1.Child and Teacher together
The teacher's roles
Each kindergarten teacher is a juggler,trying to bring proper balance to the class-room.In the child-centered classroom the juggling is more likely to take children's needs and interests into account than in the trans-mission-of-knowledge classroom. Such juggling requires that the teacher be willing to play several roles at once.
The Teacher as Instructor
To this point we have downplayed the instructing role of the teacher,relegating it to the transmission of knowledge classroom.Yet,direct instruction is appropriate when the teacher has new materials to demonstrate, a story to share,or important information to give and little time to do it in,or when she simply has information that can be given more effectively if done directly. If the decision to use direct instruction is made knowledgeably and wisely ,it can often be the best teaching technique for the moment.Of prime importance when using direct instruction with young children is to avoid lecturing to them.They are rarely able to listen for long periods of time.When teachers wish to play the instructor role with young children ,they can do any of the following.
1.Get children's attention by displaying concrete objects.If teachers simply position themselves in the center of the room,either on a chair or on the floor, and if they have something in front of them that is new and interesting, it may not even be necessary to call the children to order.This promise of something new and interesting will act as a magnet. This technique will work even when there isn't a directly related object at hand.It is necessary only to choose something marginally connected an lay it down as a conversation starter.
2.Present new materials by using as few words as possible. A demonstration with virtually no words at all is appropriate for the youngest nursery school children,and no more than simple explanations are needed for the primary grades.Long explanations tend to distract and bore.
3.Avoid sharing lesson plans and long-range goals before engaging in a new activity.These are important for teachers to have in mind,but young children frankly don't care.(Reread the last sentence of number2!)There are other ways to let children know that a new unit or theme is about to emerge.Some examples:
-If the children chose this themselves,nothing more than casual discussion will be necessary .They are already expecting it.
-New room decor and bulletin boards are attention grabbers and state the teacher's intention without the need for explanations,
-It is possible to do two or three activities of a related nature before discussing the new theme.Children will naturally start to discuss and ask about what's happening.The teacher can then make explanations and ask for feedback in a more natural way than is provided by lecturing.
-The teacher can announce at the close of a school day that the following day something new and wonderful will begin.It is only necessary to describe briefly what will be happening.The children will come to school eager to learn more.
4.Keep direct instruction short in duration.With very little children,ten to fifteen is usually plenty. Primary children can last perhaps twenty to thirty minutes depending on their interest.If the topic is especially popular,as much as an hour may go by before restlessness sets in.When children are on the floor or immobilized at desks,teachers should keep in mind that they are probably moving about more than the children and therefore have less need to change activities.It is a good idea to try sitting on the floor once or twice just as the children do.It can get quite uncomfortable after a while!
