The Selection of Texts for Classroom Teaching

The teacher is the utmost significant character in the choice of texts for lesson demonstration. For educators to ease the teaching and learning development in the classroom, they need an assortment of resources that will assist the curriculum. There is a concept of a textbook which would be essential for classroom teaching. This textbook would assist the educator in the academic presentation of the content for the entire year in South Africa this is known as the CAPS- document. Another viewpoint where creative educators would combine both commercially formed materials and self-developed materials to generate optimum equilibrium and respectable learning chances for students.

This grouping of materials does not give an exact replication of the outcomes-based model, but is instead a group combination of changed labels, with no comprehensive materials for any class. The effective and real use of a textbook through the teacher rest on the significance of the textbook to the subject content, and how it resembles to learners’ capability stages. The focus and effective application of LTSM is exclusively at the choice of the teacher, who should apply his or her knowledge and innovations to guarantee that the materials are carefully chosen meet students’ diverse stages of knowledge. The ideal teacher is advanced in the choice of materials for classroom use, therefore pleasing students’ requirements into thought, to attain curriculum goals. This suggests that the educator is the main character in motivating learners’ imagination, by choosing suitable materials that will improve students’ learning development. Primarily most of the contexts differ from different school this may affect the appropriate choice of suitable materials for classroom use. The context might relate to students’ capability stages, which may not be addressed by the materials carefully chosen, where the level of the content obtained in the materials may be too high for learners. In situations like these learner with a stronger education level are given an unfair advantage, since the attention is focused at above-average students, though weaker students are ignored. In situations like this the educator’s level of expertise are vital. The educator can choose materials that will stimulate and motivate students, he or she could choose materials that will obstruct student success. It is through actual use of LTSM that student accomplishment can be enhanced.