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Teaching Methods

The term teaching method refers to the general principles, pedagogy and management strategies used for classroom instruction.

Your choice of teaching method depends on what fits you — your educational philosophy, classroom demographic, subject area(s) and school mission statement.

Teaching theories can be organized into four categories based on two major parameters: a teacher-centered approach versus a student-centered approach, and high-tech material use versus low-tech material use.

Interested in developing your skills as a teacher? Explore online education short courses designed to give you an in depth understanding of various skills in teaching.

Taken to its most extreme interpretation, teachers are the main authority figure in a teacher-centered instruction model. Students are viewed as “empty vessels” who passively receive knowledge from their teachers through lectures and direct instruction, with an end goal of positive results from testing and assessment. In this style, teaching and assessment are viewed as two separate entities; student learning is measured through objectively scored tests and assessments.

Learn more about the different teaching styles that use a teacher-centered approach.

While teachers are still an authority figure in a student-centered teaching model, teachers and students play an equally active role in the learning process.

The teacher’s primary role is to coach and facilitate student learning and overall comprehension of material, and to measure student learning through both formal and informal forms of assessment, like group projects, student portfolios, and class participation. In the student-centered classroom, teaching and assessment are connected because student learning is continuously measured during teacher instruction.

Learn more about the different teaching styles that use a student-centered approach.

Advancements in technology have propelled the education sector in the last few decades. As the name suggests, the high tech approach to learning utilizes different technology to aid students in their classroom learning. Many educators use computers and tablets in the classroom, and others may use the internet to assign homework. The internet is also beneficial in a classroom setting as it provides unlimited resources. Teachers may also use the internet in order to connect their students with people from around the world.

Below are some tech tools used in classrooms today:

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While technology undoubtedly has changed education, many educators opt to use a more traditional, low tech approach to learning. Some learning styles require a physical presence and interaction between the educator and the student. Additionally, some research has shown that low-tech classrooms may boost learning. For example, students who take handwritten notes have better recall than students who take typed notes. Another downside of technology in the classroom may be that students exposed to spell check and autocorrect features at an earlier age may be weaker in spelling and writing skills. Ultimately, tailoring the learning experience to different types of learners is incredibly important, and sometimes students work better with a low-tech approach.

Here are some examples of low technology usage in different teaching methodologies:

Through these different approaches to teaching, educators can gain a better understanding of how best to govern their classrooms, implement instruction, and connect with their students. Within each category of teacher and student centeredness and tech usage, there are specific teaching roles or “methods” of instructor behavior that feature their own unique mix of learning and assessment practices. Learn more about each one to find the best fit for your classroom.

Direct instruction is the general term that refers to the traditional teaching strategy that relies on explicit teaching through lectures and teacher-led demonstrations.

In this method of instruction, the teacher might play one or all of the following roles:

Formal Authority teachers are in a position of power and authority because of their exemplary knowledge and status over their students. Classroom management styles are traditional and focus on rules and expectations.

Expert teachers are in possession of all knowledge and expertise within the classroom. Their primary role is to guide and direct learners through the learning process. Students are viewed solely as the receptors of knowledge and information (“empty vessels”).

Teachers who operate under the “Personal Model’ style are those who lead by example, demonstrating to students how to access and comprehend information. In this teaching model, students learn through observing and copying the teacher’s process.

As the primary teaching strategy under the teacher-centered approach, direct instruction utilizes passive learning, or the idea that students can learn what they need to through listening and watching very precise instruction. Teachers and professors act as the sole supplier of knowledge, and under the direct instruction model, teachers often utilize systematic, scripted lesson plans. Direct instruction programs include exactly what the teacher should say, and activities that students should complete, for every minute of the lesson.

Because it does not include student preferences or give them opportunities for hands-on or alternative types of learning, direct instruction is extremely teacher-centered. it’s also fairly low-tech, often relying on the use of textbooks and workbooks instead of computers and 1:1 devices.

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The idea of the flipped classroom began in 2007 when two teachers began using software that would let them record their live lectures. By the next school year, they were implementing pre-recorded lectures and sharing the idea of what became known as the flipped classroom.

Broadly, the flipped classroom label describes the teaching structure that has students watching pre-recorded lessons at home and completing in-class assignments, as opposed to hearing lectures in class and doing homework at home. Teachers who implement the flipped classroom model often film their own instructional videos, but many also use pre-made videos from online sources.

A key benefit of the flipped classroom model is that it allows for students to work at their own pace if that is how the teacher chooses to implement it. In some cases, teachers may assign the same videos to all students, while in others, teachers may choose to allow students to watch new videos as they master topics (taking on a more “differentiated” approach).

