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WAYS OF CONDUCTING INSTRUCTIONAL-EDUCATIONAL
ACTIVITIES IN SIMULTANEOUS PRIMARY EDUCATION
CLASSES

ARGUMENT
...
6
SPECIFIC SIMULTANEOUS TEACHING ACTIVITIES WITHIN
ROMANIAN LANGUAGE AND LITERATURE CLASSES IN
SIMULTANEOUS CLASSES IN PRIMARY EDUCATION
...
1
...
6
1
...
CLASS COUPLING
...
3
...
10
1
...
4
...
Formation of oral and written communication skills
...
4
...
17
1
...
3
...
17
1
...
CONSTRUCTION OF COMMUNICATION; THEORETICAL FOUNDATIONS
...
5
...
Elements of construction of communication in the first and second classes; Methodological
aspects
...
5
...
Peculiarities of the formation of grammatical notions
...
5
...
Consolidation and systematization of the construction elements of communication
...
5
...
26

Chapter 2
...
29
2
...
WORKING HYPOTHESIS AND RESEARCH OBJECTIVES
...
2
...
31
2
...
1
...
31
2
...
2
...
32
1

2
...
3
...
35
2
...
3
...
INITIAL STAGE (DEFINING)
...
2
...
2
...
42
3
...
3
...
1
...
42

EDUCATIONAL ACTIVITY PROJECT
...
44
Methods and procedures: explanatory reading, gallery tour,
interviewee's chair, role play, dials, quintet, oral storytelling,
surprise bag, cube, mosaic
...
44
Time resources: 90 minutes
...
44
Operational objectives:
...
47
Operational objectives:
...
53
2
...
3
...
2
...
56

Operational objectives:
...
70
2
...
3
...
3
...
75
2
...
3
...
FINAL STAGE
...
89
Experimental group:
...
90
BIBLIOGRAPHY
...
95

2

ARGUMENT

In Romania, simultaneous education is a reality
...
Due to the transport conditions,
these children cannot go to the schools in the commune centers
...

That is why the activity has lost its quality
...

In terms of the training and education of these children, most of the tasks fall to the school
...
This is an issue I need to reflect
on
...
In
class, I organized competitions within the school such as: "Journey to the land of stories", "Longing
for Eminescu" and "Advice with Creangă", celebrations in which I capitalized on the acquired
knowledge: "I am proud to be Romanian !", ,,Holy Christmas Eve", ,,Unity is written on our flag!",
,,It's my mother's day", ,,The big holiday is coming!" I gave reports and lessons within the methodical
committee, on the occasion of which I highlighted the methods of carrying out instructionaleducational activities in simultaneous classes
...
I will mention only those that helped me in carrying out the
study in this paper, namely: "Interactive methods", "Current assessment"
...

Evaluation of school results", etc
...
At the same time, the aim is to structure in students
a set of attitudes and motivations that will support the study of the Romanian language and literature
...
, to be sensitive to the beauty of nature and to that created by man, to use their
own abilities effectively and creatively to solve concrete problems in everyday life, to be able to
continue in any phase of its existence the learning process
...

Through this methodological-scientific work, I want to highlight the importance I have given to the
use of didactic games, interactive methods and the computer in order to optimize the instructionaleducational process in classes with simultaneous teaching
...


4

5

CHAPTER 1
THE SPECIFIC OF THE SIMULTANEOUS DIDACTIC ACTIVITY WITHIN
THE ROMANIAN LANGUAGE AND LITERATURE LESSONS IN THE
SIMULTANEOUS CLASSES IN PRIMARY EDUCATION

1
...
THE CONDITIONS THAT REQUIRE TEACHING IN TWO OR MORE CLASSES

Rodica Gârleanu Costea and Gheorghe Alexandru in the work Simultaneous activity at two or several
classes in the primary cycle mention the following: ,,The conditions that determine the organization of
education simultaneously in two or more classes are related to human settlements (villages, hamlets)
that have a small school population
...
There are situations in which all the
children who need to be educated barely meet the number of a regular class
...
This creates the situation of simultaneous teaching in two,
three or even four classes"
...
People love the place of their birth where
their parents lived and where their grandparents and ancestors are buried and they do not accept to
leave these places even if they offer harder living conditions, and the right of every citizen to training
and education obliges the state to move the school to the children, to establish a small school in each
hamlet, and not the children to school
...

6

The teacher who works simultaneously with two or more classes is obliged to complete the
curriculum of all the classes he works with, just like the teacher who works with only one class
...
Working with two or more combined classes, the specificity of the
activity consists in alternating direct and independent activity
...

The independent activity that the students carry out under the teacher's supervision is a
valuable exercise for developing initiative, the ability to organize their intellectual work, as well as for
forming skills regarding the learning activity
...
The teacher is required to make a sustained effort so that each student acquires the
entire subject provided for the respective class, to develop cursive, correct, conscious and expressive
reading skills, correct oral and written expression, calligraphic and orthographic writing
...
And in the other subjects, the
students will know the historical past of our country, the riches and beauties of the homeland, etc
...
12)
...

This rich program that the teacher who works simultaneously with two or more classes has to
go through in full in all classes leads to the situation that his working time, and especially direct
activity with the class is much reduced
...

The fact that almost half of the instructional-educational activity time is consumed with the
independent activity of the students forces the teacher to conceive the content of this activity and
accurately assess the duration of execution and the degree of effort required, so that the independent
activity constitutes one of the strategies teaching and lead to the achievement of the objectives of the
7

respective disciplines
...

These conditions make simultaneous work have certain particularities, a certain specificity :
-

Elaboration of all school documents (timetable, calendar planning, lesson projects reflect the
specifics of simultaneous work)
...


-

The lesson will have a structural unit, both in its design and in its realization, the activity with
two (three or four) classes being a unitary lesson that takes place in 45 minutes
...


-

Due to the limited time for the teacher's direct work with the class of students, the pace of work
is much more alert than the lesson with only one class
...


-

Since it is about alternating direct work with one class with independent work in the other
class, it is necessary to schedule the activities in such a way that they consume in the same time
interval both direct work and independent activity in all the classes that work simultaneously
...


-

The teacher who works simultaneously with several classes, with students of different levels, is
required to have distributive attention so that, when working directly with a class, he continues
to supervise the class doing independent work, sometimes even stepping in to mobilize the
students of this class to work
...


Simultaneous work with two or more classes also presents some advantages
...
The higher frequency
of evaluations increases the students' responsibility for the learning activity
...
These constitute a main condition for school success
...
This
fact leads to the cultivation of the spirit of independence, creativity and inventiveness, gaining
confidence in one's own powers
...


1
...
CLASS COUPLING

Experience has proven that the best grouping of classes is: 1st and 3rd class and 2nd and 4th class
...
Then, we group the classes so that we don't have a very large number in one class and a
too small number in the other
...
The
small school children, from the 1st and 2nd grade, have skills in the process of formation, and the
teacher has the task of paying more attention to them
...
" (Nicoleta Trică, 2000 , p
...
There are situations where you work with even three or four classes
...
3
...

Timetable for the 2nd and 4th grades
...
Language and communication

7-8

7

-

7

Romanian Language and Literature
II
...
Man and society
Religion
IV
...
Physical education and sports
VI
...
Optional
subjects
The little computer scientist
No
...


2
...


4
...


6
...
and lit
...
modern: english
MATHEMATICS AND
NATURAL SCIENCES
Math
Natural Sciences

NO
...
hours
Common
trunk

hours
ALLOCATED
Prof
...


Total

5
2

1
-

-

6
2

3-4
1-2

3
1

-

1
-

4
1

MAN AND SOCIETY
Civic education
History
Geography
Religion

4-6
1-2
1-2
1-2
1

1
1
1
1

-

-

1
1
1
1

ARTS
Musical education
Art education

2-3
1-2
1-2

1
1

-

-

1
1

TECHNOLOGY
Technological education

1-2
1-2

1

-

-

1

PHYSICAL EDUCATION AND
SPORT
Physical education

2-3
2-3

2

-

-

2

-

-

OPTIONAL ITEM
THE LITTLE COMPUTER
SCIENTIST
Total number of hours in the common
trunk
Minimum number of hours per week

4-6

7
...
3

12

CLASS II SCHEDULE

MONTHS

7
...
00 ED
...

9
...
ROM
...
00
MATH
...
00 ET
...


TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

……………
...


ROMANIAN
LANGUAGE

READING

ROMANIAN
LANGUAGE

ROMANIAN
LANGUAGE

PHYSICAL ED

MATH

PHYSICAL ED

RELIGION

OPTIONAL

-------------------

AB
...
00 ---------

GEOGRAPHY

HISTORY

Ed
...
00 LB
...
ENGLISH

MATH

MATH

READING

MATH

Ed
...


