Prática de Shadowing: The Montessori Theory: Key Concepts - Aprenda a falar inglês com vídeo
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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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Vocabulário e dicas de fala para esta lição
Este vídeo tem 66 frases e 1086 palavras para praticar shadowing. A fala dura 7:52. O falante mantém um ritmo estável de cerca de 138 palavras por minuto, confortável para o shadowing. 88% das palavras estão entre as 3.000 mais comuns do inglês, por isso o vocabulário é fácil de acompanhar.
Vocabulário principal deste vídeo
15 palavras menos comuns do vídeo, com pronúncia e significado:
- observation /ˌɑbzɚˈveɪʃn̩/ (substantivo) — observação. The act of observing, and the fact of being observed (see observance)
- observe /əbˈzɜːv/ (verbo) — seguir, acompanhar. To notice or view, especially carefully or with attention to detail.
- spill /spɪl/ (verbo) — derramar, entornar. To drop something so that it spreads out or makes a mess; to accidentally pour.
- belief /bɪˈliːf/ (substantivo) — crença. Mental acceptance of a claim as true.
- principle /ˈpɹɪn.sɪ.pəl/ (substantivo) — princípio. A fundamental assumption, fundamental law or guiding belief.
- explore /ɪkˈsploɹ/ (verbo) — explorar. To examine or investigate something systematically.
- climb /ˈklaɪ̯m/ (verbo) — subir. To traverse a slope or contour, either upwards (ascending) or downwards (descending).
- cloth /klɒθ/ (substantivo) — pano, tecido. 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) — realizar, cumprir. To satisfy, carry out, bring to completion (an obligation, a requirement, etc.).
- absorb /æbˈsɔɹb/ (verbo) — absorver. 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/ (adjetivo) — prático. Relating to, or based on, practice or action rather than theory or hypothesis.
- lesson /ˈlɛs.ən/ (substantivo) — lição. A section of learning or teaching into which a wider learning content is divided.
- gross /ɡɹoʊs/ (adjetivo) — bruto. remarkably great, big, vast in an often unpleasant way; (of behaviour) Highly or conspicuously offensive.
- refer /ɹɪˈfɜː/ (verbo) — encaminhar. To direct the attention of (someone toward something).
- skill /skɪl/ (substantivo) — habilidade, talento. 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 você vai ouvir
- clean up (verbo) — dar uma limpeza, limpar. To make an area or a thing clean; to pick up a mess; to tidy.
- find out (verbo) — descobrir. To discover, as by asking or investigating.
- pick up (verbo) — pegar. To lift; to grasp and raise.
- point out (verbo) — apontar. 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) — preparar. To make ready for use.
- stand back (verbo) — distanciar-se, ir para trás. To maintain distance.
Pronúncia para ficar de olho
O falante usa 3 contrações e formas reduzidas, como can't, don't, you've. Diga-as na forma curta, do jeito que você ouve.
Como praticar com este vídeo
- Ouça o vídeo inteiro uma vez sem falar e anote as palavras que você não conhece.
- Faça shadowing frase por frase na velocidade normal, repetindo cada uma até o seu ritmo ficar igual ao do falante.
- Grave a sua voz e compare com o original, prestando atenção a palavras como observation, observe, spill.
Gramática neste vídeo
As estruturas que o falante mais usa, com as palavras exatas do vídeo:
| Estrutura | No vídeo |
|---|---|
| Present perfect have/has + particípio passado — uma ação passada que ainda importa agora | has learned · have observed · has become |
| Voz passiva be + particípio passado — o foco está no que acontece, não em quem faz | can be applied · must be remembered · is achieved |
O que é a Técnica de Shadowing?
Shadowing é uma técnica de aprendizado de idiomas com base científica, originalmente desenvolvida para o treinamento de intérpretes profissionais. O método é simples, mas poderoso: você ouve áudio em inglês nativo e repete imediatamente em voz alta — como uma sombra seguindo o falante com 1-2 segundos de atraso. Pesquisas mostram melhora significativa na precisão da pronúncia, entonação, ritmo, sons conectados, compreensão auditiva e fluência na fala.