s):  
Public School ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
School Year ◽  
Pen Pal ◽  
Interactionist Perspective ◽  
Development Of Language ◽  
Teaching Learning ◽  
Learning Language

Em uma perspectiva interacionista sociodiscursiva, advogamos que, para alcançar seus objetivos, o trabalho com línguas na rede regular pública de ensino pode ser planejado em sequências didáticas organizadas em torno degêneros textuais. Tais unidades visam ao desenvolvimento de capacidades de linguagem, entendidas como “aptidões requeridas para a realização de um texto numa situação de interação determinada” (DOLZ; PASQUIER; BRONCKART, 1993, p.30). A partir desses pressupostos, sequências didáticas foram aplicadas a alunos de uma escola municipal de Joinville, ao longo de um ano escolar, com o objetivo de possibilitar a participação efetiva em um projeto de troca de correspondências. Dentre os gêneros abordados, selecionamos receitas culinárias para o escopo deste artigo, que visa, assim, descrever o material elaborado e analisar as produções de um aluno de modo a ilustrar oportunidades (ou não) de desenvolvimento de capacidades de linguagem possibilitadas por um trabalho dessa natureza. Palavras-chave: Interacionismo Sociodiscursivo; gênero textual receita culinária; sequência didática; ensino-aprendizagem de língua inglesa; desenvolvimentode capacidades de linguagem.The work with a didactic sequence of recipes in English as an additional language in a public schoolAbstract In a sociodiscursive interactionist perspective, we advocate that, to achieve its goals, the work with languages in public regular schools can be planned in didactic sequences towards genres. Such units aim at the development of language capacities (DOLZ; PASQUIER; BRONCKART, 1993). Based on these principles, didactic sequences were employed with students of a public school in Joinville, during a school year, with the objective of contributing to their effective participation in a pen pal Project. Among the genres handled, cooking recipeswere taken as scope of this paper, which aims at describing the material planned and analyze the productions of one student in order to illustrate the opportunities of language capacities development enabled by a work of thisnature.Keywords: Sociodiscursive Interacionism; genre cooking recipe; didactic sequences; English language teaching/learning; language capacities development.

scholarly journals Reading and writing comprehension in the mother tongue in the Romanian national assessment – objectives, tests, results

2020 ◽  
Vol 9 ◽  
pp. 20-31
Author(s):  
Biborka Szanto
Keyword(s):  
Mother Tongue ◽  
Writing Skills ◽  
Mathematical Literacy ◽  
School Students ◽  
National Assessment ◽  
Reading And Writing ◽  
School Year ◽  
Basic Competencies ◽  
Hungarian Language ◽  
Learning Language

In Romania the basic competencies (reading and writing in the student’s mother tongue and in Romanian language in the case of students studying in minority schools, mathematical literacy) of students at the end of the 2nd and 4th grade of primary education are assessed starting with the school year 2013/2014. The paper analyses the tests of the national assessment designed and applied for measuring reading and writing skills in the mother tongue (in Hungarian language). The paper concludes that the tests are not carefully designed in order the measure the most important skills and abilities at the end of the 2nd and 4th grade. The study analyses the achievement in reading and writing of 2nd and 4th grade students’ attending schools teaching in Hungarian. The analysis fills a gap, because the detailed qualitative analyses of the results of elementary school students whose learning language is Hungarian, is missing from the reports presenting the results of the national assessment. Based on the analyses of the objectives, tests and results of the national assessment for reading and writing in Hungarian, the paper formulates the questions that arise regarding the necessity of this measurement.

