Shadowing Practice: The Montessori Theory: Key Concepts - Learn English Speaking with Video
Creando lección...
1
The Montessori theory is a method of teaching developed by Maria Montessori where the key principles are independence,
2
observation, following the child, correcting the child, prepared environment, and absorbent mind.
3
It is important to note that the Montessori theory methods, concepts, and foundation principles can be applied across all ages.
4
It is within these concepts that we find the reasoning behind why things are such in a Montessori environment.
5
The following are the goals and beliefs that Maria Montessori held with regards to her approach to educating children.
6
So, in what follows, I will very briefly sketch the key concepts of the Montessori theory.
7
On independence Maria Montessori said, never help a child with a task at which he feels he can succeed.
8
It must be remembered
9
that it is always a goal of Montessori education in the classrooms to make the child independent
10
and be able to do things for himself.
11
This is achieved by giving children opportunities.
12
Opportunities to move, to dress themselves, to choose what they want to do, and to help the adults with tasks.
13
When the children are able to do things for themselves, there is an increase in their self -belief, self -confidence, and self -esteem that they may carry on throughout their life.
14
Observation, or watching the child, is for parents easy to do.
15
We can spend countless hours just watching children and see how they are enjoying themselves, exploring their environment.
16
This was the simple method of how Maria Montessori has learned about children and developed her theories on child development.
17
She observed without preconceived ideas that helped her develop materials that the children needed and were interested in.
18
Observation is also the way adults can learn about what the child needs are.
19
For example, if a child starts banging on objects, it means that he has a need for that gross motor activity, so give him a drum.
20
If children are pushing things around the room and they need to walk, but can't do it themselves yet, help them or give them a wagon to push.
21
This is how observation can help create harmony, fulfilling the child's current needs. On following the child.
22
From what you have observed from the actions of the children, follow them in what they need to do.
23
If they want to climb, give them the opportunity to climb in a safe manner, do not be overprotective.
24
Following the child also means being non -directive.
25
Do not tell them what to do all the time.
26
Give your child the freedom to choose what he wants or needs to do and to act on his own.
27
Do not tell them what they have to do, but rather present them with choices of different materials or toys.
28
Also, stand back and watch the child what he does.
29
There is no need to intervene all the time unless he has become really destructive and about to hurt himself or others.
30
Knowing when to intervene is a skill parents will learn as they get to know their child
31
and as parents have set limits for the child.
32
On correcting the child children make mistakes they may spill something drop food unintentionally and so on
33
there is no need to raise your voice in situations like those
34
instead calmly recognize the mistake saying for example oh you've spilled the water why don't we get a cloth
35
and wipe it up.
36
This is an opportunity to ask the child to do some valid practical work with you.
37
You will find that children do like to clean up as they see it as something adults do.
38
There is no need to blatantly point out a child's mistake, there is a way to make them realize it. For example,
39
with a cloth bib a child who is learning how drink from a glass will find out
40
that if he tips the glass a bit too early, the water will spill on him and he will feel it.
41
If they mispronounce a word, there is no need to correct them, but rather say the word correctly.
42
Correcting children may result in them being scared to attempt anything in fear of making another mistake.
43
Children will make mistakes and we need to teach them in a nice manner.
44
Giving the children freedom and choice, supporting them in their choice by making sure they are safe, feeding their inquiring minds in a way that they can understand
45
and observing their needs and fulfilling these can be the key to helping your children develop their full potential.
46
On prepared environment The prepared environment is important part of Montessori.
47
It is the link for a child to learn from adults.
48
Rooms are child -sized with activities set up for success and allow freedom of movement and choice.
49
The environment has to be safe for the child to explore freely.
50
The environment has to be ready and beautiful for the children so it invites them to work.
51
Montessori refers to work as an activity the child does or what many people might call play.
52
She calls this work since it is through this that they create themselves and it is not just a play.
53
Their play is their work and they are still enjoying it.
54
The adult's role then is to construct the environment in which they will learn.
55
The development of the child is therefore dependent on the environment she
56
or he is in and this environment also includes the parents. On absorbent mind.
57
Montessori observed how children learn the language without anyone teaching them.
58
This sparked her idea for the absorbent mind.
59
Children under the age of three do not need to have lessons in order to learn, they simply absorb everything in the environment by experiencing it, being part of it.
60
It is therefore important that the environment set up is good, nice and positive since this is what the child will absorb whether he chooses to or not.
61
The language of the adult is one that a child will easily pick up.
62
Be careful of what you say around them.
63
Even though you think they are not listening, as they may not be able to express themselves yet, when they can you will not want them swearing back at you.
64
It is for this reason that one should not try to say no to a child.
65
We do not want them saying no to us rudely.
66
Instead, we say stop when we want to tell children that what they are doing is wrong.
📺 Mismo canal
✨ Recomendar Video
C13
34 oraciones
TBRI®: Trust-Based Relational Intervention®
University StudentsWorking Adults
C1552 oraciones
The Professor Who Taught People How To Think (1962)
IELTS PrepTOEFL PrepUniversity Students
B21
35 oraciones
Montessori School Education
High School StudentsUniversity Students
C12
226 oraciones
When You Stop Caring, Everything Falls Into Place – Michel de Montaigne’s Philosophy
Business EnglishUniversity StudentsWorking Adults
C177 oraciones
Unit 1.1: Introduction to Business Management - IB Business Management
Cambridge Exam PrepBusiness EnglishUniversity Students
B21
183 oraciones
how I would study Spanish (if I could start over) ⊹ resources & tips
Daily ConversationUniversity StudentsWorking Adults
C11
20 oraciones
What is Psychology?
