Maths Sir Classes Uttam Nagar Delhi

Group work isn’t the be-all and end-all of teaching strategies. Like any teaching method, it requires a great deal of thought and planning and should only be used when relevant. group work must be used “strategically, not exclusively.” Group work should be one of many tools in a teacher’s kit, an effective complement to direct learning and individual instruction. Children learning about social issues in a collaborative group environment become better decision-makers .Students were given a problem with no predetermined answer, with the aim of raising awareness about making responsible decisions. After working through the various facets of the dilemma in groups, they were found to have improved in three key aspects of decision-making: recognition of multiple sides of the dilemma considering a range of reasons to support different viewpoints weighing the costs and benefits of different decisions The same study also suggested that collaborative group work turned students into more active learners, rather than the passive recipients of direct instruction. This helps develop a sense of self-awareness and independence, which students can then apply to their other studies. Shy students – who may be afraid to participate in larger groups (e.g. when the whole class is involved) – tend to respond well to working in smaller groups, which are less intimidating and more likely to allow quieter voices to be heard. One To One Classes ONE TO ONE CLASSES One to one teaching is made more special by the fact that many teachers have to develop their own strategies, approaches and materials; one to one work is common the world over but discussion, support and resources are not. In this article we will look at what exactly makes these classes so different from teaching groups, identify the advantages and disadvantages of learning and teaching in this way, and review some possible approaches and techniques to help effective learning. Advantages The learner has the undivided attention of the teacher. This means more opportunity to engage in real communication, more feedback and better understanding of the learner’s needs. The learner often has more control over the aims of the class, the pace and the materials. The learner has more opportunities to use the teacher as a resource – to ask questions, to see models of language, and to practice skills. The learner can develop a real and productive relationship with the teacher The learner’s needs can be addressed more fully because there is more flexibility in timing and structure The teacher has a greater opportunity to engage in real interaction and to learn The teacher does not need to worry about the problems of large groups – mixed ability, group dynamics, early finishers, late arrivals etc.