good teaching practice by rhina benitez

8/12/2019 Good Teaching Practice by Rhina Benitez

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Good Teaching Practice.

By: Rhina Benitez

2014

Rhina Arely Bentez Diaz

Elmer Jorge Guardado. MAT

2/25/2014

GOOD TECHING PRACTICE


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Teaching Practice 2

Introduction:

Teaching is a complex, multifaceted activity, often requiring us as instructors to juggle

multiple tasks and goals simultaneously and flexibly. This document contain a set of things that

are involved in teaching like the principles that define the kind of teacher that each one is and a

series of methodology that also defined the teaching style, remember that every teacher has his or

her own teaching style.

These are the questions to the development of the topic:

What is a principle? What are the principles, and how would be the development of each one in the TP? How is the designing of the TP that define the teaching style? How to teach English on-line?-What is E-learning?

- What is Blended Learning?

Reflection of the TP Designing (Conclusion)

Each of these questions will be developed according to a previous teaching experience

and the planning of a new one, taking into account the new information, and the knowledge about

teaching and everything that is included in the this area, in order to make improvements in the

Teaching Practice which is already known that it is what would defined the reality of the kind of

teacher to become taking in consideration the necessity of the students.


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Teaching Practice 3

1-What is a principle?A principle is a law or rule that has to be, or usually is to be followed, or can be

desirably followed, or is an inevitable consequence of something. The principles of a system are

understood by its users as the essential characteristics of the system, or reflecting system's

designed purpose, and the effective operation or use of which would be impossible if any one of

the principles was to be ignored. (Wikipedia, 2014)

In the teaching area, the principles define the teachers, for the reason that is not possible

that without principles the teacher is going to be clear about what he or she wants to achieve with

the students. Principles allow the teacher to have clearer objectives, and thus may achieve. It is

very important to know what principles are included in our own teaching style, and to know thoseare going to be used in the classroom, and that would become what we call as the teaching

philosophy.

2- What are the principles, and how would be the development of each one in theclassroom?

The following small but powerful set of principles can make teaching both more

effective and more efficient, by helping teachers to create the conditions that support student

learning and minimize the need for revising materials, content, and policies. While implementing

these principles requires a commitment in time and effort, it often saves time and energy later on. Principles in the teaching area are essential for developing a good class, a teacher without

principles is not a teacher, that is why the importance of them.


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Teaching Practice 4

PrincipleDefinition

What and how I will develop eachprinciple in my TP?

Good practices

encourages

interaction between

students and faculty

Frequent student-faculty contact

in and out of class is a most

important factor in student

motivation and involvement.

Faculty concern helps students

get through rough times and

keep on working. It also enhances

students' intellectual commitment

and encourages them to think

about their own values and plans.

(Arthur W. Chickering and

Stephen C. Ehrmann, 1987)

Human beings are universally

driven to act, or behave, by the

anticipation of some sort of

rewardtangible or intangible,short term or long termthat will

ensue as a result of the behavior.

(Brown H. Douglas, 2000)

The interaction between

teacher-student is really

important in the classroom. I

would ask the students for their

expectations during the process,

and what they expect from me

as their teacher. This kind of

activities let the students to

enter into a relaxed

environment and they would

start talking about what they

want, what they hope or expect,

and they will do it in a

comfortable way. As a teacher I

will need to encourage my

students any time in any

situation that they would befacing about their learning

process. I would make a round

table, and start interacting,

talking about different things


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that need to be discussed, so in

this way I encourage the

interaction between my

students and I.

Good practice

encourages

interaction and

collaboration between

students.

Learning is enhanced when it is

more like a team effort than a

solo race. Good learning, like

good work, is collaborative and

social, not competitive and

isolated. Working with others

often increases involvement inlearning. Sharing one's ideas and

responding to others improves

thinking and deepens

understanding. (Arthur W.

Chickering and Stephen C.

