Situational-Experiencing Teaching Method:Catalyst of English Classroom Dynamics
Based on constructionism,humanism,needs analysis and task-based teaching,classroom teaching is carried out by applying situational-experiencing teaching method and designing different tasks for different teaching contents.The teaching should be student-centered,task-based and communication-oriented so that students can learn English through the experience of enjoying fun activities and experience life in the English learning process.Students will not only learn about English knowledge but learn how to communicate in English,learn how to observe,to think,to discover or to cooperate with others,and even learn how to study,and how to do things.Eventually students’ autonomous ability,practical ability and innovative ability will be fostered.
In this study, we investigate the distribution of qualified special educators across elementary neighborhood schools and exclusionary public and private special education schools. Using the 2011–2012 Schools and Staffing Survey, we provide a descriptive analysis of measurable teacher qualifications (e.g., years of experience, preparation type, degree, formal preparation, certification) across the three settings of interest. Findings indicate that each type of school relies heavily on special educators who lack qualifications in special education. Furthermore, special educators in neighborhood schools were statistically significantly more qualified in terms of experience, degrees, and special education certification than special educators in public and private exclusionary special education schools. These findings have important implications for policy makers, school leaders, and researchers.