When testing children on their literacy, often times comprehension is weighed tremendously in this. Personally, I believe phonics to be extremely important. With this being said, My anticipated thought process is that intensified phonics instruction is only necessary for grade levels up to first grade. Phonics may seem simple, but with an absence of proper phonics instruction, reading for any student would be nearly impossible. Phonics is, to put it simply, an understanding that certain letters make specific sounds; Additionally, understanding that a grouping of simple sounds can form words.
Word recognition (identification) at the most basic point should be inclusive with a knowledge of phonics. Although high frequency words should automatically be sounded by students, in order to have students recognize words that require a high cognitive demand to recognize, instructional activities are necessary. For example, the word "Hardship" would be a word I can expect a student w…
While attending one of my classes, a topic of debate was if children were praised TOO much for good behavior.
The viewpoint of those that agreed with praise essentially held the belief that praise is necessary in order to manage children's behavior. It was said, in short, that children that understand what is bad and good behavior through praise will gravitate towards the good behavior. This, of course, was the majority of the arguments that consisted of my classmates. Naturally arguments did vary, it was argued also that children need excessive praise as this is a better fit with today's cooperate structure in "real world" jobs.
Those that were opposed to praise typically argued that praise is a tool that can hurt kids in reality, as opposed to helping them. It was said that praise, although helpful, can transform children into being reliant on feedback from others. This was said to be a bad thing because children would only do behaviors that have an end result of …
This is more of a complex question than you may think. The answer to this question may seem simple, and in a way it is. The not so simple part is correct execution of differentiated instruction. It is widely debated on how to properly differentiate instruction.
One thing that is pretty well certain is why we differentiate instruction. Educators differentiate instruction because each student learns material differently. Also, we differentiate instruction due to differences in behavior of children and the occurrence of impairments.
When I mention that each child learns differently, I am referring explicitly to the multiple intelligences theory.
Differences in behavior are something educators must always be aware of.
Impairments in children do occur and require specific instruction that is appropriate to the impairment.