Category: Primary School

Background

Teacher is one who teaches, especially as a profession. (Websters New world Dictionary) Teachers are of utmost importance in the social context as the educators and groomers of the future generation of adults in a country. They have the responsibility of providing quality education in alliance with schools and other various institutions as well as other skilled personnel and authorities, to develop the foundation of a person’s basic personal and social well-being. Proper education is especially important for development and improvement of skills and knowledge in an individual, for personal growth, future economic stability of the person and the socioeconomic progress of a country. Teachers lay the basis for the creation of a well-mannered, socially recognized, independent individual. Teachers can be of various types including: pre-school teachers, primary and secondary school teachers, university lecturers and professors and teachers in various private institutions, non-profit organizations and volunteer groups.

School teachers are those who teach primary and secondary school children. In further clarification, they teach children in grades 1 to 13 within the Sri Lankan government education system with an age range of 6 to 19 years that may be slightly variable. School teachers are especial as a subgroup of teachers because the school is the primary focus in the sculpting of a well-educated individual, where initial behavioral and educational interventions are most easy to establish. Also the school is the best venue for preparing a child for the harsh, challenging environment of the society at large. In this process, school teachers perform a commendable task as role models and father figures away from home.

Primary school teachers are considered as personnel who teach children in grades 1 through 5 with ages ranging from 5 to 10 years. Due to the high neuroplasticity of children’s brains, the initial years of a child’s life is the easiest in which to manipulate and to shape the individual that the child grows up to be. It is also the age in which negative environments can affect them the most. In this regard, primary school teachers are the main influencers of the educational and behavioral development of children. Primary school teachers play a special role in providing guidance to expand on the basic abilities of reading, writing and speech on which all other knowledge and skills are obtained.

Children vary by age, gender and many other genetic, biochemical and physiological factors. This includes the rate of learning and grasping new concepts as well as the depth of understanding. Yet there are several established milestones with respect to the specific skills obtained at various age ranges, which must be achieved to consider the child as a normally developing individual. In the current schooling system, the method of learning most efficacious in the majority of children, is used. But the same technique of learning may not be appropriate for all children and this may manifest as a learning disability if special concern is not paid.

Special needs children are children with restriction in the capacity to participate in and benefit from education on account of an enduring physical, sensory, mental health or learning disability, or any other condition which results in a person learning differently from a person without that condition, as defined in the Education for Persons with Special Educational Needs (ESPEN) act passed into law in July 2004 in Ireland. The deficiency of proper definitions or laws in the Sri Lankan legislative system for individuals with special needs, highlights the lack of awareness in the community about such matters.

Mental health is defined as a state of well-being in which every individual realizes his or her own potential, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to her or his community. (World Health Organization, 2016) Mental health is characterized by reasonable independence, self-direction, ability to find recreation, satisfaction with sexual identity, collaboration, compromise etc. (Bhatia, 2011) It is essential for proper growth of an individual as well as the community as a whole. It is common knowledge that mental illness can manifest as physical ailment, therefore mental health is key in all aspects of living.

Children having mental health problems suffer from an array of mental illnesses; some which cannot be typically categorized as illnesses and are more appropriately termed disorders. Two mental disorders that have recently caught the public eye are Dyslexia and Autism.

Autism is considered as a pervasive development disorder defined by the presence of abnormal or impaired development that manifests before the age of 3 years and by the characteristic triad of abnormal functioning in social interaction, abnormal communication and restrictive, stereotyped, repetitive behavior. (World Health Organization Publications, 1994) It is a form of childhood psychoses (Ingram et. al., 1981), characterized by a detachment from reality and excessive indulgence in fantasy thinking. Bleuler suggested that in autistic individuals fantasy thinking is permitted to go on, unimpeded by rational thoughts due to the failure of logical thinking. (Fish, 1964) Though initially known as ‘infantile autism’, the term has now been replaced due to its paradoxical nature, by the more appropriate ‘autism’ because autistic infants grow up to be autistic adults.

Dyslexia is defined as a specific and significant impairment in the development of reading skills that is not solely accounted for by mental age, visual acuity problems or inadequate schooling. (World Health Organization Publications, 1994) It is one of the most common disorders among children but awareness is minimal among the public.

