Masaryk University Faculty of Arts Department of English and American Studies

2The approach and methods

“Differentiated instruction is not an instructional strategy or a teaching model. It’s a way of teaching and learning that advocates beginning where individuals are rather than with a prescribed plan of action, which ignores student readiness, interest, and learning profile. It is a way of thinking that challenges how educators typically envision assessment, teaching, learning, classroom roles, use of time and curriculum” (Tomlinson The Differentiated Classroom 108). For the purposes of this thesis individualised teaching is considered an approach. The first part of this chapter is concerned with what possibilities a learners have these days if they require an individual approach. The second part of this chapter deals with methods a teacher teaching English to a group of children of the said age can implement to make the lessons as differentiated as possible and therefore strive for individualisation.

2.1.Individualised teaching

2.1.1.One to one teaching

Fialová in her thesis Motivational Practice in One to One Teaching of English provides the specifics and advantages of one to one teaching. Her findings are summarized below:

The main problem of group teaching lies in the search of standardized image of the learner and her/his needs. One to one teaching is learner centred and tailored according to his/her needs, personality and psychology. The teacher respects that his/her pupil is and unique individual and he/she responds to it. As the teacher is focused on just one pupil it is easier for him/her to assess the students and therefore adjust to their various linguistic, emotional and physical needs. The advantage of one to one interaction is that it is closer to natural human communication. The learner is also unable not to be involved in the communication and it engages her/his full concentration. One to one teaching is therefore considered to be more intensive. As the teacher is always adjusting to the current needs of his/her student, the student in a way becomes a teacher from whom the actual teacher can learn how to teach. One to one teaching is also popular for its flexibility. The time and place of the lessons can be adjusted to the learner’s needs (Fialová 3-7).

2.1.2.Alternative education

In her thesis Private Education Tereza Součková deals in chapter 3 with alternative ways of pre-school education. She summarizes findings about Waldorf, Montessori and Dalton education. The following points are a summary of what she writes in her thesis.

All of the presented forms of alternative education share common features: They are learner oriented. They promote the child’s natural development. The teacher is not an authoritative figure, they function as a guardian and by observing the pupils they learn how to best approach them. Children are encouraged to take responsibility for their own actions and choices. The teaching takes place in mixed age groups (Součková 36-39). Because of these characteristics were these forms of alternative education presented as examples of individualised teaching.

2.1.2.1.Waldorf education

The name derives from the name of the place where Rudolf Steiner founded the first kindergarten in 1919: Waldorf near Stuttgart, Germany. From here this type of education spread over Germany, the whole Western Europe, to USA, Canada and also Australia. In Czech Republic it is the oldest and the currently best known type of alternative education.

It is characterized by being available to everyone without regard to gender, social background, national background, race or wealth. The main thought of Waldorf education is nicely summarized by this quote by Soňa Koťátková: [“Steiner’s pedagogy is based on child’s abilities and those need to be respected together with giving the child an opportunity to observe multilateral human actions and to imitate it. This is what develops the child in his/her pre-school years the most. In this period the child’s development should not be hastened, it should be given appropriate unrestricted and beneficial space”] (Koťátková 168).

It stresses the importance of children’s creative expression, allowing them to use their imagination. It promotes cooperation over competition. There are no grades as the groups are composed of kids of different ages. There is not a traditional curriculum; it is devised according to pupils’ and parents’ wishes. Teachers cooperate with parents in many aspects (Součková 36-37).

2.1.2.2.Montessori education

This type of education originated form Maria Montessori’s original teaching environment that she created in Casa dei bambini (children’s home) founded in 1907 in Rome. This type of school is common in Germany and the Netherlands. In Czech Republic there are 30 Montessori kindergartens and many others using the principles of Montessori education.

As the other types of mentioned alternative education it is learner oriented. It stresses the importance of children’s natural development. The teacher is an observer and assistant constantly responding to the children’s needs, only helping them when they ask to, as the motto of Montessori education is: “Help me to do it on my own.” The children are offered relative freedom within boundaries, as they are lead to responsibility for their own actions. They are given the possibility of choice. When they make a mistake they are not punished, a mistake is considered an opportunity for learning. They are taught to respect themselves and the others as well. As the groups consist of children of different ages, they are able to learn from one another (Součková 37-39).

2.1.2.3.Dalton education

Dalton schools originated in Dalton, USA. The first one was founded by Helen Parkhurst in 1919. Helen Parkhurst cooperated with Maria Montessori in the past. From USA this type of education spread to England and the Netherlands and in these lands there is the biggest number of these schools.

This type of schools stresses the importance of freedom and independence. Children are lead to responsibility. They are free to make their own choices, but they are also taught to take responsibility for them. The responsibility results in self-confidence, developing their own initiative and ability to explore. Learners set their own goals for a fixed period of time. The independent work allows for personal experience. Their age and individual abilities are taken into consideration. Children are lead to believe that their work is meaningful and this feeling is increased by letting them know that they are trusted to manage on their own (Součková 39).

2.1.2.4.Forest kindergartens

Součková does not mention forest kindergartens, most likely because they are not strictly speaking considered to be kindergartens. However, as Fajkusová explains in her thesis (Forest Kindergartens or Evaluation of a New Alternative by the Czech Population) they strive to be as sufficient as traditional kindergartens and therefore they follow the General Educational Programme for Pre-school Education (in Czech RVP PV – Rámcový vzdělávací program pro předškolní vzdělávání). This programme sets key competences that the absolvent of the pre-school education should posses. The forest kindergartens therefore strive to fulfil these competences (Fajkusová 12). In what way they do so Fajkusová also presents in her thesis. The following points are a summary of her findings. The principles on which forest kindergartens function are inspired by Waldorf education (Fajkusová 22).

1. 
   Competence for learning
   

The forest kindergartens provide more possibilities for children to experiment and to explore connections they would not otherwise find in a classroom. They are able to experience nature and therefore learn by experience, which is the strongest form of learning. Also, they experience the world around them through all of their senses. When moving in nature the children need to be conscious of their strength, which is important for their personal growth (Fajkusová 14).

2. 
   Competence for problem-solving
   

Children in forest kindergartens are lead to search for various solutions to a problem. They are also encouraged to cooperate with others when finding the solution. Most importantly they are encouraged to try and find the solution by themselves, which supports creativity and communication with others (Fajkusová 14).

3. 
   Competence for communication
   

Children not only can use communication to solve a problem or to ask for help. When they do not like something they are free to say so. They are lead not to be afraid to express their feelings and to ask for help. Also, they are taught dramatic and musical expression (Fajkusová 15).

4. 
   Social and personal competence
   

The environment in forest kindergartens is variable and so is the collective as there are children of different gender and age, the children are therefore taught cooperation and respect. Teachers also help to form the social competences as they only assist the children when they ask them to, however they are always available in order to promote a feeling of security in the children (Fajkusová 15).

5. 
   Competence to be a citizen
   

Children are interested in others and their surroundings. They pay attention to their own and others’ health and security. They act responsibly towards their social and natural environment (Fajkusová 16).