University StudentsWorking Adults
C12
59 oraciones
Developing a Growth Mindset with Carol Dweck
Business EnglishUniversity StudentsWorking Adults
C11
238 oraciones
Cosmic Insignificance Theory: A Simple Idea That Will Change Your Life Forever
Business EnglishUniversity StudentsWorking Adults
C11
49 oraciones
Vol 3 - test 1 - section 4
IELTS PrepUniversity StudentsWorking Adults
C14
88 oraciones
Contemporary Topics 2 Unit 1 Lecture with Powerpoint
IELTS PrepTOEFL PrepUniversity Students
Vocabulario y notas de pronunciación para esta lección
Este vídeo tiene 66 frases y 1086 palabras para practicar shadowing. La parte hablada dura 7:52. El hablante mantiene un ritmo constante de unas 138 palabras por minuto, cómodo para el shadowing. El 88 % de las palabras está entre las 3.000 más comunes del inglés, por lo que el vocabulario es fácil de seguir.
Vocabulario clave de este vídeo
15 palabras menos comunes del vídeo, con su pronunciación y significado:
- observation /ˌɑbzɚˈveɪʃn̩/ (sustantivo) — observación, vigilancia. The act of observing, and the fact of being observed (see observance)
- observe /əbˈzɜːv/ (verbo) — servar, observar. To notice or view, especially carefully or with attention to detail.
- spill /spɪl/ (verbo) — derramar, verter. To drop something so that it spreads out or makes a mess; to accidentally pour.
- belief /bɪˈliːf/ (sustantivo) — creencia. Mental acceptance of a claim as true.
- principle /ˈpɹɪn.sɪ.pəl/ (sustantivo) — principio. A fundamental assumption, fundamental law or guiding belief.
- explore /ɪkˈsploɹ/ (verbo) — explorar. To examine or investigate something systematically.
- climb /ˈklaɪ̯m/ (verbo) — escalar, subir. To traverse a slope or contour, either upwards (ascending) or downwards (descending).
- cloth /klɒθ/ (sustantivo) — tela. A fabric, usually made of woven, knitted, or felted fibres or filaments, such as used in dressing, decorating, cleaning or other practical use. Sometimes…
- fulfill /fʊlˈfɪl/ (verbo) — cumplir. To satisfy, carry out, bring to completion (an obligation, a requirement, etc.).
- absorb /æbˈsɔɹb/ (verbo) — absorber. To include so that it no longer has separate existence; to overwhelm; to cause to disappear as if by swallowing up; to incorporate; to assimilate; to take in…
- intervene /ˌɪntəˈviːn/ (verbo) — intervenir, involucrarse. To become involved in a situation, so as to alter or prevent an action.
- practical /ˈpɹæk.tɪ.kəl/ (adjetivo) — práctico. Relating to, or based on, practice or action rather than theory or hypothesis.
- lesson /ˈlɛs.ən/ (sustantivo) — lección. A section of learning or teaching into which a wider learning content is divided.
- refer /ɹɪˈfɜː/ (verbo) — referir, remitir. To direct the attention of (someone toward something).
- skill /skɪl/ (sustantivo) — destreza, habilidad. A capacity to do something well; a technique, an ability, usually acquired or learned, as opposed to abilities that are regarded as innate.
Phrasal verbs que vas a escuchar
- act on (verbo) — actuar en base a, reaccionar ante. To act decisively on the basis of information received or deduced.
- carry on /ˈkæɹi ˈɑn/ (verbo) — continuar, proseguir. To take baggage or luggage onto an airplane, rather than check it.
- clean up (verbo) — limpiar. To make an area or a thing clean; to pick up a mess; to tidy.
- find out (verbo) — averiguar, anoticiarse. To discover, as by asking or investigating.
- pick up (verbo) — coger, asir. To lift; to grasp and raise.
- point out (verbo) — señalar, apuntar. To identify among a group of similar subjects, or in a scene where the subject might not be readily seen or noticed, with a gesture of the body.
Pronunciación a tener en cuenta
El hablante usa 3 contracciones y formas reducidas, como can't, don't, you've. Dilas en su forma corta, tal como las oyes.
Cómo practicar con este vídeo
- Escucha el vídeo entero una vez sin hablar y anota las palabras que no conoces.
- Haz shadowing frase por frase a velocidad normal, repitiendo cada una hasta que tu ritmo coincida con el del hablante.
- Grábate y compara con el original, prestando atención a palabras como observation, observe, spill.
Gramática en este vídeo
Las estructuras que más usa el hablante, con las palabras exactas del vídeo:
| Estructura | En el vídeo |
|---|---|
| Present perfect have/has + participio pasado — una acción pasada que sigue importando ahora | has learned · have observed · has become |
| Voz pasiva be + participio pasado — importa lo que ocurre, no quién lo hace | can be applied · must be remembered · is achieved |
¿Qué es la Técnica de Shadowing?
Shadowing es una técnica de aprendizaje de idiomas respaldada por la ciencia, desarrollada originalmente para la formación de intérpretes profesionales y popularizada por el políglota Dr. Alexander Arguelles. El método es simple pero poderoso: escuchas audio en inglés nativo y lo repites en voz alta de inmediato, como una sombra que sigue al hablante con solo 1-2 segundos de retraso. A diferencia de la escucha pasiva o los ejercicios de gramática, el shadowing obliga a tu cerebro y músculos de la boca a procesar y reproducir simultáneamente patrones de habla reales. Las investigaciones muestran que mejora significativamente la precisión de la pronunciación, la entonación, el ritmo, el habla conectada, la comprensión auditiva y la fluidez al hablar, convirtiéndola en una de las metodologías más efectivas para la preparación del IELTS Speaking y la comunicación en inglés en el mundo real.