10
...
ROM

PHYSICAL ED

LB
...
00 ET
...


OPTIONAL

LB
...

TECHNOLOGY
...
ENGLISH

9
...


13

LB
...
4 ASPECTS REGARDING THE TRAINING OF COMMUNICATION SKILLS FOR PRIMARY
SCHOOL STUDENTS
Romanian language and literature is included in the Language and Communication
curriculum area , with a large number of hours allocated to it (7-9 hours per week), which
demonstrates the importance of the discipline in the formation of human personality
...
Thinking develops through language, and the level and
quality of thinking is reflected in language
...

In the formal curriculum, the framework objectives of the discipline aim at:
- developing the ability to receive the oral message;
- development of oral expression capacity;
- developing the ability to receive the written message (reading);
- development of written expression capacity
...
The society of the 21st century, based on the rapid circulation of
information (on the "hunger" for information), is dynamic and it imposes the polyqualification and
professional retraining of its members, therefore asking them to train permanently
...

39)
...

Students who show attraction and skills for the Romanian language and literature find a rich
educational offer in the extensive curriculum developed in the school, which can capitalize on local
human and material resources
...
), through projects adapted to the age and individual characteristics of the children
...
In this educational context, the teaching staff has the opportunity to achieve the
objectives specific to the Romanian language and literature at any teaching moment and within other
subjects or extracurricular activities
...
This informal curriculum is complementary to the core curriculum, often
objectives, contents and means of this curriculum penetrating the formal curriculum
...

The current curricular reform ensures a communicative-functional didactic process, as well as an
integrated, differentiated, individualized and personalized teaching-learning
...


1
...
1
...
205, to communicate
(the infinitive of the verb from which the term "communication" comes ), means: "to make known; to
report; to inform, to notify; say"
...
It is significant that two of the framework
objectives of the study of the Romanian language and literature in primary school have in mind
precisely this capacity, in the two stages: oral expression and written expression
...


15

Students who manage to express themselves easily from the small classes have chances of
success in the learning activity in all school subjects
...

The ability to communicate is a necessity with real implications in social activity
...

In the conditions of the very large increase in the volume of information accumulated by
mankind, their circulation represents a practical necessity of the first order
...

Collective life requires that each individual be able to understand another and make himself
understood
...
Those who handle the finesse of the language with greater ease have the
advantage of better asserting themselves, even imposing their point of view
...
" (Ioan Şerdean, 2006 , p
...

The new programs provide, from the 1st grade, concrete and current communication situations
regarding the components of dialogic communication: the person who transmits the information, the
person who receives the information, the actual information (through words, gestures, written signals)
...

Written communication in first grade is limited to learning to write from a graphic point of
view
...
In the 2nd grade, all
the elements related to written and oral communication are resumed concentrically, at a higher level
...

In the 3rd and 4th grades, increased requirements appear: communication through images,
formulating the message, the simple plan of ideas, the oral summary
...
Imaginative writing (free compositions) occupies a significant weight, with real accents of
creativity
...
4
...

The reference objectives take into account the performances that the students are able to achieve
...


1
...
3
...
"
(Ioan Şerdean, 1996, p
...

The activity related to the development of students' correct expression is very complex
...

The capacity for expression is formed and perfected by requiring the intellectual effort of the
students, by systematically putting them in the situation to practice, in one form or another,

17

verbalization, as freely as possible
...

The value of compositions consists, first of all, in the fact that they offer optimal conditions for
putting students in a position to systematically practice the act of expression; the students' activity in
these lessons effectively engages their intellectual, creative capacities
...
On the other hand, they are the best
opportunity to capitalize on the students' life experience, to manifest their creative imagination and
fantasy
...

The beginning of free compositions can be done already in the 1st grade, even from the preprimary period
...
The creations, the children's own creations, will not be missing from these
stories
...

According to the degree of student participation, the compositions can be:
 collective compositions - when the plan and writing are carried out with the contribution of all
students;
 group compositions - when working on the "group workshop" system, the students being
grouped according to the preferential criterion or the performance criterion;
 semi-collective compositions - when the plan is developed collectively and the writing is done
individually;
 individual compositions - when both the plan and the writing are done individually
...

18

According to the form or mode of exposure, the compositions can be:
 narrative compositions, non-dialogue;
 descriptive compositions;
 mixed compositions
...

The introduction contains, in the case of narrative compositions, as a rule, the time and place,
the main characters, the more important reasons that justify the choice and treatment of the subject; in
the case of descriptive ones, it can indicate the circumstance or environment in which the described
object or phenomenon is located
...

The conclusion, usually short, solves the problems dealt with in the content or expresses the
author's attitude and conclusions towards the topic addressed
...

The creation of the plan aims at two successive aspects: the arrangement of the large parts,
their ordering and balance and the arrangement of the subordinate parts
...

"The organization of composition teaches students to order their thinking, to move easily from
one idea to another, to formulate judgments and to master their ideas
...

159)
...


1
...
CONSTRUCTION OF COMMUNICATION; THEORETICAL FOUNDATIONS

The development of the ability to express correctly, orally and in writing, necessarily involves
knowing the theoretical, linguistic foundations, on which the construction of communication, the
communication skills themselves, are based
...
Taking into account the need
for students to know all the data necessary to develop and cultivate the skills of correct expression, the
building blocks of communication that can be found in the content of the programs include simple
notions of phonetics and vocabulary which, together with those of grammar, are branches of
linguistics
...

As specified in the Explanatory Dictionary of the Romanian Language , p
...
From this definition, two types of grammatical rules result, which represent the two
constitutive parts of grammar: morphology and syntax
...

" Morphology studies, therefore, the word as a grammatical unit, i
...
under the aspect of form,
of inflectional changes, in the case of variable words, and of content, of grammatical values expressed
through the various forms
...
198 )
"Syntax is the part of grammar that includes the rules for combining words into sentences and
sentences into sentences
...
280)
...
Although one operates with abstractions in the

20

study of grammar, this science has a pronounced practical character
...

By studying grammar, students know the logic of language as a means of communication
...
The rules and norms of grammar can only be learned through
language, in the process of their application in the communication activity
...
By studying grammar, students manage to better understand the thoughts of others
and use language as a means of communication, of accumulating knowledge
...
In the 3rd and 4th grades, students acquire language notions
scientifically through rules and definitions
...

Students learn language concepts and develop their ability to express themselves correctly, orally and
in writing, gradually, always adding new elements to what they know
...
Through practical applications, students also learn some rules of spelling and
punctuation (writing with capital letters, using the full stop and other punctuation marks)
...

The concentric system of arranging and learning grammar has some practical, methodical
consequences
...
In such situations, the way to new notes that widen the scope of a grammatical notion can
be made starting from a generalization, that is, from a rule or definition known to the students
...

When it is possible to operate from the beginning with some known definitions, the language
material used can be more restricted
...

Grammatical exercises, through which students apply their knowledge of the language in the
practice of expression, have an increased weight in these lessons
...

21

1
...
1
...
It starts in
first grade and continues throughout the primary cycle
...

The process of familiarizing the students with the sentence starts from the pre-primary period
of the 1st grade and has an operational-practical character
...
Moving on to the use
of the alphabet, the illustrations are sources or pretexts for formulating sentences
...
" (sentence with verbal predicate) we
move on to the composition of some sentences in which the subject is assigned an attribute - "Mother
is beautiful
...
Everything is done without theorizing, without
definitions, in an operational-practical way
...
Say something about: children, book,
bunny, flower, snow, etc
...
The definition of the sentence can be given in the 2nd grade,
shortly after the beginning of the school year: " The sentence is a spoken or written communication "
...

Familiarization with simple elements of phonetics starts from kindergarten; this process
expands within the practice of phonetic analysis and synthesis during the learning of sounds and
letters
...
At the beginning of the activity, short sentences of two or three words are
analyzed, and then gradually, of several words
...

Through syllable analysis and synthesis exercises, children come to the conclusion that
syllables are component elements of the word and that we distinguish them every time we open our
22

mouth
...

Familiarization with the study of sounds is done by learning them
...
Activities from the alphabet period are extended with phonetic analysis and synthesis
exercises, dividing sentences into words, then into syllables, then into sounds, correct pronunciation of
sounds, recomposing syllables from sounds, counting sounds from words, written exercises to
complete capital letters and small, by hand and type
...

