Audio-Visual Aid

Teaching Aids

Teacher

as an

Audio-Visual Aid.

Mr. / Girgis

Go to my Blog

https://mrgirgis.blogspot.com/

Click here to go to : Abouna Fanous Site.

موقع عمى أبونا فانوس الأنبا بولا

girgishannaharoun@yahoo.co.uk

اضغط هنا لتصل الى فيديوهات موقع ابونا فانوس و تنال بركته

VK8GFP9HFt9BbBrZe58JpDvB9NEdhFIgtrOB-I8YcSjs9DNu9yWv_6L9Qb-bnK0v.jpg

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And now these three remain:

faith, hope and love. But the

greatest of these is love.

India gets new education policy after 34 years, MHRD renamed to Ministry of Education

free-clipart-important-notice-9 | Chippewas of the Thames

Humor:

Girl Laughing Hysterically Stock Photo ...

Teacher: I hope I didn't

see you looking at Maria's

answers.

Student: I sure hope you

didn't, either!

Use the other language selector on

my home page above to go through

my whole site using any native

language you speak,

then use the video above to see and

listen to the same teaching topic in

text below.

اختاراي لغة من لغات العالم / اللغة التى تريد تصفح

موقعى باستخدامها . استخدم المؤشر

الذى فى الاعلى

Next, Use the world site selector on

my home page above to go to the

search engine site or the social

media site you like.

My YouTube Channel: Click: :( Mr. / Girgis H. H).

منهج الانجليزى ثانوية عامة / معكم الاستاذ / جرجس حنا هارون

/Unit 1: (Writers and stories) Lesson: 1

A Guide to Requirements Elicitation for Product Teams

1-The teacher as “visual aid”:

Physical position. The way you position yourself

relative to your class tells the students something

about you. If you feel constrained by the layout of

the furniture in the classroom, change it around if

you possibly can. If you can’t try to change rooms.

A general rule is, get as close to the students as

you can. Don’t sit or stand on a dais. Don’t sit

behind a desk. Use the desk for lesson “props” if

necessary, but stay in front of it. If you need to sit,

sit as part of the class, or at least sit in front of the

desk.

Posture.

Always hold your body so that you look alert:

an erect posture,no slumping or sagging.

if your chin sinks towards your chest, your

voice will sink into the floor.

Eye Contact.

It is extremely important to make good eye contact

with each student in the class whenever you are

addressing the class as a whole. The eyes have a

language of communication between the teacher

and his learners. He can know about the

interaction of his learners.

Requirement Elicitation: Techniques, Examples [Free Checklist] – ProjectPractical

Arms and Hands.

Use your arms and hands when you talk, to

emphasize a point, describe a shape, a movement,

etc., but don’t overdo it, and always try to keep arm

and hand movements meaningful—otherwise they

can become distractors instead of supporting your

words.

Arms and hands work as pointing means.

The teacher can point to pictures, drawings,

maps, environment. The teacher can act the

scene using his hands and arms. He uses them

to distribute work (Work Management)

Face:

Facial expression is very important. The difference

between a smile and a frown may be the difference

between a student who learns and one who does not.

Don’t forget the wide variety of facial expressions you

are capable of:

try to become conscious of the expressions you

commonly use and their effects on people. Make

your face expressive when you are talking, to add

point to your comments in the same way as you

use your hands.

2-Teacher as “audio aid”:

1-Does your voice put your students to sleep?

If you have observed your students’ reactions

honestly and self-critically, you will know the

answer to that question.

One way to find out whether your voice is an asset

or a liability to you as a teacher is to record a whole

lesson and then study the resultant recording

and carefully analyze your good and bad points.

2-If your voice is monotonous, try to work out

why it is, and what you can do to make yourself

sound more interesting: make a conscious effort

to vary your pitch, intonation, rhythm, and tone.

This will avoid monotony and also aid the students’

listening comprehension.

Finally, how much do you talk? If you listen to your

recording and realize that you were talking during

most of the lesson, you need to ask yourself some

serious questions:

Was it necessary for you to talk so much?

What were the students doing while you were talking?

Did students learn something from what you said?

How do you know?

Could they have learned the same thing in a different

way?

View Other Resources:

1-Topics 2.

2- Twenty Testing mistakes to avoid.

3-"Teaching Writing"

4-Good Teaching is Timeless.

5-A Classroom Language Journal.

6- Micro-teaching.

7-Story Theater in Teaching English.

A Reading Programme

Teaching Forum

1-Teaching ESL for Ages Three to Seven

2-The Children's Response:

3-Teaching Young Learners

4-Story Theater

5-English Proficiency Test

6-Assessment of Young Learners

7-Save the Lofty Trees

8-A Plan

9-Alphabet Connect