CLASSROOM RESOURCES & HOW TO MANAGE CHILDREN WITH LEARNING PROBLEMS

Copyright © 2022 by:

FRED A. OYETAKIN
CLASSROOM RESOURCES & HOW TO MANAGE CHILDREN WITH LEARNING PROBLEMS

Published in Nigeria by:
EVERGREEN WISDOM PUBLISHERS

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INTRODUCTION
Children learn at different rates and by different means. There are those who learn better when they hear; others learn better when they see and touch and some others learn more when they combine all the senses of hearing, sight, touch and even tasting and smelling. Consequently, the emphasis in teaching in our schools today is on the use of devices to provide varied learning opportunities for children. Instead of merely relying on the teacher’s verbalization or voice, there is a movement towards the use of a great variety of materials around which can be used to make our meanings clearer, understandable and interesting. These materials are often referred to as resources. In this ebook, you will learn about these resources in the classroom and how they are managed.

As you're already aware, children in your class came from diverse backgrounds. They have with individual pecularities. Some may have difficulties in learning in one area or the other. You'll discover in this book how to identify these learning problems in your learners, and how you can help such children.

You will also learn about record keeping and its importance in the school system. Children with difficulty in learning are also discussed and the various ways through which their problems could be handled by their teacher(s) are equally highlighted.

CONTENTS
1. Types of visual material resources in the classroom;
2. Guidelines for the selection of material resources in teaching;
3. Principles which govern the use of material resources in teaching;
4. Causes of learning problems in children;
5. Ways of assisting a child with learning problems;
6. Importance of the school records;
7. Procedure for keeping the school records.

RESOURCES IN THE CLASSROOM
Ordinarily, resources are materials which help in doing something. For example, flour, sugar, water and so on serve as resources for the preparation of bread or cake. In the classroom situation, resources become materials or devices which are used to facilitate teaching and learning. Resources in the classroom can be classified into two broad categories. Those which appeal to the sense of sight are classified as visual material resources and those which appeal to the sense of hearing are classified as audio materials. There are also those which combine both features and are classified as audio-visual (AV) materials.
Below are examples of material resources according to the above classifications:

1. Audio-Materials
Radio
Tape-recorded material
Record Player

2. Visual Materials
Pictures
Objects like pen, tin, cup
Specimens like feather, egg, frog, fish
Textbooks
Workbook
Newspapers
Magazines
Chalkboard
Projected materials like slides, films and film- strips, over-head projector
Charts
Maps and globes
Posters
Diagrams

3. Audio-Visual Materials
Television
Cinema

Video tape recorder and TV.

While it should be noted that the above list is not exhaustive, it should also be noted that all 3. of them may not be available in a single school. Also, each of these materials or resources has
its advantages and disadvantages when selected for use in teaching.

For example, the radio
has the following advantages:

It is informative. Pupils get information and news from radio. In this way, they become aware
of what is happening in the state or country. For example, pupils get to know about most government policies and programmes on the radio.

The radio serves educative purpose In addition to the informal experiences it provides, there are also educational programmes on radio. These programmes are based on selected topics in
the major school subjects like English, Mathematics and the Sciences and presented by professional teachers in these areas.

Unfortunately, radio has the following disadvantages: It does not repeat itself. If a pupil fails to hear what the radio says, he forfeits the opportunity as the radio does not repeat itself

Most of the educational programmes on radio are often not aired or broadcast at suitable times. They are hardly broadcast during schools hours. Hence, the teacher is unable to adapt them to facilitate teaching during the normal lesson for the subjects

At times, a number of factors could make the use of radio in teaching to fail. For example, thunder could disturb the radio wave and the volume of the radio such that pupils may lose trend of the radio programme.

GUIDELINES FOR THE SELECTION OF MATERIAL RESOURCES IN TEACHING
When the resources in the classroom are employed in teaching and learning situation, they become teaching aids. Since these resources aid teaching and learning, they must be carefully selected in order to facilitate the attainment of the set objectives.
The following guidelines for the selection of resources have been suggested:
1. Visibility:
Whenever, a visual material is to be selected for use in teaching, an important factor to be considered is the ease with which the pupils can see the materials be they objects, models or specimens. For example, if a diagram showing the parts of a leaf is used to illustrate the topic, it is only sensible for the diagram and the labeling to be as bold as possible. This is necessary so that pupils sitting at the back of the class can see without straining their eyes

2. Audibility:
If the material resources to be used are those which make sense or meaning when heard, they should be audible. In other words, they should be easily heard by all the pupils in the class without straining their ears. For example, if a taped or recorded educational programme is to be used, the recording should be well done to produce good output. Where there is no electricity, good batteries should be used so that the sounds produced can be distinct and clear.

3. Relevance:
Resources selected for use become useless if they are not relevant to the topic to be taught. They are supposed to promote the lesson objectives. Therefore, the relationship between the resources and these objectives should always be the guiding principle in the selection of material resources for teaching and learning.

