Modelling Attitudes, Ways of Approaching Problems, and Behaviour
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discussion came from the children’s suggestion. Torey always made sure that everybody in the class had a chance to participate in the discussion. She wanted
something would stimulate communication and develop verbal understanding. In the beginning I had brought all the topics in, but after the first month or
two the children had their own suggestions and I had not started the discussion in ages p. 19.
On that day, the students did not have a topic to be shared. Torey came with a topic based on children’s feeling. It was about somebody who wanted to
join a group but no one accepted him or her. Then one by one the students raised their hand and answered the question based on their feelings.
“No one has a topic? Well then, I’ve got one: what do you suppose it feels like when you’re new and don’t know anyone, or maybe you just want to
be part of a group and no one wants you? How’s that feel inside?” p. 20.
7. Giving Assistance Such as Cue or Hint to Help Children Work on the Edge of Their Current Competence
In Torey’s class, the students learned what they wanted to learn. It was based on their desire. They liked to write freely and creatively. The function of the
writing was to express their feelings. The children had learned that one place for expression was in the journal.
I encouraged a great amount of creative writing in class. The children kept journals in which they recorded what they felt, things that happened to
them and other important events in their lives p. 154.
The method of the teaching helped the teachers to observe the children feelings. Torey left notes or comments to the children about what they had
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written. It was an ideal way for teachers to understand more about their students and find out their real characters. They got freedom to write anything they like.
Sheila enjoyed the class situation and behaved nicely in the classroom. She was able to finish two or three written assignment without Torey or Anton, instead of
destroy the paper. She became able to do two or three written assignment without
supervision. Occasionally she would slip back and destroy the paper partway through the assignment or after completing it, especially those
that were difficult for her p. 159.