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Sample text

The teacher uses interactive teaching to elicit contributions, which she mostly accepts, via repetition. Perhaps this is still at the level of a fairly low-level problem-solving task. Then, however, she seems to push for a deeper understanding of the implied meaning of the passage. Tartarin, it appears, is faking his knowledge of exotic animals and plants but this must be inferred from the text, as it is not explicitly mentioned. Now the students have to put their reasoning together with their knowledge of the text, in order to get at both what the text states and what it implies.

Helps you a bit and things like that. Interviewer: Is it best to cry, or . . I mean, why don’t you just go and ask her what to do before you cry? Mary: Sometimes . . she doesn’t get cross. But sometimes you cry because you are a bit worried, and you think she’ll tell you off. Do you know, when other people cry, you feel like you could cry, don’t you? That’s what I think. Interviewer: Have you been told off at all? Mary: Not much. Interviewer: How do you manage to be good? ’ and things like that.

In addition, all institutions, schools included, seem to give a high priority to the survival of the institution itself. Pay attention, particularly in school assemblies or staff meetings, and see if you can judge whether more time is spent on institutional matters or on the business of learning. It is surprising how often the mundane business of timetables, car parking, dinner money, social occasions and school photographs absorb valuable time in the school day. Moreover, classrooms are not always easy places in which to learn.

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Adult Daugters and Long Term Care Facilities by Dupuis


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