What is Your Teaching Style? 5 Effective Teaching Methods for Your Classroom- ALMASI

What is Your Teaching Style? 5 Effective Teaching Methods for Your Classroom

Teachers! What is your teaching style?

No two teachers are alike, and any teacher with classroom teaching experience will agree that their style of teaching is uniquely their own. An effective teaching style engages students in the learning process and helps them develop critical thinking skills. Traditional teaching styles have evolved with the advent of differentiated instruction, prompting teachers to adjust their styles toward students’ learning needs.

What are the different styles of teaching?

The following list of teaching styles highlights the five main strategies teachers use in the classroom, as well as the benefits and potential pitfalls of each respective teaching method.

Authority, or lecture style

The authority model is teacher-centered and frequently entails lengthy lecture sessions or one-way presentations. Students are expected to take notes or absorb information.

• Pros: This style is acceptable for certain higher-education disciplines and auditorium settings with large groups of students. The pure lecture style is most suitable for subjects like history that necessitate memorization of key facts, dates, names, etc.
• Cons: It is a questionable model for teaching children because there is little or no interaction with the teacher.

Demonstrator, or coach style

The demonstrator retains the formal authority role while allowing teachers to demonstrate their expertise by showing students what they need to know.

• Pros: This style gives teachers opportunities to incorporate a variety of formats including lectures, multimedia presentations and demonstrations.
• Cons: Although it’s well-suited for teaching mathematics, music, physical education, arts and crafts, it is difficult to accommodate students’ individual needs in larger classrooms.

Facilitator, or activity style

Facilitators promote self-learning and help students develop critical thinking skills and retain knowledge that leads to self-actualization.

• Pros: This style trains students to ask questions and helps develop skills to find answers and solutions through exploration; it is ideal for teaching science and similar subjects.
• Cons: Challenges teacher to interact with students and prompt them toward discovery rather than lecturing facts and testing knowledge through memorization.

Delegator, or group style

The delegator style is best-suited for curriculum that requires lab activities, such as chemistry and biology, or subjects that warrant peer feedback, like debate and creative writing.

• Pros: Guided discovery and inquiry-based learning places the teacher in an observer role that inspires students by working in tandem toward common goals.
• Cons: Considered a modern style of teaching, it is sometimes criticized as newfangled and geared toward teacher as consultant rather than the traditional authority figure.

Hybrid, or blended style

Hybrid, or blended style, follows an integrated approach to teaching that blends the teachers’ personality and interests with students’ needs and curriculum-appropriate methods.

• Pros: Achieves the inclusive approach of combining teaching style clusters and enables teachers to tailor their styles to student needs and appropriate subject matter.
• Cons: Hybrid style runs the risk of trying to be too many things to all students, prompting teachers to spread themselves too thin and dilute learning.

Because teachers have styles that reflect their distinct personalities and curriculum — from math and science to English and history — it’s crucial that they remain focused on their teaching objectives and avoid trying to be all things to all students.

What you need to know about your teaching style

Although it is not the teacher’s job to entertain students, it is vital to engage them in the learning process. Selecting a style that addresses the needs of diverse students at different learning levels begins with a personal inventory — a self-evaluation — of the teacher’s strengths and weaknesses. As they develop their teaching styles and integrate them with effective classroom management skills, teachers will learn what works best for their personalities and curriculum.
Our guide encapsulates today’s different teaching styles and helps teachers identify the style that’s right for them and their students. Browse through the article or use these links to jump to your desired destination.

Emergence of the teaching style inventory

How have teaching styles evolved? This is a question teachers are asked, and frequently ask themselves, as they embark on their careers, and occasionally pause along the way to reflect on job performance. To understand the differences in teaching styles, it’s helpful to know where the modern concept of classifying teaching methods originated.
The late Anthony F. Grasha, a noted professor of psychology at the University of Cincinnati, is credited with developing the classic five teaching styles. A follower of psychiatrist Carl Jung, Grasha began studying the dynamics of the relationship between teachers and learning in college classrooms. His groundbreaking book, “Teaching with Style,” was written both as a guide for teachers and as a tool to help colleagues, administrators and students systematically evaluate an instructor’s effectiveness in the classroom.
Grasha understood that schools must use a consistent, formal approach in evaluating a teacher’s classroom performance. He recognized that any system designed to help teachers improve their instructional skills requires a simple classification system. He developed a teaching style inventory that has since been adopted and modified by followers.

• Expert: Similar to a coach, experts share knowledge, demonstrate their expertise, advise students and provide feedback to improve understanding and promote learning.
• Formal authority: Authoritative teachers incorporate the traditional lecture format and share many of the same characteristics as experts, but with less student interaction.
• Personal model: Incorporates blended teaching styles that match the best techniques with the appropriate learning scenarios and students in an adaptive format.
• Facilitator: Designs participatory learning activities and manages classroom projects while providing information and offering feedback to facilitate critical thinking.
• Delegator: Organizes group learning, observes students, provides consultation, and promotes interaction between groups and among individuals to achieve learning objectives.

Although he developed specific teaching styles, Grasha warned against boxing teachers into a single category. Instead, he advocated that teachers play multiple roles in the classroom. He believed most teachers possess some combination of all or most of the classic teaching styles.

How does differentiated instruction impact teaching styles?

Carol Ann Tomlinson, a professor at the University of Virginia, is an early advocate of differentiated instruction and a pioneer in the development of learning-based teaching styles. If Grasha laid the groundwork for 20th-century teachers to adopt styles tailored to match their personalities and strengths, Tomlinson has advanced this theme into the 21st century by focusing on differentiated instruction.
In the simplest terms, differentiated instruction means keeping all students in mind when developing lesson plans and workbook exercises, lectures and interactive learning. These student-focused differences necessitate instructional styles that embrace diverse classrooms for students at all learning levels and from various backgrounds without compromising the teacher’s strengths.

