Pratica di Shadowing: The Montessori Theory: Key Concepts - Impara a parlare inglese con i video
Creazione lezione...
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.
📺 Stesso Canale
✨ Video consigliato
C13
34 frasi
TBRI®: Trust-Based Relational Intervention®
University StudentsWorking Adults
C1552 frasi
The Professor Who Taught People How To Think (1962)
IELTS PrepTOEFL PrepUniversity Students
B21
35 frasi
Montessori School Education
High School StudentsUniversity Students
C12
32 frasi
How to Formulate Research Questions: From Ideas to Actionable Data
Business EnglishUniversity StudentsWorking Adults
C12
226 frasi
When You Stop Caring, Everything Falls Into Place – Michel de Montaigne’s Philosophy
Business EnglishUniversity StudentsWorking Adults
C177 frasi
Unit 1.1: Introduction to Business Management - IB Business Management
Cambridge Exam PrepBusiness EnglishUniversity Students
C11
20 frasi
What is Psychology?
University StudentsWorking Adults
C12
59 frasi
Developing a Growth Mindset with Carol Dweck
Business EnglishUniversity StudentsWorking Adults
B21
183 frasi
how I would study Spanish (if I could start over) ⊹ resources & tips
Business EnglishDaily ConversationUniversity Students
C11
238 frasi
Cosmic Insignificance Theory: A Simple Idea That Will Change Your Life Forever
Business EnglishUniversity StudentsWorking Adults
C11
49 frasi
Vol 3 - test 1 - section 4
IELTS PrepUniversity StudentsWorking Adults
Vocabolario e note di pronuncia per questa lezione
Questo video contiene 66 frasi e 1086 parole da ripetere con lo shadowing. Il parlato dura 7:52. Chi parla mantiene un ritmo costante di circa 138 parole al minuto, comodo per lo shadowing. Il 88% delle parole rientra nelle 3.000 più comuni dell’inglese, quindi il lessico è facile da seguire.
Vocaboli chiave di questo video
15 parole meno comuni del video, con pronuncia e significato:
- observation /ˌɑbzɚˈveɪʃn̩/ (sostantivo) — osservazione. The act of observing, and the fact of being observed (see observance)
- observe /əbˈzɜːv/ (verbo) — osservare. To notice or view, especially carefully or with attention to detail.
- spill /spɪl/ (verbo) — rovesciare, versare. To drop something so that it spreads out or makes a mess; to accidentally pour.
- belief /bɪˈliːf/ (sostantivo) — credito, credenza. Mental acceptance of a claim as true.
- principle /ˈpɹɪn.sɪ.pəl/ (sostantivo) — principio. A fundamental assumption, fundamental law or guiding belief.
- explore /ɪkˈsploɹ/ (verbo) — esplorare, investigare. To examine or investigate something systematically.
- climb /ˈklaɪ̯m/ (verbo) — arrampicare, scalare. To traverse a slope or contour, either upwards (ascending) or downwards (descending).
- cloth /klɒθ/ (sostantivo) — stoffa, tessuto. 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) — completare. To satisfy, carry out, bring to completion (an obligation, a requirement, etc.).
- absorb /æbˈsɔɹb/ (verbo) — assorbire, incorporare. 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) — intervenire, interagire. To become involved in a situation, so as to alter or prevent an action.
- practical /ˈpɹæk.tɪ.kəl/ (aggettivo) — pratico. Relating to, or based on, practice or action rather than theory or hypothesis.
- lesson /ˈlɛs.ən/ (sostantivo) — lezione. A section of learning or teaching into which a wider learning content is divided.
- gross /ɡɹoʊs/ (aggettivo) — grossolano, grave. remarkably great, big, vast in an often unpleasant way; (of behaviour) Highly or conspicuously offensive.
- refer /ɹɪˈfɜː/ (verbo) — riferire. To direct the attention of (someone toward something).
I phrasal verb che sentirai
- carry on /ˈkæɹi ˈɑn/ (verbo) — andare avanti, continuare. To take baggage or luggage onto an airplane, rather than check it.
- clean up (verbo) — ripulire. To make an area or a thing clean; to pick up a mess; to tidy.
- find out (verbo) — scoprire. To discover, as by asking or investigating.
- pick up (verbo) — tirare su, sollevare. To lift; to grasp and raise.
- point out (verbo) — additare. 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.
- set up /ˌsɛt ˈʌp/ (verbo) — preparare, installare. To make ready for use.
Pronuncia a cui fare attenzione
Chi parla usa 3 contrazioni e forme ridotte, come can't, don't, you've. Pronunciale nella forma breve, così come le senti.
Come esercitarsi con questo video
- Ascolta tutto il video una volta senza parlare e annota le parole che non conosci.
- Fai shadowing frase per frase a velocità normale, ripetendo ognuna finché il tuo ritmo coincide con quello di chi parla.
- Registrati e confronta con l’originale, facendo attenzione a parole come observation, observe, spill.
La grammatica di questo video
Le strutture che chi parla usa di più, con le parole esatte del video:
| Struttura | Nel video |
|---|---|
| Present perfect have/has + participio passato — un’azione passata che conta ancora adesso | has learned · have observed · has become |
| Forma passiva be + participio passato — conta ciò che accade, non chi lo fa | can be applied · must be remembered · is achieved |
Cos'è la tecnica dello Shadowing?
Shadowing è una tecnica di apprendimento delle lingue supportata da studi scientifici, originariamente sviluppata per la formazione dei traduttori professionisti e resa popolare dal poliglotta Dr. Alexander Arguelles. Il metodo è semplice ma potente: ascolti un audio in inglese di madrelingua e lo ripeti immediatamente ad alta voce — come un'ombra che segue il parlante con un ritardo di solo 1–2 secondi. A differenza dell'ascolto passivo o degli esercizi di grammatica, lo shadowing costringe il tuo cervello e i muscoli della bocca a elaborare e riprodurre simultaneamente i modelli di discorso reale. La ricerca dimostra che migliora significativamente la precisione della pronuncia, l'intonazione, il ritmo, il discorso connesso, la comprensione dell'ascolto e la fluidità del parlato — rendendolo uno dei metodi più efficaci per la preparazione alla prova di speaking dell'IELTS e per la comunicazione reale in inglese.