Meu Relato

Love is a fire that burns without flame;

Wound that hurts and can't be felt;

non-contented contentment;

Pain that causes madness without hurt.

It's not wishing better than wishing good;

It's a lone walk amonst crowds;

It's an unsatisfaction in satisfaction;

It's even winning by losing.

It's being tied by wish;

It's serving, to who wins, the winner;

It's being loyal to the one who kills us, loyalty.

But how can its favor cause conformity in the mortal hearts,

Being love so contrary to itself?

Understanding the Personality Development of Children

Understanding the Personality Development of Children

Children are not just little adults. They go through typical characteristics of growth, intellectually, emotionally, and socially—on their way to becoming adults.

CHARACTERISTICS
REASONS
IMPLICATIONS

Birth to 3 years of age

1. A child likes affection, being held and cuddled. He especially likes motion being carried, tossed, and sitting on a lap.
Infants and young children learn trust and love first through touch. They are absorbed in exploring the world through their senses and movements, and they are gradually getting more control over their muscles.
Give lots of affection, holding, cuddling, talking and listening. He is unable to understand rules, so correct his behavior with patience and love. He has a limited attention span. He will listen only to those things that interest him.
2. He loses interest quickly and will interrupt conversations, stories, or activities with cries, noises, and wiggling. He enjoys simple, repeated gestures and touches, playing with objects, putting them in his mouth and throwing them.
Children at this age are only aware of their own viewpoint, wants, and experiences. Doing things over and over helps them learn about things.
Provide short, vivid stories and games (peek-a-boo, patty-cake) that challenge his mental and sensory abilities. Provide repetition and practice short behaviors. Talk about Heavenly Father and Jesus and how to please them.
3. A child stops "naughty" behavior when you tell him to, but he soon goes back to it as though he doesn't care what you want.
Children have no understanding of rules and cannot understand how one situation has any relationship to another. They lack the ability to foresee consequences.
Do not try to teach concepts or rules; he cannot understand them. But do have rules and be consistent in applying them. Respond to him in positive ways to help him feel good about himself.

2 to 7 years of age

1. A child will display affection at odd moments. He may run to you for a quick hug and then go on with his play. He likes affection but only in brief doses. He may sometimes push unsought affection aside when his attention is elsewhere. He rejects your help even though there are many things he cannot do for himself, like drawing and other tasks requiring good finger and hand coordination.
Parents meet most of a child's needs and satisfactions. As a child begins to conquer his world, he needs to know that this source of security is still there. He has an equally important need to do things, to be active, and to explore his world as his control over his body improves.
Give him simple things to do—holding pictures, leading songs. Increase these and add talks as he gets older. Let him feel he is an important part of family home evening. Give affection and praise. Practice "good" behaviors like folding arms and bowing heads, kneeling for prayers, drinking from a sacrament cup, and sitting still. Teach him about Jesus Christ and the gospel and how you feel about them.
2. A child may seem selfish, not sharing. He wants things others are using and does not play with children so much as along side them. Disagreements and frustrations are common. He interrupts others and cannot stay long with one activity if others are not doing it. He likes stories and imitates others.
A child still thinks the world is the way he sees it, not understanding that there can be more than one reason for anything. He cannot understand others' needs. He cannot keep a lot of ideas in his head for very long, so he turns to other things when his attention lags or he gets bored.
Read or tell scripture stories. Explain the "hard" parts. Choose stories that give "good" behavior to copy. Explain in concrete terms, not in abstract principles. Define gospel words like repentance, faith, and forgiveness with familiar examples. Use examples, simply told, from your own or other family members' lives.
3. A child may seem willful and disobedient and unable to justify "naughty" behavior. His reasons may be illogical: "Jimmy (an imaginary friend) made me." He is often slow to obey and must be reminded.
"Good" means "satisfying" to him; he still doesn't understand that rules apply to many situations. He doesn't reason the same way adults do. He learns by testing the limits imposed upon him.
Introduce rules but keep them simple. Be firm and consistent. Help your child to be successful so he can develop self-confidence. Show how obedience will help him grow.

7 to 12 years of age

1. Boys may appear less open to affection than girls, particularly around others, but may accept it more willingly when hurt or frustrated. Both are active, like games, and prefer the company of their own sex.
Boys and girls are learning what they are all about. They play at the roles set for them much of the time. Although they look to each other for examples, parental love and approval are very important.
Be ready to listen. Give each child some personal time. Support your child in his problems. Provide real-life examples (stories and short examples) of good role models.
2. They like games and may spend much time discussing rules, fairness, and cheating. Some are aggressive while others lack self-confidence. In school, girls may be more successful, obedient, and more interested than boys. A child might be interested in clubs, cliques, or neighborhood gangs, seeking friends outside the home.
Games and clubs help the child learn about himself and how rules apply to his life. He is very aware of competition and concerned about his performance. Because girls are usually more adept at language and social skills at this age, they may do better than boys who may feel inferior or rejected.
Provide challenging games that teach sportsmanship, honesty, and cooperation. Help boys get ready for priesthood service. Teach the commandments and obligations as children of our Father in Heaven. Choose activities that build family unity.
3. He questions parents' decisions, wanting to know "why." When your explanations are fair or logical, he will accept them; if arbitrary or inconsistent, he will question them, but usually obey.
A child has discovered that things that happen are governed by or explained by rules. Knowing the rules and how they apply is extremely important because it helps him predict consequences.
If your child questions decisions, do not become angry. Explain and then allow him to respond. Be fair and impartial in applying rules, helping him understand how Heavenly Father's rules are for our good.