What teaching style is best for today’s students?

Whether you’re a first-year teacher eager to put into practice all of the pedagogical techniques you learned in college, or a classroom veteran examining differentiated instruction and new learning methodologies, consider that not all students respond well to one particular style. Although teaching styles have been categorized into five groups, today’s ideal teaching style is not an either/or proposition but more of a hybrid approach that blends the best of everything a teacher has to offer.
Here is a recap from the list of teaching methods described earlier.

• Authority, or lecture style: This traditional, formal approach to teaching is sometimes referred to as “the sage on the stage.”
• Demonstrator, or coach style: This style retains the formal authority role while allowing teachers to demonstrate their expertise by showing students what they need to learn.
• Facilitator, or activity style: This approach encourages teachers to function as advisors who help students learn by doing.
• Developer, or group style: This style allows teachers to guide students in a group setting to accomplish tasks and learn what works or doesn’t.
• Hybrid, or blended style: This approach incorporates different aspects of the various styles and gives teachers flexibility to tailor a personal style that’s right for their coursework and students.

The traditional advice that teachers not overreach with a cluster of all-encompassing teaching styles might seem to conflict with today’s emphasis on student-centered classrooms. Theoretically, the more teachers emphasize student-centric learning the harder it is to develop a well-focused style based on their personal attributes, strengths and goals.
In short, modern methods of teaching require different types of teachers — from the analyst/organizer to the negotiator/consultant. Here are some other factors to consider as teachers determine the best teaching method for their students.
Empty vessel: Critics of the “sage on the stage” lecture style point to the “empty vessel” theory, which assumes a student’s mind is essentially empty and needs to be filled by the “expert” teacher. Critics of this traditional approach to teaching insist this teaching style is outmoded and needs to be updated for the diverse 21st-century classroom.
Active vs. passive: Proponents of the traditional lecture approach believe that an overemphasis on group-oriented participatory teaching styles, like facilitator and delegator, favor gifted and competitive students over passive children with varied learning abilities, thereby exacerbating the challenges of meeting the needs of all learners.
Knowledge vs. information: Knowledge implies a complete understanding, or full comprehension, of a particular subject. A blend of teaching styles that incorporate facilitator, delegator, demonstrator, and lecturer techniques helps the broadest range of students acquire in-depth knowledge and mastery of a given subject. This stands in contrast to passive learning, which typically entails memorizing facts, or information, with the short-term objective of scoring well on tests.
Interactive classrooms: Laptops and tablets, videoconferencing and podcasts in classrooms play a vital role in today’s teaching styles. With technology in mind, it is imperative that teachers assess their students’ knowledge while they are learning. The alternative is to wait for test results, only to discover knowledge gaps that should have been detected during the active learning phase.
Constructivist teaching methods: Contemporary teaching styles tend to be group focused and inquiry driven. Constructivist teaching methods embrace subsets of alternative teaching styles, including modeling, coaching, and test preparation through rubrics scaffolding. All of these are designed to promote student participation and necessitate a hybrid approach to teaching. One criticism of the constructivist approach is it caters to extroverted, group-oriented students, who tend to dominate and benefit from these teaching methods more than introverts; however, this assumes introverts aren’t learning by observing.
Student-centric learning does not have to come at the expense of an instructor’s preferred teaching method. However, differentiated instruction demands that teachers finesse their style to accommodate the diverse needs of 21st-century classrooms.

The ‘sage on the stage’ meets the ‘tiger mom’

The objective of blending teaching styles to leverage the teacher’s strengths while meeting the demands of diverse students has become increasingly difficult, as parents take a decidedly proactive role in child-learning techniques.
The traditional authoritative/expert, or “sage on the stage” lecture style, has come under attack by some parents — and contemporary educational leaders — who emphasize that a more diverse approach to teaching is necessary to engage students. This is compounded by the rise of “tiger moms,” a term made popular by parents devoted to improving the quality of education with laser-precision focus on A-list schools and a highly competitive job market.

Age of the proactive parent

Regardless of what style a teacher adopts, it’s important for teachers to develop positive attitudes, set goals and establish high expectations for students.
“Assume students can excel!” education authors Harry and Rosemary Wong declare. As former teachers with a combined 80-plus years of educational experience, the Wongs emphasize in their best-selling book, “The First Days of School: How to Be an Effective Teacher” and their more recent, “The Classroom Management Book” that successful teachers share three common characteristics:

• effective classroom management skills
• lesson mastery
• positive expectations

All instructors, when developing their teaching styles, should keep in mind these three goals, as well as the primary objective of education: student learning.

How does classroom diversity influence teachers?

It is abundantly clear that today’s teachers are responsible for students with a diverse range of learning abilities. The 21st-century teacher does not have the luxury of “picking the low-hanging fruit” and then leaving the rest of the tree for experts who specialize in children with behavioral issues or learning disorders.
Today’s teachers must develop instructional styles that work well in diverse classrooms. Effective teaching methods engage gifted students, as well as slow-learning children and those with attention deficit tendencies. This is where differentiated instruction and a balanced mix of teaching styles can help reach all students in a given classroom — not just the few who respond well to one particular style of teaching.
The wonderment of teaching, what author/educator Dr. Harry Wong refers to as “that ah-ha moment” when a child “gets it,” is one of the most rewarding and seemingly elusive benefits of becoming a teacher. This transference of knowledge from expert to student is an art form and a skill. Fortunately, both can be learned and perfected.
Knowing how to engage students begins with selecting the teaching style that’s right for you. And remember, even though you may prefer one teaching style over another, you must find the style that works best for your students! Try different styles to meet different objectives, and always challenge yourself to find ways to reach each student.