Building strong teacher–child relationships in today’s kindergarten classroom: Focusing on opportunities versus obstacles

2020 ◽  
Vol 18 (3) ◽  
pp. 275-286
Author(s):  
Kelley M White
Keyword(s):  
Emotional Development ◽  
Participant Observation ◽  
School Adjustment ◽  
Relationship Building ◽  
Future Research ◽  
Social And Emotional Development ◽  
Reading And Writing ◽  
Social And Emotional ◽  
School Year ◽  
Kindergarten Classroom

Research documents that young children in high-quality teacher–child relationships experience better school adjustment and are more engaged in learning. Yet, many American kindergarten (age 5) teachers report spending less time on relationship building and children’s social and emotional development given pressure to have students reading and writing fluently by the end of the school year. In an attempt to better understand the dilemma facing today’s American kindergarten teachers, the principal investigator chose to re-enter the field while on sabbatical from her position as professor at a 4-year university. Through the use of qualitative methods and participant observation, she collected data in a variety of ways. Results revealed attempts to intentionally plan for relationship building and integrate relationship building into the academic curriculum. The teacher also built relationships with students by capitalizing on small moments and following the lead of the children. The study has a variety of implications for practitioners and for future research.

Building Partnerships to Hear Freedom's Heroes Within Our Community

2004 ◽  
Vol 44 (1) ◽  
pp. 113-119 ◽  
Author(s):  
Bernadette Anand ◽  
Michelle Fine ◽  
Tiffany Perkins ◽  
David Surrey
Keyword(s):  
New Jersey ◽  
Public School ◽  
School System ◽  
Public School System ◽  
School Integration ◽  
Magnet School ◽  
Community Resistance ◽  
School Buses ◽  
School Year ◽  
Community Activists

Each morning, 10 yellow school buses end their circuit through Montclair, New Jersey, to drop off 149 of Renaissance Middle School's 225 students. Ali, grandson of Charles and Marjorie Baskerville, is among the group of students who arrive by bus. Ali's grandparents with other community activists, almost forty years ago, began the long and hard fight for school integration in this northern town. After court battles, parent meetings, community resistance, and ultimate victory, the struggle resulted in a public school system dedicated to both “choice” and integration. To those who retain the memory of struggle, Montclair's school buses and their routes, almost thirty years old, are a regular reminder of the magnet school plan implemented during the 1977–1978 school year.

scholarly journals Eu sei o que vocês fizeram no semestre passado (I saw know you did last semester )

2008 ◽  
Vol 6 (2) ◽  
pp. 229
Author(s):  
Elaine Ferraz do Amaral Vallim
Keyword(s):  
Public School ◽  
Learning Process ◽  
Learning Difficulty ◽  
Reading And Writing

Este texto objetiva mostrar o quanto a escola negligencia a leitura e a escrita, privilegiando estudos da gramática normativa que não fazem sentido para os aprendizes. Apresento dados de uma escola pública, em que alunos demonstram uma grande disposição para ler e escrever. Conforme Coudry; Freire (2005), o princípio para o aprendizado é o estado vigil do cérebro, ou seja, quando o aprendiz se prepara, através dessa disposição, para aprender. A escola, no entanto, distancia-se de um ensino pautado em teorias discursivas e não investem na leitura, que é o suporte para a escrita e para o aprendizado em todas as disciplinas. PALAVRAS-CHAVE: Leitura. Escrita. Dificuldade de aprendizagem.ABSTRACTThis text has the aim of showing that school is careless about reading and writing. Here we have some information about a public school where students show much interest in reading and writing. According to COUDRY; FREIRE (2005), the beginning of learning is “the awake” brain, that means, when the learner is getting ready to start the learning process. Though, school is far from a meticulous learning with speeching theories and it doesn’t invest mainly in reading what is the basis for the writing and learning process in all subjects. KEYWORDS: Reading. Writing. Learning difficulty.

scholarly journals Adults writing profile at the beginning of their reading and writing acquisition