After the analysis of the word as a language element, one can proceed to the analysis of the
words according to another criterion: the reality, the referent it designates
...
The words are grouped according to the objects they designate: some are names of
beings, others are names of things
...
; they can find that words that show actions etc
...

Once they move on to reading some texts, the students are familiar with the operationalpractical way and with the statement of the rule with the use of capital letters and periods
...
These are treated in special
lessons in the 2nd grade, in close connection with learning the types of sentences, without definitions
...
5
...
Peculiarities of the formation of grammatical notions

23

Students' acquisition of grammatical concepts is a complex process
...

The basic elements with which grammar operates are words, which themselves are
abstractions, generalizations
...

The path that the students take from the language material to the elaboration of the
grammatical definitions is difficult and involves the engagement of a sustained thinking effort on
their part
...

Learning the notion of a noun in the 3rd grade is prepared by a complex of activities
...
The
language material that will be used must be well selected, so that in its content appear words (parts
of speech) that name beings, things, phenomena of nature
...

The process of elaborating the definition of the noun begins with the analysis of each
individual word, which names something: beings, things, phenomena of nature
...

Next, after the definition is repeated a few times, noun recognition exercises are done, followed
by exemplification exercises
...

Grammar is learned in the process of expression itself, together with the practical application
of the knowledge that the students acquire
...

24

1
...
3
...
Due to their high degree of abstraction and
generalization, grammatical notions cannot be understood if they are not used in current expression
...
Here are some
examples of exercises for the noun:
a)
...
He opened his eyes only after
five weeks
...
Only the buzzing outside could be heard
...

He slept curled up in a warmer bed: the bear's fur, which covered him to protect him from the
cold snaps
...
Give examples of nouns that name:
degrees of kinship: father,
...
; domestic birds: hen,
...
; tools: hammer,
...
; natural phenomena: rains,
...
; domestic animals: horse,
...
; cereals: wheat,
...
; fruit trees: apple,
...
Make sentences with the following nouns: the wolf, the book, the car, the wind
...
Separate the nouns below into three groups: 1)
...
names of things; 3)
...

e)
...
Create a composition of your
choice with them, with one of the titles: "In the field", "On the street", "In the vegetable garden"
...

Consolidation and systematization of language knowledge are done, of course, periodically,
after different learning stages, established according to the structure of the program and the textbook,
25

according to the structure of the school year
...

Exercise, as a teaching method, represents the way through which, based on the systematic
repetition of an intellectual activity, skills are acquired
...

The most frequent form of consolidation of the building elements of communication is the
grammatical analysis
...
In grammatical
analysis, the language material subject to research is the text, the sentence, the word
...
Grammatical analysis also has
some limits when it is abused, especially in revision lessons
...
Therefore, without neglecting it,
grammatical analysis must be used with discernment
...

They can also be classified according to the theme they solve: vocabulary, phonetic, morphological,
syntactic
...
To increase their formative value,
they can be transformed into modification exercises
...

The exercises are effective ways of studying grammar under the conditions of direct
application in the practice of expressing some knowledge about the language
...


1
...
4 Simple elements of spelling and punctuation in primary classes
Proper acquisition of the mother tongue also requires knowledge of the code of written
expression, i
...
of spelling and punctuation
...
Knowing and respecting these rules gives the writer the opportunity to
26

express his ideas correctly, and the reader, the opportunity to easily understand what he reads
...

In the study of spelling, normative, descriptive, productive objectives are pursued, which
condition, intertwine and support each other
...
The descriptive objective takes into account the knowledge of
spelling and punctuation marks, of the concrete situations in which they are used
...
variants
...
The particularity of learning spelling and punctuation in the primary cycle is
determined by the fact that this process takes place under the conditions in which linguistic theory and
grammar can only partially be used
...

There are situations in which spelling can be learned without knowledge of the rules,
mechanically, along with the practical use of those rules
...

Through continuous contact with the written word, through the gradual broadening of the
knowledge experience and through the correct use of writing, students get to learn the rules of correct
writing, without explaining based on linguistic arguments
...
The rule represents a simple obligation of behavior for the given case: "
argument is written with ea not with ia ", " door is written and pronounced with ă not with e ", "FătFrumos is written in two words connected with a dash, both capitalized" etc
...

Other times, the rule empirically describes the language phenomenon, how things happen in the
case of the use of hyphens
...
A model is presented for the case at (read): "Andrei reads the newspaper
...
"; "Andrei (he) reads it
...
"; "Andrei (he) reads
the newspaper
...
" In this way, the student can come to acquire a rule intuitively
...
? ( taking me ); about you
...
we can't
say ma durán , te durán, etc
...

Some situational rules for writing the plural with one and two and for masculine nouns can be
communicated based on intuitive understanding and the phonetic changes they undergo
...

The surest way to train the skills of practical application of spelling and punctuation rules is
their systematic practice
...
These can be:
recognition, grouping, modification or completion exercises
...

The language material used for copying and transcription must be understood by the students
and exploited from an educational and stylistic point of view
...

Dictation as a spelling exercise requires more of the students' thinking effort
...
These can be:
dictations with prior explanations or control dictations
...
As the
name itself shows, the activity of writing the respective text is established taking into account a certain
orthographic theme, strictly delimited; students write based on the pronunciation of words, their
articulation, which also constitutes the self-control factor
...
The
monotony of the stereotypical use of spelling exercises leads to a lack of interest and, as a result, to
their poor performance
...

Spelling and punctuation are learned not only in classes specially devoted to this purpose, but
in all the circumstances in which students are put in a situation to express themselves in writing
...


28

Chapter 2
STUDY ON THE METHODS OF CARRYING OUT INSTRUCTIONALEDUCATIONAL ACTIVITIES IN THE FRAMEWORK OF ROMANIAN
LANGUAGE AND LITERATURE CLASSES IN SIMULTANEOUS CLASSES
IN PRIMARY EDUCATION

2
...
WORKING HYPOTHESIS AND RESEARCH OBJECTIVES

29

As I argued at the beginning of the paper, the Romanian language and literature aims at the
formation and development of students' essential skills of oral and written communication, as well as
their familiarization with literary and non-literary texts
...
Language is a communication tool
and a support for thinking
...

I opted for the maximum number of hours in this discipline, namely 8 hours and 6 hours, both
in the 2nd grade and in the 4th grade
...
Allocating a large number of
hours, I had the opportunity to apply the most appropriate and varied interactive methods, didactic
games and use the computer to improve communication skills in the 2nd and 4th grades
...
Optimum conditions are thus offered for exercising the students'
intellect in the direction of flexibility, creativity, inventiveness, ultimately leading to the formation of a
modern way of thinking
...

Starting from these findings, we formulated the following hypothesis for the present research: "
The use of active-participative methods and didactic games in Romanian language and literature
lessons leads to the development of communication skills in simultaneous classes II-IV
...

This general objective was operationalized in the following specific objectives:
O
...
- identification of the initial level of acquisition of communication skills;

30

O
...
- designing an approach that includes training activities and development of communication skills
using interactive methods and didactic games;
O
...
- the actual application of the designed approach;
O
...
- measuring the learning results, obtained as a result of applying the proposed training approach
...
2
...
2
...
SUBJECTS
In the research study, I included 2nd grade students and 4th grade students from the Balinteşti
Secondary School
...

The distribution of subjects from the 2nd grade according to the criterion of school results obtained in
the previous years, in the discipline of Romanian language and literature is presented in table 1
...
Distribution of subjects from the 2nd grade according to the criterion of school results
obtained in the previous years in the discipline of Romanian language and literature
The distribution of subjects from the 4th grade according to the criterion of school results
obtained in the previous years, in the discipline of Romanian language and literature is presented in
table 2
...
Distribution of subjects from the 4th grade according to the criterion of school results
obtained in the previous years in the discipline of Romanian language and literature

31

2
...
2
...
To these results recognized by
pedagogical practice, I tried to add some conclusions, results of my own teaching activity
...
The ascertaining aspect of research it is
justified by the fact that the students had oral and written communication skills
...

Any educational research is also ameliorative, regardless of the criterion addressed, in the
sense that it aims to optimize, perfect the practice, regardless of the complexity or simplicity of the
issue or the adopted methodology
...
The research preparation stage
2
...
Stage of research completion
In order to prepare the research I undertook the following operations:


I documented myself by identifying and studying the sources of information (books, studies,
articles, various materials), compiling the thematic bibliography, ordering and systematizing
the ideas, making a preliminary plan of the studied problem
...




We have established the necessary methodology
...

