The exploration of new techniques and methods is always on the educational horizon. The promise of the future has not eliminated the need for a refinement and validation of existing practices. In fact, modern technologies have allowed for a greater level of access to a variety of media and have increased the capabilities of the average educator. According to Jackie Marsh and Millard 2000, popular culture is a phrase which can be applied to a cultural text which are popular and attractive for majority of children around the globe. Popular culture has a vast variety of material which are attractive for children like bags, games, stationeries, shoes, character toys etc. This not only helps a child to get a better understanding but also encourages an educator to bring in new ideas to motivate young minds. Popular culture is first applied as a test drive but it proved to be an excellent motivational idea. In this era, where technologies and media power has no boundaries has an impact on children. Animations of different strong characters, fairyland and wonderlands have made it easier for children to imagine and fit in a particular character. In early childhood education, it is observed that a child learns whatever is been taught to them, but it becomes easier for them to adapt and practice if popular culture is used while teaching. Use of PSPs , PS2, Nintendo’s and play stations for playing different animated games sharpen their reflexes and their cognitive power. In Early childhood education, Rhymes and songs were introduced to make a child learn colors, shapes and simple concepts while playing, singing and role-plays. Popular culture should be adopted by parents, guardians and educators not only school but also in the outside world, this idea is perceived from a theory of Jackie Marsh 2009 that popular culture should be applied in schools and outside both, which clearly refers to home. Popular Culture is adapted by different practitioners where some of them came up with a different feedback. According to their experience, the change which occurred in a child after the implementation of popular culture in the early education is the glamorization of violence and adds cheapness to the value of education. It encourages a child to praise the material things which blurred the essence of education of being good to every individual regardless of color creed or status.
This “Using popular culture in the classroom” predicts the effects of the use of elements of popular culture adapted for the motivation of children in Key stage I. The research relates the case studies in which the use of a reward system favorite characters…
Careful thought must be given to how much instructions which teachers receive when, and how often. Of what duration should the instruction be? Are lengthy seminars away from school the best option, or can better results be achieved by limited curriculum within the school, between normal classes?
Where behavioral difficulties exist as a result of special needs, due to some physical or mental handicap additional involvement is crucial in the interest of developing the native abilities possessed even by those with unusual needs. It behooves professional educators to be cautious not to discard any student, any potential contributor to society.
chool success. The conclusion and recommendatins will address the two research questions at the core of planning an early college high school for African American males. These include first, the determination of authentic learning activities that promote a rigorous high school experience for African American males to yield positive outcomes in high school and college, and second, the components of a single-gender high school that will positively impact the affective and developmental needs of African American males.
The differences and similarities show how the idea of the musical has been altered into developing different ways of approaching the audience. While the main formation of the musical is noted in the new television program, there are also alterations to reach the popularity of the audience with the development of music, plot line and concepts.
This also indicates that the children interests and motivations can be encouraged by engaging their interests. A questionnaire containing some basic questions related to the techniques adapted by teachers involved for the motivation of the children was also introduced to gather all the relevant details and the application aspects of the various methods and their validity.
Discussion 14 5. Conclusion 18 References 20 Appendix 23 Abbreviations used ALT Assistant Language Teachers CLT Communicative Language Teaching EFL English as a Foreign Language JALT Japan Association for Language Teaching JET The Japan Exchange and Teaching Program JTE Japanese Teachers of English L1/2 First/Second Language MEXT Ministry of Education, Culture, Sports, Science and Technology Japanese terms Juken Eigo English for the purpose of entrance examinations (or simply ‘English for exams’) Monbukagakusho National Ministry of Education, Science, and Culture of Japan Yakudoku Word by word translation of written English into Japanese The extent to which it is appropriate or possible
Department of Education Total Number of Words: 19,920 Executive Summary This study has been generated through working in year 1 as a Teaching Assistant (TA) in a multicultural, diverse inner London primary school. Based on the first-hand experiences gained in delivering the RRP, this study aims to gather several research participants who were able to provide the researcher with deeper insights concerning the main purpose and expected outcomes of RRP – particularly in terms of improving the teaching literacy in Key Stage 1 classroom.
However, since the passage of the No Child Left Behind Act in 2001, which required a highly qualified and appropriately certified teacher in every classroom, renewed interest has prompted the creation of a host of support structures aimed at retaining novice teachers in the profession.