Figure 1.--These boys are absorbed in a science class project. There were great variations in class environments. The teacher here had a rather informal teaching method.
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Figure 1.--These boys are absorbed in a science class project. There were great variations in class environments. The teacher here had a rather informal teaching method. |
Classes vary in length from school to school, but are generally from 40 to 50 minutes. There are normally four classes in the morning. Some schools with shorter class periods may combine periods when longer times are needed, generally for the older children. The younger children have classes mostly in their form rooms and the teachers can be flexible about class periods. The older children have more separate classes and subject teachers and thus their school day is more regimented as to class periods. The principal academic lessons are usually concentrated in the morning classes, although scheduling varies from school to school. While the children are usually most alert in he morning classes, the use of some facilities such as the art room or science labs have to be schuelded in both the morning and afternoon. The classroom atmosphere varies greatly from school to school nd teacher to teacher. Some classes are very traditional and formal. Other classes are more informal with a more open learning enviroment. Here we can have a look at some of the classes and lessons.
Classes vary in length from school to school, but are generally from 40 to 50 minutes. There are normally four classes in the morning. Two before and two after the morning break. Some schools with shorter class periods may combine periods when longer times are needed, generally for the older children.
The younger children have classes mostly in their form rooms and the teachers can be flexible about class periods. There is a strong emphasis on basic reading and numeracy skills. The children have work books and there are also games which are popular in developing the skills. Most teachers in these forms are women. They commonly develop a very close personal relationship with the children. This is especially the case n the boarding schools where the children are away from home. We noted considerable success in getting the children to take their lessons very seriously. Here the teachers have the advantage that they are for the most part strongly supported by the parents. Classroom organization was basically formal, but there was more diversity than with the upper forms with the older children.
The older children have more separate classes and subject teachers and thus their school day is more regimented as to class periods.
The principal academic lessons are usually concentrated in the morning classes, although scheduling varies from school to school. While the children are usually most alert in he morning classes, the use of some facilities such as the art room or science labs have to be schuelded in both the morning and afternoon.
The classroom atmosphere varies greatly from school to school nd teacher to teacher. Some classes are very traditional and formal. Other classes are more informal with a more open learning enviroment. Here both the school and the individual teacher are fasctors.