Revista CEFAC ◽  
2017 ◽  
Vol 19 (5) ◽  
pp. 620-628
Author(s):  
Jéssica Rodrigues de Paula ◽  
Ariadnes Nobrega de Oliveira ◽  
Amanda Luiza Aceituno da Costa ◽  
Patrícia Abreu Pinheiro Crenitte ◽  
Aline Roberta Aceituno da Costa
Keyword(s):  
Adult Education ◽  
Public School ◽  
School Performance ◽  
Education Program ◽  
Performance Test ◽  
Alphabetic Principle ◽  
Reading And Writing ◽  
Colloquial Language ◽  
Writing Acquisition ◽  
Two Stages

ABSTRACT Purpose: to describe and analyze the writing profile of 12 adults in the literacy phase. Methods: 12 students of both genders enrolled in the Youth and Adult Education Program (EJA) of public school in a medium-sized city in the state of São Paulo. The study was divided into two stages: proposal presentation to participants and School Performance Test assessment to evaluate the writing phase and the type of error presented by each participant. Results: the majority of the results belonged to the alphabetical phase (criterion established by Ferreiro and Teberosky). The most frequent errors were grapheme omissions and oral support. Conclusion: results indicated the need to focus on the alphabetic principle acquisition, which allows the initial writing by the phonological route, and to work the differences between standard and colloquial language.

scholarly journals Upaya Meningkatkan Aktivitas dan Hasil Belajar PKn Melalui Model Pembelajaran Problem Solving Siswa MTs N 9 Sleman

2020 ◽  
Vol 5 (1) ◽  
pp. 143-148
Author(s):  
Hadisurasa
Keyword(s):  
Action Research ◽  
Problem Solving ◽  
Learning Outcomes ◽  
Initial Study ◽  
Class Action ◽  
Learning Problem ◽  
Regional Autonomy ◽  
School Year ◽  
Methods Of Learning ◽  
Motivation And Learning

This research aims to understand the implementation of the problem solving method to improve the motivation and learning outcomes of class IX-A MTs Negeri 9 Sleman, in the 1st semester of the 2017/2018 school year on regional autonomy material. This research is a class action research (Clasroom Action Research) consisting of two cycles covering planning, implementation, observation, reflection. The results showed that the application of methods of learning problem solving can increase the motivation of learning from 9 students or 31.03% in initial study to 17 students or 58.62% in the first cycle and 27 students or 93.10% in the last cycle.

EXPERIENCES OF PARENTS OF FIRST GRADERS IN CZECH REPUBLIC PERCEIVE EDUCATIONAL PROCESS OF READING AND WRITING DURING COVID-19 PANDEMIC

2021 ◽  
Author(s):  
Eva KKoželuhová ◽  
Lenka Zemanová ◽  
Radka Wildová ◽  
Ondřej Koželuh
Keyword(s):  
Czech Republic ◽  
Distance Learning ◽  
Primary Schools ◽  
Online Teaching ◽  
Educational Process ◽  
Full Time ◽  
Reading And Writing ◽  
School Year ◽  
Children First

"The period of the covid pandemic changed day-to-day full-time teaching into distance learning. Teachers, but also parents without any prior training, had to react immediately. What has long been theoretically talked about professionally, namely the use of digitization of teaching in the online environment, has suddenly become a reality. Long discussions about the innovation of the curriculum for primary schools in terms of the scope and quality of educational content were suddenly solved by the teachers themselves using their professional skills and experience. Most of the surveys show [22], [15] that the teachers handled this situation very responsibly and that it can be stated that they managed it within the specific possibilities. Teachers, parents, and especially first-year primary school pupils had a very specific role during the pandemic, and thus the transition to distance learning. It is for this reason that we focused on this group, in our opinion the most affected by pandemics. The present study describes the experience of parents with distance learning reading and writing in the first grades of primary schools at the time of closing schools in the Czech Republic in the school year 2020/2021. The aim of the survey was to describe the effects of distance learning on the development of initial literacy, the differences between day-to-day and online teaching; problems, challenges, pros and cons that the distance learning period brought. The research was carried out as a multi-case study, in which interviews were conducted with six mothers of children - first-class pupils. The results showed that distance learning did not affect the quality of children's acquisition of reading and writing techniques, it only slowed it down. However, there was a decline in pupils' interest in reading and a disruption of their relationship with education in general. It was difficult for parents to motivate children to learn, to help them in case of difficulties with reading and writing techniques, and to evaluate their learning outcomes. On the other hand, distance learning has made it possible to further individualize education with regard to the needs of children and has deepened cooperation between school and family. Distance learning placed increased demands (physical and mental), especially on mothers, when it was necessary for their intensive involvement in the teaching process. Based on the evaluation of the course of distance learning, the paper brings general recommendations applicable to both distance and full-time teaching reading and writing."