MJUE MWIGIZAJI WA FILAMU YA YESU AMBAYE BAADHI YA WATU HUDHANI KWAMBA NI YESU. - almasi

MJUE MWIGIZAJI WA FILAMU YA YESU AMBAYE BAADHI YA WATU HUDHANI KWAMBA NI YESU.

Brian Deacon akiigiza kama Yesu ndani ya filamu ya JESUS.

Ikiwa leo ni Ijumaa kuu,siku ambayo wakristo ulimwenguni wanakumbuka mateso ya mkombozi wa ulimwengu Yesu Kristo aliyekuja duniani takribani miaka 2000 iliyopita.Gospel kitaa imeamua basi kuwaletea historia ya mtu ambaye ameigiza filamu ya Yesu inayofahamika kwa jina la ''JESUS'' ambayo iliigizwa mnamo mwaka 1979 huko nchini Israel, GK imeamua kufanya hivi baada ya kuona ni kwa jinsi gani filamu hiyo imekuwa ikigusa maisha ya watu wengi kiasi kwamba baadhi ya watu wanasahau kwamba mtu aliyemo kwenye filamu hiyo ni mwigizaji tu na siyo Yesu.hata yeye amekiri kwamba wakati wa uigizaji alikuwa akisuluhisha mambo yaliyokuwa yakijitokeza yeye na waigizaji wenzake baada ya wao kusahau kwamba yeye si Yesu bali anaigiza tu. KARIBU.

Brian Deacon ndani ya filamu ya ''JESUS''

Brian Deacon ndio jina lake mwigizaji huyo ambaye ni mwingereza aliyezaliwa mnamo tarehe 13/02/1949 huko Oxford nchini Uingereza akiwa ni mtoto wa pili katika familia yao baba yake akiwa fundi makenika na mama yake akiwa ni nesi ndoa yake ya kwanza na Rula Lenska ilivunjika ambapo alizaa na mkewe huyo binti yao aitwaye Lara Deacon,ndoa yake ya pili alioana na mwanamama Natalie Bloch mnamo mwaka 1998 mpaka sasa wapo kwenye ndoa hiyo.

Aliigiza filamu ya Yesu ambayo pia ilimfanya aokoke mara baada ya kuitazama akiwa na miaka 30,baada ya kupita kwenye mchujo mkali wa waigizaji zaidi ya elfu moja ambao walifanyiwa mahojiano huku 260 wakijaribishwa kuigiza(screen test)kuona kwamba wanafaa akiwa ni mwingereza pekee kati ya waigizaji Waisrael walioingia kwenye usaili huo akiwa chini ya kampuni iitwayo New shakespears ambako alikuwa akifanya sanaa za majukwaani na uigizaji.

Brian Deacon miaka iliyofuatia baada ya kuigiza kama Yesu.

Amesema kabla ya kuchaguliwa mtihani wake wa kwanza ulikuwa kutoka kwa wakala wake aliyemvunja moyo kwakumweleza hadhani kama yeye(Brian)atafaa kwenye kumwigiza Yesu,lakini anasema alifanikiwa,baada ya hapo akawa na wakati mgumu kutoka kwa watu ambao kila mmoja alikuwa anajaribu kumweleza jinsi anavyotakiwa kuigiza,sauti yake na mambo mengine,ingawa yeye alisema nitatumia sauti yangu na maelezo kutoka kwa muongozaji.Amesema wiki tatu kabla hawajaanza kurekodi filamu hiyo alisoma kitabu cha Luka mtakatifu zaidi ya mara 20 kwakuwa filamu hiyo imenukuliwa kutoka kitabu hicho ambapo Brian amesema kusoma kwake kulimpa nguvu sana na moyo wa kuigiza filamu hiyo na kuweza kumfahamu vyema Yesu kuwa ni mtu wa aina gani.

watu wakiangalia filamu ya Yesu ambayo bwana Brian Deacon ni mwigizaji mkuu.

Katika miezi saba waliyochukua kuigiza filamu hiyo Brian amesema,walikuwa wanaigiza kwa masaa mengi kuanzia saa kumi za alfajiri mpaka mwisho wa siku kiasi kwamba wakati mwingine aliwaambia wenzake kwamba wamsaidie kwani  amechoka sana hajui kwamba angeweza kuigiza kwa siku hiyo lakini anasema alikuwa anashangazwa na nguvu za ajabu alizokuwa akizipata na kuendelea kuigiza ingawa wakati huo nasema alikuwa mkristo jina wa kanisa katoliki,alikuwa anauwalakini kuhusu mafundisho na huduma ya Yesu kwa ujumla,siku moja wakati anaigiza alikuwa anawaombea watu mara mwanamke mmoja alishika mkono wake kumbe alikuwa na mapepo alimuombea na mapepo yalimtoka mwanamama huyo.

Siku nyingine waliokuwa wakiigiza kama wanafunzi wa Yesu wapatao 12 wakiwa ndani ya basi walikuwa wamepanga kugoma kutokana na malipo waliyokuwa wakipata cha ajabu Brian anasema director alikuja kumuomba yeye (Brian) azungumze nao warejee kazini akashangaa akamwambia mimi sio Yesu ni Brian Deacon, akaamua kuzungumza nao, baada ya masaa 36 walikubali kurudi kuendelea na kazi.

Amesema mtihani mwingine ni siku alipokuwa hotelini Tel Aviv ghorofa ya 18 usiku mara kukawa na moto hotelini hapo baada ya mwingereza mmoja aliyekuwa akivuta sigara kusahau kuizima hivyo kusababisha moto,lakini anasema bahati nzuri hakuna aliyejeruhiwa ila walifanya kazi siku inayofuatia muda mrefu bila muongozaji kujali kwamba hawakulala vyema usiku.