But despite this potential for more student-centeredness, flipped classroom models are still mostly based on a teacher’s idea of how learning should happen and what information students need, making it chiefly teacher-centered. From a technology perspective, the system hinges on pre-recorded lessons and online activities, meaning both students and teachers need a good internet connection and devices that can access it.

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Sometimes known as tactile learning”or “hands-on learning”, kinesthetic learning is based on the idea of multiple intelligences External link , requiring students to do, make, or create. In a kinesthetic learning environment, students perform physical activities rather than listen to lectures or watch demonstrations. Hands-on experiences, drawing, role-play, building, and the use of drama and sports are all examples of kinesthetic classroom activities.

Though a great way to keep students engaged and, at times, simply awake, very few classrooms employ kinesthetic learning activities exclusively. One reason is that, despite the popularity of learning style theories, there is a lack of research-based evidence that shows that teaching to certain learning styles produces better academic results.

One upside is that kinesthetic learning is rarely based on technology, as the method values movement and creativity over technological skills. That means it’s cheap and fairly low-barrier to adopt, as well as a welcome break from students’ existing screen time. Kinesthetic learning can be more student-centered than teacher-centered when students are given the choice of how to use movement to learn new information or experience new skills, so it’s also adaptable to a teacher’s particular classroom preferences.

Read More:

  • Using Classroom Debates to Engage Students
  • The Benefits of Puzzles in Early Childhood

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Differentiated instruction is the teaching practice of tailoring instruction to meet individual student needs. It initially grew popular with the 1975 Individuals with Disabilities Education Act (IDEA), which ensured all children had equal access to public education. The Individualized Education Programs (IEPs) that started under IDEA helped classroom teachers differentiate for students with special needs. Today, differentiated instruction is used to meet the needs of all types of learners.

Teachers can differentiate in a number of ways: how students access content, the types of activities students do to master a concept, what the end product of learning looks like, and how the classroom is set up. Some examples of differentiation include: having students read books at their own reading levels, offering different spelling lists to students, or meeting in small groups to reteach topics.

Though differentiation is focused on individual student needs, it is mostly planned and implemented by the teacher. And technology, though a potential aid, is not a hallmark of the differentiated teaching style, making it a fairly traditional, low-barrier method to adopt.

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Based on student investigation and hands-on projects, inquiry-based learning is a teaching method that casts a teacher as a supportive figure who provides guidance and support for students throughout their learning process, rather than a sole authority figure.

In this method of instruction, the teacher might play one or all of the following roles:

Facilitators play a strong emphasis on the teacher-student relationship. Operating under an open classroom model, there is a de-emphasis on teacher instruction, and both student and educator undergo the learning process together. Student learning loosely guided by the teacher, and is focused on fostering independence, hands-on learning, and exploration.

Teachers who operate under the “Personal Model” style are those who lead by example, demonstrating to students how to access and comprehend information. In this teaching model, students learn through observing and copying the teacher’s process.

Teachers acts as a “resource” to students, answering questions and reviewing their progress as needed. Teachers play a passive role in student’s learning; students are active and engaged participants in their learning. The main goal of a Delegator is to foster a sense of autonomy in the learning process.

Teachers encourage students to ask questions and consider what they want to know about the world around them. Students then research their questions, find information and sources that explain key concepts and solve problems they may encounter along the way. Findings might be presented as self-made videos, websites, or formal presentations of research results.

Inquiry-based learning falls under the student-centered approach, in that students play an active and participatory role in their own learning. But teacher facilitation is also extremely key to the process. Usually, during the inquiry cycle, every student is working on a different question or topic. In this environment, teachers ask high-level questions and make research suggestions about the process rather than the content. At the end of the inquiry cycle, students reflect on the experience and what they learned. They also consider how it connects to other topics of interest, as an inquiry on one topic often results in more questions and then an inquiry into new fields.

Inquiry-based learning can make great use of technology through online research sites, social media, and the possibility for global connections with people outside of the community. But depending on the subject at hand, it doesn’t necessarily require it.

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Expeditionary learning is based on the ideas of the educator who founded Outward Bound, and is a form of project-based learning in which students go on expeditions and engage in in-depth study of topics that impact their schools and communities.

The learning in this model includes multiple content areas so that students can see how problem-solving can happen in the real world–ideally, their own worlds. A student in a big city, for example, might study statistics about pollution, read information about its effects, and travel to sites in their city that have been impacted by the problem. When they have a good understanding of the circumstances, students and teachers work to find a solution they can actively implement.

Technology-wise, G Suite (Google Docs, Sheets, and Drive) and internet access can aid student research, presentation, and implementation of projects. But it’s the hands-on work and getting out into the community that’s the cornerstone of this methodology.

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Personalized learning is such a new educational model that its definition is still evolving. At the heart of the model, teachers have students follow personalized learning plans that are specific to their interests and skills. Student self-direction and choice in the curriculum are hallmarks of personalized learning.