Global Situation

The lack of global awareness on Autism in the past decades has now been replaced by increasing curiosity and interest from the public, especially on two fronts: the claims that infant vaccination programs have associations with autism and the apparent escalation in prevalence of the condition. Despite the absence of reliable evidence, allegations of increased risk of autism linked to the MMR vaccine has been a static conviction in the community, probably because of the belief that, since it is an external effector it can supposedly be prevented. The increasing prevalence of autism can be principally due to increased interest of the public and re-definition of many individuals whose problems were not understood or simply not recognized. (Muir, 2004) Either way, updated evidence on autism has indicated a constant annual increase in the incidence of the condition among preschoolers as well as a rise in age-banded prevalence. The aberrant behavior associated with autism as well as its association with learning difficulties have caused many social problems for the individual as well as his/her family. Before the age of 4, these deviant mannerisms often go undetected by family members except the highly observant, due to the fact that they are most prominent when attempting complex tasks which are required when the child is approaching school age. Many parents disregard the mild antisocial behavior seen in infancy where the child fails to smile or protests to cuddling. In children whose speech may never develop, the condition is detected earlier and have far more severe consequences, especially if the child is in the extreme minority with a high IQ.

Dyslexia, which is also known as specific reading difficulties is the most common form of learning disability with an estimated prevalence of 10% in any given population, which may vary slightly according to other extraneous variables. With the world population being seven billion and also constantly growing, this accounts for a huge number of affected individuals with far reaching and life-long consequences that impacts the person, society and economy at large. But with prompt interventions by teachers trained in learning disabilities in children, depression and self-resentment in dyslexic students can be evaded. Researches done using functional MRI imaging have established that the brains of dyslexics develop and operate in a deviant manner, compared to that of normal people. They have apparent capacities for intuitive and imaginative thinking processes which lead to creativity and inventiveness. Some people diagnosed with dyslexia given appropriate remedy, opportunity and support to manage their dyslexia and triumph over it, have become celebrities, with innumerable achievements in their respective fields. Some popular examples are, John Chambers; CEO of Cisco Systems Inc, (Dyslexia International Organization), the world renowned film director Steven Spielberg, investor Charles Schwab, actress Whoopi Goldberg, quarterback Tim Tebow, comic author Dav Pilkey as well as Tom Cruise, Robin Williams, Picasso (Ability Sri Lanka Organization) and Albert Einstein (Sunday Times) who challenge our comprehension of the disabled. But the unfortunate reality of dyslexic students is that they remain undiagnosed throughout their school careers and face the melancholy of failure in spite of effort, and soon lose motivation to learn. The situation is made worse by ignorant teachers who label these children as lazy or disruptive, further crushing their self-confidence, rather than adapt their teaching to meet the learners’ needs. Large classes also operate against individual comprehension when any preliminary problems have already appeared. (Batchelor, 1969) This emphasizes the global liability of undiagnosed dyslexia and its consequences. Dyslexia has been familiar in western countries for a prolonged time, and gained parliamentary recognition as a registered disability in their governments. Since then attention has been given to helping dyslexics in all aspects as evident from the importance given to it, in education and disability discrimination acts in these countries. According to these legislations, all teachers are required to be able to respond to the needs of children with difficulties in learning. To achieve this, help is provided to teachers in developing techniques to deliver quality education for those who have special needs, by means of training, giving knowledge and support schemes. The provision of additional time and authorization to use personal computers enable a just background for dyslexics at examinations. (Sunday Times)

Abstract

This research paper examines the motivation for English as a foreign language learning in primary school education. The purpose is to determine the amount of motivation students have for learning English as a foreign language. After reviewing literature, a study was done by a Bosnian teacher, regarding motivation, and it shows that students are highly motivated to learn EFL. The study was done in primary school, fourth grade students who filled out the questionnaire.

Introduction

The key concept this work is focused on is the concept of motivation, respectively motivation for learning EFL in primary school education. Numerous definitions of what motivation is can be found. One of them states that the motivation is representing a group of motives or psychological conditions that are activating and directing human behavior and determines the intensity of that behavior (Krajnovic, 2010).

Human needs are different, and in that case the motivation is organized in accomplishing different goals. It is realizable to affect motivation in class, so the motivation itself is part of foreign language classes because it has a big part in mastering the particular language, and according to Gardner (1985) a student is truly motivated when his/hers desire to achieve the goal and positive attitude towards the goal are linked to the amount of hard work they put in.

Nowadays with the new technology; students, children, and adults in general, show great interest for modern technology, and less interest for formal learning. In this research paper the motivation of fourth grade, primary school students for learning EFL is examined, and it is tested in what amount the students are motivated for learning English language.

