The lesson teaching must be closely examined on his favorability!

The lesson teaching must be closely examined on his favorability!

The lesson teaching must be closely examined on his favorability!

Elective Emphasis

The self-chosen specialization deals with the question of the experiences and findings on the effectiveness of lesson teaching. This is interesting to me and territory, what I have learned in the field trip to the Waldorf School in Kassel. First of all that I have met in the Waldorf School and then the scientific assessment.

A unique feature of the Waldorf School is the lesson teaching. It takes 3 to 4 weeks and is 8:00 to 9:45. Every weekday the same subject is taught.   The period class starts differently in each subject. German from 1 class mathematics from first class natural history / biology from the fourth class, geography from 4th grade history from 5th grade, 6th grade physics from, chemicals from 7th grade and expertise in Class 1 -3 , The lesson teaching always starts with a rhythmic part, are recited in the poems, clapping rhythms practiced small scenes and a lot of singing.

After see. Kamm, 2009, p 208 zit. to see. Comb 2001, p.18 is the time structure of the conventional teaching to administrative constraints, rather than on the needs of teachers and learners. This applies in particular in the region of the subject teacher teaching time with a narrow grating in the secondary. (See. Comb 2009, p 208)  The problem of subject teachers teaching with tight grid that students engage in one thing and experience by the ringing of the bell an abrupt change of the substance and the teacher. In this way, it comes during the school day to many different fragments of knowledge. The real learning time is also low because has to be applied for some time for the control and distribution of household chores and material conversion. (see. Kamm, 2009, p 209). In addition, there is an "over-stretching of the learning process", especially in minor subjects with a low number of hours by the "appetizers lessons". This also means that teachers can build relationship is not a good teacher-student performs, because the teacher has the dismemberment of several hundred different students per week.  (see.  Kamm, 2009, p.209).

The championing of the era teaching that the equalized succession instead of the side by side the subjects want is about a lot more than the organization of learning time. See. Comb 2009, p 208 and references therein. to see. Gasoline 1964, p 11). The educational concept is in the foreground by epochalisierenden teaching the "mental-spiritual forces to focus on a few learning content" (comb 2009, p.208) to allow an intense clashes with the subject matter. (See. Comb 2009, p.208). The teachers in this type of teaching the same students and not 200 different students per week resulting in a better teacher-student relationship can be built.

By better teacher-student relationship results didactically also the advantage that the teachers can better meet the students, because they know their personal interests, strengths and weaknesses better.

The use of the era teaching can also be historically justified.From antiquity to the Middle Ages of the subjects taught in the form of "Non multa sed Multrum" (Pliny) was taught in sequence "liberal arts". Then the Zerfächerung began during the Reformation. Rudolf Steiner has introduced the Waldorschulen the lesson teaching again. (see. comb 2009, p 209).  Since the 90 years there in the US, a similar concept called "block scheduling" (see. Comb 2000, p 35ff).

As epoch subjects the content subjects such as history, biology, geography, physics and chemistry offer themselves in particular. Interdisciplinary learning is also suitable. The duration of an era depends on organizational, educational and anthropological factors. They can last between 2 and 4 weeks. Small epoch lessons can organizationally also designed by a teacher, if it has more compartments and these bundles one by one. (See. Comb 2009, p 209).

bibliography

Canandy, L & Rettiug, MD: scheduling block. A Catalyst for opportunity in high school, Princeton, Nj. 1995

Comb, Helmut in manual instruction; Ed Arnold, Karl-Heinz;Sandfuchs, Wiechmann, Jürgen

Bad Heilbrunn 2009; Verlag Julius Klinkhardt.

Comb, H. lesson teaching. Basics, models, practice reports;Bad Heilbrunn: Klinkhardt 2000th

Kamm, H .; Resist fragmentary learning. Over time deal differently: Era lessons; In education, H.3 18-22