The stage of carrying out the research consisted in the application of the elaborated research

project, carrying out the following operations: the training of the factors targeted in the research;
introducing the established ameliorative measures; accumulation of significant data; recording
your own critical opinions; carrying out initial, mid-term and final assessments
...


During the research I used the following methods:
1
...
The efficiency of systematic observation is given by the observance of certain
conditions: the studied subjects must not know that they are being observed (thus their behavior
changes), the observed facts will be recorded immediately and completely - in order not to interfere
with other facts or the opinions of the observers
...
) nor the allocation of
special time for research
...

The observation method must be correlated and complemented with other research methods
...
The investigations
carried out with the help of this method had a predominantly descriptive-statistical value
...

In this sense, I have compiled a sheet for observing the student's behavior, the model of this
sheet is presented in annex 1
...



The method of analyzing the products of the student's activity

The products of the activity are materializations of the knowledge, skills, values incorporated by
the students and they can account for the quality and depth of the instructive-educational activity
...
These works faithfully reflect the quality of instruction, the inclinations, natural dispositions,
interests and aspirations of the students
...


2
...
He noted

in the creation of a new situation, by introducing some changes in the development of the educational
action, with the aim of verifying the hypothesis
...

The variables that led to the formulation of the hypothesis:
a) the dependent variable – the school performance of the students in the learning activity of the
Romanian language discipline;
b) the independent variable – the variety of the didactic methodology used in the sense that the
experimental group used a variety of interactive methods during the Romanian language and
literature lessons to develop communication skills, including the computer
...
e
...

Initial, intermediate and final tests were applied, the obtained results were compared, and the
differences were attributed to experimental changes
...

34

2
...
3
...
2
...
1
...

Name and surname …………
...


INITIAL ASSESSMENT TESTǍ
Romanian language and literature - 2nd grade
1
...
Answer the following questions:


Who comforts us with warm rays?

--------------------------------------------------------------------__________________________________________________________________________________
35

__________________________________________________________________________________
__________________________
-------------------------------------------------------------------------

What did the leaves of the trees do:

--------------------------------------------------------------------__________________________________________________________________________________
__________________________________________________________________________________
__________________________
-------------------------------------------------------------------------

What did the migratory birds prepare for?

--------------------------------------------------------------------__________________________________________________________________________________
__________________________________________________________________________________
__________________________
-------------------------------------------------------------------------3
...


□ leaves fall in autumn
...

□ Mary's ball is red
...

4
...
Make a sentence using the following words:
the autumn was rich, the litter over the village
36

--------------------------------------------------------------------__________________________________________________________________________________
__________________________________________________________________________________
__________________________
---------------------------------------------------------------------__________________________________________________________________________________
__________________________________________________________________________________
________________
-------------------------------------------------------------------------6
...
Make three sentences about the season autumn
...
The leaves of the trees turned yellow
...

Operational objectives:
- to write after dictation;
37

-

to answer the given questions;
to establish the truth value of sentences;
to complete the words with the missing letter groups;
order the given words to get a sentence;
to find words with similar meaning;
to compose three sentences respecting the given requirement
...
write correctly after dictation
2
...
correctly identify 4 values
4
...
formulate the sentence
correctly
6
...
compose and write 3
sentences correctly

GOOD
- writes after dictation with 1-2
mistakes
- answer 2 questions correctly
- correctly identify 3 values
- write 4-5 groups of letters

SUFFICIENT
- writes after dictation with 3-4
mistakes
- answer 1 question correctly
- correctly identify 2 values
- write 2-3 groups of letters

- formulates the sentence
correctly, but has 1-2 spelling
mistakes
- write 2 words with similar
meaning
- formulate sentences correctly,
with 1-2 spelling mistakes

- formulates the sentence
partially correctly, omits 1-2
words
...


The final grade
VERY GOOD
GOOD
SUFFICIENT

SPECIFICATION MATRICES
Items

Contents/ Objectives

1

Correct writing after dictation

Knowledge Understanding Application
x
38

Analyze

2
3
4
5

Using information from a text
Grammatically correct
statements
Groups of letters
Meaning of words

x
x
x
x

THE RESULTS OBTAINED AT THE INITIAL EXAMINATION IN THE 2nd CLASS

TEST 1: The sentence, the word, the syllable, the sound
Experimental group
Qualifying

FB

B
...


i
...

After making four piles, I took out the box of firewood from my pocket and lit the first one and
from it, the others
...
Next
to the fence were thick and dense nettles
...
The fire consumed the weeds and what
remained was a pile of red sedge that was always revived by the wind
...
Agârbiceanu-,,The Fire'')
1
...
Fill in the blanks, using suitable words from the text:
The boy lit four __________________with_____________ from his pocket
...
The fire_________________the weeds
...

3
...
Re-read the text!
a) Select a developed sentence from the text:
b) Choose four nouns from the text
...
The words are given:
Grandma, the weeds, I sneaked, heaps, I made, I lit, thick, refreshing
...

6
...
In the sentence "The fire consumes the weeds
...
Underline the words that are part of the lexical family of the word "wood":
woody, trunk, woody, woody, log, tree, wood, woodman
...
Cut the wrong shape:
There were many geese in/In a yard
...

At/In math class we solve complicated problems
...


PERFORMANCE DESCRIPTORS
VERY GOOD
GOOD
*correctly solve the tasks of *solves correctly,
items a and b
independently, at least the
tasks of one item
*fill in the blank text using
*complete three statements
suitable words
using suitable words
*identify all the antonyms
*identify three antonyms
of the given words
* correctly solve all tasks of * correctly solve two tasks
items a,b,c
of two items
*recognizes all the verbs
*recognizes at least three
verbs
*find three adjectives for
*find at least four adjectives
41

SUFFICIENT
*resolves with independent,
at least the tasks of one item
*complete two using
suitable words
*identify two antonyms
* correctly solves an item's
task
*recognizes at least two
verbs
*find at least three

each noun
*specify the correct answers
to the three items
*identifies all the words that
are part of the lexical family
of the given word
* recognizes the wrong form
of the given orthograms

*specify the correct answers
to two items
*identifies three words that
are part of the lexical family
of the given word
* recognizes the wrong form
in two situations

adjectives
*indicate the correct
answers to an item
*identifies two words that
are part of the lexical family
of the given word
* recognize the wrong form
in a situation

THE RESULTS OBTAINED AT THE INITIAL EXAMINATION IN CLASS IV
TEST 1: Elements of communication construction
Experimental group
Qualifying

FB

B
...


i
...


2
...
3
...
FORMATIVE STAGE
3
...
3
...
1
...
The sender is the
42

teacher, possessing sufficient information for the communication situation, and the receiver the student, with a certain motivation and who partially knows the code and must decode, more
or less faithfully, the message and accept the role, which, successively, it can change;
-

the roles of the two sources change alternately, the student having to become an active
participant in a productive dialogue;

-

the codes of the two factors of communication, E and R, are not identical, hence the need for
permanent adaptation to the dialogue partner;

-

in the transmission channel ;

-

it is not always an accepted, active participation in communication on the part of the student,
sometimes also the teaching staff, a fact determined by: the nature of the message; the interest
of communication agents; the quality of the transmission channel; the situational context, in the
case of communication, in written communication
...

The specificity of communication in primary education consists in the very fact that the student as a
receiver (R) and as an emitter (E) must acquire the communication tool - the code, the language and
the non-verbal elements
...
The characteristics of
communication in small classes are determined by psychopedagogical factors
...

Linguistic acquisition is enriched from a phonetic and grammatical aspect
...

Communication relationships can be of positive or negative influence, attraction, indifference or
rejection, collaborative relationships, emulation and competition, dominance, submission, etc
...

In the 2nd grade, the methods, didactic means and learning activities adapted to concreteintuitive thinking, imagination, memory and short-term attention of children, their need for affectivity

43

and the fantastic must be predominant
...

Reading and writing are tools of working with books, of intellectual work, they develop
thinking, the spirit of observation, memory, language, imagination and will
...


EDUCATIONAL ACTIVITY PROJECT

Class: II
Curricular area: Language and communication
Discipline: Romanian language and literature
The subject : Miță Farămita , after Gica Iuteş and Punctuation marks
Learning unit: Summer
Type of lesson: teaching-learning
Benchmarks:
3
...
-to identify basic elements of the organization of the text on the page;
3
...
- to extract essential information from a read text;
3
...
-to read fluently, correctly and expressively a known text of small length
...


Didactic strategy
Methods and procedures: explanatory reading, gallery tour, interviewee's chair, role play, dials,
quintet, oral storytelling, surprise bag, cube, mosaic
...