Literature review

We may ask the question what the motivation is. It is undoubtedly one of the most important aspects of individual differences in mastering the foreign language. It is one of the most important components that affects the outcome of studying (Djigunovic, 1998), and it is especially important because it can be changed, it can be increased and encouraged.

“Is motivation a wish? A feeling? The way of thinking? A need or a group of needs? Process or a group of processes?” (Reeve, 2010)

Rheinberg (2004) is simplifying it and it points out that the motivation is about a person having a goal, trying and working on something that nobody can stop them from. That can also be explained by experiencing the motivation as a state to which something is attracting us, relates to us, a state in which we tend to do something, we want something and we do it.

Motivation can be described as a slight obsession with a certain thing (DeCharms, 1979)

“The term motivation is not reflecting homogeneous unit that we have in most of the cases. There is no something like a unique “motivation muscle” which requires a special cells in our body. The term motivation is in most of the cases abstract category that helps us specify and explain individual components or aspects of many different processes in our lives that guide our behavior“(Rheinberg, 2004).

According to Dörnyei (2005) personality and language talent are the key factor for a good motivation. Also, Ellis (2008) claims that language talent, motivation, and personality are important while intelligence, age, and strategies of studying don’t matter so much.

The study that was done by Bosnian teacher as a sample 100 students participated from three different primary schools in Bosnia who are learning EFL. Participants included 49 females and 51 males. They were 4th grade students.

The instrument that was used is questionnaire. The questionnaire was contained of two parts.

First part of the questionnaire had general questions. Students were specifying their gender, how old are they, how long have they been learning EFL, etc. They were also mentioning if they have ever been in a country where English language is spoken, why are they learning English language and how long they watch English TV shows and movies. In the second part of questionnaire they had 25 statements and they only had to tick if they agree or disagree.

The research was conducted in May 2015/2016 school year. Firstly the principal was asked if the questionnaire can be done, and the aim of the study was represented to him. After the principal approved it, students got the questionnaire with all the instructions and a request to read and answer carefully.

The results showed us that students are very motivated for learning English language. Some of the reasons were that even though they are children they need English language for games, cartoons and TV shows that are mostly in English language to which they are constantly exposed and the more they watch programs in English the more motivated they are to learn it, which is in accordance to Karlak (2014). Another reason students mentioned is studying abroad, as many of them either plan to study or work abroad. Many students think they should know more languages and are conscious that English is spoken worldwide and it would be good to know it for a better communication with people. The results also showed that they spend a lot of time studying EFL, mostly starting from the 1st grade. Students are very motivated to learn EFL. They have English language everywhere around them, in their environment, so they accept it unconsciously.

Similar results can be found in M.Karlak (2014) who also stated, from different research, that students are very motivated for learning English. Karlak did the research with secondary school students while this one was done with primary school students, but still, the results are very similar.

Every research has advantages and disadvantages, and so does this one. What I consider as disadvantage is that the research had only one instrument, it had only questionnaire which leads to lack of some information. Also, it would be much better if there were more participants so the results could be more reliable. But an advantage I see is that the students were children who are honest in that age, they say what they mean and not what is socially acceptable.

Conclusion

Students are under the influence of their social environment, and they are aware of the old and well know proverb “The more languages you know, the more you are valued” since their early age. They are aware that it is very significant to know more languages aside from their mother tongue. The key concept of this research was motivation for learning EFL.

With this research it was proven that students are very motivated. Students are already, in that early age, aware that they need English in their life, that all the technology, applications, movies, computer games, television program is in English, so as the internet and its possibilities abounds with English language. So, they are surrounded by English language everywhere they look and they also learn it for a long period of time as it is obligatory subject in their schools and they know they will need it in the future. They stated that in their answers in the questionnaire, for example: “I learn it because almost everything is in English, like YouTube, movies and games”, “I learn it because that language is spoken worldwide”, “I learn it because I will need it in my life”

In this assignment I will discuss the misconceptions of primary science that have developed over the years. I will include my own knowledge and what I have witnessed myself during my time on placement. I will research and identify how we could help the children overcome the misconceptions.

The primary school is a very small sized infant school. The age group starts from 4-11. The school has a total of 150 students. They have limited number of students in each class. It is a mixed ability school with a range of different ethnicities. I work in year 4 with 26 students.