Assessment is also tailored to the individual: schools and classrooms that implement personalized learning use competency-based progression, so that students can move onto the next standards or topics when they’ve mastered what they’re currently working on. That way, students in personalized learning classrooms can progress to work beyond their grade level as they master topics, while students who need additional help have that time built into their daily schedules as well.

There’s also room for an emphasis on college and career readiness in personalized learning environments. Students who don’t require remediation or extension work can instead work with teachers to nurture social skills and other or 21st-century skills lessons and receive mentoring.

Personalized learning is extremely student centered, but teachers are required to teach lessons, look at frequent assessment data, and meet with students to make any necessary changes to their learning plans. They’ll also need to have a certain comfort level with technology: the differentiated and personalized instruction that students receive often come in the form of online lessons and programs, so teachers must be able to navigate virtual platforms with ease.

Read More

  • How Technology Changed the Way I Teach My Students

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Game-based learning comes from the desire to engage students in more active learning in the classroom. Because they require students to be problem solvers and use soft skills that they will need as adults, games are a great way to encourage a “mastery” mindset, rather than a focus on grades.

In a game-based learning environment, students work on quests to accomplish a specific goal (learning objective) by choosing actions and experimenting along the way. As students make certain progress or achievements, they can earn badges and experience points, just like they would in their favorite video games.

Game-based learning requires a lot of time and planning on the teachers’ part. Fortunately, there is software that makes this process much easier, like 3DGameLab and Classcraft. Teachers who use this software may be better at differentiating quests for students because of the data the programs provide.

Because teachers play a big role in planning and creating content under this model, game-based learning isn’t completely student-centered. But it is still very much focused on the student, who works at their own pace and makes independent choices in a gamified environment.

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Last Updated August 2020

Strategies Teachers Use to Help Kids Who Learn and Think Differently

Your child’s teachers may use a variety of teaching strategies in their classrooms. But do these strategies help kids who learn and think differently?

There’s no one way for teachers to deliver instruction to their students. However, some strategies are backed by research and are more effective than others.

These approaches and techniques can benefit all students. But they’re especially helpful to kids who learn and think differently. They can make a big difference in how well struggling students take in and work with information. (Some may even be used as formal accommodations in and .)

You may have heard of one or more of these strategies from your child’s classroom or special education teachers. If not, you can ask the teachers whether they use the strategies and how you might adapt them to use at home.

Here are six common teaching strategies. Learn more about what they are and how they can help kids who learn and think differently.

1. Wait time

“Wait time” (or “think time”) is a three- to seven-second pause after a teacher says something or asks a question. Instead of calling on the first students who raise their hand, the teacher will stop and wait.

This strategy can help with the following issues:

  • Slow processing speed: For kids who process slowly, it may feel as though a teacher’s questions come at rapid-fire speed. “Wait time” allows kids to understand what the teacher asked and to think of a response.
  • ADHD: Kids with ADHD can benefit from wait time for the same reason. They have more time to think instead of calling out the first answer that comes to mind.

2. Multisensory instruction

Multisensory instruction is a way of teaching that engages more than one sense at a time. A teacher might help kids learn information using touch, movement, sight and hearing.

This way of teaching can help with these issues:

  • Dyslexia: Many programs for struggling readers use multisensory strategies. Teachers might have students use their fingers to tap out each sound in a word, for example. Or students might draw a word in the air using their arm.
  • Dyscalculia: Multisensory instruction is helpful in math, too. Teachers often use hands-on tools like blocks and drawings. These tools help kids to “see” math concepts. Adding 2 + 2 is more concrete when you combine four blocks in front of you. You may hear teachers refer to these tools as manipulatives.
  • Dysgraphia: Teachers also use multisensory instruction for handwriting struggles. For instance, students use the sense of touch when they write on “bumpy” paper.
  • ADHD: Multisensory instruction can help with different ADHD symptoms. That’s especially true if the technique involves movement. Being able to move can help kids burn excess energy. Movement can also help kids focus and retain new information.

3. Modeling

Most kids don’t learn simply by being told what to do. Teachers use a strategy called “I Do, We Do, You Do” to model a skill. The teacher will show how to do something (“I do”), such as how to do a math problem. Next, the teacher will invite kids to do a problem with the teacher (“we do”). Then, kids will try a math problem on their own (“you do”).

This strategy can help with these issues:

  • All learning and thinking differences: When used correctly, I Do, We Do, You Do can benefit all learners. That’s because a teacher can provide support during each phase. However, teachers must know what support to provide. They also need to know when students understand a concept well enough to work on their own. Think of it like riding a bike: The teacher needs to know when to take off the training wheels.

