A Class of Their Own: When Children Teach Children by Dennie Briggs

By Dennie Briggs

Seven million extra little ones will input our school rooms within the subsequent decade whereas the variety of teenagers increases by means of 20%. we'll require 3 million new academics to educate this increasing scholar inhabitants. Briggs proposes a application for education teenagers to instruct more youthful scholars, thereby releasing up academics to dedicate time to scholars who want extra individualized consciousness and to coach analytic and human relatives abilities and ingenious makes use of of expertise. little ones are able and want possibilities to take part in educating in addition to studying. Peer lecturers enhance their clutch of the topic and more youthful young children research from those that really converse their language. the result's a together worthy method for either academics and youngsters.

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College studentswere about the same proportionately. These learning patterns of high school students first showed up in their elementary years. The proportion of active, concretelearners in thepublic schools would likely be closer to the75 percent he forecast for the general population. Schroeder concludes the importance of his study is that many teachers interpret these “naturaldifferences” in students as deficiencies. He speaks of the “mismatchbetween what teachers prefer as learning patterns and what faces them in the classroom.

M y first-grade teacher was orderly and disciplined. I was excited about learning to read. Each day, she got us 14 *:* A Class of Their Own in small groups of five or six for a reading session; for homework, we had to review what we’d read. She put a rubber bandon theremainder of the book, and we weren’t allowed to look further. My second-grade teacher, who was rather nondescript,faithfully followed her lesson plans and rarely departed; I don’t recall her ever smiling or laughing. But my third- and fourth-grade teachers terrorized us.

And so, back to the cards-this time with their students. If a teacher has selected twelve children who need special help with reading, then some trainingsessions on specific methods will be in order. But mostolder children already know these. The teacher canask them how they learned a specific subject matter and, from their collective experiences, build a model for teaching specific content. Teaching materials inevitably follow. Peer teachers, with support and encouragement are extremely imaginative in devising them.

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