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Working and Teaching Strategies

Paper type: Essay
Pages: 7 (1588 words)
Categories: Education, Learning
Downloads: 32
Views: 5

Question 1

The collaboration can be physical or tactile- to associate learning language with physical activity i.e. scratching your elbows.

To visualize a scene- One can visualize a specific scene to remember an item. e.g. hanging pink clothing to remember Mrs. Pinking, or a drawing of arsenals to remember the actor Arnold Switzenniggar .

An intense visual story – to imagine a Pictionary sequence , e.g. the cycle of green plants – the blazing Sun with his riots Oxygen and Water claims the life of an innocent seedling – Mother Soil nurtures the seedling so that he does not drown in water or explode with the blazing Sun .

The young seedling grows into a beautiful root with Mother Soil at his side – and finally into muscular tree.

4&5.It can be rhythmic and visual – to memorise the sequence of number with pictorial words and associating them with items to be memorised e.g. for instance one becomes runs , two, loop , · four , force , five , knives etc.

To systematically memorize a shopping list , one should link each item visually with the number sequence – for instance your first two items are caffeine, eggs and chocolate , you can visualize caffeine runs down the hill ( one ) , eggs in a loop( two) .

To use the initial letter principle: as marketing agents uses key elements to aid with memorization i.e. SABC : sabotage South, attack Africa , bake Broad and conquer Cast .

Question 2

We all learn the best with the same strategy – We each have different personalities which custom different learning strategies , working strategies and teaching strategies. Each individual or cultural group prefer to entice with preferable strategies to gain success.

We all can succeed at everything – We all have individualistic strengths and weaknesses, therefore the aptitude of being a good drummer does not necessarily make you a good geologist. Different techniques and learning routines contribute to certain outcomes.

There is only one form of intelligence- Individuals posses’ certain traits and abilities , therefore there are many types of intelligence, Howard Gardner , Professor of Psychology at Harvard University ( Dryden and Vos 2005:147). In addition, individuals should focus on their strengths to accomplish success i.e. being their form of individualistic intelligence.

Question 3

Everyone is talented to be good at all things.

Simons mom wants her son to be exposed to all curricular -activities so that he could be successful at all things in life. His mother wants to increase his success i.e. to become multi-talented.

Simons mother is not focusing on her sons’ strengths or seeking his interests . She also wastes time by letting him pursue in extra- curricular activities. Thus , she should focus on his required talent and developing the skills and abilities.

Question 4

Principles of Coaching , Mentorship, and Guidance learned from sport to develop talent .

We all achieve by doing ! – You must physically do the sporting activities and not procrastinate or delay time. You must be passionate and strive to achieve your goal by starting at a focal point.

Sport achieves value mistakes – Sport achievers fail many times but determines sportsmen do not lose focus and learn from their mistakes.

Sport achievers apply their mind, body and action . – Dedicated , Hard -working and Passionate sportsmen , apply a positive mental attitude , a health diet , fitness and an excellent physical skill-set.

Question 5

Read effectively and fluently – Read a book that will interest you , better yet a newspaper that has the equivalence of four books. (Dryden and Vos 2005: 197)

Set realistic goals and set deadlines – An activity where you set your goals into small – realistic steps . Furthermore , you should have deadlines to accomplish these goals.

Get an enthusiastic mentor for motivation- Seek mentorship from a personal favourite idol or a person you really admire. You could allow them to teach the goal that your want to accomplish. You could even exchange skill-sets and motivate each other.

Question 6

  • Define the information you are seeking.
  • Hold your book approximately 20 inches- away from your eyes . so that you can see the whole page.
  • Align, your index fingers down the centre of the page, with your eyes looking just above your fingertips.
  • Move your fingers hastily down the centre, so much so , that you do not have time to stop and pronounce each word.

Question 7

  • Imagine your brain-cells are like trees-Each branch strong related information.
  • Arrange the main points of the topic on a page in a tree-like format.
  • Begin with the central point – preferably with a key symbol- in the middle of the page- then draw branches spreading from it. – For instance, if you are Mind Mapping Cape Town, draw Table Mountain as your Centre Point.
  • Record only one word and/or symbol for each point you want to revise- however, one main point then to each branch.
  • Accumulate related points on some set of branches , each one shooting off as a subbranch.
  • Use various colour pens and highlighters for each related topic.
  • Draw as many pictures and/or symbols as you can.
  • End of each branch with a different colour border.