Ehrmann, 1987)

Students will learn better if they

are not selfish with what they

know, and they practice

cooperative learning. As a

teacher is it important to

implement good methodologies

in which it would include theinteraction and collaboration

between students, for example

using the Community

Language Learning method by

using the Technique of Small

group tasks, in this the students

will share what they have andwhat they know with the rest of

the students in order to

motivate them to practice

collaborative learning.

Good practice uses

active learning

techniques.

Learning is not a spectator sport.

Students do not learn much just

sitting in classes listening to

teachers, memorizing

prepackaged assignments, and

Considering that students learn

better in an active way, in the

classroom the application of

this principle would include a

set of activities that motivates


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spitting out answers. They must

talk about what they are learning,

write reflectively about it, relate it

to past experiences, and apply it

to their daily lives. They must

make what the learn part of

themselves. (Arthur W.

Chickering and Stephen C.

Ehrmann, 1987)

the learning process and make a

meaningful learning. For

example using Audio-Lingual

activities, putting in practice

role play, questioning with an

analytical purpose, solving

problems, discussions, among

other different activities that

make an active learning. It is

important to know that for the

application of the principles it is

necessary to build a good

methodology to achieve what is

required from the students.

Good practice

emphasizes time on

task.

Time plus energy equals learning.

Learning to use one's time well is

critical for students and

professionals alike. Allocatingrealistic amounts of time means

effective learning for students

and effective teaching for faculty.



Time is really important when

developing a class that is why

teachers include timing in the

lesson plans. All those activitiesthat are planned to do in the

classroom have a limit of time.

In the Teaching Practice I will

try to respect the time for the

activities, for explanations, for

assigning task, etc. and it will

give me advantages, and I

know it because in my previous

experience I almost always

completed the class on time,

which is very important as I


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mentioned before.

Good practice gives

prompt feedback.

Knowing what you know and

don't know focuses your

learning. In getting started,

students need help in assessing

their existing knowledge and

competence. Then, in classes,

students need frequent

opportunities to perform and

receive feedback on their

performance. At various points

during college, and at its end,

students need chances to reflect

on what they have learned, what

they still need to know, and how

they might assess themselves.



Feedbacks at the beginning or

at the end of a class help

students to understand better

what they have learned. In the

teaching practice would be

good to ask the students what

they have learned of the last

class or of the current one, by

asking some questions or

asking them to make

comments, and also as a teacher

can be good to do a summary at

the end of each class, so the

students can easily remember

what they have been doing

during it. It is really important

to give the students the chance

to ask what they do not have

clear or something that they do

not know, and I, as the teacher

have to give a prompt answer,

that is why it is said that the

teacher needs to be always

prepared.

Good practice respects

diversity talents,

Many roads lead to learning.

Different students bring different

In a classroom it is known that

there a lot of students with


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3- How is the designing of the TP that define the teaching style?

The task of methodology is to enhance the process of teaching English by empoweringand facilitating teachers to work proficiently. Teaching involves a continuous analysis of ones own

work, the experiences of other teachers and the search for new means to improve teaching. When

teaching a foreign language a teacher must think about the specific qualities offered to students of

experience, and ways of

learning.

talents and styles to college.

Brilliant students in a seminar

might be all thumbs in a lab or

studio; students rich in hands-on

experience may not do so well

with theory. Students need

opportunities to show their

talents and learn in ways that

work for them. Then they can be

pushed to learn in new ways that

do not come so easily.



different intelligences. In the

teaching practice it is necessary

to identify what kind of

students I will have in order to

apply the right methodology

and use activities that help

students equally. There are

some students that learn better

in a kinesthetic way, by doing

movements with their bodies,

and others that learn more just

staying quiet, that is why we

mixed methods and techniques,

in order to make all the

students learn at the same time,

it is also important to be careful

with the tasks and quizzes, they

have to be made in the correct

way in which everyone canunderstand.