General misconceptions

A lot of people who hold a misconception of science they do not even know that their ideas incorrect. When they are told they are wrong, they often have a hard time giving up their misconceptions, especially if they have had a misconception for a long time. Imagine someone telling you was 60 but you only looked about 30. (Science Misconceptions | Common Misconceptions in Science, 2020)

Science misconceptions

I did a lesson on a specific misconception. I did “are all metals magnetic”. They all thought that all metals are all magnetic. I did this experiment with a magnet and different kinds of metals. Children often do not believe everything until it is proven. So, we tried it and the magnet did not stick to everything. Children often get these misconceptions from so many different things. I asked them and they had said they seen it on tv shows and maybe the metal items they had seen were all magnetic. They were shown videos to also prove that not all metals are magnetic. I did a few lessons with them on this topic. What children see and learn does really give a big impact on them as they remembered all the answers to the questions I asked. It is hard changing someone’s belief on their misconception as they have believed in that for such a long while. Such as which type of metals are magnetic. My group of children wanted to learn a lot more about this topic. As often teachers do not go over misconceptions as such.

When children in the UK first experience formal science lessons, usually at the age of five, the topics taught are not unfamiliar to them. Since the introduction of a National Curriculum for England and Wales, primary school children are now required to study Experimental and Investigative Science which includes Life Processes and Living Things, Materials and their Properties and Physical Processes (headings taken from the Key Stage 1 Programme of Study). Therefore, primary science lessons are likely to be based around the effects of physical forces like pushing and pulling, how plants and humans grow, or how various objects sink, float or balance. All of these are concepts which the children will have previously experienced in some form in their daily lives. And these experiences will have left their trace, since from them the children will have constructed a number of intuitive ideas and theories about how the world around them works (Kuhn, 1989). ‘One of the most important findings of cognitive/developmental research is that children do not come to the science learning task as a ‘tabula rasa’ but they have acquired rich knowledge about the physical world based on their everyday experiences’. (Vosniadou and Ionnides, 1998).

Conceptual change in science The role for the primary teacher is to organise the child’s naive ideas into a coherent concept which is both accurate and explicit. However, whether this involves discarding and replacing the initial knowledge, or reorganising and developing it, is a question that gives rise to two opposing views about how conceptual development in science occurs. Many existing characterisations of the process of conceptual change focus on a conflict between two sets of knowledge, where the child’s incorrect one is finally abandoned in favour of the teacher’s more correct conceptualisation (Posner, Strike, Hewson and Hewson, 1982). Carey espoused this view, by postulating that many of children’s initial ideas about physics are incompatible with the adult concept, thus demanding a major reconceptualisation analogous to a paradigm shift in scientific theory (Carey and Gelman, 1991). Piaget, too, claimed that cognitive conflict would create disequilibrium and that, with maturation, misconcepts would fall by the wayside (Piaget, 1977).

References

1. Newyorkscienceteacher.com. 2020. Science Misconceptions | Common Misconceptions In Science. [online] Available at: [Accessed 4 May 2020].

These days, robots are used more often in colleges, beyond their regular applications in engineering. Robot teachers could be a big step to prepare the primary kids to be an innovative and smart generation in the future so they could build their life and country. It promotes interactive learning, making kids more involved in their learning activities.

In order to develop their skills, primary school students face the most critical time of their life in order to. So, the use of robots facilitates immersive learning and increases the participation of children in their educational experiences. Such as their academic skills to be prepared for the next education years, increases their interest in engineering and develop their problem-solving skills. Throughout education, the use of robotics for primary school children has the potential to help children develop different academic skills such as understanding the science process, developing mathematical concepts and increasing success scores. Robots teaching primary students seem to be ideal for the growth of language skills because it allows for more communication, since the children are more known to be shy in this age.