Amesema siku hiyo mmoja wa waigizaji anayeitwa Tom Panella alianzisha mada kwa kusema moto uliokuwa umetokea ni hila za shetani,na kusababisha mjadala wa muda mrefu ni vipi shetani anahusishwa kwenye swala hilo lakini jibu likawa,shetani hataki filamu hiyo irekodiwe ndio maana analeta hila zake.haikuwa kazi rahisi kurekodi filamu hiyo na pia si ujuzi wa kufurahia,baada ya kumaliza kurekodi kwa takribani miezi 18 ilianza kuonyeshwa kwa baadhi ya watu na ndipo hata yeye kwa mara ya kwanza akaona ni kwa jinsi filamu hiyo ilivyonanguvu,ukweli na kugusa mioyo ya watu.

 

Baada ya filamu hiyo Briana anasema alirudi kuigiza majukwaani na kwenye runinga, ambapo kwa miaka zaidi ya 30 sasa tangu kutoka filamu ya Yesu tayari imetazamwa na watu zaidi ya bilioni tatu katika nchi 133 (kwa takwimu za mwaka 2001), zaidi ya watu milioni 117 waliamua kubadilisha maisha yao na kumpokea Yesu,filamu hiyo ambayo ilitengenezwa chini ya Campus Crusade for crusade ambao kwasasa wanaitwa Life Ministry pia nchini Tanzania wapo chini ya mkurugenzi Dismas Shekhalage.ambapo tayari imetafsiriwa katika lugha zaidi 500 huku nyingine zaidi ya 200 zikiwa njiani kutafsiriwa.

Brian anawaambia watu kwamba yeye ni mwigizaji tu na sio Yesu kama watu wengine na kuwataka watu hao kujua hivyo ambapo anasema ameendelea kupata barua mbalimbali za kumpongeza na kumshukuru kwa kazi nzuri aliyofanya kwenye filamu hiyo,ambapo kwa upande wake anasema anayo nakala ya filamu hiyo kwenye maktaba yake nyumbani kwao Uingereza,ambapo kwa takribani miaka 20 filamu hiyo imekuwa ikitazamwa duniani kote na kubadilisha maisha ya watu.

Kati ya filamu alizowahi kushiriki ni pamoja na A zed & Two Noughts ya mwaka 1985, The Feathered Serpent ya mwaka 1976-1978 na Tamthilia iitwayo Lillie iliyoigizwa mwaka 1978 akitumia jina la Frank Miles.

Huyo ndiye Brian Deacon mwigizaji mkuu wa filamu ya ''JESUS''iliyoigizwa mwaka 1979 huko nchini Israel. Habari kwa msaada wa mtandao.

The Importance of Play in early childhood development- almasi

     The Importance of Play in early childhood development

Play is essential for a child’s development and for learning life

Skills. While the information in this publication is specifically for parents, the information applies to other adults including grandparents, extended family members and child care providers that have opportunities to affect the play of children.

PLAY IS A CHILD’S WORK. PLAY IS IMPORTANT for children’s development and for children to bond. It offers a chance to connect with your child. You are your child’s first teacher and much of that teaching happens through play. Play helps your child learn the rules of your family and what is expected of him or her. As children grow, play helps them learn how to act in society.

Parents need to make time to play with their children. You start to play when your child is an infant. When your baby starts to smile and you smile back, you are engaging in play. Play is directed by the child and the rewards come from within the child. Play is enjoyable and spontaneous. Play helps your child learn social and motor skills and cognitive thinking.

Children also learn by playing with others. You provide the setting for your child to play with others. As your children grow, you provide toys, materials, and sports equipment so that they can play with others. It is important that children learn that play is important throughout life.

Play is needed for healthy development for your child. Research shows that 75 percent of brain development occurs after birth. Play helps with that development by stimulating the brain through the formation of connections between nerve cells. This process helps with the development of fine and gross motor skills. Fine motor skills are actions such as being able to hold a crayon or pencil. Gross motor skills are actions such as jumping or running. Play also helps your child to develop language and socialization skills. Play allows children to learn to communicate emotions, to think, be creative and solve problems.

Playing With Your Child

In today’s world of balancing work and home schedules, parents find it hard to have quality time with their children. It is essential for parents to make the best use of time they have with their children. Your child needs time with you to relax and play.

Playing with children builds lasting bonds. Playing allows parents to appreciate the uniqueness of each child. Playing with children can also be a stress reducer for over-worked parents. Laughing and relaxing are important to your own well-being.

Try to spend individual time with each of your children. When a parent or sibling plays a board game with a child, shares a bike ride, plays baseball, or reads a story, the child learns

Self-importance. Your child's self-esteem gets a boost. You are sending positive messages to your child when you spend quality playtime with him. From these early interactions, children develop a vision of the world and gain a sense of their place in it.

Family activities are important for the whole family. They help develop strong family bonds, which can last a lifetime. Families who play together are more cooperative, supportive and have better communication. Have movie nights and game nights, or go for walks together. A game night allows parents to teach children to take turns, how to win, how to lose and methods of sequencing events. Listening to music together by singing along, or playing rhythm instruments will help children to listen for and recognize patterns in music, which will assist with math skills in school. If you are a single parent or have only one child, invite family and friends over to play.

“When you asked me what I did in school today and I say, 'I just played.' Please don’t misunderstand me. For you see, I am learning as I play. I am learning to enjoy and be successful in my work. Today I am a child and my work is play.”

Today, children of all ages are exposed to technology such as computers and videos. Children who spend most of their time using technology often are not physically active or using their imagination. You can help your child by reducing screen time. Limit screen time to no more than two hours per day. Make sure your child gets a minimum of one hour of physical exercise every day.

You have important roles in play. You can encourage play by providing interesting materials that promote exploration and learning. Playing with your child helps him learn how to manipulate toys and other play materials by modeling your actions.

Types of Play

As your child grows and develops, his or her play evolves. Certain types of play are associated with, but not restricted to, specific age groups.

