I want to know about Attachment as a teaching method in education?
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if you want to know the answer.send a message on my site(sonu7012000)
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Children learn in spite of their teachers....The first thing I was taught at teacher training. \n\ndrilling is fine provided you understand what you are learning. The multiplication tables are a good example of this. We used to memorise those tables like a poem. Did it help? Yes becasue they provided us with quick answers when dealing with more complex issues. \n\nThe fact is that there are some things you just need to know. You can either make the effort to remember it (and there are lots of techniques for that) or you can look it up in a book every time you need to know.
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Attachment Parenting:\nPeaceful Parenting for a Peaceful World\n\n"7 ATTACHMENT TOOLS: THE BABY B'S\n\n1. Birth bonding. The way baby and parents get started with one another helps the early attachment unfold. The days and weeks after birth are a sensitive period in which mothers and babies are uniquely primed to want to be close to one another. A close attachment after birth and beyond allows the natural, biological attachment-promoting behaviors of the infant and the intuitive, biological, caregiving qualities of the mother to come together. Both members of this biological pair get off to the right start at a time when the infant is most needy and the mother is most ready to nurture (see Bonding)\n\n"What if something happens to prevent our immediate bonding?"\n\nSometimes medical complications keep you and your baby apart for a while, but then catch-up bonding is what happens, starting as soon as possible. When the concept of bonding was first delivered onto the parenting scene twenty years ago, some people got it out of balance. The concept of human bonding being an absolute "critical period" or a "now-or-never" relationship was never intended. Birth bonding is not like instant glue that cements the mother-child relationship together forever. Bonding is a series of steps in your lifelong growing together with your child. Immediate bonding simply gives the parent- infant relationship a headstart. (See "Birth Bonding")\n\n2. Breastfeeding. Breastfeeding is an exercise in babyreading. Breastfeeding helps you read your baby's cues, her body language, which is the first step in getting to know your baby. Breastfeeding gives baby and mother a smart start in life. Breastmilk contains unique brain-building nutrients that cannot be manufactured or bought. Breastfeeding promotes the right chemistry between mother and baby by stimulating your body to produce prolactin and oxytocin, hormones that give your mothering a boost.\n\n3. Babywearing. A baby learns a lot in the arms of a busy caregiver. Carried babies fuss less and spend more time in the state of quiet alertness, the behavior state in which babies learn most about their environment. Babywearing improves the sensitivity of the parents. Because your baby is so close to you, you get to know baby better. Closeness promotes familiarity. (Click here for more information on Babywearing)\n\n4. Bedding close to baby. Wherever all family members get the best night's sleep is the right arrangement for your individual family. Co-sleeping co-sleeping adds a nighttime touch that helps busy daytime parents reconnect with their infant at night. Since nighttime is scary time for little people, sleeping within close touching and nursing distance minimizes nighttime separation anxiety and helps baby learn that sleep is a pleasant state to enter and a fearless state to remain in.\n\n5. Belief in the language value of your baby's cry. A baby's cry is a signal designed for the survival of the baby and the development of the parents. Responding sensitively to your baby's cries builds trust. Babies trust that their caregivers will be responsive to their needs. Parents gradually learn to trust in their ability to appropriately meet their baby's needs. This raises the parent-child communication level up a notch. Tiny babies cry to communicate, not to manipulate. (See Crying and Cry it Out)\n\n6. Beware of baby trainers. Attachment parenting teaches you how to be discerning of advice, especially those rigid and extreme parenting styles that teach you to watch a clock or a schedule instead of your baby; you know, the cry-it-out crowd. This "convenience" parenting is a short-term gain, but a long-term loss, and is not a wise investment. These more restrained styles of parenting create a distance between you and your baby and keep you from becoming an expert in your child.\n\n7. Balance. In your zeal to give so much to your
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Talk to someone at your school, like a counsellor, who can put forward to the teachers that you feel this way.\n\nAs a teacher I appreciate knowing about my students and try to find ways around the hurdles put up to stop them learning.
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U could try emotional freedom technique.
