By Anne Proctor; et al
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1. A typical ‘social’ seating arrangement 2. A simple variation to facilitate sustained, individual seatwork. 30 CONTEXTS FOR LEARNING By simply swinging the ‘facing’ tables outward, the children’s main lines of sight are no longer directly on the faces/work of their immediate neighbours. 3. How about this! Several teachers have experimented with this style and have found it to be dramatically successful in focusing children’s attention on the particular task in hand, whether that was individual seatwork or shared activities.
5 Check in the word book/dictionary which is kept on your table. 6 Ask one person sitting at your table. 7 Only if none of these steps produces a result should you ask the teacher or other adult. This may sound quite off-putting but it need not be if well taught. Most of all, it fulfils a number of important functions which are part of the general ethos of the effective learning environment. It encourages children to try for themselves first, to take an organised approach to solving a problem and to avoid disturbing the work of others until they are entitled to.
How you provide a structure for the learning experiences. e. what you will do. e. what you will need for yourself and for the children. e. when the children will be doing the learning. e. how you will know that learning has occurred. 1. Example of planning a teaching session Now imagine that the classteacher has asked you to carry out a teaching session with soil. This is part of a topic on the local environment and the teacher wants the children to collect soil, compare and contrast different sorts of soil and begin to think about what grows in different sorts of soil.