4. Graphic organizers

Graphic organizers are visual tools. They show information or the connection between ideas. They also help kids organize what they’ve learned or what they have to do. Teachers use these tools to “scaffold,” or provide support around, the learning process for struggling learners. (It’s the same idea as when workers put up scaffolding to help construct a building.)

There are many different kinds of graphic organizers, such as Venn diagrams and flow charts. They can be especially helpful with these issues:

  • Dyscalculia: In math, graphic organizers can help kids break down math problems into steps. Kids can also use them to learn or review math concepts.
  • Dysgraphia: Teachers often use graphic organizers when they teach writing. Graphic organizers help kids plan their ideas and writing. Some also provide write-on lines to help kids space their words.
  • Executive functioning issues: Kids with weak executive skills can use these tools to organize information and plan their work. Graphic organizers can help kids condense their thoughts into short statements. This is useful for kids who often struggle to find the most important idea when taking notes.

5. One-on-one and small group instruction

One strategy that teachers use is to vary the size of the group they teach to. Some lessons are taught to the whole class. Others are better for a small group of students or one student. Learning in a small group or one-on-one can be very helpful to kids with learning and thinking differences.

Some kids are placed in small groups because of their IEPs or an intervention. But that’s not always the case. Teachers often meet with small groups or one student as a way to differentiate instruction. This means that they tailor the lesson to the needs of the student.

This strategy helps with:

  • Dyslexia: Students with dyslexia frequently meet in small group settings for reading. In the general classroom, teachers often work with a small group of kids at the same reading level or to focus on a specific skill. They might also meet because kids have a common interest in a book.
  • Dyscalculia: For kids with dyscalculia, teachers gather one or more students to practice skills that some students (but not the whole class) need extra help with.
  • Dysgraphia: In many classrooms, teachers hold “writing conferences.” They meet with students one-on-one to talk about their progress with what they’re writing. For students with dysgraphia, a teacher can use this opportunity to check in and focus on specific skills for that student.
  • ADHD and executive functioning issues: This type of instruction often takes place in settings with fewer distractions. The teacher can also help students stay on task and learn skills like self-monitoring.
  • Slow processing speed: Teachers can adjust the pace of instruction to give students the time they need to take in and respond to information. In these groups, teachers can focus on the priorities of the lesson so students have the time to grasp the most important concepts. Being in a focused setting may also help decrease the anxiety students feel in whole-class lessons.

6. Universal Design for Learning (UDL) strategies

UDL is a type of teaching that gives all students flexible ways to learn and succeed. UDL strategies allow kids to access materials, engage with them and show what they know in different ways. There are many examples of how these strategies help kids who learn and think differently.

  • ADHD: UDL allows students to work in flexible learning environments. For students who struggle with inattention and distractibility, a teacher might allow a student to work in a quiet space away from the class. Or the student may want to wear earbuds or headphones.
  • Executive functioning issues: Following directions can be tough for kids with executive functioning issues. One UDL strategy is to give directions in more than one format. For instance, a teacher might give directions out loud and write them on the board.
  • Dyslexia: When teachers follow UDL principles, they present information in many different ways. For instance, instead of telling students they must read a book, they would be invited to listen to an audiobook. This removes a barrier for students who struggle with reading.
  • Dysgraphia: One UDL strategy is to give assignment choices. Kids with dysgraphia may struggle to show how much they know about history by writing an essay. But they may shine when delivering a presentation or acting out a historical skit.

To learn more about any of these teaching strategies, talk with your child’s teacher. Ask which strategies they use, whether they are evidence-based and how you might use them at home. 

Key takeaways

  • Some teaching strategies may be part of a child’s IEP or 504 plan.

  • The strategies aim to give kids needed support as they learn.

  • Talk with your child’s teachers about the strategies they use.

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    How to teach a child to read: important rules and effective methods

    October 26LikbezEducation

    Teaching a preschooler to read without losing interest in books is real. Lifehacker has selected the best ways for responsible parents.

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    How to understand that it's time to teach your child to read

    There are several signs of psychological readiness.

    1. The child speaks fluently in sentences and understands the meaning of what is said.
    2. The child understands directions: left-right, up-down. For learning to read, it is important that the baby can follow the text from left to right and from top to bottom.
    3. The child distinguishes sounds (what speech therapists call developed phonemic hearing). Simply put, the baby will easily understand by ear where the house and the bow are, and where the tom and the hatch are.
    4. Your child pronounces all the sounds and has no speech problems.

    Natalya Zharikova

    Speech therapist with 33 years of experience

    A child with speech therapy problems does not hear and does not distinguish similar sounds. From here come errors with speech, and subsequently with reading, and even more often with writing. It is very difficult for a parent to identify violations on their own, so usually a teacher or a speech therapist can point this out to them.

    How to teach your child to read

    Be patient and follow these simple guidelines.