Public School Education within a Democracy

2011 ◽  
Author(s):  
Alice M. Hammel ◽  
Ryan M. Hourigan
Keyword(s):  
United States ◽  
Public School ◽  
Music Education ◽  
Special Needs ◽  
Music Teachers ◽  
The United States ◽  
Label Free ◽  
Students With Special Needs ◽  
School Year ◽  
Public School Education

The beginning of the school year is a time when situations similar to Mrs. Johnson’s first day occur. It is when these first lessons go awry that some music teachers first begin to think of their individual students, rather than the collective group. Who is the girl who moves slower than the rest and uses a walker? Who are the students in the small group who come late each day with a teacher to assist them? Who is the boy who bounds down the hall and begins to take down one of the brand new bulletin boards that have just been finished? The answer to the questions above is that they are all our students. They all have a place in our schools and they all deserve to have an education that includes music. As music teachers, we have both the right and responsibility to educate all the students in our schools. We are charged with studying each student who enters our classroom and with providing all students the music education they deserve. To do this, however, we must begin to plan for the inclusive education of all students before that first group heads down our hall on the first day of school. Unfortunately, until recently this was not the educational philosophy of public schools within the United States. This chapter will introduce the process we as a nation have experienced as we have come to the understanding of what an education for all students in the United States entails, including: challenges within families; the real-world realities of inclusion in practice; and a label-free approach to teaching music in the public school setting. This book is designed to facilitate the planning, implementation, and assessment of music education for students with special needs. It is written from a paradigm that advocates thoughtful inclusion and honors the teaching and learning relationship between music teachers and their students. It is hoped that this text will present a philosophy and a set of guiding principles for teaching students with special needs in a helpful and pragmatic manner.

Children Circulating between the U.S. and Mexico

2016 ◽  
Vol 32 (2) ◽  
pp. 226-251 ◽  
Author(s):  
Catalina Panait ◽  
Víctor Zúñiga
Keyword(s):  
United States ◽  
The United States ◽  
Migrant Children ◽  
Reading And Writing ◽  
School Year ◽  
Mexican Schools ◽  
Spanish Literacy ◽  
Depth Interviews ◽  
The U.S

This article provides insights into the linguistic transitions and ruptures of migrant children in Mexican schools. The analysis focuses on children’s practices and perceptions of their own difficulties when reading and writing in Spanish after spending months in schools in the United States. Using in-depth interviews and sociolinguistic analysis, the article presents the particular case of children who endure seasonal migratory circulation between Mexico and the United States, and examines the linguistic disruptions these children experience during their journey from English to Spanish literacy every school year. Este artículo presenta hallazgos en torno a las transiciones y rupturas lingüísticas de los niños migrantes en las escuelas mexicanas. El análisis se centra en las prácticas y percepciones de los niños acerca de sus propias dificultades al leer o escribir en español después de haber pasado periodos en las escuelas de Estados Unidos. Los datos que se presentan provienen de niños que participan año tras año de la migración circular de tipo estacional entre México y Estados Unidos. Mediante entrevistas a profundidad y análisis sociolingüísticos, se examinan las dislocaciones lingüísticas que estos niños experimentan mientras se están moviendo del inglés al español cada año escolar.

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