Unoccupied play: In the early months of infancy, from birth to about three months, your child is busy in unoccupied play. Children seem to be making random movements with no clear purpose, but this is the initial form of playing.

Solitary play: From three to 18 months, babies will spend much of their time playing on their own. During solitary play, children are very busy with play and they may not seem to notice other children sitting or playing nearby. They are exploring their world by watching, grabbing and rattling objects. Solitary play begins in infancy and is common in toddlers. This is because of toddlers’ limited social, cognitive, and physical skills. However, it is important for all age groups to have some time to play by themselves.

Onlooker play. Onlooker play happens most often during the toddler years. This is where the child watches other children play. Children are learning how to relate to others and learning language. Although children may ask questions of other children, there is no effort to join the play. This type of play usually starts during toddler years but can take place at any age.

Parallel play: From the age of 18 months to two years, children begin to play alongside other children without any interaction. This is called parallel play. Parallel play provides your toddler with opportunities for role-playing such as dressing up and pretending. It also helps children gain the understanding of the idea of property right such as “mine.” They begin to show their need of being with other children their own age. Parallel play is usually found with toddlers, although it happens in any age group.

Associative play: When your children are around three to four years of age, they become more interested in other children than the toys. Your child has started to socialize with other children. This play is sometimes referred to as “loosely organized play.” Associative play helps your preschooler learn the do's and don'ts of getting along with others. Associative play teaches the art of sharing, encourages language development, problem-solving skills and cooperation. In associative play, groups of children have similar goals. They do not set rules, although they all want to be playing with the same types of toys and may even trade toys. There is no formal organization.

Social play: Children around the age of three are beginning to socialize with other children. By interacting with other children in play settings, your child learns social rules such as give and take and cooperation. Children are able to share toys and ideas. They are beginning to learn to use moral reasoning to develop a sense of values. To be prepared to function in the adult world, children need to experience a variety of social situations.

Motor - Physical Play: When children run, jump, and play games such as hide and seek and tag they engage in physical play. Physical play offers a chance for children to exercise and develop muscle strength. Physically playing with your child teaches social skills while enjoying good exercise. Your child will learn to take turns and accept winning or losing.

Constructive Play: In this type of play, children create things. Constructive play starts in infancy and becomes more complex as your child grows. This type of play starts with your baby putting things in his/her mouth to see how they feel and taste. As a toddler, children begin building with blocks, playing in sand, and drawing. Constructive play allows children to explore objects and discover patterns to find what works and what does not work. Children gain pride when accomplishing a task during constructive play. Children who gain confidence manipulating objects become good at creating ideas and working with numbers and concepts.

Expressive Play. Some types of play help children learn to express feelings. Here parents can use many different materials. Materials may include paints, crayons, colored pencils and markers for drawing pictures or writing. It can also include such items as clay, water, and sponges to experience different textures. Beanbags, pounding benches, and rhythm instruments are other sources of toys for expressive play. You can take an active role in expressive play by using the materials alongside your child.

Fantasy Play: Children learn to try new roles and situations, experiment with languages and emotions with fantasy play. Children learn to think and create beyond their world. They assume adult roles and learn to think in abstract methods. Children stretch their imaginations and use new words and numbers to express concepts, dreams and history.

Cooperative play: Cooperative play begins in the late preschool period. The play is organized by group goals. There is at least one leader, and children are definitely in or out of the group. When children move from a self-centered world to an understanding of the importance of social contracts and rules, they begin to play games with rules. Part of this development occurs when they learn games such as Follow the Leader, Simon Says, and team sports. Games with rules teach children the concept that life has rules that everyone must follow.

Benefits of Play

There are many benefits to play. Children gain knowledge through their play. They learn to think, remember, and solve problems. Play gives children the opportunity to test their beliefs about the world.

Children increase their problem-solving abilities through games and puzzles. Children involved in make-believe play can stimulate several types of learning. Children can strengthen their language skills by modeling other children and adults. Playing house helps children create stories about their roles, such as “I am the Mom.” They also imitate their own family experiences. This helps children learn about the different roles of family members.

Children gain an understanding of size, shape, and texture through play. It helps them learn relationships as they try to put a square object in a round opening or a large object in a small space. Books, games, and toys that show pictures and matching words add to a child's vocabulary. It also helps a child's understanding of the world.

Play allows children to be creative while developing their own imaginations. It is important to healthy brain development. Play is the first opportunity for your child to discover the world in which he lives. Play offers a child the ability to master skills that will help develop self-confidence and the ability to recover quickly from setbacks. For example, a child may feel pride in stacking blocks and disappointment when the last block makes the stack fall. Play allows children to express their views, experiences and at times, frustrations.

Play with other children helps a child learn how to be part of a group. Play allows a child to learn the skills of negotiation, problem solving, sharing, and working within groups. Children practice decision-making skills, move at their own pace and discover their own interests during play. Unstructured play may lead to more physical movement and healthier children.

Play is important when your child enters school. Play can assist children in adjusting to a school setting. It enhances children’s learning readiness and their cognitive development by allowing them to move from subject and area without of the fear of failure. Playtime in school such as recess time, allows learning and practicing of basic social skills. Children develop a sense of self, learn to interact with other children, how to make friends, and the importance of role-playing. Exploratory play in school allows children time to discover and manipulate their surroundings.

Conclusion

Play is an essential and critical part of all children's development. Play starts in the child's infancy and ideally, continues throughout his or her life. Play is how children learn to socialize, to think, to solve problems, to mature and most importantly, to have fun. Play connects children with their imagination, their environment, their parents and family and the world.

Parental involvement in a child's world of play is not only beneficial for the child but is extremely beneficial to the parent. Playing with children establishes and strengthens bonds that will last forever. Parent-child play opens doors for the sharing of values, increases communication, allows for teachable moments and assists in problem solving. Playtime provides opportunities for the parent and child to confront and resolve individual differences, as well as family related concerns and issues. Finally, it allows the parent to view the world through the eyes of a child once again.