Forms of organization: frontal, individual, in groups
...
MEC – National Curriculum for 1st and 2nd grades;
2
...
Carminis,
Pitesti;
44

3
...
, Mihăilescu, C
...
Aramis, Bucharest;
Lesson stage: Directing learning

1
...

COMPARE - the students with Mita
ASSOCIATE - words with opposite meaning
APPLY - the story continues
ANALYZE - why he walked to the hive and why the bees camped
...
Mosaic method
Each team has to extract the main idea from a given passage
...

3
...


4 The bag of surprises
- two tickets are drawn for each team
...

-Complete a short text with the correct punctuation marks
...

In the integrated Romanian language and literature lessons, familiarization, orientation in the
meanings of the literary text (working with the book) is combined with the formation and development of
oral and written communication skills through the students' acquisition of linguistic and grammatical
knowledge, knowledge about the construction of oral communication and written with certain landmarks
...

Compositions represent the most suitable framework for training, consolidating and perfecting

the skills of correct expression, oral and written
...

The conclusion contains, in the case of narrative compositions, as a rule, the time and place, the
main characters, the more important reasons that justify the choice and treatment of the subject; in the
case of descriptive ones, it can indicate the circumstance or environment in which the described object
or phenomenon is located
...

The table of contents constitutes the longest part of a composition and includes the
development of the subject, carried out according to certain rules for organizing the content, in a
logical, graded, attractive order
...


Example: 4th grade
Learning unit: I listen to the blizzard in winter
...
5
...
3
...


46

Operational objectives:
O1 – to establish the plan of ideas for the given composition ;
O2 – to use artistic expressions in the composition ;
O3 – to write a text in his own style of expression respecting the recommended plan ;

Resources:
a
...
Forms of organization: frontal, individual, in groups
c
...


Bibliography :
* *** MEC- Romanian language and literature - School curriculum for the 4th grade, Bucharest, 2004
* Mitu, Florica - "Methodology of teaching - integrated learning of the Romanian language and
literature in primary education", Humanitas Educaţional Publishing House, Bucharest, 2006
* Peneş, Marcela - "Romanian language and literature, textbook for 4th grade" , Ana Publishing House,
Bucharest, 2009
* Ispas, Elena - "School Composition - Grades III-IV" , Erc Press Publishing House, Bucharest, 2007
...

At my grandparents
It was about the middle of the oven month
...
Early in the
morning we headed to the train station
...
I was thinking fondly of
the trip with the Blue Arrow
...
I was looking out the
window as cities and villages were left behind us
...
Our old host welcomed us with joy
...
The sea was wonderful
...

I quickly became friends with two little girls, Sonia and Dana, and with their brother, Mihai
...
We decided to build a sandcastle together
...
In the evening we walked on the seafront with our parents, we sang and told jokes
...

I don't even know when ten days have passed
...
We decided to meet again
next year on the beach on May 2
...
) Where do the characters end up? What are the characters doing? How do they spend
their time at sea? (The answer to these questions constitutes the second part of the composition - the
table of contents
...
)

Lesson stage: Directing learning

I urge the students to write a composition about a lived or imagined event with the title
"Sledging"
...

I
...
It is winter and the derdelush is attacked by children
...
Contents 2
...

3
...

4
...

48

5
...

III
...
The impression and lesson learned from this incident
...


In learning a grammatical notion, the concrete, intuitive material must be the word, the text
...
The
acquired knowledge must be reinforced through appropriate exercises, immediately after the students
have become aware of a newly learned definition
...
Underline the nouns in the following list:
write, book, Stefan, cat, communication, cereal, beech, generous, city, communicate, calm, name, rain,
student, pen, chrysanthemums, read, beautiful, Ana, solve, honest, ramble, noun, cheerful, Bucharest ,
Danube, cold, notebook, looked at each other, tender, Romania, thunder, cowards, jungle
...
Write proper nouns to name:
49

FIINŢE

PERSONAJE

SUBSTANTIVE
PROPRII

APE

INSTITUŢII

MUNŢI

EVENIMENTE

3
...

"The Danube, the Sea, the Carpathians and the Prut - these are the four borders that love the land of
the Romanian Land
...
"
(Alexandru Vlahuţă, "The Country
...
Combine each noun with its kind:
quince

nouns

Andrew

CoMMoN

orchard

STEFAN
flower

BOYS

Romania

nouns

June 1st

own

December 1st
Oltenian

50

5
...
Write, in the box next to each noun, sg
...
if it is plural:
hosts  enemies invaded the land the country 
...
Riding the
stallion black and big, the crayon keep blowing into the wood of shock  waiting for the
miracle to happen
...
Join each noun from the first column (A) with another from the second column (B), which has
the same or similar meaning
...

AB
piece of destiny _____________
compliments friend _____________
friend praise _____________
fate crumb _____________
secret army _____________
secret army _____________

51

In the 4th grade, in addition to the parts of speech, students also learn the main parts of a
sentence: the subject and the predicate
...
5
...
6
...


Operational objectives:
O1 – to identify the main and secondary parts of the sentence ;
O2 – to argue the role of the secondary parts of the sentence in communication; O3 – to analyze
syntactically and morphologically the parts of the sentence ; O4 – to create the linear scheme of a
sentence ; O5 – formulate sentences according to given requirements ; O6 – to work effectively in a
team
...


Teaching strategies :
 Procedural: star explosion, conversation, cube method, exercise, problematization
 Teaching aids: cards, blackboard, markers, cube, "Star explosion" board;
 Forms of organization: frontal, individual, in pairs, in groups;
 Evaluation : systematic observation, individual or group verbal assessments
...


-

I like to read
...


-

I am attentive during classes
...


-

For today I repeated the parts of the sentence
...
Students will exchange notebooks, checking in pairs
...
CE este
subiectul/predicatul?

2
...
CÂND spunem despre o
propoziţie că este una simplă?

5
...
CUM aflăm subiectul / predicatul?
Realization of meaning :

*Announcing the theme of the lesson ( Parts of sentence-recapitulation exercises ) and its
objectives
...
The "CUBE" method is presented
Each team chooses a task from the face of the cube and then selects its corresponding tile:
- DESCRIBE
- COMPARE
- ASSOCIATE
- ANALYZE
- APPLY
- ARGUMENT
1
...

2
...

3
...

the flyer circulates
the student learns
pedestrians rise
54

fly talk
they the sun
4
...

The orchards bore fruit in abundance
...
Apply the matching words to the dotted spaces
...

1)The book ……
...

2)……
...

3) The girls………
...

4) We will draw
...
Argue why the subject and the predicate are main parts of the sentence
...
Underline the
subject and the predicate
...

b) (competition activity: the first five children who finish will be scored):
with, the children, oak, gathered, Ştefan, Near, the old man, the rases
*Formulate sentences according to the schemes:
a)
...
pers
...
S

p

P
...
S

sp v sc adj

Extension

Home work

Activity evaluation
...


55

2
...
3
...
2
...
"
Confucius

Active learning is based on the involvement of students in the educational process, the methods and
techniques of critical thinking having an essential role in this direction
...
Through mental,
reflexive actions, a development of cognitive skills or strategies is reached
...

Every teacher is aware of the fact that teaching methods do not become effective by
themselves, but are enhanced by the intelligence and skill of each individual
...
Interactive methods are based on cooperation
between students during the lesson
...

We cannot speak of a strict approach to interactive methods in lessons, because most often they
merge with active ones
...

There are a variety of interactive methods
...

I
...
The clusters are a necessary "brainstorming", which stimulates the highlighting of
56

the connections between ideas; a way to build or realize new associations of ideas or to reveal new
meanings of ideas
...

Example: What do you think of when you hear the word book?

carte

The cluster method gives great results when students work in teams
...

Observing and approving the variants of his colleagues, the child develops his imagination and
creativity
...
Through questions, the teacher directs the students' thinking, notes and
schematizes the theoretical knowledge
...
The cluster technique can be
applied both individually and at the level of the whole class to systematize and consolidate
knowledge
...

Example: What comes to mind when you hear the word spring?

martie
plăcută

aprilie

lunile

57

vremea

mai

primăvara
Paştele

vestitorii
primăverii
sărbători

ghiocelul

muguraşii
păsărelele

Buna Vestire

The bunches can be used equally in both classes
...
THE HEAVEN METHOD
This method is based on stimulating and developing the abilities to communicate what they
have learned through questions and answers
...

At the end of a lesson or a sequence of lessons, the teacher together with the students investigates
the results obtained as a result of teaching-learning, through a game of throwing a light ball from one
student to another
...
He answers the question and then passes it on to another colleague, also asking a
58

question
...
If it is discovered that he does not know the answer to his
own question, he is out of the game
...

