शैडोइंग अभ्यास: The Montessori Theory: Key Concepts - वीडियो के साथ अंग्रेजी बोलना सीखें
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The Montessori theory is a method of teaching developed by Maria Montessori where the key principles are independence,
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observation, following the child, correcting the child, prepared environment, and absorbent mind.
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It is important to note that the Montessori theory methods, concepts, and foundation principles can be applied across all ages.
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It is within these concepts that we find the reasoning behind why things are such in a Montessori environment.
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The following are the goals and beliefs that Maria Montessori held with regards to her approach to educating children.
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So, in what follows, I will very briefly sketch the key concepts of the Montessori theory.
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On independence Maria Montessori said, never help a child with a task at which he feels he can succeed.
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It must be remembered
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that it is always a goal of Montessori education in the classrooms to make the child independent
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and be able to do things for himself.
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This is achieved by giving children opportunities.
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Opportunities to move, to dress themselves, to choose what they want to do, and to help the adults with tasks.
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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.
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Observation, or watching the child, is for parents easy to do.
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We can spend countless hours just watching children and see how they are enjoying themselves, exploring their environment.
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This was the simple method of how Maria Montessori has learned about children and developed her theories on child development.
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She observed without preconceived ideas that helped her develop materials that the children needed and were interested in.
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Observation is also the way adults can learn about what the child needs are.
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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.
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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.
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This is how observation can help create harmony, fulfilling the child's current needs. On following the child.
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From what you have observed from the actions of the children, follow them in what they need to do.
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If they want to climb, give them the opportunity to climb in a safe manner, do not be overprotective.
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Following the child also means being non -directive.
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Do not tell them what to do all the time.
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Give your child the freedom to choose what he wants or needs to do and to act on his own.
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Do not tell them what they have to do, but rather present them with choices of different materials or toys.
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Also, stand back and watch the child what he does.
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There is no need to intervene all the time unless he has become really destructive and about to hurt himself or others.
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Knowing when to intervene is a skill parents will learn as they get to know their child
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and as parents have set limits for the child.
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On correcting the child children make mistakes they may spill something drop food unintentionally and so on
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there is no need to raise your voice in situations like those
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instead calmly recognize the mistake saying for example oh you've spilled the water why don't we get a cloth
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and wipe it up.
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This is an opportunity to ask the child to do some valid practical work with you.
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You will find that children do like to clean up as they see it as something adults do.
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There is no need to blatantly point out a child's mistake, there is a way to make them realize it. For example,
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with a cloth bib a child who is learning how drink from a glass will find out
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that if he tips the glass a bit too early, the water will spill on him and he will feel it.
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If they mispronounce a word, there is no need to correct them, but rather say the word correctly.
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Correcting children may result in them being scared to attempt anything in fear of making another mistake.
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Children will make mistakes and we need to teach them in a nice manner.
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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
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and observing their needs and fulfilling these can be the key to helping your children develop their full potential.
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On prepared environment The prepared environment is important part of Montessori.
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It is the link for a child to learn from adults.
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Rooms are child -sized with activities set up for success and allow freedom of movement and choice.
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The environment has to be safe for the child to explore freely.
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The environment has to be ready and beautiful for the children so it invites them to work.
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Montessori refers to work as an activity the child does or what many people might call play.
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She calls this work since it is through this that they create themselves and it is not just a play.
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Their play is their work and they are still enjoying it.
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The adult's role then is to construct the environment in which they will learn.
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The development of the child is therefore dependent on the environment she
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or he is in and this environment also includes the parents. On absorbent mind.
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Montessori observed how children learn the language without anyone teaching them.
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This sparked her idea for the absorbent mind.
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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.
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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.
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The language of the adult is one that a child will easily pick up.
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Be careful of what you say around them.
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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.
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It is for this reason that one should not try to say no to a child.
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We do not want them saying no to us rudely.
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Instead, we say stop when we want to tell children that what they are doing is wrong.
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इस पाठ की शब्दावली और बोलने के सुझाव
इस वीडियो में शैडोइंग के लिए 66 वाक्य और 1086 शब्द हैं। बोला गया हिस्सा 7:52 लंबा है। वक्ता लगभग 138 शब्द प्रति मिनट की स्थिर गति से बोलता है, जो शैडोइंग के लिए आरामदायक है। 88% शब्द अंग्रेज़ी के 3,000 सबसे आम शब्दों में से हैं, इसलिए शब्दावली आसान है।
इस वीडियो की मुख्य शब्दावली
वीडियो के 15 कम प्रचलित शब्द, उच्चारण और अर्थ के साथ:
- observation /ˌɑbzɚˈveɪʃn̩/ (संज्ञा) — अवलोकन, प्रेक्षण. The act of observing, and the fact of being observed (see observance)
- observe /əbˈzɜːv/ (क्रिया) — देखना. To notice or view, especially carefully or with attention to detail.
