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Writing is the act of representing language in a textual method using symbols or signs to represent the different sounds of speech. To enable pupils to become good writers or develop writing skills, it is necessary to imbibe reading habits in children at an early age (Albert, 2005: 100).
To achieve this tasking and tedious goal, there are certain factors that are of utmost importance which the teacher should take into consideration. Involving students personally in writing exercises is considered the most important factor because it gives lasting value to the learning experience. Also, to make a good start in writing and reading, children need teachers to listen and talk to them. Furthermore, a particularly pragmatic approach is necessary because it enables students to participate actively in test exercises and refine writing skills at the same time.
A teacher ought to be specific on the type of skill him/she wants to develop in pupils. If a teacher is able to define a particular skill target area and the method of implementation, the next step becomes the topic. It is worthy of note that, by pragmatically combining the aforementioned objectives, students will learn effectively and enthusiastically too (Albert, 2005: 111).
A lot of factors determine the targets that are chosen by a teacher. These factors include the level of students, the average age of students, reasons for students studying the English language if students intend to write professionally and the product of the students after undergoing the exercise. Having all these factors clearly set out, the teacher then begins to devise a method of involving the students in the activity (Albert, 2005: 120)
With the target area clearly set out, the teacher’s priority becomes the method necessary to achieve this type of learning. Talking to children helps them understand how language is converted into sentences (Albert, 2005: 130). It is important to note that reading and talking to children enables them to learn faster regardless of the environment. Children from their earliest days enjoy looking at colorful books and listening to stories told. Teachers need to have this in mind as it is instrumental to developing a student’s writing skills. Children naturally immolate or copy what they see adults do. Therefore, if teachers and parents collectively read to children at least 10 minutes daily, as the children grow older, they tend to immolate their teachers or parents and this gradually turns into a positive habit.
After the target area of learning and the method for achieving a particular type of learning is implemented, the next step necessary for a teacher to take is to involve the students actively in the type of activities that interest them. A brainstorming session or class feedback is a good method of evaluating students’ performance (Albert, 2005: 124)
Lastly, the issue of correction type enables useful writing. The teacher needs to take into consideration the general target area of exercises. A teacher-guided correction is considered as the best approach when evaluating the performance of students in an immediate task like tests while working in groups which enable students to learn from each other, is considered the most effective and appropriate method for evaluating students performance for general tasks. Depending on the task, choosing the right method of correction encourages students and this is considered very important.
References
Albert, J. (2005) Reading and writing for children: Techniques for teaching children. Oxford: Blackwell.
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