Let’s Play and Have Fun!

                     PREPARED BY                   

                                 ALMASI MICHAEL

historia ya wachaga - almasi

WACHAGA

Wachagga ni kabila la watu wenye asili ya Kibantu lakini pia mchanganyiko wa damu, hasa ya Kikushi wanaoishi kaskazini mwa Tanzania chini ya mlimaKilimanjaro, mkoani Kilimanjaro.

Shughuli kubwa ya Wachagga ni biashara, kilimo na kazi za maofisini.

Wachagga ni kabila la tatu kwa ukubwa nchini Tanzania.^[1] Takwimu za mwaka 2003 zinaonyesha kuwa idadi ya Wachagga 2,000,000.

·         1Vikundi vya Wachagga

·         2Lugha ya Kichagga

·         3Koo za Kichagga

·         4Utawala wa jadi wa Wachagga

·         5Elimu kati ya Wachagga

·         6Ardhi

·         7Kilimo na chakula

o    7.1Ndizi za Wachagga

o    7.2Wachagga na muhogo

o    7.3Ulaji kiti-moto

·         8Maoni juu ya Wachagga

·         9Tanbihi

·         10Marejeo

·         11Viungo vya nje

Vikundi vya Wachagga[hariri | hariri chanzo]

Wachagga wana historia ndefu ya asili yao na ya maingiliano yao na makabila mengine. Kabila la Kichagga ni mkusanyiko wa makabila madogomadogo (ya Kichagga) yaliyosambaa kijiografia kuzunguka mlima Kilimanjaro kuanzia mashariki (Tarakea, Rombo) hadi magharibi kwa Kilimanjaro (Siha, Machame).

Makabila ya Kichagga ni Wa-Rombo, Wa-Vunjo ambao wanajumuisha watu wa Mwika, Mamba, Marangu, Kilema na Kirua ambayo ndio inajulikana na wengi kama Kirua Vunjo. Ukipenda unaweza kuwagawa watu hawa wa Vunjo kama Wa-Mwika, Wa-Mamba ,Wa-Marangu,Wa-Kilema,na Wakirua.Makabila mengine ni Wa-Old Moshi, Wa-Kibosho, na Wa-Machame, Wa-Uru, na Wa-Siha.

Lugha ya Kichagga[hariri | hariri chanzo]

Lugha ya Kichagga inabadilika kuanzia unapotoka Tarakea mpaka unapofika Siha magharibi mwa Kilimanjaro.

Kutokana na tofauti hizo Kichagga kimegawanyika katika Kirombo, Kivunjo, Ki-Old Moshi, Kiuru,Kikibosho, Kimachame, na Kisiha.

Lugha hizo zinakaribia kufanana kadiri makabila hayo yalivyopakana. Kwa mfano, Kivunjo kinafanana na Ki-Old Moshi. Vile vile Kisiha kinafanana sana na Kimachame ambacho pia kinafanana kidogo na Kikibosho.

Baadhi ya Wamachame walihamia sehemu za Meru, Arusha, na kuchanganyikana na Waarusha, lugha yao ikabadilika kidogo na kuwa Kimeru. Kwa sababu hiyo Wameru wanasikilizana sana na Wamachame ingawa lafudhi zao zinatofautiana kidogo.

Koo za Kichagga[hariri | hariri chanzo]

Majina ya kiukoo ya Kichagga pia huashiria wanatoka sehemu gani ya Uchaga, japo si lazima kuwa hivyo: kwa mfano, familia maarufu za Kichagga nchini Tanzania ni kama ukoo wa akina Mushi, Kimaro, Swai, Massawe, Lema, Urassa, Nkya, Ndosi, Meena hutoka Machame.

Akina Temu, Mlaki, Mlay, Lyimo, Moshiro, Mselle, Kamnde, Kileo, Kimambo, Tesha, Msaki, Assey, Kyara, Kessy, Ndanu, Macha, Mbishi, Kombe, Njau wanatoka Old Moshi na Vunjo.

Majina mengine ya Old Moshi ni kama yafuatayo: Mmari, Macha, Mshiu, Kyara, Moshi, Massamu, Kimambo, Mboro, Mlngu, Tenga, Njau, Malisa, M aro, Maeda, Ngowi, Lyatuu na mengine mengi.

Kavishe, Mariki, Tarimo, Laswai, Mallya, Mrema, Mkenda, Massawe, Silayo, Lyaruu, Makyao, Mowo, Lamtey, Tairo, Mramba, Kauki wanatoka Rombo.

Sawe, Usiri, Shayo, Kiwelu, Makundi, Urasa, Mtui, Moshi, Meela, Minja, Njau wanatoka Marangu na Kilema.

Rite, Makule, Minja, Mashayo, Chao, Shao, Makawia, Ndesano, Kimario, Tilla, Mariale, Tarimo, Mafole, Kituo, Mrosso, Lyakundia, Kessy, Mmbando, Matemba, Ndenshau, Morio, Akaro, Matowo, Towo, Mkony, Temba, Foya, Munishi, Kilawe, na kadhalika hutoka Kibosho.

Ukoo wa akina Teri wako Mamba, Chami, Chuwa, Kiria Owoya na wachache Sango, Old Moshi na wengine walihamia Maji ya Chai, Mkoa wa Arusha.

