Methods for teaching.

Methods for teaching 

     Teaching English is challenging and rewarding. More and more internationally minded people are choosing to teach English as a Second Language both in the United States and abroad. Whether in the United States, another English-speaking country, or in countries around the world, the teacher of English as a second language will need to keep in mind the following simple guidelines:

- Use non-verbal cues.

Use visual aids:

- Put students in groups.

   If the teacher is constantly talking, learners of English as a second language will never get a chance to practice. Group work gives students an opportunity to practice the language. Groups work the best with 2 to 5 people; with any more people, not everyone gets a chance to participate. It is also a good idea to group students with different first languages together when possible.Each group includes a leader, a presenter, an organizer, a timer, a dictator, a writer and an evaluator.

- Use bi-lingual materials.

   If the teacher speaks the same language(s) as the students, the situation will be greatly simplified. But not many teachers have the luxury of speaking the same language(s) of his students. Bi-lingual materials can help a teacher of English as a second language to draw on a student’s native language without knowing it him.

- Repeat and rephrase.

   Teachers of English as a second language need to repeat everything at least three times. They should also vary the wording of their remarks. A student may know one set of vocabulary but not another – even when the topic of discussion is the same. Even if the student does understand a concept upon first explanation, he/she will still benefit from the repetition and variation of language.

- Don’t over-correct.

  Our first instinct as teachers of English as a second language is to correct student's language errors. Over-correction, however, can make students reluctant to use the language. If afraid of being corrected every time they speak, students will simply stop speaking – and therefore learning – the language. Of course, there are appropriate times to correct language mistakes.

- Create a safe atmosphere.

  Learning English as a second language is not an easy thing emotionally. Students will feel self-conscious about their lack of English ability and will thus be reluctant to use the language.

   The job of the teacher of English as a second language is to create a safe and supportive environment, one in which the student will be comfortable experimenting with the language. That means that laughing at or putting down others can not be tolerated in any way, shape, or form.

IWBS

We use interactive whiteboards (IWBs) in every classroom to make lessons more fun and engaging.

Structural Approach

Learning a language by getting mastery over various structures  Structures can be taught by creating adequate situations.  Practice of structure either in written or in oral form is important.   Oral way of teaching is important.  

The Silent Way

Community Language Learning

In this method attempts are made to build strong personal links between the teacher and student so that there are no blocks to learning. There is much talk in the mother tongue which is translated by the teacher for repetition by the student.

Immersion

This corresponds to a great extent to the situation we have at our school. ESL students are immersed in the English language for the whole of the school day and expected to learn math, science, humanities etc. through the medium of the target language, English.  Immigrant students who attend local schools find themselves in an immersion situation.

Task-based language learning

The focus of the teaching is on the completion of a task which in itself is interesting to the learners. Learners use the language they already have to complete the task and there is little correction of errors.

Teaching Methods

Simply put, teaching method is any teaching maneuver that can be used to facilitate students learning and satisfaction. Different teaching methods may elicit different types of changes in learning outcomes. Teaching methods are many and varied and could be used in different ways, considering among others the age of the learners, body configuration or physique of learners, (able or disabled learners). Academic ability/intelligence of the learners, number of learners and of course the type of curriculum discipline which recognizes the fact that certain teaching methods are much more suitable to some disciplines than others.

Vikoo (2003) is discussing types of teaching methods explained that teaching methods could be presented under three main categories:

• Cognitive development methods

• Affective development methods

• Psychomotor development methods

1.   Cognitive Development Methods

Here, if the focus of the instructional objectives is to develop intellectual skills in learners, then the cognitive development methods of teaching are recommended. This method helps learners to comprehend, analyse, synthesize and evaluate information. It helps learners develop good cognitive abilities. Though the cognitive development methods are essentially didactic. Some of the teaching methods in this category includes:

• Discussion Method

• Questioning/Socratic Method

• Team Teaching Method

• Talk Chalk / Recitation Method

• Field Trip / Escortion Method

• Team Teaching Method

2.   Affective Development Method:

This domain includes objectives which describe changes in interest, attitudes and values. It further deals with the development of appreciation and adequate adjustment. Education has a lot to give the learner in order to assist him/her develop in these areas, hence teachers are encouraged to include learning experiences that are worthwhile, teach in ways that arouse interest and develop proper attitude in learners. This mode of teaching are basically Philetic, here students feelings or opinion are aroused. Some teaching methods under this category includes:

• Modelling Method

• Simulation Method

• Dramatic Method

• Simulation Games

• Role-Playing Method

3.   Psychomotor Development Methods

These are activity based methods of teaching that aim at motor skills development in learners. This method requires that learners are able to illustrate, demonstrate, or perform certain skills using their manual dexterity. It is a heuristic method of teaching that involves inquiry and discovery methods of teaching. It is a more student activity based method. This method includes:

• Inquiry Method

• Discovery Method

• Process Approach Method

• Demonstration Method

• Laboratory/Experimentation Method

• Programmed Learning Method

• Dalton Plan/Assignment Method

• Project Method

• Microteaching Method

• Mastery Learning.

Discussion Methods

Discussion is usually at a higher cognitive level and it develops critical thinking. Student’s participation is necessary for a successful classroom discussion. It is a student centered teaching technique but requires careful planning by the teacher to guide discussion. Successful discussions are guided by specific teaching goals. It involves a process of free guided discussion and expression of views and ideas on a given topic, question or problem by the teacher. In the students attempt to solve the problem or answer the question, students pair up in smaller groups for about 5 minutes or more,, discuss the issue on ground and then they are brought back for a full group discussion. Various students are able to participate and are exposed to other student’s ideas. In small group students can discuss a complex issue and when they are brought back to the larger groups, these students can discuss their reactions, share ideas and build on each other’s suggestions. This method encourages student’s participation, develops critical thinking, develops student’s ability to communicate, and problem solving skills. It allows all to participate.

Finally, discussions are characterized by multiple interactions, with the teacher as the facilitator. Discussions are basically small groups in nature and these groups vary in size and composition. Participant interactions are encouraged to be arranged face-to-face.

Questioning Method

Questioning method of teaching aids learners in connecting concepts, increasing awareness, encouraging creative and imaginative thought, making inferences etc. Questioning generally helps learners to explore deeper level of thinking, knowing and understanding. Questioning, though it is more of a technique than a method of teaching, it is used during various methods of teaching. Questioning aids in sensitizing the inquisitive mind of the learner.

This method is credited to Socrates, a Greek Philosopher. Questioning methods may be used for the following purposes:

1.To arouse interest & curiosity: At the beginning of a lesson, questions can be used to secure interest, and focus the attention of the group on the subject.

2.To stimulate discussion: Question that are thought-provoking can get the group to start reactions.

3.To channel thinking: By skillful questioning, the teacher can steer the group to the objective he has established, keep them on the right track and guide their thinking. The teacher can also help the group to move from the known to the unknown by a series of well-prepared questions.

4.To determine how well the group understand the material: By the response given to a question, the teacher can determine if the group has absorbed what is being presented, and provides opportunity to correct any misconceptions or to elaborate on points.

5.To get the attention of an individual: To help a timid person to express his or her thoughts (Achuonye & Ajoku, 2003).

There are five basic types of questions namely:

• Factual: These require straight forward answers based on obvious facts or awareness. Answers are either right or wrong-yes or no.

• Convergent – Answers to questions of this nature are usually within a finite range of acceptable accuracy. They allow for only one right response; they are questions about concrete facts.

• Divergent: These questions allow for many right responses. These questions give students the room to explore various avenues, creates alternative answers. Correct answers here could be based on logical projections or imagination. Questions here deal with opinions, hypotheses & evaluation and they predict different outcomes.

• Evaluative: Evaluative questions are open-ended & more difficult to answer, because some criteria must be established for making any judgment. Basically, evaluative questions require students to make judgments on something. Responses to these questions are limited to a number of choices.

• Combination: These are questions that blend and can be combined as a question example.

Example:  What are the differences and similarities between Old Cairo and New Cairo?

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