Alternative Teaching Strategies

From Infancy until the belated stages of our lives, we undergo different stages of development. In each of the stages, we argon supposed to be mastering some craft, or prioritizing a task that we constitute not given the time of day before. Several psychologists have come up with theories about these stages, each intertwined with the other. This paper will concentrate on jean Piagets theory of Cognitive Development, specifically, to concrete practicable level, in notification to the experience of tutoring Math to the children in St.Kitts. According Perret-Clermont and Bessire, (2004) from encyclopedia. com, Piaget comp ard ideas and facts, the philosophy of science and the bill of children, working out the fundamental conventions of genetic epistemology. Concrete Operational Stage happens from the ages 7 to 11 years. According to Piaget, at this stage, reversibility, that is objects when changed has the ability to return to its trustworthy state, is attained. According to Marshall (1998) in encyclopedia.com, In the stage of so-called concrete-operations (which lasts from about the ages of 7 to 11 or 12), children start to classify objects, can carry away the role of others and understand the nature of cause and effect, but still have difficulty calculateing about abstract concepts without referring these to real events or crabby images with which they argon familiar. Edwards, Hopgood, Rosenberg and Rush (2009) further wrote in their website, During this stage, the perspective process becomes more(prenominal) rational, mature and adult like, or more operational, although this process most a good deal continues well into the teenage years.The process is divided by Piaget into two stages, the Concrete Operations, and the Formal Operations stage, which is normally undergone by adolescents. In the Concrete Operational stage, the child has the ability to develop logical thought about an object, if they are able to manipulate it. By comparison, howe ver, in the Formal Operations stage, the thoughts are able to be manipulated and the presence of the object is not necessary for the thought to take place. Other characteristic for this stage was mentioned by Atherton (2009) in the schooling Teaching website Can think logically about objects and events Achieves conservation of minute (age 6), mass (age 7), and weight (age 9) Classifies objects according to several features and can order them in series along a single dimension such as size. An Anonymous writer from Child Development institute (2008) said the pursuit for this stage of development, Evidence for organized, logical thought. There is the ability to perform quintuple classification tasks, order objects in a logical sequence, and cut through the principle of conservation.Thinking becomes less transductive and less egocentric. The child is capable of concrete problem-solving. Some reversibility forthwith possible (quantities moved can be restored such as in arithmetic 3+4 = 7 and 7-4 = 3, etc. ) Class logic-finding bases to port unlike objects into logical groups where previously it was on superficial perceived impute such as color. Categorical labels such as name or animal now available. It is from these that the project was initiated. For two months, the author of this paper has exhausted time with the school kids of St. Kitts.Everyday, tutorial lessons were held to aid children in accomplishing their tasks at school. A set of travel along drumheads was also distributed to find out their views to help in setting up the project. The survey consisted of 10 promontorys specifically phrased and distributed to two the children and their parents. Of the go call into questions helped by the children, the top quadruplet questions that were noticeable were questions number 2, 4, 5 and 9. apparent movement number two asked them if their parents die quality time with them and their schoolwork. Nearly 70% of the population said no. Majority of the children answered 4-5 hours with question number four that asked about the amount of time they spend playing after school. When asked if they spend time studying at home, besides at school, for question number 5, only 43% said yes. It is however, noteworthy that 100% of the children answered yes in question number nine, if I were to tutor you for the next two months, do you think you will be better? As for the result on the survey to the parents, the top four questions that had numerical impact were questions number 1, 2, 3 and 5.For question number one, only 50% of the parents say that they are involved in their childrens homework. The involvement of the 50% though varies from subject to subject as they have limited knowledge to some areas. Close to 74% of the parents answered yes to question number two, Do you ask to see their homework? Comparing the results for both questions number one and two, the disparity between involvement (helping children out) and simply feeli ng at the homework, is already evident. Looking at the homework does not necessarily mean seeing through the process of its completion.One of the more interesting results is the answer to question number three, as it deals with time frames parents set to their children in accomplishing their homework. yet 20% of the population does it. The last question that had impact is for the one that asked whether or not parents cut out distractions (like TV or computer) in the telescope? Only 12% were confident in saying yes, whereas a legal age rated it as not sure. This result roots from the fact that they dont entirely remove these distractions, because most of the parents still do their own chores and tasks magical spell their children are doing their homework.The experience has brought the conclusion that lack of attention and attentiveness to and from the kids are the biggest contributors for the knowledge deficit in the community. The objective of the project is to come up with an alternative that will help children concentrate on doing assignments to gain craving for learning anew, to help and equip parents with the styles of teaching, so that after this project, they can do it themselves. The project and teaching plan, however, are limited to tutoring Math, and not other subjects.Nursing diagnosing Knowledge deficit related to lack of application of age- allow for (developmental stage) learning methodology. era the children answered in such manner to the survey questions, an apparent lack of appropriate application of the developmental ability and capability is a contributor to fashioning the children interested in the subject area and making the parents involved in the assignments. Parents have little knowledge on how to approach teaching children, and they are not wary about the fact that children at different stages comprehend lessons in different manners or levels.