Schools Make People Grow: Notes on the Supportive School

The use of virtual reality three-dimensional simulation technology in nursery school teacher training for the understanding of children’s cognitive perceptions

“…These assumptions conclude that: -the learner is capable of taking initiative and exploring -the simulated phenomenon provides a rich platform for the activities; -learner engagement is all important -in simulation learner engagement is maximised by a sophisticated three-dimensional interface design that provides the learner with motivating as well as challenging activities; -learning may be regarded as conceptual change -simulation facilitates conceptual change more efficiently than many other learning environments; learning is superior when the learner can experience both abstract and concrete aspects of the content under study -in simulations both abstract and concrete learning take place. Deen (1995) indicated that teaching in general is a process of understanding the pupils' cognitive perceptions. Teachers who are able to acquire this understanding are those who best cognitively empathise with their pupils, and are best equipped to assist them in the development of learning and problem-solving behaviour.…”

Re‐engineering the Horizontally Challenged Pastoral System

“…Every pupil had a diary/planner, which was used to record such targets and inform parents. (Dean, 1995) The relationships between staff started to change in subtle and encouraging ways. A greater sharing of information and skills became more apparent through the establishment of shared goals in which everyone had a part to play.…”