- spill /spɪl/ (क्रिया) — छलकना. To drop something so that it spreads out or makes a mess; to accidentally pour.
- belief /bɪˈliːf/ (संज्ञा) — विश्वास, धारणा. Mental acceptance of a claim as true.
- principle /ˈpɹɪn.sɪ.pəl/ (संज्ञा) — जड़सूत्र, असूल. A fundamental assumption, fundamental law or guiding belief.
- explore /ɪkˈsploɹ/ (क्रिया) — अन्वेषण करना. To examine or investigate something systematically.
- climb /ˈklaɪ̯m/ (क्रिया) — चढ़ना. To traverse a slope or contour, either upwards (ascending) or downwards (descending).
- cloth /klɒθ/ (संज्ञा) — कपड़ा, पारचा. A fabric, usually made of woven, knitted, or felted fibres or filaments, such as used in dressing, decorating, cleaning or other practical use. Sometimes…
- absorb /æbˈsɔɹb/ (क्रिया) — सोखना. 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…
- practical /ˈpɹæk.tɪ.kəl/ (विशेषण) — प्रायोगिक. Relating to, or based on, practice or action rather than theory or hypothesis.
- lesson /ˈlɛs.ən/ (संज्ञा) — पाठ, सबक़. A section of learning or teaching into which a wider learning content is divided.
- skill /skɪl/ (संज्ञा) — कुशलता, कौशल. A capacity to do something well; a technique, an ability, usually acquired or learned, as opposed to abilities that are regarded as innate.
- invite /ɪnˈvaɪt/ (क्रिया) — आमंत्रित करना. To ask for the presence or participation of someone or something.
- toy /tɔɪ/ (संज्ञा) — खिलौना. Something to play with, especially as intended for use by a child.
- dependent /dɪˈpɛndənt/ (विशेषण) — आश्रित, निर्भर. Relying upon; depending upon.
वीडियो में आने वाली फ़्रेज़ल वर्ब
- pick up (क्रिया) — उठाना. To lift; to grasp and raise.
ध्यान देने योग्य उच्चारण
वक्ता 3 बार संक्षिप्त रूपों का प्रयोग करता है, जैसे can't, don't, you've। इन्हें वैसे ही छोटा बोलें जैसा आप सुनते हैं।
इस वीडियो से अभ्यास कैसे करें
- पहले बिना बोले पूरा वीडियो एक बार सुनें और जो शब्द नहीं आते उन्हें लिख लें।
- सामान्य गति पर एक-एक वाक्य की शैडोइंग करें और हर वाक्य तब तक दोहराएँ जब तक आपकी लय वक्ता से न मिल जाए।
- अपनी आवाज़ रिकॉर्ड करें और मूल से तुलना करें, ख़ासकर observation, observe, spill जैसे शब्दों पर ध्यान दें।
इस वीडियो का व्याकरण
वक्ता जिन संरचनाओं का सबसे अधिक प्रयोग करता है, वीडियो के असली शब्दों के साथ:
| संरचना | वीडियो में |
|---|---|
| Present perfect have/has + past participle — बीता हुआ काम जिसका असर अभी भी है | has learned · have observed · has become |
| Passive voice be + past participle — ज़ोर इस पर कि क्या होता है, न कि कौन करता है | can be applied · must be remembered · is achieved |
शैडोइंग तकनीक क्या है?
शैडोइंग (Shadowing) एक विज्ञान-समर्थित भाषा सीखने की तकनीक है जो मूल रूप से पेशेवर दुभाषिया प्रशिक्षण के लिए विकसित की गई थी। विधि सरल लेकिन शक्तिशाली है: आप मूल अंग्रेज़ी ऑडियो सुनते हैं और तुरंत इसे ज़ोर से दोहराते हैं — जैसे वक्ता की छाया 1-2 सेकंड की देरी से। शोध से पता चलता है कि यह उच्चारण सटीकता, स्वर, लय, जुड़ी हुई ध्वनियाँ, सुनने की समझ और बोलने की प्रवाहशीलता में काफ़ी सुधार करता है।