    Set an example

    In a family where there is a culture and tradition of reading, children themselves will reach for books. Read not because it is necessary and useful, but because it is a pleasure for you.

    Read together and discuss

    Read aloud to the child and then look at the pictures together, encouraging them to interact with the book: “Who is this? Can you show me the cat's ears? And who is that standing next to her?” Older children can be asked more difficult questions: “Why did he do this? What do you think will happen next?"

    Don't learn the letters as they are called in the alphabet

    Instead, help your child remember the sound the letter makes. For example, you show the letter "m" and say: "This is the letter m (not em )". If a child remembers the alphabetic names of letters ( em , es, ef and so on), it will be quite difficult for him to learn to read. Then, when he sees the word ra-ma in the book, he will try to pronounce er-a-um-ah .

    Go from simple to complex

    Once the child has memorized a few letters (from 2 to 5) and the sounds they represent, move on to syllables. Let the words consisting of repeated syllables be the first: mum, daddy, uncle, nanny . In this case, it is not necessary to break the syllable into separate sounds. Do not say: "These are the letters m and a , and together they read ma ". Immediately learn that the syllable is pronounced like ma , otherwise the baby may start to read letter by letter. After mastering simple combinations, move on to more complex ones: ko-t, zhu-k, do-m .

    Help to understand the meaning of what they read

    Do this when the child begins to slowly but surely reproduce words and whole sentences in syllables. For example, the kid read: "Mom washed the frame." Stop and ask: “What did you just read about?”. If he finds it difficult to answer, let him read the sentence again. And you ask more specific questions: “Who washed the frame? What did mom wash?

    Show that letters are everywhere

    Play a game. Let the child find the letters that surround him on the street and at home. These are the names of stores, and memos on information stands, and advertising on billboards, and even traffic light messages: it happens that the inscription “Go” lights up on green, and “Wait so many seconds” on red.

    Play

    And play again. Stack blocks with letters and syllables, make up words, ask your child to read you some kind of sign or inscription on the packaging in the store.

    Natalia Zharikova

    There are many exercises for memorizing letters. For example, circle the desired letter among a number of others, circle the correctly written among the incorrect ones, color or shade. You can also ask the child to tell what the letter looks like.

    Use every opportunity to practice

    Whether you are waiting in line at the clinic or driving somewhere, take out a book with pictures and short stories to accompany them and invite your child to read together.

    Build on your success

    Repeat familiar texts, look for familiar characters in new stories. Runaway Bunny is found both in "Teremka" and "Kolobok".

    Do not force

    This is perhaps the most important thing. Don't take away a child's childhood. Learning should not go through violence and tears.

    What techniques to use to teach your child to read

    Here are six popular, affordable and effective techniques. Choose one or try several and choose the one that interests your child the most.

    1. ABCs and primers

    Frame: This is all mine / YouTube

    Traditional, but the longest way. The difference between these books is that the alphabet fixes each letter with a mnemonic picture: a drum will be drawn on the page with B , and a spinning wheel next to Yu . The alphabet helps to remember letters and often interesting rhymes, but will not teach you how to read.

    The primer consistently teaches the child to combine sounds into syllables, and syllables into words. This process is not easy and requires perseverance.

    There are quite a lot of author's primers now. According to the books of Nadezhda Betenkova, Vseslav Goretsky, Dmitry Fonin, Natalya Pavlova, children can study both with their parents before school and in the first grade.

    Parents agree that one of the most understandable methods for teaching preschoolers is Nadezhda Zhukova's primer. The author simply explains the most difficult thing for a child: how to turn letters into syllables, how to read ma-ma , and not start naming individual letters me-a-me-a .

    2. Zaitsev's Cubes

    Shot: Little Socrates / YouTube

    If a child consistently masters letters and syllables while learning from the primer, then in 52 Zaitsev's Cubes he is given access to everything at once: a single letter or combinations of consonant and vowel, consonant and hard or soft sign.

    The child effortlessly learns the differences between unvoiced and voiced sounds, because the cubes with voiceless consonants are filled with wood, and the cubes with voiced consonants are filled with metal.

    The cubes also differ in size. The large ones depict hard warehouses, the small ones - soft ones. The author of the technique explains this by the fact that when we pronounce to (hard warehouse), the mouth opens wide, or (soft warehouse) - lips in a half smile.

    The set includes tables with warehouses that the parent sings (yes, he doesn’t speak, but sings).

    The child quickly masters warehouse reading with the help of cubes. But there are also disadvantages: he may begin to swallow endings and face difficulties already at school when parsing a word by composition.

    3. "Skladushki" and "Teremki" by Vyacheslav Voskobovich

    Shot: Games and Toys Club / YouTube

    In "Skladushki" Vyacheslav Voskobovich reworked Zaitsev's idea: 21 cards show all the warehouses of the Russian language with nice thematic pictures. Included is a CD with songs, the texts of which go under each picture.

