Process of Education and Teacher Methods

Understand first the mission of the Primary Program, which is to nurture the ability of children to learn about themselves and their world. It is evident that in the philosophy of the Primary Program, to teach is not to impose knowledge or ideas but to elicit learning from within each individual student. This means enabling the child to learn rather than forcing the child to learn or making the child learn in a rote manner. The method used creates a cafe, caring, and stimulating environment where learning may flourish:

The Program recognizes that children are individuals and every child is unique. The Program accommodates the broad range of children's needs, their learning rates and styles, and their knowledge, experiences, and interests to facilitate continuous learning (Primary Program Foundation Document, 1989, 15).

In the Primary Program Foundation Document, Alan A. Glatthorn ident

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ists and teachers, and the different styles emphasize important aspects of the issue and often different views of the learning process. Pestalozzi (1970) notes a particular view of teaching when he writes, The child must be brought to a high degree of knowledge both of things and of words before it is reasonable to teach him to spell or read (Pestalozzi, 1970, 47). Pestalozzi sees teaching as an art rather than a science, and indeed this idea is repeated by many progressive theorists of education. As noted, it is possible to distinguish among the terms encourage, facilitate, and guide even though they are related to one another and may overlap at any given point in the educational process. The term teach, however, includes the others and relates them in some fashion to a philosophy of education and a theory of learning. Consider how these terms relate to the argument between those supporting the more traditional rote learning method and more progressive methods of developing the ability to learn in the individual child. The issue is teaching style and structure, and the two sides of the issue address the nature of what the learning experience should be and how the teacher and pupil should relate to one another within that
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Approximate Word count = 2053
Approximate Pages = 8 (250 words per page)

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