By Olatunde A. Adekola
Language, Literacy, and studying in fundamental colleges is a synthesis of the findings coming up from 4 years of coverage learn and improvement in Nigeria's basic faculties that serious about the distance among what lecturers may still understand and have the ability to do, and the realities of educating and studying in school rooms. It starts off by way of severely analyzing the results of basic education as measured through studying success effects from nationwide exams, and via settling on a few middle studying difficulties for Nigerian basic university young ones. It experiences the findings from contemporary learn stories that studied educating and studying techniques in fundamental college study rooms, and it identifies the pedagogical concerns in fundamental study rooms that give a contribution to bad studying achievements. This file describes a examine and improvement application that got down to increase educating and studying in center studying ability components of the curriculum. This research identifies precedence parts for academics' expert improvement. It indicates a coverage framework for the continued expert improvement of fundamental institution lecturers, together with the preliminary instruction of academics and their induction into instructing. It proposes medium and long term techniques to lead to the specified alterations in instructing and studying via school-based ways to instructor improvement.
Read or Download Language, Literacy, and Learning in Primary Schools: Implications for Teacher Development Programs in Nigeria (World Bank Working Papers) PDF
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Extra resources for Language, Literacy, and Learning in Primary Schools: Implications for Teacher Development Programs in Nigeria (World Bank Working Papers)
Whole group advising meetings take place at least twice a week at the secondary level. This is the time when advisors can discuss current issues or concerns with students or plan upcoming activities. Again, these meetings may be student led; the group developing their own ground rules. Also, advisors regularly schedule individual meetings with advisees to review their class schedules, make sure they are on target to meet portfolio goals, complete independent projects, or provide guidance with personal issues.
To my absolute horror, I realized that the King, with BY FAR the most lines, COULD NOT READ. What had I done? I agonized over the possibility that Calvin would be the object of ridicule, or even anger, after the other students had worked hard to make their parts their own. I didn’t sleep that night. I would have to invent a reason to halt the production. The next time I came reluctantly to the class, I fully expected to find Calvin absent. Not only did he appear early, he had learned a line—a very sophisticated line!!
Personal advising provides a unique and rich opportunity for advisors and students to spend time with one another and discuss challenges and possible solutions. Advising has three dimensions, one-on-one, whole group, and selected group. At the elementary level, teachers are the advisors for their group of students, usually a 20–25 to 1 ratio. Students stay with the same teacher/advisor until they move to the next level. Therefore, one student may have the same advisor for three or four years.