11 to adulthood

1. A boy may become awkward and clumsy, while a girl may become silly and self-centered. Both may seem irresponsible.
Physical growth and changes are emotionally upsetting; the youth feels that things are happening faster than he is ready for them. He feels more socially than physically awkward.
Discuss gospel and life principles with your child. Avoid arguing over his different views; rather teach by sharing your own faith, experiences, uncertainty. Be supportive, encouraging, and accepting. Be consistent in applying rules and explain them in terms of principles.
2. Youth may enjoy sports, group activities, and discussions about "life," values, and principles (justice, equality, peace). But they may show great intolerance for others' opinions. They may want to escape the family but be afraid to do so.
Sports and play are no longer ways of exploring rules. They reassure youth about their abilities as they watch and copy others while establishing their own adult identities. Youth are especially concerned about relationships with each other. They may be insecure and uncertain about what society expects.
Encourage family support for your children's activities. Be friendly and open to their friends. Discuss marriage goals and how priesthood and service activities express the principles of love, brotherhood, and forgiveness. Find ways to bring their friends into family activities rather than competing for time and loyalty.
3. Youth often question values and come to distrust rules, especially rules without any strong ethical or moral basis. They may insist upon their "rights" to be independent. They may seem uncertain of what is meant by "right" and "wrong" for a time. They often reject authority as a reason to approve or disapprove of a behavior.
Youth have found by now that rules are not infallible. They are now able to handle abstract concepts and are busy building their own guiding philosophy of life. They now look behind the rules for the principles.
Teach the idea of baptism, priesthood, and marriage covenants. Help your children see scripture as a record of people trying to cope with problems. Give them opportunities to become involved in challenging discussions of ethical problems and gospel applications. These discussions are practice for making decisions on their own later.

TIPS FOR TEACHERS

TIPS FOR TEACHERS ABOUT READING

Reading is the single most important educational skill your students will learn. Understanding the organization and meaning of text and instruction in both phonics and literature is essential to helping young children read. By understanding the prerequisite skills for reading, teachers can build a solid foundation for their students to learn and succeed in school.

Create Appreciation of the Written Word


Share stories with children and invite them to explore a story's magic.

Share informational texts and invite children to wonder about the new ideas presented.

Take every opportunity to point out the ways in which reading is essential to the communications of everyday life (e.g., on labels, instructions, and signs).
Develop Awareness of Printed Language and the Writing System


Make sure students know how books are organized. They should be taught the basics about books--that they are read from left to right and top to bottom, that print may be accompanied by pictures or graphics, that the pages are numbered, and that the purpose of reading is to gain meaning from the text and understand ideas that words convey.

Read to children from books with easy-to-read large print. Use stories that have predictable words in the text.

Use "big books" to help children notice and learn to recognize words that occur frequently, such as a, the, is, was, and you.

Label objects in your classroom.
Teach the Alphabet


A strong predictor of the ease with which a child learns to read is his or her familiarity with letters of the alphabet. This familiarity is a critical building block for learning to read.

It is important to go beyond knowing the names of letters. Students must also develop a sense of the purpose of letters.

Help them notice the letters in the print that surrounds them and that you share with them every day.

Engage the students in activities that will help them learn to recognize letters visually.

Help students learn to form the letters and encourage them to embellish their work with their names and with other first attempts at writing.
Develop the Students' Phonological Awareness


In listening and speaking, we pay attention to the meaning of language rather than to its sound. To learn to read, however, students must be taught to attend to the sounds, or phonology, of language. This is necessary for them to understand how speech is represented by print. Children with learning disabilities need special help in learning to develop such phonological awareness.

Model and demonstrate how to break short sentences into individual words. For example, use the sentence "Frogs eat bugs," and demonstrate with chips, cards, or other manipulatives how the sentence is made up of three words and how the order of the words matters. Using manipulatives to make sentences, play with each word and put it in order.

Develop students' awareness of the sounds of individual words by asking them to clap out syllables and to listen for and generate rhymes.

Once children are comfortable in playing games with words, syllables, and rhymes, move onto phonemic awareness.
Develop Phonemic Awareness


Phonemic awareness refers to an understanding that words and syllables are comprised of a sequence of elementary speech sounds. This understanding is essential to learning to read an alphabetic language. The majority of children with reading disabilities fail to grasp this idea.

In teaching phonemic awareness, the focus of all activities should be on the sounds of words, not on letters or spellings.