I applied this method to the consolidation of the knowledge acquired in the Romanian language and
literature lessons:
, Cheile ” after Tudor Arghezi - Class II


What did Mitsu and Barutsu want?



What did the two children do one day?



What happened to them?



Who appeared immediately?



What decision did the family make?



Why were the children looking puzzled?

"The land beyond the fog", Mihail Sadoveanu - Class IV


In what season does the incident take place?



Who are the characters of the event?



What story is the child waiting for his mother to tell him?



How does the child listen to the story?

The questions formulated by the students demonstrated that the students know the content of the
studied text
...

The students are delighted with this method - a game, of mutual verification of the results
obtained, a method that is also a learning strategy that combines cooperation with competition
...

Trained in this ball game, even the shyest students feel encouraged, easily participate in an
activity that has both learning and assessment in mind
...
This method is also an exercise in promptness, the
attention of the participants having to remain permanently awake and distributive
...
THE INTERVIEWER'S CHAIR suited Romanian language lessons very well,
especially after reading a new text and explaining the words and expressions, instead of the series of
questions asked by the teacher, to ensure the students' understanding of the content
...

Also, this method can be used at the end of the lesson, to provide feedback
...
His colleagues
must ask him questions, playing the role of little "reporters"
...

I applied this method after reading the text " Childhood Memories" by Ion Creangă in the 4th
grade
...
I asked him to imagine that he
is the character Nica and that he will have to answer the questions of the "reporters"
...
The little actors quickly got into the role, and the formulation of the questions and
answers reflected a good understanding of the content of the text
...

The characters interviewed were the greyhound and the rabbit
...
It is
essential for students to ask themselves and ask questions of others
...


60

IV
...
It is a technique that highlights the activities and thinking operations
involved in learning a content
...
Students are given the opportunity to develop the skills necessary for
complex and integrative approaches
...
The thought processes involved are similar

to those outlined in Bloom's taxonomy
...
Each team corresponds to a task on the faces of the cube:
1
...
Compare the autumn season with another season!
3
...
Analyze the summer season!
5
...

6
...
I KNOW / I WANT TO KNOW / I LEARNED – is a graphic method by which the
student takes stock of his knowledge about a theme/subject and enriches his knowledge
...
Applying the I know/I want to
know / I have learned method involves going through three steps: accessing what I know (the I
know stage ), determining what we want to learn (the I want to know stage ) and updating what we
have learned (the I have learned stage )
...
The questions that arise during the
discussion are placed in the I want to know column
...

"Ştefan cel mare and Vrâncioaia", after Dumitru Almaş - Class II
KNOW
(what do I think I know?)
- Stefan was the ruler
of Moldavia
...


61

I LEARNED
(what I learned?)
- That he was brave,
honest and a lover of
his country
...


VI
...
It is a method that can be used in both teaching and
consolidation classes
...

I can say that it is one of the favorite methods of students
...

The method of quadrants is a way of summarizing and synthesizing an informational content
requiring the participation and involvement of students in its understanding
...
Quotations II
...
How should we behave on Easter?
with loved ones?

III
...
Drawing
Make up a sentence using Draw the symbol of the celebration of
the words: "resurrection", "humility", "merciful soul"
...

In the 4th grade, I used the quadrant method when studying the poem " End of Autumn" by
Vasile Alecsandri
...
, in quadrant III - the states of the soul
and in quadrant IV to create a landscape inspired by the verses of this poem
...
Thus,
I
...
motor (motion) imagery

- the branches on the ground;

- rocking the tree;

- sparse foliage
...


III
...
A landscape inspired by the lyrics of this

-sadness;

poem

- fear of loneliness
...
Make sentences with the help of the words: II
...


mischievous –
blacks –
Oh my catrina frost –

III
...
Answer the questions:
content of the text

This method aims at a better reception of the written message, as well as the expression of
personal points of view regarding the subject under discussion
...
CVINTET - represents the tool for synthesizing information,
evaluating students' understanding and creativity and the means of expressing their creativity
...
, ragged
Decorating, drying, wearing
The corn trembles in the field
...

Winter
Complete, white
Snowing, blizzarding, shining
Sift the snow clouds
...
STAR EXPLOSION - method similar to brainstorming, starts from the center of the concept
and spreads outwards, with questions, like a star explosion
...
At the top of each corner of the star
are written questions such as: *what? *who? *where? *why? *When?
...
Work is done in groups to develop a list of questions
...
Who?

Why?

When

How?

What the?
64

Application: "Childhood Memories" by Ion Creangă - Class II

Ce a făcut Nică?
CINE?

Ce a făcut mama
lui?

Cine îl ceartă?
Cine îi ia hainele?

CE?

UNDE?

Unde s-a dus
Nică?
Unde şi-a lăsat
hainele?

DE
CE?

Când se petrece
întâmplarea?

De ce nu a ascultat
de mama lui?

Când a înţeles că
a greşit?

De ce s-a ruşinat?

65

CÂND?

IX
...

The blue hat – is the leader, leads the activity
...

The white hat - holds information about the topic under discussion, makes connections,
gives the raw information as he received it - informs ( the storyteller)
...

The black hat - is the critic, presents possible risks, dangers, mistakes in the proposed
solutions, expresses only negative judgments - identifies mistakes, negative aspects ( the critic)
...

The yellow hat - is the creator, the symbol of positive and constructive thinking,
optimistically explores the possibilities, creates the end
...

Imagine another ending
...
READING MAP - is a method by which students must establish and discover in a narrative
text the following requirements given by the teacher: date, place, time, characters, plot (problem),
events (walks, sees, receives, etc
...
It is the method by
which the feedback of the lesson (reading) is achieved
...
At first, work with the whole class, until the students
become familiar with the exercise
...


MAP OF THE STORY

Personaje:

Locul desfăşurării:

_______________________
_______________________
_______________________
_______________________
_______________________

____________________
____________________
____________________
____________________

Desen
TITLUL

Încheierea întâmplării:

_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________

AUTORUL

Evenimentele ( în ordinea întâmplării lor):
________________________________________

________________________________________
________________________________________
________________________________________
67
________________________________________
________________________________________
________________________________________

Ce am învăţat din această
întâmplare?

______________________
______________________
______________________
______________________
______________________

XI
...
It can be used to show
the similarities and differences between two ideas or concepts
...
Then
they can group in fours to compare their circles, completing their intersection area together with the
elements common to the two concepts
...

Differences

Similarities Differences

Ex : Write down similarities and differences between Nică from Childhood
Memories and Ionel from Visit
...
THE METHOD OF PREDICTIONS is a method that can only be used when working
on a text that is not known to children
...
1
...
6
...
4
...


Operational objectives:
O1 - to read the text with intonation, cursive;
O2 – to make predictions after a read fragment;
O3 - to identify possible "advantages" and "disadvantages" of the life of a child and a bird;
O4 – to argue personal points of view;
O5 – to find, for them, the relevance of the legend's message, breaking away from this text
...
Procedural: prediction method, prediction table, joint investigation, brainstorming;
b
...
Materials: flip-chart, markers, cards with the legend text, cards with the prediction table
...
E
...
We will discover it at the end
...
Each fragment will be covered with a
white sheet
...




The first fragment is read
...
Questions related to the text are
asked:

-

What do you think about the two parents?

-

Why do you think they behaved so badly?

-

What feelings do you experience towards these parents?

-

What about abandoned children?



What do you think will happen next?



Predictions are made
...
After reading the second fragment,
fill in column III of the table
...




Questions are addressed:

-

How do you justify choosing the name of the youngest child – Cucu?

-

What do you think about the adoptive mother?

-

Did he do the right thing by demanding punishment for parents who abandon their children?

-

Do you think that the two parents who abandoned all their children received the punishment
they deserved?

-

What are your feelings towards this bird?

XIII
...
The products made by the children are exhibited as in a gallery, presented and
supported by the group secretary, to be evaluated and discussed by all the students, regardless of the
group they belong to
...

Application: "Snow White", after H
...
Andersen - Second Class
Regulations:
1
...

2
...

3
...

4
...

5
...

6
...

71

7
...

8
...

9
...

Here are the questions:
a)
...
What do you think about the way the stories end?
The "gallery tour" aims to express some personal points of view regarding the topic under
discussion
...
By using it, the creativity of the participants,
collective and individual thinking is stimulated; the social capacities of the participants are
developed, of intercommunication and mutual tolerance, of respect for the other's opinion
...
THEORY OF MULTIPLE INTELLIGENCES - offers a large number of didactic
tools, the use of which ensures that the didactic approach is focused on the student
...