    Folders are great for kids who like looking at pictures. Each of them is an occasion to discuss with the child where the kitten is, what the puppy is doing, where the beetle flew.

    It is possible to teach a child with these cards from the age of three. At the same time, it should be noted that the author of the methodology himself does not consider it necessary to force early development.

    "Teremki" by Voskobovich consist of 12 wooden cubes with consonants and 12 cardboard cubes with vowels. First, the child gets acquainted with the alphabet and tries with the help of parents to come up with words that begin with each of the letters.

    Then it's time to study the syllables. In the tower with the letter M is embedded A - and the first syllable is ma . From several towers you can lay out words. Learning is based on play. So, when replacing the vowel , the house will turn into smoke .

    You can start playing tower blocks from the age of two. At the same time, parents will not be left alone with the cubes: the kit includes a manual with a detailed description of the methodology and game options.

    4. Chaplygin's dynamic cubes

    Shot: Both a boy and a girl! Children's channel - We are twins / YouTube

    Evgeny Chaplygin's manual includes 10 cubes and 10 movable blocks. Each dynamic block consists of a pair - a consonant and a vowel. The task of the child is to twist the cubes and find a pair.

    At the initial stage, as with any other method of learning to read in warehouses, the child makes the simplest words from repeating syllables: ma-ma, pa-pa, ba-ba . The involved motor skills help to quickly remember the shape of the letters, and the search for already familiar syllables turns into an exciting game. The cubes are accompanied by a manual describing the methodology and words that can be composed.

    The optimal age for classes is 4-5 years. You can start earlier, but only in the game format.

    5. Doman's cards

    Frame: My little star / YouTube

    American doctor Glenn Doman suggests teaching children not individual letters or even syllables, but whole words. Parents name and show the child the words on the cards for 1-2 seconds. In this case, the baby is not required to repeat what he heard.

    Classes start with 15 cards with the simplest concepts like females and males . Gradually, the number of words increases, those already learned leave the set, and the child begins to study phrases: for example, color + object, size + object.

    How can one understand that a child has understood and memorized the visual image of a word, if the author of the methodology recommends starting classes from birth? Glenn Doman in "The Harmonious Development of the Child" strongly emphasizes that it is not necessary to arrange tests and checks for the child: kids do not like this and lose interest in classes.

    It's better to remember 50 cards out of 100 than 10 out of 10.

    Glenn Doman

    But given that parents can't help but check, he advises the child to play the game if they want and are ready. For example, you can put a few cards and ask to bring one or point to it.

    Today, psychologists, neurophysiologists and pediatricians agree that the Doman method is aimed not at teaching reading, but at mechanical memorization of visual images of words. The child turns out to be an object of learning and is almost deprived of the opportunity to learn something on his own.

    It is also worth adding: in order to proceed to the stage of reading according to Doman, parents need to prepare cards with all (!) Words that are found in a particular book.

    6. Montessori method

    Photo: Kolpakova Daria / Shutterstock

    Montessori reading comes from the opposite: first we write and only then we read. Letters are the same pictures, so you first need to learn how to draw them and only then engage in pronunciation and reading. Children begin by tracing and shading the letters, and through this, they memorize their outline. When several vowels and consonants have been studied, they move on to the first simple words.

    Much attention is paid to the tactile component, so children can literally touch the alphabet cut out of rough or velvety paper.

    The value of the methodology lies in learning through play. So, you can put a rough letter and a plate of semolina in front of the child and offer to first circle the sign with your finger, and then repeat this on the semolina.

    The challenge for parents is purchasing or stocking up a significant amount of handouts. But you can try to make cards with your own hands from cardboard and sandpaper.

    What's the result

    On the Internet and on posters advertising "educators", you will be offered ultra-modern methods of teaching your child to read at three, two or even from birth. But let's be realistic: a happy mother is needed a year, not developmental activities.

    The authors of the methods as one insist that the most natural learning process for a child is through play, and not through classes in which the parent plays the role of a strict controller. Your main assistant in learning is the curiosity of the child himself.

    Some children will study for six months and start reading at three, others have to wait a couple of years to learn in just a month. Focus on the interests of the child. If he likes books and pictures, then primers and Folders will come to the rescue. If he is a fidget, then cubes and the Montessori system are better suited.

    In learning to read, everything is simple and complex at the same time. If your child often sees you with a book, you have a tradition of reading before bed, your chances of getting your baby interested in reading will increase significantly.

    See also 🧐

    • How to teach a child to keep promises
    • How to teach a child to say the letter "r"
    • How to teach a child to ride a bicycle
    • How to teach a child to swim
    • How to teach a child to write

    How to teach a child to read. 5 ways to teach your child quickly and correctly.

