Methods for teaching
Mr. / Girgis
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“The sufferings of this present
time are not worth comparing
with the glory that is to be
revealed to us.”
—Romans 8:18
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see you looking at Maria's
answers.
didn't, either!
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then use the video above to see and
listen to the same teaching topic
in text below.
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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.
Facial expressions,
hand gestures, and other
non-verbal cues are a great way to overcome the
language barrier. For example, when explaining
the concept of tall,
raise your hand high into the
air. When explaining the concept of cold,
shiver
and chatter your teeth.
Use visual aids:
Learning
styles are several. As there are different
learners , there are different learning styles.
One of these styles is learning through using
visual aids. When learners see, they learn better.
- 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. Speech practice is important.
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.
The Silent Way
This is so called because the aim of the teacher is to
say as little as possible in
order that the learner can
be in control of what he wants to say. No use is
made of the
mother tongue
Community 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.
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.
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,
analyze,
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
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
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.
Types of questions:
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?
PPP
Method of Teaching English
Presentation
This is the part of the process that is most passive
for the student. The teacher presents students
with new information (e.g. a grammar point, a
vocabulary list, etc.). It is important that this
information be presented in sufficient detail.
The first part of presentation would be introducing
the meaning of the new language. This could be a
written definition, or a flash card, or a spoken
description of a phrase or idiom’s meaning.
Next, the teacher must use clear examples so
that
students can see correct usage. An example might
be a sample
dialogue or a sentence written on the
board, but students will need to
see the new
language being used naturally.
Finally, the teacher
needs to confirm that
presentation is successful and that the students
understand the new language. At its simplest,
this part of the PPP
method is simply asking
students to confirm that a particular example is
correct, though teachers can use a more
elaborate activity at their discretion.
Practice
Also
called drilling, this phase is to fully reinforce the
new language. This is where teachers are likely to
insert worksheets or games (maybe
like the games
found here, here or here).
Games are always
a fun option when it comes to practice, and they are
the preferreddrills in Shane English School
classrooms, but worksheets,
scripted conversations,
and reading exercises sometimes take the place of
a game in other institutions.
The practice phase can be long,
containing multiple
activities to best reach the entire class. There’s a
good chance that this takes up more time than any
other phase of the PPP method.
However, drilling
can also be brief if the new language is
simple and
easy for a particular class to grasp. At this point, it is
up
to the teacher to determine the best course of
action based on the needs of the students.
Production
The
third and final phase of the PPP method is
production. This is where the students use what they
have just learned to synthesize new examples,
either in written or spoken form. (In the case of
phonics and reading
lessons, reading unfamiliar or
challenging words could also qualify as production.)
Testing would also be considered production,
especially if
it requires production of language
elements in new configurations.
Teaching Forum 2010, Volume
48, Number 1