Utawala wa jadi wa Wachagga[hariri | hariri chanzo]

Watawala wa Kichagga waliitwa "Mangi". Hawa walihodhi mashamba, ng'ombe na waliheshimiwa kama viongozi wa kikabila. Walikuwa na nguvu za kisiasa nautajiri. Baadhi ya Ma-mangi mashuhuri katika historia ni kama Mangi Rindi aliyeingia mikataba na wakoloni (Wajerumani), Mangi Sina wa Kibosho - anajulikana kwauhodari wake wa vita katika kupigana na Wamachame na kupora ng'ombe na mazao yao, hata mpaka leo makabila ya Kimachame na Kikibosho hayaoani kwa urahisi, na Mangi Marealle wa Marangu na Vunjo. Mangi Meli huyu alikuwa mangi wa waoldmoshi ambaye alipigana na wajerumani na aliishia kukatwa kichwa na mpaka sasa kichwa chake kipo ujerumani alizikwa kiwiliwili tuu baada ya kumnyoga na mti aliyonyongewa upo mpaka sasa sehemu ya oldmoshi bomani karibu na kolila sekondari .

Wakoloni walipokuja Kilimanjaro waliingia mikataba na viongozi hawa wa kikabila ili kuweza kuweka misingi yao ya kikoloni. Pia ndugu na watoto wa Ma-mangi walikuwa wa kwanza kupata elimu ya kikoloni, kwa hiyo waliweza kushirikishwa katika serikali za kwanza. Hawa pia wanaaminika walikuwa kama mabepari wa kwanza wa kijadi, maana walifanyiwa kazi na watu wengine wakati wao Ma-mangi wamekaa kuhesabu mali zao.

Usemi maarufu wa "u-Mangi-meza" nadharia inawezekana kuwa umetokana na watawala hawa wa Kichagga.

Elimu kati ya Wachagga[hariri | hariri chanzo]

Wachagga wanajulikana kwa uwezo wao mkubwa wa kufanya biashara na pia kilimo. Moshi ni maeneo ya mwanzo ambayo Wamisionari wa Ukristo walijenga makanisa na shule.

Sababu hii imefanya Wachagga kuwa kabila lenye watu wengi zaidi walio na elimu ya kisasa na mkoa wa Kilimanjaro unaongoza kwa idadi ya shule za sekondarinchini Tanzania. Kulingana na takwimu za elimu mkoa wa Kilimanjaro una shule za sekondari zaidi ya 320. Pia mkoa una shule za msingi zipatazo 950. Idadi hii ya shule ni kubwa zaidi ya idadi ya shule katika mikoa mingine Tanzania.

Shule nyingi za sekondari ziko katika mkoa huu kwa sababu zifuatazo: 1) Hali ya hewa na vivutio vya kitalii katika mkoa huu viliwavutia zaidi walowezi na wakolonina kuweka makazi yao hapo. Hivyo wamisionari walijenga shule za kwanza wakifuatiliwa na serikali za wakoloni 2) Serikali ya Tanzania ilirithi shule zilizojengwa na wakoloni 3) Wachagga waliobahatika kupata fedha binafsi baadaye waliwekeza kwenye ujenzi wa shule binafsi kama kitega-uchumi, wakati wakazi wa mikoa mingine kadhaa walisubiri serikali iwajengee shule. 4) Ukichanganya sababu 1, 2 & 3 utagundua shule katika mkoa Kilimanjaro zimezidi sana idadi ya shule katika mikoa mingine yote.

Ni vema pia kusema kuwa shule hizo huvutia wanafunzi kutoka Tanzania nzima, haziwasomeshi Wachagga tu.

Ardhi[hariri | hariri chanzo]

Ingawa ardhi ni msingi wa maendeleo kwa watu wote, kwa Wachagga, ardhi ni mali sana kwa sababu kilimo chao ni cha mazao ya kudumu kama kahawa na ndizi hukaa shambani kwa muda wa miaka mingi.

Mojawapo ya urithi wapewayo watoto ni "kihamba". Hii ni sehemu ya ardhi ambayo mtoto anategemewa atajenga na kuanzisha familia yake. Bahati mbaya watoto wa kike walikuwa hawapewi kipaumbele katika ugawanaji wa vihamba. Uhaba wa ardhi huko Uchaga ulipelekea Wachagga wengi kuhamia mikoa mingine. Hivi leo utakuta Wachagga wakiishi Dodoma, Morogoro, Iringa, Mbeya n.k. wakiwa wamepanda migomba yao na kuendesha biashara za maduka ya vyakula.

Ukienda kwenye mikoa hiyo utakuta wamejenga jamii zao na vyama vyao vya kusaidiana wakati wa sherehe au matatizo. Aidha hata pombe ya mbege utaweza kuikuta kwenye makusanyiko ya Wachagga katika mikoa mbalimbali.

Kilimo na chakula

Wachagga hulima mazao ya chakula kama vile mahindi, maharagwe, viazi, ndizi, ulezi na mboga mbalimbali. Pia mazao ya biashara kama vile kahawa, nyanya navitunguu.

Ndizi za Wachagga[hariri | hariri chanzo]

Ingawa Wachagga wa leo wanakula vyakula mbalimbali kama vile ugali, wali na viazi, chakula kikuu cha Wachagga ni ndizi.

Kuna ndizi za aina mbalimbali na kwa matumizi tofauti. Mfano ndizi sukari ni fupi na huachwa hadi ziive na huliwa mbivu kama tunda.

Ndizi mshale hukatwa zikiwa mbichi na kupikiwa vyakula mbalimbali pamoja na nyama ya ng'ombe, kondoo au mbuzi. Mara nyingine hupikwa na maharage,choroko, kunde au hata maziwa ya mtindi. Vyakula vya ndizi huja kwa ladha tofauti kama vile ndizi nyama, mtori, machalari, kiburu na kadhalika.

Aina nyingine ni ndizi ng'ombe ambazo huachwa ziive halafu humenywa na kutumiwa kutengenezea pombe maarufu iitwayo mbege. Mbege hutengenezwa kwa kutumia ndizi mbivu, maji, na ulezi.