    The whole truth about how to choose a backpack for a first grader.

    1. Articles
    2. How to teach a child to read. 5 ways to teach your child quickly and correctly.

    Reading is one of the very first skills that a child will master in his life. In our society, literacy is the key to success, and when reading ability does not develop within one or two classes, parents begin to feel that they have failed. However, most likely, the matter is in the choice of the method of education - there are no right and wrong books, methods, games, it all depends on the individual characteristics of the baby. There are no two children who simultaneously learned to read at the same pace, but for each case, the main thing is patience, diligence, perseverance.

    In our article “What a future first grader should know when going to school”, we talked about the fact that reading by syllable is one of the skills that helps a child better adapt to the first grade. Therefore, it is worth starting training in advance, but taking into account the readiness of the child to learn.

    How to get a child interested in reading?

    Most children learn to read at the age of 5-7 years. Parents are encouraged to read aloud to their children, as the best way to instill a love of books is by example. Babies may not understand what you are reading, but they will become familiar with what a book is, learn to distinguish drawing from print. Toddlers love to imitate adults, play with printed materials, start flipping pages - this is another option for training fine motor skills. The main thing for parents at first is to form positive associations in the baby associated with the books they read. Read - and they will want to read, smile, opening a fresh volume, - children will also smile, flipping through the pages!

    Is the child ready to learn to read: how to determine?

    • Desire to learn. Motivation is an essential component of learning - children need to get excited, really interested to start reading, then they will do their best to learn.

    • Games “I write” and “I read”. If you saw that the baby took the book and examines the pages, imitates reading, or tries to draw with a pencil not just drawings, but zigzags resembling letters, these are signs that you should pay attention to.

    • Involvement in history and attentiveness. How attentively does the child listen to the story being read? How involved is he in the story you are reading? Can he retell it? If the baby not only hears, but listens with interest and remembers what you read to him, you can certainly take the first steps towards his education.

    • Understanding how to open a book, flipping through, realizing that sentences are read from left to right is another bell that indicates a child's interest.

    • Interest. Can your toddler point to large letters and identify them with something familiar, recognize multiple lowercase letters? When the text you read ceases to be just a set of characters for him, take a closer look.

    • The ability to distinguish readable sounds. A good way to determine if the baby knows about the sound structure of words is to check if he can rhyme simple words, determine the first and last sound.

    • Developed oral language. If your son or daughter does not have problems with pronunciation and errors in syllable coordination, he or she can start learning.

    You can teach to read in several stages, depending on the age of a small student:

    • 2-3 years - work is underway on figurative thinking, parents arouse interest in reading fairy tales, look at pictures together.

    • 4-5 years - the first acquaintance with the alphabet takes place, simple sound-letter learning.

    • 5-6 years - you can teach to read words, sentences, retell a readable text.

    Basic rules for training

    What is the most successful approach to early learning to read? Let your child set their own pace and enjoy what they are doing. Do not force him to memorize numbers, shapes, names of objects, sentences you read. On the contrary, encourage curiosity, let the little one learn to explore on his own, discover new things, without fear of mistakes. The main condition is the desire of the smallest student. Read books to your baby that he really likes and entertains, the readable text should not be boring! Do not force reading when the child does not want it - this can permanently turn him away from books.

    Use games - it is in a playful way that preschoolers most easily learn the information they read, so combine the useful with the pleasant. Keep the child interested, but do not make the classes too long - it is better to spend less time studying, but do it more often. Classes should be diversified with light warm-ups or outdoor games, which help relieve stress, distract and gain strength to continue studying.

    Good parents must remain patient and not compare their child's progress to other children's - remember that everyone's learning process is at their own pace. Listen to the baby, if right now he does not want to read, pick another time. For each preschooler, you can choose the best home teaching method - look at the different methods, choosing the one that suits your baby.

    Teaching methods

    Montessori method

    The Italian teacher and doctor Maria Montessori proposed a method of teaching reading, according to which you must first learn to write, and only then read. Small children perceive lettering as drawings, so it's easier to start by teaching a preschooler how to write the alphabet correctly. Use cursive, not block characters - rounded characters are easier to read for preschoolers. The methodology provides for training without manuals, books, primers. You will need paper, a pencil, toy three-dimensional letters. The process takes place in several stages:

    • Hand training. Before you learn to write, teach your child to circle a variety of objects, to hatch drawings. Such exercises train the hand and fingers, develop fine motor skills. If the baby gets used to holding a pencil in his hand, the first letters will come out easily, without much effort.

    • "Feeling" letters. Tactile contact is one of the first ways a child explores the world. Let him "touch" to get acquainted with the alphabet. You can buy tables with a convex alphabet or cut out letters yourself from fabric, soft paper. It is better that the preschooler is pleased to touch them, then he will learn the alphabet very quickly, he will be able to compose syllables on his own.