Use strategies that make phonemes prominent in children's attention and perception. For example, model specific sounds, such as /s/ in the word sat, and ask children to produce each sound in isolation and in many different words until they are comfortable with the sound and understand its nature.

Begin with simple words and simple challenges, e.g., listen for initial /s/ in sat, sit, sip, and sad . . . or for long /e/ in me, see, bee . . . .

Teach students to blend phonemes into words. Begin by identifying just one phoneme, e.g., /m/-ilk, /s/-at, working gradually toward blending all the phonemes in words, e.g., /s/-/a/-/t/.

Teach students to identify the separate phonemes within words, e.g., what is the first sound of soup? What is the last sound of kiss? Beginning phonemes are easier to identify than final phonemes.

Once students are comfortable listening for individual phonemes, teach them to break up words, into component sounds, e.g., /m/-/oo/-/s/= "moose".

Create a sequence of segmenting and blending activities to help students develop an understanding of the relationship between sounds in words.

Provide children with more support when first teaching a task. For example, model a sound or strategy for making the sound, and have the children use the strategy to produce the sound. Model and practice several examples. Prompt the children to use the strategy during guided practice, and gradually add more examples. As the students master these skills, provide less teacher-directed instruction and more practice and challenge.

Make teaching phonological awareness a top priority. Opportunities to engage in phonological awareness activities should be plentiful, frequent, brief, and fun.

Phonemic awareness is essential for learning to read, but it is not enough by itself. It must be coupled with instruction and practice in learning the relationship between letters and sounds.
Teach the Relation of Sounds and Letters


Students should learn the letters of the alphabet and discriminate each letter from the other, because each stands for one or more of the sounds that occur in spoken words.

When presenting each letter, model its corresponding sound and have children produce the sound themselves. For children with learning disabilities, the teaching activities must be explicit and unambiguous.

At first, teach and work with only a few letter-sound correspondences that have high utility in many words (e.g., /m/ in man, mad, him, and ham). Postpone teaching less frequently occurring letters until students have a firm understanding of how left-to-right spellings represent first-to-last sounds (alphabetic understanding).
Teach Children How to Sound Out Words


After students have mastered a few letter-sound correspondences, teach them to decode words or sound them out. Begin with small, familiar words. Teach the children to sound out the letters, left to right, and blend them together, searching for the word in memory.

Model sounding out the word, blending the sounds together and saying the word. The ability to sound out new words allows children to identify and learn new words on their own.

Give children stories containing words that reflect the letter-sound patterns that have been taught, and encourage them to sound out words whenever they are uncertain.

Help children learn spelling conventions, such as the use of final /e/'s to mark long vowels, by comparing and contrasting lots of examples.
Teach Children to Spell Words


Teach children to spell words by sounding their letters one by one. Model the sounding and spelling process for children as they spell.

Begin with short words children can sound out, because these words follow regular spelling conventions, e.g., cap, bat, and sit instead of cape, bait or sight.

Begin with simple words that do not contain consonant blends, e.g., ham and pan instead of slam and plan.

Encourage students to use spelling knowledge and strategies regularly in their own writing.

Introduce spelling conventions systematically. Begin with words that exemplify the most frequent and basic conventions, and provide support and practice to help students generalize from these words to others. The goal is to help them see the spelling conventions in the words.

Use words in which letter-sound correspondences represent their most common sounds (e.g., get instead of gem).

Develop a sequence and schedule of opportunities that allow children to apply and develop facility with sounds and words at their own pace. Specify what skills to assess and when to assess them so that you will know when to move on. Take into account each student's background knowledge and pace in moving from sounding out to blending words to reading connected text.
Help Children Develop Fluent, Reflective Reading


Help children learn to read fluently by requiring them to read new stories and reread old stories every day.

Help children extend their experience with the words, language, and ideas in books by interactively reading harder texts with them and to them every day.

Relate information in books to other events of interest to children, such as holidays, pets, siblings, and games. Engage children in discussion of the topics.

In both stories and informational texts, encourage wondering. For example, "I wonder what Pooh will do now?" "How do you think the father feels ?" or "I wonder what frogs do in the winter? Do you think that's a problem? Why?"

Model comprehension strategies and provide students with guided assistance.

Point out how titles and headings tell what a book is about.
Help students identify the main ideas presented in the text, as well as the supporting detail. Graphics help to reveal main ideas, and the relationship between text and graphics helps students understand what they are reading.


Point out unfamiliar words and explore their meaning. Revisit these words frequently and encourage students to use them in their own conversations.

Show children how to analyze contextual clues to figure out the meaning of an unfamiliar word. Research shows that most vocabulary growth comes from learning new words in reading.

Have fun . Let's learn English

I am Lucinea Santos from
Brazil . I am student of English language here and I created this blog to help
students of English, improve their skills in this laguage .
My blog will
have some information about English Literature and American Literature such as
books , biographs , text and so on .
Here
You will find tips about learning and acquisition in L2 ,aproaching
communication and TPR .
Well I hope you like
this blog