" (Scheibe, 2004)
Part of the problem for teachers in relating to the children of modern learning curricula is the tremendous competition from television programs that force children to process information in an entirely different manner. This assessment is a function of my observations with regard to the interest and understanding of children with regard to environments outside of their immediate radius. The television program appears to limit the viewpoint and concentration of many of my students, up to 1/3 of the class is unable to properly process information regarding a different environment, inclusively foreign and domestic.
According to Scheibe (2004), "In using a curriculum-driven approach, teachers sometimes take a narrow focus for a particular topic or lesson (e.g., linking current advertising appeals to a sixth-grade unit on Greek myths) or weave media literacy into ongoing activities in their classrooms (e.g., in a weekly discussion of current events). Sometimes media literacy is used to link several different parts of the curriculum together (e. g., investigating local history and literature through examining original documents at a local museum)." (Scheibe, 2004)
Recommendations
I feel the textbooks used in today's classrooms are not verbose, but are 'wordy' and do not provide enough pictures that captivate the interest of the child to engage in further discussion,...
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Instead, the curriculum development responsibility is placed on the individual teachers, the majority who have less than two years of teaching experience. The result is that the teachers spent most of their time focused on such things as classroom management, that curriculum development is overlooked and no succinct curriculum is used in the school. This will cause problems as the students advance through the grades. The Curriculum: No As previously noted,
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