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Importance of teaching language
Types of teaching style
Factors to consider when choosing methods of teaching
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Recommended: Importance of teaching language
Three last sessions of the course Advanced Teaching Methodology mainly deal with techniques and methods of language teaching. The first part of this essay summarizes major points about those teaching techniques, and the second part focuses on how to develop both students’ active and passive vocabulary as to me, this is a field in teaching which I have not paid enough attention to.
Firstly, a detail review of introductory activities, including warmers and lead-ins, was presented. According to Spratt, Pulverness, and Williams (2011), introductory activities, which are carried out in the first stage of the learning of a lesson, help learners feel at ease and focus on the lesson. Warmers are activities used to help students know each other, raise their energy, or make them settle before the lesson starts. Therefore, warmers are not always related to the topic of the lesson. They can be games or quizzes. On the other hand, lead-ins are connected to the topic of the lesson since they need to raise students’ interest into the main theme of the lesson and trigger background knowledge. To do this, lead-ins can involve discussing topic-related questions or pre-teaching key vocabulary. Secondly, stages of a lesson for each skill were discussed, including teaching receptive skills, teaching productive skills, teaching vocabulary, and teaching grammar. In teaching receptive skills, there is a need for teachers to identify three stages: pre- (pre-reading, pre-listening), while- (while-reading, while-listening), and post- (post-reading, post-listening). In the pre- stage, teachers usually need to activate students’ interest and background knowledge of the topic and present key vocabulary. During the while- stage, in order to provide students mo...
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...s, word family, roots, or by topics.
Theories about teaching methodology and techniques are just ideas written in books if teachers do not try hard to apply them into their real teaching situation. Furthermore, in my opinion, teaching does not merely involve teaching the knowledge and skills, but it also involves giving students guidelines for effective learning strategies suitable with them and encouraging students to invest their effort and intention in their own learning.
Works Cited
1. Gu, Y. (2002). Learning Strategies for Vocabulary Development. New Zealand: Victoria University of Wellington.
2. Spratt, M. & Pulverness, A. & William, M. (2011). The teaching Knowledge Test Course (2nd ed.). Cambridge: Cambridge University Press.
3. British Council. Retrieved from http://www.teachingenglish.org.uk/knowledge-database/passive-vocabulary on January 29th.
Everyone has a different way of teaching, but in the end, the method should help the students learn. In the
Brooks, J.G. &Brooks, M.G. (1995). Constructing Knowledge in the Classroom. Retrieved September 13, 2002 for Internet. http://www.sedl.org/scimath/compass/v01n03/1.html.
Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1-22.
Petty, G (2009). Teaching Today - A Practical Guide. 4th ed. Cheltenham: Nelson Thornes Ltd. p1-2
Novin, A., Arjomand, L. and Jourdan, L. Teaching & Learning, Fall 2003, Volume 18, Number 1, pp. 24-31. Available from : http://www.und.nodak.edu/dept/ehd/journal/Fall2003/novin.pdf [ Accessed 2nd December
In role play, the learners are assigned roles which they act out within a scenario given by the lecturer. The lecturer must choose a scenario for a role play that gives the learners an opportunity to prepare what they have been taught. The role should also keep the learners interested. A scenario for a role play can be found by things they have encountered in their lives, from a book or a movie. After choosing the scenario for a role play, their learners have to then brainstorm ideas on how the scenario would progress. The lecturer must try to keep the skill set for the role play simple or to a point where the learners can understand. Role plays with problems or arguments in them can be excellent motivators for making the characters in the role play talk. Once the role play has been chosen, the appropriate language use would be next. The use of vocabulary needs to be in sync with the grade level of the role play. The lecturer must then provide the learners with solid information and simple role descriptions. The lecturer then can either ask for volunteers or assign roles in advance, the latter keeps things simple with no time wasted. Finally when the role play is complete, the lecturer will take time to listen to the rest of the learner’s opinions about the play.