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a certain mother tongue. That means that the methodology of teaching English has to take into

account the problems posed by the English language for the students who will learn it. The

methodology of teaching English stands in relation with several challenges or problems:

Teaching Practice 9

1. What to teach? That means the amount of knowledge, skills and habits that students have toobtain within the process of learning the language.

2. What are the aims of teaching? When a teacher is sure of the aim of teaching, he/she willhave the easiness of reaching the intended goal.

3. How to teach? In this case one can call to mind the principles upon which teaching ofEnglish is based, the means, methods, fashion and tactics used in teaching in order to

achieve the required final completion. (Elena Taralunga TAMURA, 2006)

The designing of a good methodology is a great challenge, even though it seems to be

easy. According to the MINED the English syllabus for high school is focused on the

Communicative Approach, in which would be developed a combination of different methods

clearly explained, as such as the role of the teacher and the students in communicative English as a

Foreign Language class. So for my TP I will include a set of methods that are related on the

development of the communicative competences, also for implementing the development and

improvement of the four macro skills. In a class would be good to use interactive methodologies tomake the active learning work.

A methodology as we know is combinations of methods, principles, techniques, and

strategies used in the classroom, in order to achieve an effective learning. Here are the methods

that in my opinion, would work very well for the Teaching Practice with students from High

School. The Community Language learning, using this method the students will learn how to

use English language communicatively with the help of its respective techniques and the strategies

that are planned to use in the classroom. Reflection on experience technique is going to be used in

the classroom where the students can share how they feel by using English language in and out of

classes, a good strategy can be to share experiences, they write in their notebooks some ideas, and


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then I name students to share with the others their own experience. Another method that I will use

is the Communicative Language Teaching, this method will be used with the purpose that the

students still developing communicative competences, due to the requirements of the MINED are

focused on the communicative approach, this method will be accompanied by a series of

techniques that will help to develop it in a better way like the application of the role plays, and the

language games. These techniques are followed by some strategies that allow the methodology

work effectively, for example, in the role play the students can simulate a conversation pretending

to be someone else. And in this way they are practicing the language in an effective way if they

follow the instructions correctly. On the other hand, the use of language games can work

effectively if the strategies are mixed to apply this technique, but always following the same

purpose of the developing of the communicative competences. (Diane Larsen Freeman, 2008)

(MINED, 2008)

-The use of the Audio-lingual Method can be very helpful, because it is focused on

listening and speaking before than reading and writing; it can be applied by including techniques

like the repetition drillsfor starting, and the strategy to put this technique to work would be that I

put a set of words on the white board, so they will repeat them, or I can name someone to read

words and the other students will repeat word by word. The other can be chain drills, this

technique works in a more interactive way because they talk to each other, and a good strategy toput this in practice would be that I say a sentence for starting and this sentence go student by

student following the sequence that link with the one that I said, it could change depending on

what the students are going to say, but it must to follow a logic order, and in this way they get into

a good interaction.

I can Mix Audio-lingual Method with another which I personally think that is one of the

most used in English classes, it is the Direct Method, I will use this for the fact that I want my

students to use only the target language, which is English Language; I will try to set an English

environment from the first class, expecting that it works, so they are going to get into this

environment easily. The techniques that I will use for this method are for example the


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Conversation practice, in which I will use different strategies in order to make them have a

conversation, it can be that they make their own conversation or I can give them a made one; they

can work in couples or trios, and then they will Practice the conversation in front of the other

classmates, another way that would help to make this work is to make discussions; I assign them a

topic and they will discuss about, using words that they already know. Also, I think that I can use

TPR, in some of my classes, this can be mixed with any other method, the strategy to make this

methodology works would be to make the students use kinesthetic learning, and also the listening

and oral functions, for example combing repetition drills technique from the Audio-Lingual

method followed by the use of Commands from TPR method, the students follow the commands,

and at the same time they repeat it.

