The Important Role Of Pedagogy In Education

In education, pedagogy must be the guide of teaching and learning, taking into consideration all the abilities of children. As the actual meaning of the world pedagogy is ‘leading-educating the children with knowledge and ethics’, in a relaxing and pleasure atmosphere, using their imagination, the physical curiosity of the children for learning, their natural curiocity of exploring life, their instinct of discovering the surrounding world and to enquiring support their voluntary good behaviour and self discipline, in an absent of force and the fear of punishment (Montessori, 2006). Around the world, all societies have pedagogical traditions, especially about young children, teaching them “nursery rhymes, action rhymes, skipping rhymes, jokes,

(Cajkler & Addelman, 2000).

Ur and Wright, in 1998,in their book, referred to the role of activities in routine lessons planning, and recommendations are added to teachers encouraging them in using activities in the follow circumstances : “A quick warm-up for the beginning, to get your students into the right mood for learning, an idea for a brief vocabulary review before starting a new text a light filler to provide relied after a period of intense effort, and concentration, a brief orientation activity to prepare a mood or topic, a game or amusing item to round off the lesson with a smile. (Ur & Wright, 1998).

Butterfield and Sieveking, in 1993 claim that “Drama through language through drama” as is the title of their book, bring the language alive. They introduce the idea that “the use of a foreign language is, to a large extent, a role-play situation....and both teachers and students alike are actors”. The methods of teaching through drama allows the children to use the new language imitating real life situation, try to speak using the foreign language, taking risk in fail –safe conditions developing cognitive

Questionnaires will be addressed to the teachers. The desirable aim is to collect data from at least 20 teachers of each category, totaling up to at least 40 answered questionnaires. Therefore the minimum amount of given questionnaires will be at least 80, (at least 40 to each categorised teacher). This method is a quantitative one, and will help the researcher figure the relationship between teacher’s attitudes towards drama, and may give the researcher a wider view on how different teacher’s perceptions differ, on teaching English through drama. The code collecting method is a relatively easy approach, since this method does not demand the physical presence of the researcher it becomes a relatively fast and efficient method. The questionnaire approach allows one to answer many questions in one’s own time and in complete privacy. The answers can then be converted into numeric data and which are going to be reported in statistical figures, tables, graphs, line graphs etc.( Mackey,