4. Attractiveness:
One of the roles of teaching aids or material resources is to stimulate and sustain pupils’ interest in the lesson. Therefore, whatever materials you select for use must be attractive and carefully arranged. A well-drawn and neatly labeled diagram is likely to be more attractive than a mutilated one.

5. Simplicity:
Any material resources selected for use is supposed to convey a given information which is relevant to the behavioural objectives for the lesson. Example, if you want to teach the parts of a feather, it would be more appropriate to use a single feather rather than drawing a complete fowl. Otherwise, some pupils’ attention would be taken by the other parts of the fowl.

6. Easy usage:
Before you choose to use a given material resource, be it visual or audio, you must ensure that you can manipulate it with ease. It becomes ridiculous and embarrassing if you come to the class with an equipment which you cannot operate. Today, there are numerous electronic media or resources which are being used to improve teaching and learning. These include films and filmstrips, projector, and so on. Some of these demand little technical skill to manipulate. The ease with which you can use a given material resource should always guide your selection.

7. Availability:
One thing is to conceive of a very important and effective material resource and another is for it to be readily available. Therefore, you should always consider the availability of the materials you intend to select for use. Availability here includes locating the materials and their prices. Those to be selected should be what the school can afford. It is however more appropriate to make use of simple and cheap materials so that the teacher can improvise some of them when the school cannot afford them.

8. Class/School environment:
The classroom and school environment determines to a great extent what materials are to be selected for use in teaching and learning. If there is no electricity it is no use thinking of a television or projector. If there is no dark- room, projector may not be thought of.

9. Durability:
When materials are used to illustrate or demonstrate teaching, they are supposed to be kept or preserved for some time. At times, pupils may want to demonstrate the use of such materials at the end of the lesson. In fact, the lesson period may be too short for the pupils to fully appreciate the meaning of the materials. As soon as the lesson ends, they try to pay more attention to the study of the diagram or specimen or object. Therefore, the materials to be selected should be such that is durable and capable of being preserved for a fairly long time. Besides, other teachers may want to make use of the materials such as maps, specimens, objects and equipment in their lessons.


THIS IS AN EXTRACT FROM ONE OF MY EBOOKS (CLASSROOM REWSOURCES & HOW TO MANAGE CHILDREN WITH LEARNING PROBLEMS).
I RECENTLY OFFERED THIS EBOOK AS A GIVEAWAY TO TEACHERS AND PRIVATE SCHOOL OWNERS. YOU MAY CONTACT THE AUTHOR FOR YOUR FREE COPY


THE AUTHOR
Fred Oyetakin is an educator by profession, and anointed teacher of the Word of God by calling.
He has over 15 years’ experience in the education sector, where he served both as a senior teacher, and an administrator.
His wealth of experience, creative ability, problem solving skill, and innovative strategies, have helped many school owners, and teachers across nations through his online trainings, courses, seminars, and eBooks.
Fred, a passionate educator with unwavering commitment to excellence, is a dynamic resource person, trainer, and speaker. He consults for schools both online, and face to face.
His undiluted insights from the Word of God has blessed multitude. He's particularly gifted in the area of teaching and training with uncommon impact. His creative teachings of divine wisdom principles have help numerous people find direction and fulfillment in life.
Fred pioneer and pastor EVERGREEN WISDOM CHURCH, Port Harcourt, Nigeria.

EBOOKS BY FRED OYETAKIN
1. The 4 Indispensable Pillars Of School Growth
2. How To Attract & Retain Quality Parents For School Growth
3. How To Recruit And Retain Smart Teachers
4. School Internal Control Procedures
5. Teaching & The Teacher (TTT)
6. Classroom Communication & Effective Learning (CCEL)
7. Teachers & Educational Psychology (TEP)
8. Productive Evaluation In Education (PEE)
9. The 21st Century School Culture & Structure
10. How & When To Promote Your Teacher
11. Sales Presentation Guide (How To Present Your School To Prospective Parents)
12. Classroom Resources & Management Of Students With Learning Problems
13. How To Help Your Students Make Maximum Impact In Exam
14. Fundamental of Educational Management
15. Principles & Practice of Education Customer Service
16. The 5 Fundamental Pillars of Education Quality Assurance
17. HOLY SPIRIT: My Helper
18. Your Mind & Your Productivity
19. The EAGLE Teacher
20. The Intentional & Indispensable Educator
21. Leadership, Ethics, Attitude & Productivity (LEAP) For Teachers

ONLINE COURSES, TRAININGS BY FRED OYETAKIN
1. Leadership, Ethics, Attitudes & Productivity (LEAP) For Teachers
2. Teachers Professional Development (TPD) 4 In 1 Courses
3. Educational Quality Assurance (EQA) Course
4. The Intentional & Indispensable Teacher (TIIT) Training
5. Educators & Complete Education (ECE) Training
6. The IDEAL Teacher
7. School Marketing Management Course
8. And lots more….

frederichoyetakin@gmail.com.+2348065183565, +2348092065129