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After the start; The real challenge of writing education begins when children develop basic writing skills. The challenge develops the following two things: 1. Listening intelligence 2. The desire to communicate i.e. to communicate. To achieve these two objectives, the teacher has to keep a distant goal in mind while planning every small activity.
Here again, listener intelligence, and
communication desire are related to both writing and communication. Thus, writing will benefit from
conversational activities and conversation will benefit from writing
activities. Listener intelligence
requires that we have a certain person in mind when writing. The desire to communicate requires that we
have a definite purpose for writing.
Children's writing - be it a word, a sentence or a short story - is mostly for the teacher. The teacher can show different listeners (or readers) for different activities to broaden the listener's intellect. Namely, children sitting in the first row, children sitting in the four corners, children of the second standard, parents. Such imaginative possibilities come to life in the practice of writing.
As children get older, their audience intelligence becomes wider and more and more people from different walks of life in the society are added to it. The teacher should try to identify the specific language configuration that the child uses to reach a certain age. It is the teacher's special responsibility to promote such experiments.
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For example, if we tell children why they like a dog, they need to be encouraged to say something that the dog understands. Talking to a dog will be different from the subject and style and the way you talk to a friend. We can tell the dog that dear dog, base here. We will tell our friend, I like to play with you. Influences the choice of content, words, sayings and sentence structure for a certain listener and reader. But we don’t need to teach words and sentence structure separately.
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When children have
the opportunity to write for a variety of audiences, they will automatically
begin to understand the importance of their own word and sentence structure.
Whether or not a child is asked to speak depends on certain aspects of the child's personality. The most important aspect is trust in one's own point of view. A child who has never been asked to give an opinion or who has always been criticized or neglected is less likely to develop confidence in his or her own point of view. It is also difficult for such a child to show enthusiasm to say anything.
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When such a child is asked to say or write something, the answer is, I don't know anything. "It is possible that the child will not say such words, but he will express that he has nothing to speak about. If you are working with such children, you face a double challenge. Because, first of all, you have to reconstruct the child's self-confidence and his vision for the world.
Teacher's reaction: Once a child learns to write, his progress depends a lot on the teacher's reaction. In most of the primary schools in our country, in response to teachers, children are only taught to correct grammar or spelling mistakes. Children's notebooks are painted with red pen corrections. On the other hand, when a child comes in with a good-natured writing, the teacher just leaves with a 'true' sign.
Both of these reactions are incomplete and detrimental. In addition to correcting or correcting the child's mistakes, the teacher must write something in the children's notebook. Did you remember anything after reading the child's text? If the child's text is good, why? What else can be written on that subject? Has anyone written in a completely different way? -There are numerous ways to respond to writing.
It
should be done by reading the writing as you broaden it when talking to
children. By writing a sentence or two in a children's notebook, you prove that
you consider writing to be a kind of dialogue, not a mechanical action. Even if you are checking grammar (and you
have to do it every now and then, you can just summarize something interesting
and personal to someone. That is more important to the child than your
signature.
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It is not enough to mark a bug to correct it. If you just identify the mistakes and mark them with a red pen, you are only giving examples of mistakes to the children. What is more important is to raise the child where he has had more success and to give him a better option where he has made a mistake.
You can
also take the active help of children in finding mistakes and correcting
them. If you want to improve the
spelling, you can write the spelling in three ways and ask the child to circle
the correct spelling. If you enable the
child to detect errors, they will develop a critical view of their own writing.
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