Linguistic intelligence can be exploited through debates in small groups or with the whole
class, worksheets, reading books, writing activities, word games, stories, journals, etc
...

Naturalistic intelligence is manifested by the ability to understand the world through the
environment in which it is formed and developed
...

Spatial intelligence manifests itself through the deciphering and elaboration of maps,
graphs, diagrams, photographs, films, stories based on images, painting, collages, visual arts, etc
...

72

Musical intelligence manifests itself in singing, humming, whistling, listening to music,
using musical instruments, analyzing music, drumming, linking songs with concepts, creating new
songs, listening to internal musical images, etc
...

Intrapersonal intelligence is evident in independent study, self-paced learning, interest
centers, homework options, etc
...

Application:
"The chick and the fox" by Ion Pas - second grade
Group 1 - to which verbal-linguistic intelligence corresponds
 Briefly narrate the content of the text
 Complete the poem:
The naive chick

...

What trouble it can be
-
...

 Arrange the events chronologically
Group 3 – to which visual-spatial intelligence corresponds:
 Make the paper chicken, based on the outline on the benches
...

Group 4 - which corresponds to musical - rhythmic intelligence



Sing a song about characters in the world of non-speakers
...

 Create a quintet about "Chicken
Group 5 - to which corporeal - kinesthetic intelligence corresponds - athletes
 Imitate the chick's movements, stage a role play
...


73

Group 6 – to which naturalistic intelligence corresponds:
 To compare the way of life and feeding of the two animals: chicken, fox
...

Group 7 - intrapersonal intelligence
If you had to be a non-speaking animal what would you choose to be and why?
 Imagine if you were in the place of the chick, how would you have done it?
 You are a fox
...

Group 8 - interpersonal intelligence
 Conduct an interview about the characters in the text
...


74

2
...
3
...
3
...
Chateau
The didactic game is highly valued in primary education, it attracts students to participate
actively without being aware of the intellectual and physical effort made
...
It generates joy, good mood, prevents fatigue and monotony, combines the spontaneous
with the imaginary
...

In order for the didactic game to contribute to the achievement of the instructive-educational
objectives, the teacher must specify the content of the game, the game task, the rules and the game
elements
...

Next, I will present some of the engaging and enjoyable didactic games used in Romanian
language and literature lessons:


"Say on"
The purpose of this game is to check the correct pronunciation of sounds and groups of

sounds that are more difficult to pronounce such as: c, g, r, st
The teacher throws a ball to a student
...
The student will complete with the appropriate onomatopoeia
...

Examples: The bear makes ……………
...
you, you, you
75

The mouse makes …………
...
A student pronounces
a syllable, then indicates to a classmate to continue
...

ban – bac – bar – ball
car - sar - par - but
heel - place - game - fire



"Say words in alphabetical order" - aims to activate the vocabulary and form the habit of
forming words starting with each letter of the alphabet
...


Those who do not continue correctly receive a "punishment" - to sing a song, recite a stanza
from a learned poem, do gymnastic movements
...

black and white good – bad
big - small up - down



"How else can we say?" – requests to find synonyms
...

shoe heel
- of glasses
- to write
- of the violin
- by the window
76

- for a fight


"Change the meaning " - asks to find words that change their meaning when the accent
changes
...

He saw
...
(black)
It was
...
(Red)
He had become
...
(white)



"Language confusion" - the quick and correct pronunciation of the given expressions
...
Butterfly on deck, butterfly under deck, three times butterfly on deck, three times under

deck
...
Cup with lid, lid with cup
...
I have a Latin, Platnic, Chiscofalnic; that latnica, platnica, chiscofalnica has twelve
latnicas, platnicas, chiscofalnicas and for someone to lainicas, platnicas, chiscofalnicas, to have
twelve laicnicas, platnicas, chiscofalnicas
...

She goes to school early
...
I type of joy
...
The subject must be a common

noun, singular number, masculine gender
...

The little girls thought and some answered like this:
a)
...

b)
...

c)
...

d)
...

e)
...

Which sentence meets all the requirements? Why?


"The Forbidden Word"
77

The game aims to develop voluntary attention and imagination
...

Students are asked to answer the questions without using the previously established word
...

Q: "When does the snow melt?"
A: "In the season when snowdrops bloom
...
"
Q: "What season is this poem talking about?"
"Spring, spring
Come to our country again
...
"


"How can that be?" – finding the right adjectives
...

How can heaven be? (blue, clear, cloudy, grey
...

a)
...
"Chain of adjectives": demanding - respected - shy - giving - brave - sociable - quiet


The word is looking for its "relatives"
Learn: teacher, education, education, learned, education
...




Letter board: Find the sentence hidden in the "letter board"!
78

d

c

u

R

A

T

E

N

and

A

p

A

R

E

S

T

E

p

and

T

u

N

E

F

G

and

R

m

A

m

A

T

d

R

S

A

N

A

T

A

T

and

and

u

10



1
...

2
...
The sign " ? »
4
...

5
...

6
...
marks the
pronunciation of two words together
7
...
is placed at the
beginning of what a person says
8
...

9
...

10
...


Complete the crossword!

1
2
3
4
5
6
7
8
9

Since the linguistic material is characterized by a high degree of abstraction, in
contradiction with the concrete-instructive thinking of the child, through the didactic game, these
two contradictory aspects are harmonized
...
" ( Antohe, Georgeta; Huţupaş, Iuliana, 2002, p
...
The games, the
game exercises can be used at any time of the lesson, not only at the end of it, or to cover the empty
places
...


(

Antohe,

Georgeta;

Huţupaş,
79

Iuliana,

2002,

p
...


2
...
3
...
FINAL STAGE
In the final stage of the research, to verify the hypothesis and to observe the progress
made by the students in acquiring knowledge of the Romanian language and literature, I
administered a final test to each class
...
Dictation:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________________________________________________
___________________________________________________________
II
...

From an adjacent yard, an old dog could be heard barking
...

Smiling, he said to me:
- Niece, do you see that bright star?
- Which one, grandpa? The one that shines brightest in the sky?
- Yes! Do you know what it is?
- No, Grandpa!
- It's the evening luminary
...

- Good! Then listen up!
II
...
Who are the characters in the text?

2
...
What was the brightest star in the sky?
__________________________________________________________
80

III
...

b) Make sentences with three of the underlined words in the text
...
Write a note to a friend inviting him to your birthday, which will take place in a few days:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________

DICTATION (model)
And one day, the girl's mother said:
- Ileana, please take care of your little brother until I return from the market! I need to buy:
eggplants, carrots, donuts, onions and more
...
Don't worry! I'm sure I'll do just fine
...


81

PERFORMANCE DESCRIPTORS

ITEM
and

yl

III
...
b

III
...
d

VERY GOOD
Write the text correctly
after dictation, without
omissions, inversions of
letters, syllables or words,
without spelling or
punctuation mistakes;
respects the placement of
the text on the page;
written legibly, I read
...

Correctly underline all the
words in the text that
contain the groups of
letters ea, oa, ua
...

Divide all the given words
correctly into syllables
...


III
...


N

Write a note, respecting all
the rules specific to this
functional writing
...


Answer a question
correctly
...


It has three or four
mistakes
(omissions)
...


Make a sentence
correctly
...

Find words with
similar meaning for
two of the given
words
...

There is a mistake,
an omission in the
writing of the ticket
...

Find a single word
with a similar
meaning
...

There are two or
three mistakes,
omissions, in the
drafting of the ticket

Name …………………………
...

ROMANIAN LANGUAGE
Final assessment test
Fourth class

i
...

never seen the moon so big and up close
...

Lizuca felt a little scared
...
The road is no longer known
...

- Patroclus, said she, I know you are a worthy and brave dog; but what do we do if we
get lost in the forest?"
1
...
Narrate the given text:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________________________________________
3
...

________________________________________________________________________
4
...

1
...
Turn the italicized sentence from the text into an affirmative sentence
...
Make up a sentence using the words "take" and "take"
...
Explain the use of punctuation marks in the given statement:
"-What are we doing, Patroclus?"
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________________________________________

5
...

___________________________________________________________________________
____
6
...
Analyze the underlined words in the text:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________________________________________
8
...

III
...