I consider that the students need more practice of the listening and speaking skills, with

my previous experience I can attest that the students learn better in an active way, practicing more

speech, so this help them to feel motivated to use the language not only inside the classroom or just

because the teacher ask them to do it, but also outside of it in an intrinsic way. The set of methods,

strategies, and techniques that I have mentioned, form the methodology that is going to be used in

my Teaching Practice, are always focused on the communicative approach which is like a goal for

the course, and as a teacher I expect to reach this goal, and make them to develop communicative

competences. It is good to mix some methods to make a better teaching style, for exampleCommunicative Language Teaching matches very well with the Audio Lingual Method for the fact

that they share the techniques that work in the same way as the role play technique, and the

strategies could change depending on the teachers creativity; and the other methods are mingled

in the same way, so it becomes into a good methodology, those methods, strategies and techniques

that are mentioned are the ones that in my personal opinion are more focused on the development

of communicative competences, so that is why I chose them to create my methodology.

Given that communicative competence is the goal of a language classroom, instruction

needs to point toward all its components: organizational, pragmatic, strategic, and psychomotor.

Communicative goals are best achieved by giving due attention to language use and not just usage,


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to fluency and not just accuracy, to authentic language and contexts, and to students eventual

need to apply classroom learning to previously unrehearsed contexts in the real world. (Brown H.

Douglas, 2000)

4- How to teach English on-line?IT in the methodology

Following the same format of the designing of this methodology for my TP, it is also

necessary to add IT in order to vary the way of teaching in and out of the classroom. Instructional

Technology is being integrated into the classroom at alarming rates. As fast as integration has been,

the development of new technologies has even been faster. The literature in the area of

instructional technology is vast and sometimes overwhelming. Often times, articles will focus on

how to integrate technology into the classroom and the recommendation of new technologies. A

significant amount of research on instructional technology is associated with faculty competency

and teaching effectiveness. (RYAN E. DUNMIRE, 2010)

What is E-Learning?

Nowadays, technology is a requirement in the classroom, most of the schools,

high schools, and colleges must have the technological resources in order that the students not

only learn in the simple way but also include technology in their learning process, each of the

students are required to have a computer due to the reason that now, they not only can earn in the

classroom but also they can attend classes on-line, or they can be in the classroom and also attend

an on-line class. There are two ways of teaching on-line without forgetting the approach in which

we are working on (Communicative). E- Learning is the first one, and it allows the students to

learn anywhere and usually at any time, as long as they have a properly configured computer. Fora better understanding E-Learning is learning utilizing electronic technologies to access

educational curriculum outside of a traditional classroom. In most cases, it refers to a course,

program or degree delivered completely online. (Lee Ann Obringer, 2014)


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Teaching Practice 13

What is Blended Learning?

On the other hand, there is the Blended Learning. Blended learning means

many things to many people, even within the relatively small online learning community. It is

referred to as both blended and hybrid learning, with little or no difference in the meaning of the

terms among most educators. In general terms, blended learning combines online delivery of

educational content with the best features of classroom interaction and live instruction to

personalize learning, allow thoughtful reflection, and differentiate instruction from student to

student across a diverse group of learners. The integration of face-to-face and online learning to

help enhance the classroom experience and extend learning through the innovative use of

information and communications technology. Blended strategies enhance student engagement

and learning through online activities to the course curriculum, and improve effectiveness and

efficiencies by reducing lecture time. (John Watson, 2008)

As the teacher, I should look at a new technology and ask how it fits in my learning

objectives not the other way around where new technology is received and then I try to fit it into

class, I have to know how the use of IT match with my objectives in the plan that I have. The use

of technology in and out of the classroom needs to be a proactive practice by educators. It would

be really good to add IT in the methodology that will be used during the Teaching Practice,

because it is necessary to innovate, so the teaching style change and the students will feel more

motivated. There are many different technological sources that can be very helpful to include in

the methodology. For example the use of the Web-quests,

(http://zunal.com/webquest.php?w=219389) it can be really good, with this my students can

see the topics in which I will explain them with the necessary, and the enough information, then I

assign them a task, but of course I have to explain carefully each step in order they understandcorrectly.
http://zunal.com/webquest.php?w=219389http://zunal.com/webquest.php?w=219389