The use of robots in teaching primary children should be allowed because this could be the solution into increasing their confidence in choosing what they want to be in the future and creating the best one for them. Robots have the capacity of planning plan the future of children. It should be allowed to let it teach primary children, as this would be the answer to develop their confidence in choosing who they wish to be and making the best for them. “Robots are the key to a successful future for students with the interest and motivation to pursue careers in this field and raise interests in technology” (‘Five Reasons to Teach Robotics in Schools’, 2018). To provide the best future for these children it is important to make sure that they are ready from every field they will face in the next education years. Robotics is an industry that develops and becomes an important industry and forms our children’s future environment. Remember that robots impact the lives of children already, and this is accomplished with digital technologies that almost every household uses. So, for kids, this is not really a big challenge (‘Programing Robots in Camps Prepare Kids for The Future’, 2017). Technology is one of the most important factors on kids’ lives, they use it when they were kids as a distracting or for fun too and has a really good results so it’s not new to them. Also, robots are useful for developing the children language skills. According to Chang (2010), a humanoid robot tested in schools for teaching a second language, results showed a strong participation of children. Furthermore, the students will be able to manage the communication skills in the future if they traveled to a foreign country or faced a terrorist. “Social robots can increase the positive attitudes” (‘Attitudes Toward Using Social Robots in Psychotherapy’, n.d). Furthermore, this study showed that social robots can improve positive attitude of the children, which means that not only a genius generation will appear but an optimistic one too. The use of robotics also provided the kids with an opportunity to demonstrate their different cognitive abilities and a practical platform for showing the kids activities, problems and learning opportunities (Cook, A., Encarnação, P., & Adams, K., 2010). Finally, as long as the children are trained professional on the fields mentioned, then their future is in good hands.

Robots have a positive impact on children’s behavior. “The majority of people have positive attitudes as concerning the use of robots for psychotherapy, considering them useful tools and that they can increase the effectiveness of psychological treatments” (‘Attitudes Toward Using Social Robots in Psychotherapy’, n.d). In addition, this shows that some sensors could be added to the robot machine like knowing how to develop the behavior of the children in certain times.

If the robots are designed well by the company, the result will be satisfying. “Helps them increase their maturity levels and prepare them for real-world situations” (‘Advances in the Use of Educational Robots in Project-Based Teaching’, 2015). The student faces come pressure and stress during a certain time on their school, giving them the solution to this issue would be really helpful for them. Such as telling them how to organize their work weekly, so they don’t get pressured in the last of the semester and give them the steps to follow. Furthermore, doing some small prizes for the one who is most organized will improve the others to follow. Robots speeds the pace of insight and understanding of the children of primary schools. Robots make students perform different tasks and movements; different abilities start to shine.

Many had the opposite opinion about this topic. Saying robots can’t teach children because they can’t elaborate with them and cannot help the children thrive in a future world. “Teachers provide the emotional support and boundaries that will help children becoming flourishing adults in a future world, something that robots could not be programmed to do” (Montes, N., Rosillo, N., Mora, M., & Hilario, L., 2018). Primary children are most likely to copy what they see, as long as the robot provide them different fun learning activities, they will elaborate with them and not focus on the negative side, also if there are a big company then they can add the best sensors on the robots to help elaborating with the kids. The support that an instructor can provide may not be provided by robots. Teachers can clarify things for students, provide numerous teaching methods, and encourage students, while robots cannot even provide the same or similar things (Montes, N., Rosillo, N., Mora, M., & Hilario, L, 2018). Technology can tell both students and people things, including with a variety of teaching methods. Apps like Photomath can provide explanations for students. If students want a solution, it can be turned to a book page or answered humanly by the robot when there are common questions. Let’s mentions some examples happening these days. Robots have already been introduced which can rate homework. The Scantron tools for multiple selection quests are used, and applications such as Math’s Learning of how software can read numbers. Similar technology can be used in prose, leading to letters. Examples of robots that can read and correct grammar have already been provided. Robots can detect if the ball is in the strike area and whether anybody is out of boundaries. Therefore, robots can learn and interpret additional rules and provide them to the kids.

By all counts, robots will be the first step, the biggest to change the world, they will not make the world an increasingly difficult place to live in for our children. Students and robots in primary school should work together to achieve good things with the right knowledge. Robots were shown to be better than managers. A robot can’t do anything a teacher can. Thus, robots will replace primary school teachers in the (probably distant) future.

These days, robots are used more often in colleges, beyond their regular applications in engineering. Robot teachers could be a big step to prepare the primary kids to be an innovative and smart generation in the future so they could build their life and country. It promotes interactive learning, making kids more involved in their learning activities.

In order to develop their skills, primary school students face the most critical time of their life in order to. So, the use of robots facilitates immersive learning and increases the participation of children in their educational experiences. Such as their academic skills to be prepared for the next education years, increases their interest in engineering and develop their problem-solving skills. Throughout education, the use of robotics for primary school children has the potential to help children develop different academic skills such as understanding the science process, developing mathematical concepts and increasing success scores. Robots teaching primary students seem to be ideal for the growth of language skills because it allows for more communication, since the children are more known to be shy in this age.