II 1

Write the correct forms for
all words with similar
meaning and for those with
opposite meaning
Correctly transform the
sentence from negative to
affirmative

Compose a correct
statement, and the second
one with small mistakes
of expression
Write two synonyms and
two antonyms for the
given words

II 2

II 3

Make sentences correctly
with the two given words

II 4

Explain the four punctuation
marks correctly

II 5

Compose the sentence
correctly, taking into
account that the time and

Turn the sentence from
negative to affirmative
with small mistakes

Make a correct statement
and one with some
mistakes
Explain three of the four
punctuation marks in the
given sentence

Compose the sentence
taking into account that
the time and number are
85

He narrates the text
with some mistakes
of expression and
does not correctly
transform the
dialogue into a story
Formulates the idea,
but with mistakes of
expression, or uses
too much
information
Make a single
correct statement

Write a synonym
and an antonym for
the given words
Transform the
sentence from
negative to
affirmative with
mistakes of
expression
Make only one
correct statement
Explain a
punctuation mark or
two with some
mistakes in the
given sentence
Make up the
sentence by
changing only the

number are different from
those in the text
II 6
II 7

Choose the correct option
Analyze the three given
words correctly specifying
all the information learned
about each part of speech
and its role in the sentence

II 8

Correctly complete the
scheme of the sentence

III 1

Make a poster or an
invitation correctly
specifying: the title, the
date, the place, the way of
making it, the reason, the
addressing formulas

different from those in
the text, with small
mistakes
-Analyze two of the three
words correctly
specifying all the
information about each
part of speech and its role
in the sentence
Complete the sentence
scheme with one or two
mistakes (a part of
speech or a part of a
sentence)
Create a poster or an
invitation by omitting
one of the following
information: title, date,
place, way of making,
reason, address forms

tense or only the
number of the verb
Analyze a correct
word, or two words
with some mistakes

Make the sentence
outline with three /
four mistakes (parts
of speech, parts of
sentence)
Make a poster or an
invitation omitting
several of the
following
information: title,
date, place, way of
making, reason,
address forms

CORRECTION SCALE

I3p
1
...

3
...


0
...
20 x 3 =0
...
5p for correct storytelling
0
...
20 for each correct statement 0
...
40 p

II 4
...

2
...

4
...

6
...


0
...
10 x 6 = 0
...
25 p for the correct transformation of the sentence
0
...
25 x 2 = 0
...
10 for each correctly explained punctuation mark 0
...
40 p
0
...
25 for changing the number 0
...
50
0
...
25 for each correctly analyzed word 0
...
75
86

8
...
20 x 5 = 1p

III
...
5 p for making the poster or the invitation
1p ex officio

2
...
OBTAINED RESULTS
...


S
...


Frequency

4

4

1

-

Experimental group

Results obtained by the group
experimental at the final exam in the second grade

87

Final test - Class IV : Building elements of communication
Experimental group
Qualifying

FB

B
...


i
...
13
...

If the results obtained after applying the initial tests showed a similar level of training, the
final ones place the experimental group at a higher level than the control group
...
In the 2nd grade: The sentence, the word, the syllable, the sound (45% against 33%) and
in the 4th grade: Building elements of communication (50% against 40%)
...

88

The grade S was obtained in the initial evaluation by 2 students, and in the final one by
one
...


Comparison of the results of the initial tests and the final ones
Second grade: The sentence, the word, the syllable, the sound
Experimental group:

7
...

In the experiment that I organized and conducted, I aimed to demonstrate that the results
of learning activities can be significantly better using interactive methods and didactic games in
Romanian language and literature lessons
...

The results obtained by applying the final tests led to the following findings:
- interactive methods lead to the optimization of the educational process and contribute to the
development of critical thinking, focusing on independent and collaborative learning;
- using these methods we help children to take responsibility for their own learning, to form
reasoned opinions, to understand the logic of arguments, to synthesize ideas from different
sources, to respect the opinions of others, to work in collaboration with others;
- the didactic game trained the children with poor results, removing their fear of mistakes,
shyness, discouragement;
I believe that the proposed objective and hypothesis of the paper have been confirmed
...

It is necessary for the student in small classes to form the skills of correct expression
from a grammatical point of view, to pronounce correctly, to enrich his active vocabulary, to
learn how to communicate in society
...
Among the remarkable tools that announce this independence and that will
contribute to its further conquest are: reading, writing, numeracy, mathematical calculation
...

The conduct of the research offers us the possibility of synthesizing some conclusions as a result
of the results obtained and the methodological-applicative aspect:
- Through their implementation, Romanian language and literature classes contribute to the
development of creative and independent thinking, to the achievement of the formative side
of education
...

- In this extremely important process of abstraction and generalization, students develop an
abstract, logical, healthy thinking
...

The words that the child learns help him to assimilate the generalized experience of other
people and at the same time to generalize his own experience
...

- In the didactic approach, the center of action became the student and not the teaching of
concepts as such
...
Thus, the final evaluation revealed the dimensions of the acquired knowledge:
essentiality, durability, diversification, gradual amplification
...

- In support of students with a slow pace of learning, we carried out additional activities to
improve and consolidate notions that are more difficult to access, and for intellectually gifted
students, with a greater desire for knowledge, we organized development activities
...
The game itself, by its nature, ennobles
the mental life of the child
...
It stimulates children's interest and removes fatigue, relaxing them;
develops their imagination and creativity; takes into account individual characteristics,
stimulating the shy ones and making them ambitious and independent in work; it helps them, by
handling the intuitive material, to gradually pass from the concrete to the abstract; it activates
their thinking and language, requiring them to be quick and flexible; it forms their will and spirit
91

of order, team spirit and self-appreciation, thus shaping their personality
...

In the 2nd grade, I used more didactic games than active-participative methods
...

Now, at the end of my study, I have come to the conclusion that, if we want to have students
with critical, creative thinking, students who engage easily and with pleasure in activities,
teachers must be thoroughly prepared, inventive, creative themselves
...
The energy that would have been consumed in repetitive tasks, in boring exercises
is directed towards productions with a divergent character
...

"Let the child hear, see, discover, fall, get up and make mistakes
...
" IHPestalozzi
...
In any curricular area, we must offer them authentic and challenging activities,
so that they can develop positive representations and ideas regarding education and their own
learning effectiveness
...


92

BIBLIOGRAPHY


Antohe, G; Huţupaş, I, 2002, Psychology of play, Nitnelav Publishing House, Galati
...



Barna, A; Antohe, G, 2002, Pedagogy course
...


 Chifu, F , 2009, Stories teach us
...
Collection of exercises
and games for first grade, Decesfera Publishing House, Bucharest
...




Damsa, I
...
1996, Development
speech in kindergarten and 1st grades and II, Didactic and Pedagogical Publishing
House, Bucharest
...



Enache, M; Munteanu, M, 1998, Didactic games, Porto-Franco Publishing House, Galati
...
Cârţu Alexandru Publishing House, Craiova
...



Ionescu, M; Radu, I, 1995, Modern didactics, Dacia Publishing House, Cluj-Napoca
...



Mihaescu, M; Dulman,
activities
...
Radical Publishing House, Craiova
...
Communication
...



Nicola, I
...



Radu, N , 1994, Grammar
...




Radu, N
...
Didactic guide for 4th grades,
Sigma publishing house, Bucharest
...
4th grade,
Tiparg Publishing House, Pitesti
...
2nd and 4th classes,
Didactic and Pedagogical Publishing House, Bucharest
...
Ilieş, 2005, Simultaneous teaching, Publishing House
2000+, Bucharest
...



Şerdean, I, 1991, Methodology of teaching the Romanian language to grades I-IV ,
Publishing House
Didactics and pedagogy, Bucharest
...




Ventila, G; Toader-Coman, M, 2007, Critical thinking - an essential capacity of
education for values, Galățeană Publishing House, Galati
...

*** School curriculum for Romanian language and literature, 2004 , 4th grade, Bucharest
...
Moses Denisa Isabella
School year: 2012-20103
Observation period: November 2012 – April 2013
Evaluation scale / Observed students
Aspects evaluated through systematic observation
ever
Frequent Rare / with
(FB)
(b)
support given
(S)
He is attentive to the messages formulated by the
teacher / colleagues
...

Formulates appropriate answers to the oral questions
addressed to him
...

Notifies the correctness or incorrectness of the oral
statements heard
...

Shows interest in the dialogue partner
Pronounce sounds, syllables, words correctly and
clearly
...

Formulates grammatically correct sentences
...

Plays in own words messages listened to / fragments of
texts read
...

95

Adequately adopts the volume of the voice and the
rhythm of the speech, to be received by the listeners
...

Accompany the speech with appropriate mime and/or
gestures
...

Look with interest at the dialogue partner
...

Participate in the dialogue in pairs and in groups
...

Use language appropriate to the topic of discussion
...


96



---