Six Case Studies - Adabraka (Accra)

dc.contributor.authorNkwain, F.I.W.
dc.date.accessioned2021-06-30T15:40:15Z
dc.date.available2021-06-30T15:40:15Z
dc.date.issued1958
dc.descriptionHeritage Materialen_US
dc.description.abstractOne of the greatest problem facing the West African teacher is his lack of knowledge of the children he teaches. He is so much concerned with class teaching that the pupil never appears before him as an individual. This is, of course, a sad affair because we can help the child better only when we know him more intimately. Our knowledge of him should make him break through the barriers of mere acquaintance whose relation to us only means the possibility of a salary. He should mean to us more than that: a human being with the beginning of a history come to us so that we may help him develop his potentialities and aptitudes along satisfactory lines. What else must our first task be than striving to know this child who has swum into our ken? And knowing him means, knowing his home environment; the manner in which he is housed, taken care of and fed; his likes and dislikes; his favourites and favourite games; the situations that anger or please him et cetera.en_US
dc.identifier.urihttp://ugspace.ug.edu.gh/handle/123456789/36428
dc.language.isoenen_US
dc.publisherInstitute Of Education, University College of Ghanaen_US
dc.subjectEducationen_US
dc.subjectCultureen_US
dc.subjectInformation Disseminationen_US
dc.titleSix Case Studies - Adabraka (Accra)en_US
dc.typeTechnical Reporten_US

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