Finally, add to each map regularly -It is easier to get an overview of your Mind Map and ass more key points about each subject.

Question 8

  • Healthy -Learning environment – The facilitators need to create an environment where students feel comfortable and free.
  • A stimulating method -of inquiry and discovery where students are acknowledging their senses and relaxing ; that is fun-filled, varied , fast pacing and stimulating.
  • A process that increases thinking skills- especially critical and creative skills .
  • Activation game-involvements – This includes hands on material , with games , skits and plays and plenty of opportunity to practice
  • Real-life experience strategies – thus students can apply their set-skills to learn from their outcomes .
  • Regular review and celebration sessions- Students need to reflect on their leaning with a positive attitude.

Question 9

  • Positivity and Linking- Teaches should link activities that is directed towards student goals and increase existing knowledge.
  • The entire presentation should be illustrated by positive reinforcement.
  • Learning should link consciousness and unconscious learning behaviour.
  • Involving all the senses -Excellent presentations involve all senses- related activities, although learners have their preferred learning styles. Kinaesthetic activities should be implemented to stimulate learning- based activities.
  • Stepping out of the lecturing role-This is the most important requirement in teaching- styles. Lectures are more than ‘educators’ ; but are also motivators , activators , facilitators and orchestrators.

Question 10

  • cerebellum- Regulates motor movements after information is sent from the sensory system , spinal cord and other parts of the brain. The cerebellum also coordinates voluntary movements , such as balance posture and regulates good functioning of muscle movements.
  • temporal lobe- The temporal lobe plays an important function in auditory processing. This role includes the recognition of speech , perceiving sound and memorization of sound . The temporal lobe also stimuli visual stimuli and recognition of language.
  • hippocampus- The hippocampus is part of the limbic system and consolidates important messages from the short-term memory to long-term memory.
  • amygdala- Responsible for the triggered response and memory of emotion, especially fear, fright , anger , tension and stress, which is communicated directly to the amygdala. Certain stimuli trigger the amygdala for fight- flight responses subconsciously before voluntary movements .
  • corpus callosum-The barriers of communication between the two hemispheres. Its sends neural messages between the two hemispheres.

Question 11

  • Visual Learner-Generally sits up-right and follows the presenter with his/ her eyes accordingly.
  • An auditory learner -Usually uses spoken- repetition to revive words or nods his/ her head as presenter dictates.
  • A bodily kinaesthetic learner-Normally slouches when he/ she listens to the presenter.
  • A tactile learner-Enjoys playing with objects as he/ she listens to presenter.

Question 12

  • Fieldtrip study projects , one that’s combined with educational research and experimental projects .
  • Computers are used as tools for information processing and data analysis.
  • Subjects such as; History , Geography, Computer Science and Mathematics are integrated and taught as a holistic unit.

Question 13

  • Demand more from students and eradicate non-educational music stimuli.
  • Less the 150 students should be scheduled for teaches (from 45-90-munite class time)
  • Teachers should communicate effectively to each other.
  • Organize educational workshops.
  • Create student RCL’s i.e. advisories .
  • Time is should be spent carefully.
  • Guide students to choose courses
  • Train senior to become mentors
  • Allow effective and fair communication between parents , teachers and teachers .
  • Showcase students to real-world lessons to match diverse interests .

Question 14

Dr Pat Nolen claims that’s subjects should be taught holistically and not separately . She refers to the contemporary teaching as standardized , non- innovating and non-developing methods. Subjects should relate to field-trips projects , computer analysis. The integrated teaching experience should innovate and motivate the developing mind. Students should broaden their knowledge and skill spectrum both by experience and teaching.

Question 15

Abstract sequential thinkers are those that enjoy theory-based activities and are abstract thinkers. These thinkers analyse and conceptualize information thoroughly. They explicitly evaluate key point and fine details . Teachers should set-up activities that include logical thought activities . These thinkers should also be given comprehension and reading activities to increase their personal thinking style . Finally, activities that include individualistic projects.


  1. Prescribed Book Dryden , G & Vos , J. 2005. The New learning revolution .Stafford: The Learning Web.

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Working and Teaching Strategies. (2019, Dec 17). Retrieved from https://studymoose.com/working-and-teaching-strategies-essay

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