General Principles in the Classroom for Students and Teachers Kathy M. Small, M.A. Instructor and Early Childhood Special Education Supervisor, San Francisco State University Teacher and Autism Specialist, West Contra Costa Unified School District

General Principles in the Classroom for the Student: Experiential/Adult Facilitated Learning versus Adult Directive Teaching 學生在教室裡的總則︰ 有經驗的/較成熟且容易的學習成熟的指令教導 Experiential /Adult Facilitated Learning 有經驗的/較成熟且容易的學習 Is most effective with very young children under 3 years old 在非常幼小的3歲以下的兒童非常有效 Experiential learning doesn’t burden child with verbal directions or adult expectations of learning outcomes經驗學習不會困擾孩子在學習言語的方向或者成人的預期學習結果 Experiential learning allows child to develop skills at own pace, with own tools and abilities 經驗學習允許孩子用自己的工具和能力發展自己的技能 Too much adult direction for very young learner can diminish child’s learning role and independence太多成人的方向會減少孩子學習的角色和獨立

General Principles: Experiential/Adult Facilitated Learning versus Directive Teaching Directive Teaching Approach:指令的教導接近 Teacher assumes greater role in child’s learning 教師在孩子學習過程中扮演很重要的角色 For preschool child, want to preserve experiential learning within the structure and demands of a classroom 對學前的孩子來說，要保存在教室內的結構化和需求的經驗學習 Direct teaching approach is natural evolution from experiential learning 直接的教學方法是來自經驗學習的自然發展 Direct teaching broadens children’s sources of information beyond themselves and their pursuits 直接的教學可以擴大孩子自己或經驗訊息的來源 Direct teaching consistent with classroom learning environment 直接的教學與教室學習環境要一致

General Principles: Structure in the Classroom 總則︰ 在教室裡的結構 Physical Landmarks: visual information, helps with transitions, supports independence 物理環境︰ 視覺訊息、變化的幫助、支援獨立 Physical organization: helps child understand and use learning environment 物理組織︰ 幫助孩子理解並且使用學習環境 Structured/routine daily activities: supports ability to predict and anticipate 組織/每日活動的常規︰ 支援預料和預期的能力 Thematic and related curriculum: gives context to learning; supports generalization 主題和有關的課程︰ 給上下文學習、幫助歸納 External structure helps create internal structure and organization: valuable for young children with learning challenges 外部架構幫助建立內部的架構和組織︰ 用學習挑戰對於幼小的孩子有價值

General Principles: Expectation of Classroom Participation 總則︰ 教室參與的預期 Not negotiable　不可協商的 Being part of classroom activities increase chance of child benefiting　 　作為課堂活動的一部分增加孩子獲益的機會 Child pursuing isolated or own interest is short term gain with long term loss 　孩子追求孤立或自己興趣雖是短期的獲益但在長期下是損失 Allowing child to pick and choose amount of participation complicates child’s life 　允許孩子挑選參與複雜兒童生活 Classroom is source of continual demands; participation is foundation for ability to manage those demands 　教室是連續的需求來源； 參與是管理那些需求的能力的基礎

General Principles: Peers as Models 總則︰注視模式 Opportunity to imitate peer　模仿注視的機會 Expands teacher’s effectiveness　擴大教師效益 Message of competence to peer model 　注視模式的能力訊息 Message of expectation to other students 　對其他學生的期待的訊息 Behavior: acknowledging desired behavior in one child can influence behavior in another 　行為︰在一個孩子的要求行為能影響其他行為

General Principles: Accommodation of Growth 總則︰ 成長的適應 Diminishing adult role as child gains skills and independence 　當孩子獲得技能和獨立時，減少成年的角色 Data as source of measurement 　作為測量的來源的數據 Teacher’s role in accommodating growth: 　在供應發展方面的教師角色: Familiar with child　熟悉孩子 Familiar with Child Development　熟悉兒童發展 Create related, hierarchical curriculum　　　　　　　　建立有關，分級的課程 Anticipate and support child’s growth in skills and development　搶先並且支援在技能和發展方面的孩子發展 Share information with parents on child’s growth and achievements to maximize both learning environments關於孩子發展和成就與父母分享訊息使兩種學習環境最大化

General Principles in the Classroom for the Teacher: Professional Foundation 教師在教室裡的總則︰ 專業的建立 Develop strong professional foundation of knowledge to shoulder all you will learn in the field 　對你將在增強學習的領域要發展的堅固的專業知識基礎 Define your educational philosophy guided by Best Practices 　確定最佳實踐引導你的教育哲學 Develop a personal yardstick by creating your own standards to measure professional growth 　透過建立你自己的標準發展一把個人碼尺測量專業發展 Don’t become a specialist before you are a generalist 　在你是一個通才之前，不要成為一位專家

General Principles: Students as Renewable Resource of Information （總則︰ 繼續提供訊息的學生 ） Understanding students’ learning as greatest resource for teacher: 　身為老師最大的資源是瞭解學生的學習: How they learn　他們怎樣學習？ What they learn　他們學習什麼？ What they struggle to learn　他們努力學習什麼？ What they easily learn　他們容易學習的內容？ What interests them　什麼使他們感興趣？ What doesn’t interest them　什麼不使他們感興趣？ A teacher’s skill and effectiveness increases with this understanding　　　　　　　　　　　　一項教師技能和有效的增強是用要瞭解這些

General Principles: Find a Mentor 總則︰ 找到一位顧問 Respected professional in field　 　尊重領域的專業人士 Provides more than knowledge, provides inspiration　提供多於知識，提供啟發的 Helps new teacher set personal standards and foundation for unfolding skills through that inspiration　 　幫助新教師透過啟發展示的技能建立個人標準和基礎 Mentor as natural extension of professional training　作為自然擴展專業訓練的顧問

General Principles: Collaborate with Classroom Support Services Staff 總則︰與教室支援服務人員的合作 Benefit from professional knowledge of support staff　對支援人員有益的專業知識 Transdisciplinary teaching Transdisciplinary教學 Work as team by團隊的工作: Establishing a time and means to share information　 　建立時間並且表示分享訊息 Attending home visits together if possible　如果可能的話，參加同一家庭的訪問 Developing reports collaboratively　　　　　合作的發展報告

General Principles: Continue professional growth 總則︰ 繼續專業成長 Keep current on professional literature 　吸收當前的專業文獻 Conferences, trainings, workshops 　會議，訓練，工場 Expand knowledge of students as yearly population changes 　隨著每年的人口變化擴大學生的知識 Internet organizations that relate to interest, current student population, specific disabilities對網際網路組織興趣、當今學生人口、障礙的特性 Mentor others as a way to affirm own knowledge and growth 　其他證明自己擴展知識的顧問