Value | Category | Cases | |
---|---|---|---|
99 | 10 |
100%
|
|
BY DOING CORRECTIONS WITH THEM AND GIVING THEM ADDITTIONAL WORK TO DO | 1 | ||
CLASSFY CHILDREN ACCORDING TO ABILITY GROUPS | 1 | ||
COACHING | 1 | ||
ENCOURAGE THEM TO SPEAK ENGLISH AT ALL TIMES | 1 | ||
ENCOURAGE USING LOCAL MATERIALS LIKE STICKS | 1 | ||
GIVE ATTENTION IN GROUPS ONLY | 1 | ||
GIVE THEM MORE TIME TO SOLVE PROBLEMS AND SEAT THEM AT THE FRONT | 1 | ||
GIVEN REMEDIAL WORK | 1 | ||
GIVES MANY EXAMPLES | 1 | ||
GIVING EXTRA HOMEWORK | 1 | ||
GIVING THEM BOOKS TO USE AT HOME | 1 | ||
GIVING THEM DIFFERENT AND EASIER WORK | 1 | ||
INSISTING THEY COMMUNICATE IN ENGLISH | 1 | ||
Join those who know and those dont know | 1 | ||
LOCAL SITUATIONS | 1 | ||
MAKE THEM SIT INFRONT | 1 | ||
MIXING THE LANGUAGES IE ENGLISH KISWAHILI AND MOTHER TONGUE (KIDURUMA) | 1 | ||
MOTHER TONGUE | 1 | ||
Make use of local material | 1 | ||
PREPARE CHARTS AND READ THEM EVERY MORNING BEFORE THE STRT OF CLASS ESPECIALLY EIGHT | 1 | ||
PROVIDE LEARNING MATERIALS | 1 | ||
PROVIDE PERSONAL ADDITIONAL LEARNING AIDS | 1 | ||
PUT THEM TOGETHER WITH QUICK LEARNERS | 1 | ||
SOMETIMES I DO NOTHING ABOUT IT, OTHER TIMES I DO CORRECTIONS WITH THEM AND TEST THEM AS WELL | 1 | ||
STORY BOOKS AND COMPOSITION WRITING | 1 | ||
TEACHING THE CHILDREN SEPARATELY | 1 | ||
TRANSLATING TO SWAHILI TO UNDERSTAND ENGLISH WORDS/MEATING | 1 | ||
USE EXPRESSION AND DEMONSTRATION | 1 | ||
USE LOCAL MATERIALS | 1 | ||
USE OF LEARNING AIDS | 1 | ||
USE REAL LERNING AID | 1 | ||
USE THEIR MOTHER TONGUE | 1 | ||
USING BRIGHT PUPILS AS GROUP LEADERS OF SMALL GROUPS TO ASSIST THE WEAK ONES | 1 | ||
USING FLASH CARDS TO MAKE SENTENCES, TEACHING THROUGH 'WHO CAN SAY' METHOD | 1 | ||
USING REAL MATERIALS WHEN TEACHING ENGLISH WORDS | 1 | ||
USING TEACHING AIDS LIKE THE FLASH CARDS | 1 | ||
ask the other pupils who know to assist | 1 | ||
demonstrate using local examples | 1 | ||
emphasis on the use of vocabularies | 1 | ||
encourage practicality and on methods to solve problems by explanations | 1 | ||
encourage them to do practise both in writing and reading | 1 | ||
give stories for them to understand | 1 | ||
give them more practice and place them at the front of the class | 1 | ||
giving tests cats and other teachers assist | 1 | ||
insisting on speaking english | 1 | ||
join those who understand faster with those who take loong to understand | 1 | ||
learners to help the slow ones to catch up | 1 | ||
more homework is given and practicals and group remedials | 1 | ||
provide them with instructional material | 1 | ||
providing story books and encouraging them to speak english | 1 | ||
use objects and demonstration | 1 | ||
use real objects | 1 | ||
using local materials | 1 | ||
using objects like mangoes and oranges leaving aid | 1 |