Teachers are provided with tools during “training to learn”

Leerkrachten krijgen tools aangereikt tijdens ‘training for learning’

“Training for Learning” was the subject of training for primary school teachers. This training was carried out in the context of educational innovations, where teachers were given tools related to enhancing experience and in which attention was given to dealing with educational materials backlogged as a result of the COVID situation.

Director of Vocational Education in the Ministry of Education, Science and Culture (MinOWC), Prof. Gracia Vallez-Urmskerk, at the opening of the two-day course on Monday, November 22, 2021, noted that the goal of the two days is to learn from each other and with each other.

This training was conducted in consultation with Suriname Global Village io (worldwide) under the supervision of Mr. John Ritfeld and presented by Dr. Maritha Purperhart in the conference room of the Suriname Educational Institute (SPI). Doctor. Purplehart lives and works in the USA. She is a consultant and is involved in running the school, among other things, and is also an elementary school principal. Children need to learn in a safe environment. “You have to know what to expect and all students should be treated the same,” she reminded the teachers.

During the training, the teachers’ memory was refreshed. Children learn at different levels. That’s why teachers are given tools to make the lesson more interesting. Attention is given to reading strategies and practice of how to learn these strategies. Also for differentiated instructions to fill in the gaps after COVID-19.

The four components of the lesson are also discussed, because the teachers in the class have to deal with different types of personalities. They also have to deal with negative students. Therefore, during the lesson, you should pay attention to listening, thinking, speaking and writing.

Different approaches to the different personalities teachers encounter in class are also discussed. There are many strategies that can be applied to busy students in the classroom, for example. These children are often expelled from the classroom. “Getting these students out of the classroom is not the answer. Give these kids tasks to do so that they feel important.”

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