By Jean Conteh
This obtainable source contains information on constructing whole-school rules, bettering school room perform, selling home-school collaboration, and developing confident lecture room settings to advertise studying.
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Extra info for Promoting Learning for Bilingual Pupils 3-11: Opening Doors to Success
Sample text
Some children may only feel confident saying single-word sentences, but if they can repeat what the adult and the other children have modelled, this can be very supportive. A teacher – in role – can promote supportive ‘hot seating’ opportunities, examining different versions of similar stories, creating alternative endings, but mainly just by telling stories to which the children not only listen attentively but also participate themselves in the telling. The children benefit from the teacher’s knowledge of their linguistic capabilities and experiences by the way she or he structures the storytelling accordingly.
In one Bradford inner city primary school the exploration of this community narrative linked language, history and geography learning in a curriculum project. The teacher leading the project recalled: ‘As a staff we encouraged pupils to collect the personal stories of people linked to the school community. We gave the work the title – Bradford is Our City. Our objective was to find out how people in the school community came to be in the city. This involved initially asking the teachers and the other adults working in the school to share memories of how and when we or they had come to live in or be associated with the city.
Supporting speaking and listening through small-world role play; extension of language; learning from one another through play without having to do a whole topic – much can be covered through incidental experiential play. Adults can read books and help children to discover more about the theme. Vocabulary development should be promoted in an ongoing and purposeful way. Here are five of Carlton’s most successful theme trays. The tray is filled with gravel and sand so that the children can transport the materials in the vehicles, make roadways and engage in social and problem solving play.