Teaching Human Body Parts to CP Students

Extract

[...] The second part of the session was a viewing of a learning video presented on Youtube. Although this part was a moment of viewing, the chosen video also asked the student to interact with their own body. For example, at certain moments, they had to show the parts of the body mentioned in the video, and they could also repeat the vocabulary used. The third part of the session was based on interactive direction and active participation from all students, either in groups or individually. [...]

[...] What do we use to think? - This sheet also presents a detail of the material used. This is important to ensure the reproducibility of the session over the years or with other classes. - In the same continuity of what we just said, it is very important to detail the different phases of learning by specifying the duration of each step and the tasks that fall to the teacher and the students. Each session is built on the basis of an interaction, and not simply an announcement by the teacher. [...]

[...] This idea is very interesting to ensure educational continuity and avoid some students getting bored. In this class, an interesting particularity is that they study a lot of numbers through regrouping exercises for a special day, as well as seasons through artistic activities. Presentation of the MAT method The MAT method is a device set up in schools to accompany novice teachers or interns in their first interactions with students. The MAT is therefore an experienced teacher who has the role of guiding future professionals, in order to help them better understand the expectations of the profession. [...]

[...] That is, they easily recognized the body zones if we showed them on ourselves or on them. In addition, writing is still in the learning process, and the French language has these small particularities that make it complicated for young people (for example, the sound that can be written as or In small conclusion of this analysis, the most important thing to retain is that as teachers, we must take into account the abilities of each student, as well as their strengths and weaknesses (and writing can be one of them). [...]

[...] It will then emerge that some will feel more at ease, while others will encounter difficulties, or even dislike school. I think, however, that the teacher's role is the most important in this novelty, as the schoolmaster is a reference point, a pillar, an attentive figure for the child. At the same time, although social interactions are already present since nursery school, and even before, it is at this precise period that children learn 'together'. It is also at this period that the learning of reading and writing begins, two fundamentals of our knowledge. [...]