Aina nyingine ni ndizi mzuzu. Hizi zikikomaa huachwa zianze kuiva kidogo halafu huchomwa na kuliwa kama kitafunwa pamoja na chai au pombe. Ukipita mitaa yaDar es Salaam utaona ndizi mzuzu zikichomwa sambamba na muhogo au kuku vumbi au kiti moto.

Wachagga na muhogo[hariri | hariri chanzo]

Inasemekana kuwa "Mchagga halisi hali muhogo - akila muhogo atakufa". Usemi huu umetokana na historia ya mababu kuwa Wachagga waliopanda mihogo Kilimanjaro enzi za kale walikufa baada ya kuila. Historia hiyo yaweza kuwa ya ukweli kwa sababu aina nyingi za mihogo zinajenga sumu ya sianidi ndani yake; watu waliozoea kutumia mihogo huwa na njia za kuondoa sumu kwa kuiloweka mihogo katika maji kwa muda. Lakini kama Wachagga wale wa zamani, hasa wa Machame, walifanya jaribio bila kujua mbinu ya kuondoa sumu, ajali iliweza kutokea. Cha kushangaza ni kwamba hukohuko Kilimanjaro, majirani na watani wa Wachagga, yaani Wapare, walikuwa wameshazoea mihogo na ilikuja kuwa moja ya chakula chao kikuu.

Ulaji kiti-moto[hariri | hariri chanzo]

Pamoja na kilimo cha mazao, Wachagga hupendelea sana kufuga nguruwe. Tabia ya kula nyama ya nguruwe ijulikanayo leo kwa jina la "kiti moto" ni moja ya mambo yaliyoenezwa na Wachagga. Ulaji wa "kiti moto" haukuwa pendeza baadhi ya wenyeji wa Pwani kama Dar es Salaam ambapo Wachagga walihamia, kwani wakaaji wengi wa Pwani ni Waislamu kwa hiyo nguruwe kwao ni haramu. Wakazi wa Dar es Salaam watokao makabila mengine na wasiyo Waislamu kwao kula nguruwe ilikuwa "ruksa".

Maoni juu ya Wachagga[hariri | hariri chanzo]

Ingawa wanaume wa Kichagga hupendelea kufanya kazi mbali na kwao, wake zao hukaa nyumbani (Moshi) na hufuga ng'ombe na kazi za shambani. ila kwa sasa kutokana na ugonjwa wa ukimwi tabia hii imepungua miongoni mwao.

Wanawake wa Kichagga (hasa kutoka Machame) hujulikana kama wafanyakazi hodari. Huchangia sana katika mapato ya nyumbani na chakula.

Ingawa kipato cha Wachagga ni kikubwa kulingana na cha makabila mengine, takwimu zinaonyesha watoto wa mkoa wa Kilimanjaro kuongoza kwa utapiamlo. Sababu kubwa ya watoto kuwa na utapiamlo ni wazazi kujali zaidi kazi kuliko muda wa kuwahudumia watoto.

Wengi wa watoto hao ni wale ambao wazazi wao ni watu wa pombe na kipato chao kinaishia kilabuni. Utaona kwamba Uchagga una vilabu vingi vya pombe na vinaongezeka kwa sababu imekuwa biashara kubwa. Karibu kila kaya kumi na tano kuna kilabu cha pombe na kiwango cha chini kabisa cha pombe inayouzwa kwa siku katika vilabu hivyo si chini ya madebe sita au lita mia moja. Pombe ni sababu moja ya watoto kuwa na utapiamlo.

Hii inawezekana kuwa matunda ya wazazi kutowalisha watoto wao chakula cha kutosha au chakula bora. Kuna sehemu nyingine za Uchagga kama Old Moshi naKibosho ambapo watoto wadogo hupewa pombe ya mbege asubuhi, mchana na jioni.

Sababu nyingine ni kazi; mama wa Kichagga anaweza kushinda shambani kutwa na hana desturi ya kubeba watoto mgongoni kwenda nao shambani, hivyo wanakuwa nyumbani ama wenyewe au na mayaya. Mfano ulio dhahiri ni nyakati za asubuhi na mapema kwenye vyombo vya usafiri karibu robo tatu ya abiria niwanawake wakienda katika shuguli za biashara na kilimo na vivyo hivyo nyakati za jioni wakirudi majumbani. Hao ni nje ya wale wanaotumia usafiri wa miguuambao ni wengi zaidi.

Pia baadhi ya kina mama wa Kichaga wanawajali waume zao zaidi kwani nyama nzuri ni ya baba. Kuepuka gharama baba ataandaliwa chakula kizuri, tofauti na chakula walichoandaliwa watoto, japo ni chakula kilekile.

Pia Wachagga wamekuwa na desturi ya kuwaenzi wazee wao waliotangulia mbele za haki kwa kuwatambikia kwa pombe na nyama za mbuzi pale tu wanaporudi nyumbani ifikapo mwezi Desemba. Hili limekuwa suala la kawaida sana na halipingiki. Wengi wao huwa wanarudi na magari, ndiyo sababu utaona ya kwambwa kila ifikapo mwezi Desemba kila mwaka foleni za magari zimekuwa zikiongezeka kutokana na Wachagga kurudi nyumbani msimu wa sikukuu. Wengi wao wamekuwa wakitoka sehemu mbalimbali za nchi na hata nje ya nchi.

Wachagga wengi hupenda kurudi nyumbani kipindi cha Krismasi, ikiwa ni kuwatembelea wazazi wao, rafiki, au ndugu.

Ingawa wengi hudhani kwamba Wachagga wamepokea sana dini [imani] ya Ukristo kwa kuwa wengi wao ni Wakristo na hiki huwa ni kipindi cha likizo kwao, inaaminika pia kuwa kurudi kwao Uchagani wakati wa Krismasi ni pamoja na kutembelea ndugu zao na kujumuika pamoja katika kuumaliza mwaka baada ya kazinyingi za kutafuta pesa mwaka mzima.