Grammar
Tenses
Present
Present Simple
Present Continuous
Present Perfect
Present Perfect Continuous
Past
Past Simple
Past Continuous
Past Perfect
Past Perfect Continuous
Future
Future Simple
Future Continuous
Future Perfect
Future Perfect Continuous
Parts Of Speech
Nouns
Countable and uncountable nouns
Verbal nouns
Singular and Plural nouns
Proper nouns
Nouns gender
Nouns definition
Concrete nouns
Abstract nouns
Common nouns
Collective nouns
Definition Of Nouns
Animate and Inanimate nouns
Nouns
Verbs
Stative and dynamic verbs
Finite and nonfinite verbs
To be verbs
Transitive and intransitive verbs
Auxiliary verbs
Modal verbs
Regular and irregular verbs
Action verbs
Verbs
Adverbs
Relative adverbs
Interrogative adverbs
Adverbs of time
Adverbs of place
Adverbs of reason
Adverbs of quantity
Adverbs of manner
Adverbs of frequency
Adverbs of affirmation
Adverbs
Adjectives
Quantitative adjective
Proper adjective
Possessive adjective
Numeral adjective
Interrogative adjective
Distributive adjective
Descriptive adjective
Demonstrative adjective
Pronouns
Subject pronoun
Relative pronoun
Reflexive pronoun
Reciprocal pronoun
Possessive pronoun
Personal pronoun
Interrogative pronoun
Indefinite pronoun
Emphatic pronoun
Distributive pronoun
Demonstrative pronoun
Pronouns
Pre Position
Preposition by function
Time preposition
Reason preposition
Possession preposition
Place preposition
Phrases preposition
Origin preposition
Measure preposition
Direction preposition
Contrast preposition
Agent preposition
Preposition by construction
Simple preposition
Phrase preposition
Double preposition
Compound preposition
prepositions
Conjunctions
Subordinating conjunction
Correlative conjunction
Coordinating conjunction
Conjunctive adverbs
conjunctions
Interjections
Express calling interjection
Phrases
Sentences
Grammar Rules
Passive and Active
Preference
Requests and offers
wishes
Be used to
Some and any
Could have done
Describing people
Giving advices
Possession
Comparative and superlative
Giving Reason
Making Suggestions
Apologizing
Forming questions
Since and for
Directions
Obligation
Adverbials
invitation
Articles
Imaginary condition
Zero conditional
First conditional
Second conditional
Third conditional
Reported speech
Demonstratives
Determiners
Linguistics
Phonetics
Phonology
Linguistics fields
Syntax
Morphology
Semantics
pragmatics
History
Writing
Grammar
Phonetics and Phonology
Semiotics
Reading Comprehension
Elementary
Intermediate
Advanced
Teaching Methods
Teaching Strategies
Assessment
Ecosystemic theory
المؤلف:
Sue Soan
المصدر:
Additional Educational Needs
الجزء والصفحة:
P107-C7
2025-04-11
666
+
-
20
Eco-systemic theory
The eco-systemic approach differs from the three previous theories already discussed. Interventions implemented using this approach do not teach new skills to a learner by an educator. The eco-systemic theory agrees with the ideas of the behaviorists, but is also concerned with the effect the environment has on the learner. Eco-systemic theorists, such as Olsen and Cooper (2001) support the view that if a learner displays social, emotional and behavioral difficulties, he or she does so as a direct response to the environment. They think that ‘behaviors do not occur in isolation, but as a result of the relationship the learner has with self, with others and with the curriculum’ (Crisp and Soan, 2003: 161). Therefore, it is through the examination of the school’s policies, procedures and methods of communication that an eco-systemic theorist would seek to make suitable changes to the environment to enable more positive relationships and successful learning to be developed. An example of such an intervention would be perhaps the setting up of a nurture group or of weekly circle time. A similar assessment of a situation may result in outside agency involvement being requested. It may also mean looking at the level of work a learner is given in a classroom, to ensure that the educational challenges are set at the appropriate level to support a learner to reach their potential without undue anxiety.
Discussion
■ Using your understanding of the behavioral theories discussed above, discuss how you might use this knowledge to enhance your classroom practice.
■ Do the policies in your workplace setting promote behavior for learning and do they reflect actual practice?
الاكثر قراءة في Teaching Strategies
اخر الاخبار
اخبار العتبة العباسية المقدسة
الآخبار الصحية
مواضيع ذات صلة
قسم الشؤون الفكرية يصدر كتاباً يوثق تاريخ السدانة في العتبة العباسية المقدسة
"المهمة".. إصدار قصصي يوثّق القصص الفائزة في مسابقة فتوى الدفاع المقدسة للقصة القصيرة
(نوافذ).. إصدار أدبي يوثق القصص الفائزة في مسابقة الإمام العسكري (عليه السلام)
