Teaching grammar,its goals, new vocabulary, presentation, technology for teachers, songs.

Teaching

Humor:

"A teacher tales a hand, opens a mind and touches a hear"

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If you give a man a fish, you’ll feed him for a day. But, if you teach a man to fish, you’ll feed him for a lifetime!

4 New Paradigms for Pedagogy

1-Pedagogy:

Pedagogy is a child-focused teaching approach. It is the art and science of helping kids learn. It is the discipline that deals with the theory and practice of education; it thus concerns the study and practice of how best to teach. Its aims range from the general (full development of the human being via liberal education) to the narrower specifics of vocational education (the imparting and acquisition of specific skills). It is the method and practice of teaching, especially as an academic subject or theoretical concept: the relationship between applied linguistics and language pedagogy. With pedagogy, the learner is a dependent personality. The teacher determines what, when and how anything is learned. The learner gas few resources. The teacher devises transmission techniques to store knowledge in the learner's heart.

Learning is subject centered focused on prescribed curriculum and planned sequences according to the length of the subject matter. The reason for learning is to learn in order to advance to the next stage. Motivation comes from parents, teachers and the sense of competition. The teacher designs the learning process and imposes material. This process focuses on using senses to observe to collect data and find the solution. It uses practical learning, applicability and experiencing. Understanding is the knowledge production context. The cognition level is the cognitive level. The education sector is at primary and middle schools.

2-Andragogy:

Andragogy is an adult-focused teaching approach. It is a self-directed learning. It is the art and science of helping adults learn. It is the discipline that deals with teaching and learning through negotiation, self-dialoguing, self exploration, argument and studying the problem to find solutions for it. The learner watches, observes and asks (Why is this? and why is that?). Through andragogy, learning is centered around both the teacher and learner. The education process is set up on the basis of a kind of co-operation between the teacher and the learner. This process focuses on analysis, synthesis and evaluation. Dialoguing with one's self and dialoguing with others are necessary. Brainstorming is basic to teach learners critical thinking. Brainstorming happens when the teacher asks questions to enable learners to generate ideas. Generating ideas form a mind map.

The brainstorming questions use the following question words:( What, Where, When, Why, How, Who ? ). Negotiation is the knowledge production context. The cognition level is the meta-cognitive level. The education sector is for adults at high schools. Adults are independent. They strive for autonomy and self-direction in learning. Adults use their own and others' experiences. Adults learn when they experience a need to know or to perform more effectively. Adult learning is task or problem centered. Motivation stems from internal sources, the increasing self esteem, confidence and recognition that come from successful performance. The role of the teacher is an enabler, facilitator, creator of collaboration, respect and openness. I t is one loop learning as it starts with the problem, passes by the action and ends with the outcomes.

3-Heutagogy:

Heutagogy is a Self-Determined Learning. It is the discipline that deals with teaching and learning through researching and navigation. The education process is set up on the basis of the independent learning. The learner watches, observes and asks (Why isn't this? and why isn't that?). This process focuses on evaluation, imagination, creation and innovation. Creation or innovation is the knowledge production context. The cognition level is the epistemic level. The education sector is for post graduate learners at the universities to get a higher Diploma degree, a Master degree or a Doctoral degree. There are three different types of quantitative research question.

Researching questions include the exploratory questions, base rate questions, solution-focused questions, descriptive questions, observational questions, comparative or relational questions and casual questions that deal with cause and effect questions. Thew locus of control is the learner. Learners are independent. They identify the potential to learn from novel experiences as a matter of course. They are able to manage their own learning. The teacher provides some resources but the learner decides the path by negotiating the learning. To talk about the reason for learning, I can say that learning is not necessary planned or linear. Learning is not necessary based on need but on the identification of the potential to learn in novel solutions. To talk about the focus of learning, learners can go beyond problem solving by enabling pro-activity.

Learners use their own and other's experiences and internal processes such as reflection, environmental scanning, experience, interaction with others and pro-active as well as problem-solving behaviors. Motivation comes from self-efficiency and knowing how to learn, creativity, abilities to use these qualities in novel as well as familiar situations and working with others. Concerning the role of the teacher, the teacher develops the learners' capability. Capable people : Know how to learn, are creative, have the high degree of self-efficiency, apply competence in novels well as familiar situations and can work well with others. It is a double loop[ learning as it starts with the beliefs, passes by the problem and the action then ends with the outcomes.

4-Synergogy

It is defined as a “systematic approach to learning in which the members of small teams learn from one another through structured interactions” .The Cooperative learning that will focus on the learning and the problem solving by using the group activities and joint projects. It has shown to be active for most part of the educational level.

SYNERGOGY: "With adult, it is common to use the synergy because the adults retain more information when this method is used than using other methods. "

Teaching is the process of attending to people’s needs, experiences and feelings, and making specific interventions to help them learn particular things. Interventions commonly take the form of questioning, listening, giving information, explaining some phenomenon, demonstrating a skill or process, testing understanding and capacity, and facilitating learning activities (such as note taking, discussion, assignment writing, simulations and practice).

Teaching is the job of the teacher. The teacher is asked to enable his learners to listen, speak, dialogue, communicate, interact, participate, read, write, apply, think, pair, share, analyze, synthesize, evaluate, imagine, research, discover, explore, and solve a problem. There are many reasons why teaching is an increasingly popular choice of career for a wide range of skilled and talented people. Teaching is a rewarding profession in more ways than one, offering fantastic career prospects and development opportunities in addition to competitive financial benefits.

What are the Seven Principles?

Principle 1: Encourage contact between students and faculty.

Building rapport with students is very important. The contact between students and teachers are vital to the students' success. One of the main reasons students leave school is the feeling of isolation that they experience. The concern shown will help students get through difficult times and keep working.

Principle 2: Develop reciprocity and cooperation among students.

When students are encouraged to work as a team, more learning takes place. Characteristics of good learning are collaborative and social, not competitive and isolated. Working together improves thinking and understanding.

Principle 3: Encourage active learning.

Learning is an active process. Students are not able to learn much by only sitting in classes listening to teachers, memorizing pre-packaged assignments, and churning out answers. They must be able to talk about what they are learning, write about it, relate it to past experiences, and apply it to their daily lives. Students need to make learning a part of themselves.

Principle 4: Give prompt feedback.

By knowing what you know and do not know gives a focus to learning. In order for students to benefit from courses, they need appropriate feedback on their performance. When starting out, students need help in evaluating their current knowledge and capabilities. Within the classroom, students need frequent opportunities to perform and receive suggestions for improvement. Students need chances to reflect on what they have learned, what they still need to know, and how to assess themselves.

Principle 5: Emphasize time on task.

Learning needs time and energy. Efficient time-management skills are critical for students. By allowing realistic amounts of time, effective learning for students and effective teaching for faculty are able to occur.

Principle 6: Communicate high expectations.

Expect more and you will get it. The poorly prepared, those unwilling to exert themselves, and the bright and motivated all need high expectations. Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high standards and make extra efforts.

Principle 7: Respect diverse talents and ways of learning.

There are many different ways to learn and no two people learn the same way. Students bring different talents and learning styles to the classroom. Students that excel in the seminar room may be all thumbs in the lab or art studio and vice versa. Students need the opportunity to show their talents and learn in ways that work for them. Then, they can be guided into new ways of learning that are not as easy for them.

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View Resources:

1-Teaching Strategies.

6-Teaching songs.
7-Teaching spelling.

8-A model Lesson.

9-How to teach a novel
10-Technology in teaching

11-Curriculum Analysis.

12-Curriculum Development.