Shadowing Practice: The Montessori Theory: Key Concepts - Learn English Speaking with Video
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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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Bu dersin kelimeleri ve konuşma notları
Bu videoda gölgeleme çalışması için 66 cümle ve 1086 kelime var. Konuşma bölümü 7:52 sürüyor. Konuşmacı dakikada yaklaşık 138 kelimelik dengeli bir hızla konuşuyor; gölgeleme için rahat bir tempo. Kelimelerin %88’i İngilizcede en sık kullanılan 3.000 kelime arasında, bu yüzden kelime dağarcığını takip etmek kolay.
Bu videodaki önemli kelimeler
Videodan daha az kullanılan 15 kelime, telaffuzu ve anlamıyla:
- observation /ˌɑbzɚˈveɪʃn̩/ (isim) — gözlem. The act of observing, and the fact of being observed (see observance)
- principle /ˈpɹɪn.sɪ.pəl/ (isim) — prensip, ilke. A fundamental assumption, fundamental law or guiding belief.
- explore /ɪkˈsploɹ/ (fiil) — araştırmak. To examine or investigate something systematically.
- climb /ˈklaɪ̯m/ (fiil) — tırmanmak. To traverse a slope or contour, either upwards (ascending) or downwards (descending).
- cloth /klɒθ/ (isim) — kumaş. 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/ (fiil) — absorbe etmek, soğurmak. 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/ (fiil) — araya girmek, müdahale etmek. To become involved in a situation, so as to alter or prevent an action.
- lesson /ˈlɛs.ən/ (isim) — ders, çimke. A section of learning or teaching into which a wider learning content is divided.
- gross /ɡɹoʊs/ (sıfat) — gayrisafi. remarkably great, big, vast in an often unpleasant way; (of behaviour) Highly or conspicuously offensive.
- refer /ɹɪˈfɜː/ (fiil) — zikretmek. To direct the attention of (someone toward something).
- skill /skɪl/ (isim) — beceri, maharet. A capacity to do something well; a technique, an ability, usually acquired or learned, as opposed to abilities that are regarded as innate.
- bang /ˈbæŋ/ (isim) — patlama. A sudden percussive noise.
- invite /ɪnˈvaɪt/ (fiil) — davet etmek, çağırmak. To ask for the presence or participation of someone or something.
- toy /tɔɪ/ (isim) — oyuncak. Something to play with, especially as intended for use by a child.
- dependent /dɪˈpɛndənt/ (sıfat) — bağımlı, bağlı. Relying upon; depending upon.
Duyacağınız deyimsel fiiller
- carry on /ˈkæɹi ˈɑn/ (fiil) — devam etmek, sürdürmek. To take baggage or luggage onto an airplane, rather than check it.
- find out (fiil) — anlamak, ortaya çıkarmak. To discover, as by asking or investigating.
Dikkat edilecek telaffuzlar
Konuşmacı can't, don't, you've gibi kısaltılmış biçimleri 3 kez kullanıyor. Bunları duyduğunuz gibi kısa söyleyin.
Bu videoyla nasıl çalışılır
- Videonun tamamını konuşmadan bir kez dinleyin ve bilmediğiniz kelimeleri not edin.
- Normal hızda cümle cümle tekrar edin; ritminiz konuşmacıyla aynı olana kadar her cümleyi yineleyin.
- Kendinizi kaydedin ve orijinaliyle karşılaştırın; observation, principle, explore gibi kelimelere özellikle dikkat edin.
Bu videodaki dil bilgisi
Konuşmacının en çok kullandığı yapılar, videodaki sözcüklerin aynısıyla:
| Yapı | Videoda |
|---|---|
| Present perfect have/has + fiilin üçüncü hâli — geçmişte olan ama şimdi de önemli olan bir eylem | has learned · have observed · has become |
| Edilgen yapı be + fiilin üçüncü hâli — kimin yaptığı değil, ne olduğu önemli | can be applied · must be remembered · is achieved |
Gölgeleme Tekniği Nedir?
Gölgeleme, başlangıçta profesyonel tercüman eğitimi için geliştirilen ve çok dilli Dr. Alexander Arguelles tarafından popüler hale getirilen, bilim destekli bir dil öğrenme tekniğidir. Yöntem basit ama güçlüdür: ana dili İngilizce olan bir sesi dinler ve hemen yüksek sesle tekrar edersiniz — konuşmacıyı 1-2 saniye gecikmeyle takip eden bir gölge gibi. Pasif dinleme veya dilbilgisi alıştırmalarının aksine, gölgeleme beyninizi ve ağız kaslarınızı gerçek konuşma kalıplarını eşzamanlı olarak işlemeye ve yeniden üretmeye zorlar. Araştırmalar, telaffuz doğruluğu, tonlama, ritim, bağlı konuşma, dinleme anlama ve konuşma akıcılığını önemli ölçüde geliştirdiğini göstermektedir — bu da onu IELTS Konuşma hazırlığı ve gerçek dünya İngilizce iletişimi için en etkili yöntemlerden biri yapar.