The use of robots in teaching primary children should be allowed because this could be the solution into increasing their confidence in choosing what they want to be in the future and creating the best one for them. Robots have the capacity of planning plan the future of children. It should be allowed to let it teach primary children, as this would be the answer to develop their confidence in choosing who they wish to be and making the best for them. “Robots are the key to a successful future for students with the interest and motivation to pursue careers in this field and raise interests in technology” (‘Five Reasons to Teach Robotics in Schools’, 2018). To provide the best future for these children it is important to make sure that they are ready from every field they will face in the next education years. Robotics is an industry that develops and becomes an important industry and forms our children’s future environment. Remember that robots impact the lives of children already, and this is accomplished with digital technologies that almost every household uses. So, for kids, this is not really a big challenge (‘Programing Robots in Camps Prepare Kids for The Future’, 2017). Technology is one of the most important factors on kids’ lives, they use it when they were kids as a distracting or for fun too and has a really good results so it’s not new to them. Also, robots are useful for developing the children language skills. According to Chang (2010), a humanoid robot tested in schools for teaching a second language, results showed a strong participation of children. Furthermore, the students will be able to manage the communication skills in the future if they traveled to a foreign country or faced a terrorist. “Social robots can increase the positive attitudes” (‘Attitudes Toward Using Social Robots in Psychotherapy’, n.d). Furthermore, this study showed that social robots can improve positive attitude of the children, which means that not only a genius generation will appear but an optimistic one too. The use of robotics also provided the kids with an opportunity to demonstrate their different cognitive abilities and a practical platform for showing the kids activities, problems and learning opportunities (Cook, A., Encarnação, P., & Adams, K., 2010). Finally, as long as the children are trained professional on the fields mentioned, then their future is in good hands.

Robots have a positive impact on children’s behavior. “The majority of people have positive attitudes as concerning the use of robots for psychotherapy, considering them useful tools and that they can increase the effectiveness of psychological treatments” (‘Attitudes Toward Using Social Robots in Psychotherapy’, n.d). In addition, this shows that some sensors could be added to the robot machine like knowing how to develop the behavior of the children in certain times.

If the robots are designed well by the company, the result will be satisfying. “Helps them increase their maturity levels and prepare them for real-world situations” (‘Advances in the Use of Educational Robots in Project-Based Teaching’, 2015). The student faces come pressure and stress during a certain time on their school, giving them the solution to this issue would be really helpful for them. Such as telling them how to organize their work weekly, so they don’t get pressured in the last of the semester and give them the steps to follow. Furthermore, doing some small prizes for the one who is most organized will improve the others to follow. Robots speeds the pace of insight and understanding of the children of primary schools. Robots make students perform different tasks and movements; different abilities start to shine.

Many had the opposite opinion about this topic. Saying robots can’t teach children because they can’t elaborate with them and cannot help the children thrive in a future world. “Teachers provide the emotional support and boundaries that will help children becoming flourishing adults in a future world, something that robots could not be programmed to do” (Montes, N., Rosillo, N., Mora, M., & Hilario, L., 2018). Primary children are most likely to copy what they see, as long as the robot provide them different fun learning activities, they will elaborate with them and not focus on the negative side, also if there are a big company then they can add the best sensors on the robots to help elaborating with the kids. The support that an instructor can provide may not be provided by robots. Teachers can clarify things for students, provide numerous teaching methods, and encourage students, while robots cannot even provide the same or similar things (Montes, N., Rosillo, N., Mora, M., & Hilario, L, 2018). Technology can tell both students and people things, including with a variety of teaching methods. Apps like Photomath can provide explanations for students. If students want a solution, it can be turned to a book page or answered humanly by the robot when there are common questions. Let’s mentions some examples happening these days. Robots have already been introduced which can rate homework. The Scantron tools for multiple selection quests are used, and applications such as Math’s Learning of how software can read numbers. Similar technology can be used in prose, leading to letters. Examples of robots that can read and correct grammar have already been provided. Robots can detect if the ball is in the strike area and whether anybody is out of boundaries. Therefore, robots can learn and interpret additional rules and provide them to the kids.

By all counts, robots will be the first step, the biggest to change the world, they will not make the world an increasingly difficult place to live in for our children. Students and robots in primary school should work together to achieve good things with the right knowledge. Robots were shown to be better than managers. A robot can’t do anything a teacher can. Thus, robots will replace primary school teachers in the (probably distant) future.