In order to be an effective teacher there needs to be an understanding that we all learn differently, this means that no single teaching strategy is effective for all students/learners all the time. This makes teaching a complex process because you need to understand and meet the requirements of all of your learners. Students learn best when they aren’t asked to simply memorise information but when they form their own understandings of what is being taught. When a student has successfully learnt a new idea they are able to then intergrate this information with their previously learnt information and make sense of it. To be an effective teacher you need to work jointly with students to asses where they are at, be able to give feedback on how the student is going and ensure that they are understanding the lesson (Killen, 2013) According to Lovat and Smith (2003) students learning must result in a change in a student’s understanding of the information being taught. In order to show understanding they must be able to share this information with others and want to learn more (Killen, 2013). In order to have a deeper understanding of what is being taught they need to be aware of the relationship that exists between what they knew previously and the new information that is being learned (Killen, 2013).. Students need to be given goals that they can achieve in order to feel a sense of mastery over their own learning, this gives students motivation that they are able to complete tasks and to keep going.
“Great art relies on the mastery and application of foundational skills, learned individually through diligent study.” (Lemov, 2010, p. 1)
Shulman, L.S. (1986) Those who understand: Knowledge growth in teaching. Educational Researcher, 15 (2), p.4-14.
Upon being faced with the task of writing my philosophy of teaching, I made many attempts to narrow the basis for my philosophy down to one or two simple ideas. However, I quickly came to the realization that my personal teaching philosophy stems from many other ideas, philosophies, and personal experiences. I then concentrated my efforts on finding the strongest points of my personal beliefs about teaching and what I have learned this semester, and came up with the following.
Teaching students a language that is foreign can really be challenging for students as well as for the teachers. The dynamic rule for implementing instructing in a diverse class to English-learners is to use resourceful life skills such as diligence, hard work and patience. There are also methods that are involved in teaching English as a second language that can be creative for the teacher, yet beneficial to the student. First building a strong foundation that is essential to English learners will promote the language acquisition process. To do this teacher’s should always start with preparation. Advance preparation is essential in order to provide necessary adaptations in content area instruction and to make content information accessible for second language lear...
Over the course of observations, I learned that there is no one way to do anything in teaching. After a few weeks of observing, I was relieved because I thought that I could stop worrying so much about doing the “right” thing with the students. I saw a successful teacher doing, or neglecting to do things that went against what I had been taught. I incorrectly assumed that the choices the teacher made about how to organize the day, approach a lesson, or manage the classroom were mostly a matter of personal preference and that several approaches would produce equally desirable results.
In order for learning to take place in the classroom the teacher has to put in place an effective teaching and learning strategy. Being an effective teacher is not something that can be achieved instantaneously but rather something that has to be continuously developed and improved upon over time. Petty mentions how good teachers are not born but rather make themselves and that effective teaching comes from learning from your mistakes and successes. Petty, p. 516, 2009. This process involves teacher reflection and assessment of the effectiveness of different teaching strategies used in the classroom. It is only then that teachers can learn and advance themselves.
All methods in language teaching are a pre-designed set of description of how the teacher should teach the learner and how the learner should learn obtain from a specific theory of language and a theory of language learning. These theories are attain from the parts of linguistics, sociolinguistics, psycholinguistics and are the origin of theory and applying in language teaching. Language teaching methods is divided into many methodologies. For example: The Direct Method, Grammar-Translation Method, Audio-Lingual Method, Total Physical Response, Audio-Lingual Method, The structural Method etc. Each method has its own rules, history, and different from one another. For example: The direct method was the reply to the disapproving with the
In this course I experienced an important change in my beliefs about teaching; I came to understand that there are many different theories and methods that can be tailored to suit the teacher and the needs of the student. The readings, especially those from Lyons, G., Ford, M., & Arthur-Kelly, M. (2011), Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2007), and Whitton, D., Barker, K., Nosworthy, M., Sinclair, C., Nanlohy, P. (2010), have helped me to understand this in particular. In composing my essay about teaching methods and other themes, my learning was solidified, my knowledge deepened by my research and my writing skills honed.