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>> 0 >> 1 >> 2 >> 3 >> 4 >>
4 NAMA
GROUP
II
>> 0 >> 1 >> 2 >> 3 >> 4 >>
TEACHERS’ QUESTION
ABOUT PROVIDING
APPROPRIATE SUPPORT
>> 0 >> 1 >> 2 >> 3 >> 4 >>
4
>> 0 >> 1 >> 2 >> 3 >> 4 >>
3
>> 0 >> 1 >> 2 >> 3 >> 4 >>
>> 0 >> 1 >> 2 >> 3 >> 4 >>
>> 0 >> 1 >> 2 >> 3 >> 4 >>
PICTURE
START
>> 0 >> 1 >> 2 >> 3 >> 4 >>
Some questions that teachers often ask about
the support young language learners need:
• How will I know when
I need to reduce
support?
• How can you give the right support to each
child when you have a class of 30?
>> 0 >> 1 >> 2 >> 3 >> 4 >>
• Isn’t it spoon feeding if I give support?
• Even if my support helps a child do an activity
today, will she be able to do it herself tomorrow?
>> 0 >> 1 >> 2 >> 3 >> 4 >>
THE END

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Teacher's Question

  • 1. >> 0 >> 1 >> 2 >> 3 >> 4 >> 4 NAMA GROUP II
  • 2. >> 0 >> 1 >> 2 >> 3 >> 4 >> TEACHERS’ QUESTION ABOUT PROVIDING APPROPRIATE SUPPORT
  • 3. >> 0 >> 1 >> 2 >> 3 >> 4 >> 4
  • 4. >> 0 >> 1 >> 2 >> 3 >> 4 >> 3
  • 5. >> 0 >> 1 >> 2 >> 3 >> 4 >>
  • 6. >> 0 >> 1 >> 2 >> 3 >> 4 >>
  • 7. >> 0 >> 1 >> 2 >> 3 >> 4 >> PICTURE START
  • 8. >> 0 >> 1 >> 2 >> 3 >> 4 >> Some questions that teachers often ask about the support young language learners need: • How will I know when I need to reduce support? • How can you give the right support to each child when you have a class of 30?
  • 9. >> 0 >> 1 >> 2 >> 3 >> 4 >> • Isn’t it spoon feeding if I give support? • Even if my support helps a child do an activity today, will she be able to do it herself tomorrow?
  • 10. >> 0 >> 1 >> 2 >> 3 >> 4 >> THE END