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Yahoo! Answers - what is peace education?  \n... practice with shared values to which anyone can make a significant contribution. ... can i download a free copy of the management theory jungle of harold koontz? ...answers.yahoo.com/question/index?qid=1006031303393
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Haim Ginott was a clinical psychologist, child therapist, parent educator, and author whose work has had a substantial impact on the way adults relate to children. He began his career as an elementary school teacher in Israel in 1947 before immigrating to the United States. There he attended Columbia University in New York City, earning a doctoral degree in clinical psychology in 1952.\n\nGinott's work with troubled children at the Jacksonville, Florida, Guidance Clinic helped him refine his unique combination of compassion and boundary setting. While many of his contemporaries favored one or the other, Ginott wove the two into a seamless whole that showed respect for children's feelings while setting limits on their behavior. Ginott said that he was strict with unacceptable behavior but permissive with feelings. His aim was to help parents socialize their children while simultaneously cultivating their emotional well being. Ginott's books, Between Parent and Child, Between Parent and Teenager, and Teacher and Child, were popular for many years and were translated into thirty languages. Rather than accuse, cajole, or correct parents in his parenting groups, he showed compassion for their struggle even as he encouraged them to listen with understanding and empathy to their children. His method for working with parents is described by Arthur R. Orgel (1980).\nSponsors\n\nAt the heart of Ginott's method is the recognition that denying feelings makes them more intense and confused. By contrast, the acknowledgment of feelings allows people to heal and consequently become better problem solvers. For example, Ginott wrote of a twelve-year-old girl who was tense and tearful when her cousin left after spending the summer with her. Ginott recommended that parents acknowledge their children's feelings in situations like this with responses such as "You miss her already" and "The house must seem kind of empty to you without Susie around."\n\nGinott's continuing impact is underscored in the influential book by John Gottman on raising emotionally intelligent children: "Ginott's theories had never been proven using empirically sound, scientific methods. But …I can provide the first quantifiable evidence to suggest that Ginott's ideas were essentially correct. Empathy not only matters; it is the foundation of effective parenting" (p. 35). Following Ginott's example, Gottman encourages parents to be "emotion coaches" rather than being dismissive, disapproving, or laissez-faire.\n\nWhile Ginott's influence is evident in works by Gottman and also by his students Adele Faber and Elaine Mazlish, his greatest contribution and continuing legacy may be teaching the communication skills that help parents relate to their children in a caring and understanding way without diminishing parental authority.\nBibliography\n\nGottman, John M. Raising an Emotionally Intelligent Child: The Heart of Parenting. New York: Simon and Schuster, 1996.\n\nOrgel, Arthur R. "Haim Ginott's Approach to Parent Education."In M. J. Fine ed., Handbook on Parent Education. New York: Academic Press, 1980.\nPublications by Ginott\n\nTeacher and Child. New York: Macmillan, 1972.\n\nBetween Parent and Teenager. New York: Macmillan, 1969.\n\nBetween Parent and Child. New York: Macmillan, 1965.
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Go to: www. Findarticles.com\nEnter: parents and teachers and involve\n\nDoing this search I came up with a number of periodical articles that appeared to have useful information.
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Many teachers say that they're just there to teach, and they are not paid enough to have to put up with abuse from students; however, many teachers are not taking time to really get to "know" their students, some teachers are not "cut out" for teaching, and many do not advance themselves to learn recent brain research to really understand why some students are the way they "really" are. Many teachers do not understand many reasons such as environmental, prenatal, brain development, etc, so they don't understand different types of students' negative behavior.  Because of not understanding these factors, many teachers see the "kids" as "bad," so the teachers become mean. And, most importantly, if there is too much class disruption because of negativism, from both teacher and student, much instructional time is lost. And that's a major reason that teachers become more annoyed or meaner! Also, many students are afraid to tell their parents about the abuse, so nothing gets done, and many bad teachers get away with "being extremely mean."  Also, some students come in with personal problems, they don't tell the teacher, and therefore, some teachers go with what they have, and you can figure out the rest for yourself. One of the best books to read about why we have such negative discipline in the schools is Jane Healey's "Endangered Minds." Also, many teachers should be required to attend conferences/workshops on "Conflict Management." There are many pros and cons about this topic, and one of the best solutions is to have the teacher, the student, and the parent/s involved in a peaceful conference to discuss negative issues and how to deal with the student. To put it bluntly, teaching in today's society, with all the factors (which we didn't have many years ago) is a tough job, but somebody has to do it. And, many of us, who are teachers, know the factors, so we stay in the teaching job because we love to teach, plus we love and understand kids. Those who can't understand this, need to get out of education and find another field to work in.
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I believe, given a school with good art teachers, that one can aspire to great opportunities in the creative field. I have certainly seen this to be the case during my time teaching. I taught Mathematics which is an important subject for much of ones aspirations of higher education which is why it is considered a vital part of the curriculum. Equally creativity is encouraged where a child shows promise in that field. I was also qualified to teach art, science, design, technology and many other subjects and found huge satisfaction in developing knowledge but with art it is a matter of encouraging and developing skills which is quite a difficult process as I believe true art comes from the soul. Hence I had immense admiration for those art teachers who were able to encourage the youngsters to perform to a high standard.
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I think this is a great thing to have for students.  Some kids have a difficult time discussing problems they might be experiencing a home, with a boy/girl relationship or just plain old peer pressure.  These councelors are trained in dealing with these subjects.
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Memory is linked to emotional/personal value (think about your clearest memories...usually there's intense sensory or emotional stuff going along with it). Depending on what you want the student to remember, bringing in music, dance, games such as hand clapping patterns, etc. all can help tremendously. Repetition is a big key, too, for fact recall, so drill, drill, drill!
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Depends on the like though! I've aways wanted my teachers to like me because i was good at my work,but teachers are human, we tend to see them as walking encyclopedias - it would be good to know them as they really are people with feelings, family, dreams like everyone else too don't you think?
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1. Teacher must understand the mendality,capability of student.\n2. Teacher must follow the Discipline will effect the student also.\n3. Teacher must treat the student as like her/his child.\n4. Teacher must Speak true make the student as this that way.
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Because school dont teach the students to love and respect each other. Today's significate of love means money, power, external beauty, SEX. To find love we should start by loving ourselves the way we are, not with plastic surgery or tattoos. Most of the people now is more atracted to the look and not to the feelings of a person. It is hard to find the right person to love but i would say it is worth it when you finally succeed. Just never give up and always have hopes. There's a person for every other in this world.
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I would say yes to your question.  I believe the deeper question that you are asking is, "What should we do with teachers who do not maintain their skills?"\n\nSome of my colleagues who are "older and wiser" really fail to connect with students.  They really would be better off in another field of work.
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Try this group.  We used them when we were home schooling. \n\nhttp://www.connectionsacademy.com/portal/google.asp