Teaching
The primary method is Teacher Centric learning where the teacher is the anchor and students listen and respond. This is more traditional and conducive to most types of learners. Wolmer’s also emphasizes hands on enquiry, especially in STEM classes. Students are expected to participate in a collaborative environment with group work and group share.
Literacy / Numeracy
During the early childhood period, young children’s language skills are growing rapidly, and children’s developing language appears to underlie both literacy- and numeracy-related skill development. The relation between language development and early literacy show how language input influences early numeracy.
Early literacy and early numeracy are two important skill areas that develop during the early childhood period. Early literacy and numeracy skills are critical for early school success, and children’s performance in these areas tends to be stable over time. Furthermore, these two skill areas appear to be related to one another. For example, young children with delays in literacy skill development are often delayed in early math skills as well . Plus, there is growing evidence that both early literacy and early numeracy skills are strong predictors of children’s long-term achievement.
Wolmer’s creates a rich environment that support both early literacy and numeracy skill development.
Proficiency in early math skills such as counting, comparing and classifying, geometry and thinking skills create a necessary foundation for future math skills and success later in school. These skills are a crucial step in math development and cannot be skipped. Students must know how to do the basic skills before they can learn more advanced skills. This also includes the ability to use and understand academic language in association with skills and abilities. Parents and early childhood educators are both responsible for introducing and teaching early math academic language along with skills both formally and informally. Learning can take place through daily interactions with numeracy activities and games, casual conversations about math concepts, and formal instruction time. Play is a necessary part of early math learning as it gives students opportunities to use and practice their academic language alongside a skill. Based on the research found, integrating math into early childhood curriculum would be a beneficial change for future math courses and STEM occupations. Early math and numeracy skills not only pave the way for success in future math classes but also help students form a positive attitude toward math and learn basic executive functioning and problem solving skills. The knowledge of early numeracy skills, the development of math skills and the best practices for teaching these skills will help parents, early childhood educators and administrators best prepare young students for a strong academic career. Early math and numeracy skills indeed have a strong impact on academic achievement throughout elementary school and therefore should be a main component of early childhood education.
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The best way of teaching a child is through taking up activities. Wolmer’s relies heavily on activities such as role plays, virtual games, singing, free play and a lot more, to teach children.This method of learning brings exposure to the child in a friendly environment with no pressure at all. The focus is entirely on the needs of the child and the activities revolve around fulfilling such needs.
It fits well with the commitment and aim of not burdening the kids with tasks they are not yet capable of performing.
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The child is developing his or her cognitive and social-emotional competencies. “Social-emotional learning,” is a common teaching method applied among this age group. Its core elements include self-awareness, self-management, social awareness, responsible decision-making, and relationship skills. These characteristics that are actively built upon support a child’s progress in subjects such as math, literacy, technology, and social studies.
The level of a child’s social skills predicts the level of performance later on in his or her education. For example, a child’s early ability to self-regulate his or her emotions is tied to a higher skill level in math in the later years of the child’s academic career.
Although children have natural tendencies to be more interested in learning and attentive to developing their skills, teachers help build children’s competencies. Teachers can intentionally model enthusiasm for learning, persistence, and interest in subjects in order to evoke curiosity from their students.
They can also allow their students to make decisions that increase their participation in the classroom, which ultimately grows confidence within the children. When students are rewarded not only for their high achievements but also for their hard work, it will likely result in higher levels of work over periods of time.
There are three key areas of teaching methods that K-3 grade teachers should focus on to best develop their students:
- Engagement
- Problem-solving
- Initiative and creativity
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Teaching to 4th-6th
Teachers feel a heavy weight on their shoulders for the curiosity and ambition of fourth- through sixth-graders, particularly as these students enter High school. At this age group Wolmer’s empoys what is known as the “differentiated instruction approach.”
This approach addresses student needs and tailors teaching styles to their learning preferences while also conforming to the intense demands of today’s standards of testing and systematic metrics of success. Encompassing process, strategy, and approach, among other elements that are supported by best practice and research, are signature perspectives of the differentiation approach.
Fourth- through sixth-grade teachers favor the differentiation approach because they can use a multitude of processes to meet the learning requirements of a more diverse student body and population. The strength of this popular teaching method is that it provides a variety of ways to meet the needs of many learners.
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