    • Compilation of words. Having learned the alphabet, children are ready to connect letters into syllables, and syllables into words.

    • First writing lessons. At this stage, some children immediately write in full sentences, some prefer drawing individual letters. Do not rush the preschooler, give him enough time to learn the art of writing. After numerous trainings, your son or daughter will learn how to correctly write the words and sentences they know.

    • Reading. Composing familiar concepts from cut out letters or trying to write them with a finger in the sand, the child will repeat them, gradually moving from writing to being able to read. With each practice, the words will become easier to read for him.

    Zaitsev Cubes

    Zaitsev's technique is based on a game form of learning, for this they use cubes developed by a famous teacher. According to this method, in order to teach a child to read, you do not need to use the alphabet, which is more likely to confuse than help. Zaitsev believed: the alphabet is harmful due to the use of pictures. For example, if a baby remembers the letter “A” associated with a picture of a stork, and “M” with a picture of a mouse, he may decide: to write “mother” you need two storks and two mice. The readable text will be clearer if you first learn to write, make warehouses, and only then start reading. There are several rules for this technique:

    • The basic unit of the language according to this method is not a syllable, the basic unit is a warehouse, that is, a combination of consonant and vowel sounds. For example: PA-PA, MA-MA, SA-MO-LE-T.

    • Warehouses are presented to the child not in a book or cards, but on cubes that are designed to develop analytical thinking. They differ in colors, sizes, have different content, due to which they produce a different sound. A preschooler will learn to distinguish and memorize them by sound, touch, appearance, using all the senses. Warehouses are written on the edges, not syllables.

    • Learning takes place in a playful way - let the child build towers from cubes, gradually moving on to compiling readable words. You can sing warehouses, speak out loud, start writing (not necessarily with a pencil, just move your finger along the table).

    • There are 52 large and small cubes in the set, 7 are repeated so that you can make words with the same warehouses. The letters are written in different colors, there is a cube with punctuation marks. Products are made of different materials, there are wooden, iron, golden and combined.

    Phonetic method

    The phonetic or sound technique is used in schools, so if you start teaching a child using it, it will be easier for him to adapt to learning already sitting at a desk. This method is easy to use at home, useful for practicing correct pronunciation, suitable for 5-6 year old preschoolers, but may not be practical for earlier reading. The technique consists of several stages: first, the baby must be taught to distinguish sounds in readable words, then they must be taught to correctly write sounds in letters, put what is written into syllables, and then into words and sentences.

    Glen Doman cards

    According to the methodology developed by Glen Doman, you need to start reading with individual words, not syllables. The technique is suitable for the youngest children, even those who are only a couple of months old. The child is shown cards with words in a certain order, correctly and carefully repeating what is written aloud, gradually moving on to phrases, sentences and books. In total - 5 steps:

    • Step number 1: 15 cards with inscriptions are used that may be interesting and familiar to the child (“mom”, “dad”, names of pets, names of favorite dishes). Cards need to be alternated and shown, explaining what is written. Readable cards are held in the hands of a parent, the viewing time of each is 1-2 seconds. After the first 15 words, you should add the following, on average, you should learn 5 new concepts per day.

    • Step number 2: you need to analyze the vocabulary of a preschooler and start compiling phrases. The easiest way to perceive phrases with colors, dimensions, familiar characteristics - “red apple”, “big stool”, “clean hands”.

    • Step #3: You should start with 5 simple sentences, demonstrating them three times a day, and after 3-5 days, start replacing them with new readable cards.

    • Step number 4: it will be correct to teach how to read common sentences, complicating them with new words. For example, “mom is cooking” can be turned into “mom is cooking soup”. Gradually, the child will be ready to move on to the final stage - the book.

    • Step #5: After reading cards with large letters, you can move on to books with smaller fonts. The first book must comply with several rules: vocabulary - 50-100 familiar words, one sentence per page, pictures after the text. It is not necessary to purchase ready-made books, you can make them yourself, the main thing is that the material you read is of interest to your son or daughter.

    Olga Soboleva's technique

    The methodology of the Russian teacher Olga Soboleva is based on motivation by creating confidence in the child that reading is pleasant. Learning takes place in the form of a game using associations. For example, the letter “M” should be associated with the native word “mother”. At the same time, the method excludes learning by syllables, you need to start with words, after which sentences are mastered immediately. Games gradually move to books, so that the love of reading is instilled in the preschooler.

    How to teach reading independently and at home

    Almost all teaching methods agree that the easiest way is to teach a preschooler to read in a playful way, without coercion, to use the example of parents and readable material that is understandable to him. Remember the simple rules: