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加拿大会计学论文代写:创意思考的盒子

学生不够创意思考的盒子,从基本形状创建二维草图。他们能想到的对象与基本形状就像电视和公共汽车,但是很难想象对象组合的基本形状。一些学生没有经验处理请求的任务就像我从每个孩子不同的想法和工作应该是相同的。但我仍然发现一些学生完全丧失的想法和尝试做一样的其他孩子。他们更容易接受学习,因为他们被告知“老师,应该教会你。“这是每个父母的典型的信念,我也相信,孩子们需要更多的指导在早期阶段。他们缺乏兴趣和较低的渴望使工作完美,除非,我保证把记号笔借给他们,他们展示一些急于执行任务。我意识到所需的刺激是非常喜欢奖励和一些最好的作品给他们看,他们相信“我能做到!“然而,我只有有限的记号笔。我表的安排是理想的个人学习或工作,但这只会好处学生可以单独工作,但不注意导引头。后者总是找借口问我和同学散步。当我走路时,我在每一个学生,努力阻止评论孩子的工作,建议增强。一些学生做的完美,因此他们有更多的空闲时间。我告诉他们教练的缓慢进展的。

加拿大会计学论文代写:创意思考的盒子

Pupils are not creative enough to think out of box, creating 2-D sketching from basic shapes. They can think of objects with basic shapes like just television and just bus, but find it hard to imagine objects with combinations of basic shapes. Some pupils have less experience to handle the task alone as I requested different ideas from each child and no work should be the same. But I still found that some pupils totally loss of idea and try to do the same as other child. They are more prone to reception learning as they are being told “Teacher will and should teach you.” This is the typical belief of every parent where I too believe that children need more guidance in the early stage.They show lack of interest and low desire to make the work perfect unless to the point where I promise to lend them marker pen, they show some eagerness to perform on the task. I realise the stimulus is very much needed like reward and to show them some best works so that they have the belief “I can do that!” However, I only have limited marker pens.My tables’ arrangement is ideal for individual learning or pair work, but this will only benefits pupils who can work alone, but not the attention seeker. The latter will always find excuses to walk around to ask me and their classmates. When I walk around, I make effort to stop at each pupil, to comment on the child’s work and to suggest enhancement. Some pupils did perfectly and thus they have more idle time. I told them to coach the slow progressing ones.

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