The minist

1.2. Structures of writing composition.

The composition of the classroom is also a contribution factor, as the letter is taught. It becomes increasingly difficult to provide a write instruction that responds to the needs of the students, as the number of students in a classroom increases. I do not believe the teachers do not try to fulfill such challenges, as illustrated by the findings, apply the more writing lesson practices when their class contains more students who have difficulty writing. The writing practices in the classroom are even more influenced by the beliefs and knowledge of the teachers.
The teachers devote more time and attention to the lesson when they are better prepared Factors that contribute to how the letter is taught, beyond the classroom and the teacher's detonator identified previously. How long is the amount of time dedicated to writing, and the number and type of student in a classroom are related to national, state, district and school guidelines? For example, in the Netherlands, teachers can comply with the Dutch inspection of the Dutch inspection by writing only twice a month. [9,78]
Similarly, the importance depends on the teaching and provision of teachers to do this from a complex combination of historical, social, cultural, political and institutional influences. For example, writing and reading are historically appreciated, socially and culturally in China, but reading has priority before writing in schools, because reading is rather than written, and in general it is assumed that students learn Through the reading of writing. In addition, write lessons in schools involves a complex interaction between teachers and factors from their control. For example, take preparation to teach writing.
Teachers can and learn to teach the letter through their own efforts and experiences, but their preparation is also based on institutional programs, such as the training of preserves and in the service, they receive at the university and as a teacher.
This institutional preparation is often used by teachers and those who provide these 9
instructions as inadequate, and possibly personal efforts themselves to award good

write teachers.


Consequently, changes in writing in the classroom contain more than changing teachers. Darling Hammond and Lepage argued, the dramatic education change is not possible without "both sides of the reform currency: better teachers and better systems". I suggest that efforts to change the write lessons in the United States, and beyond that must be wider. If the Company is not the writing and writing of instructions in general, as well as political decision-makers and school staff, the potential impact of the change of the write instructions is not limited more precisely.
Particularly important to change the writing practices in the classroom, it is to improve the knowledge of the teachers, the directors and those responsible for those responsible for writing. Each of these stakeholders must acquire specific knowledge, which includes knowledge about writing, a vision for teaching and professional commitment.
In addition, the success of efforts is to increase your know-how, some of the knowledge of the company about writing, its meaning and the need to teach it. A relevant question at this point, I emphasized why I emphasized knowledge about writing as a lever to change the classroom writing. With respect to the lesson, good instruction requires rich and interconnected knowledge about the property and content, learning and diversity of students, as well as the specific and specific educational methods of the subject.[10,89]

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