How we Learn
How We Learn
It is important to know that learning is a continuous process that evolves over a period of time. The learning process is obtained from experience through the senses – sight, sound taste, smell and touch. Around 33% of our learning is through sight and sounds and 65% by touch, therefore when developing physical skills learning is achieved primarily through activity. Below are some tips to consider whilst starting out and maintaining your classes and business.
Communication
Good communication encourages feedback, which is essential in any teaching programme. Good feedback will develop rapport and understanding between parent/carer/child and teacher which would lead to the parent/carer/child taking part in the decision-making process of what path the lesson will take. Questions should be encouraged to ensure that the class understands the procedures of the exercises.
Good communication is also required when dealing with any professionals such as nursery managers/head teachers, management and people responsible for funding. It is good practice when a session comes to the end of its term to send a letter to the manager/head teacher or person responsible for approving the classes highlighting what has been covered in sessions and thanking them for letting you work with their children, this way you will end on a positive note and leave things open for them to invite you back.
For verbal communication to be effective you should vary the volume, pitch and tone of your voice – music will also make it more interesting. Instructions clear and concise, consistent, appropriate and positive. Time should be given in-between instruction for feedback in order to find out if the class likes a particular exercise or would they like to suggest another. Once a rapport is established the parent/carer/child will anticipate what is expected of them and the teacher will get to know what the preferences of the group are.
Only intervene with tactile communication if the parent or carer has misinterpreted your instructions and you see the baby/child would come to harm or it’s a health and safety breech. Always try first with verbal instruction and only ever handle a child or baby with the parents’ consent and never inappropriately touch any part of the body of adult or children.
Do not single anyone out and talk to the class as a whole – even if there is only one person doing an exercise incorrectly. By walking around the room you can check stretches are correctly being done and then give the guidance. If a child is showing signs of copying the actions even if the action is not entirely correct – do not intervene – instead encourage the correct action and over a period of time the child will improve the exercise and it will boost their self-esteem when they do get it right.
Visual Communication
Eye to Eye contact is a brilliant means of communication for both those that can converse and those that can’t. The eyes can laugh or be sad. They can scold or be indifferent – therefore when verbally saying something – the teacher should genuinely mean it, otherwise your eyes will tell a different story and trust and rapport will be lost. Eye contact should be encouraged to parents/carers with children always. Where appropriate – visual aids should be used – for example a demonstration doll must always be used in non-mobile classes or your own body to demonstrate an exercise in mobile classes. Picture cards and books are also a valuable tool and may be necessary in some classes.