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This can work with both, E-Learning and Blended Learning; one thing that every

teacher knows is that students love social networks, most in the case of young students, so it

would be a great idea to share a class on Facebook

(https://www.facebook.com/myenglishenvironment) or Twitter which are the most common

social sites, there we can interact, with forums, make discussions about a topic, and in this way

they are also improving their communicative skills not only in the oral way, but also practicing

reading and writing. There are also Blogs (http://teachingenglish93.blogspot.com/), where I can

post documents, and then I can make a forum, also there is teaching through Skype, which is one

of the commons as well, when the teacher cannot be at the classroom, I can develop the class in

this way, and it could work very well, if I count with the necessary resources, also I would create

a page in which my students can find what they need to know, anytime they want, not only in

the classroom, but also when they are at home, it would help them to do their assignments.

https://www.facebook.com/myenglishenvironmenthttps://www.facebook.com/myenglishenvironment


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Conclusion:

As conclusion, I personally consider that the Teaching Practice is as important as

working on the reality and it is important to take it seriously, in the same way as it is taken in the

real teaching life. It is also important to note that as it has been said about the Principles, teachers

must work based on them, because based on the principles is like we are going to set clear

objectives to achieve at the end of the course. Concerning teaching methodology, I believe that a

variety of methods, strategies, and techniques makes up the most successful practice, it assists to

maintain the whole attention of the students present in class, it encourages them and offers an

attractive atmosphere and diminishes anxiety, shyness, etc. The Communicative Approach will

allow to the students to learn in a better and interacting way, due to its purpose which is to

develop communicative competences and improve Oral skill. In the end I would like to add the

following fact: not all students share the same desire for studying a foreign language and it is

sometimes a bit too hard for a teacher to teach a class even if he/she is very enthusiastic when

teaching the lesson. As there are many kinds of students and each of them have their own

character and learning rhythms and styles it is not easy to keep everyones attention. Some

students might assimilate the information at once; others cannot do that, though. So that is why as

a teacher I have to commit myself the have a better preparedness for my Teaching Practice.

Bibliography


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Brown H. Douglas. (2000). Teaching by Principles.New York: Pearson Education.

Diane Lanser-Freeman. (2008). Techniques and Principles in language teaching. In D. Lanser-Freeman,Techniques and

Principles in language teaching(pp. 111,112,113). Oxford: Oxfod University Press.

Diane Larsen Freeman. (2008). Techniques and Principles in Language Teaching .Oxford: Oxford University Press.

Elena Taralunga TAMURA. (2006, October 05). Takasaki City University of Economics.Retrieved February 23, 2014,

from The Economic Journal of Takasaki City University of Economics: http://www1.tcue.ac.jp/home1/k-

gakkai/ronsyuu/ronsyuukeisai/48_3/tamura.pdf

John Watson. (2008, february 8). Promising practices in online learning.Retrieved febraury 24, 2014, from North

American Council for Online Learning: http://www.inacol.org/cms/wp-content/uploads/2012/09/NACOL_PP-

BlendedLearning-lr.pdf

JLee Ann Obringer. (2014).A Discovery Company. Retrieved February 24, 2014, from Hoe stuffs works :

http://people.howstuffworks.com/elearning1.htm

MINED. (2008). English Syllabus for High School Education.El salvador: MINED.

Richards J.C. & T.S. Rodgers. (1897).Approaches and Methods in Language Teaching.United Kindom: Cambridge

University press.

RYAN E. DUNMIRE. (2010). THE USE OF INSTRUCTIONAL TECHNOLOGY .Retrieved february 24, 2014, from Literature

Dunmire: http://www.usma.edu/cfe/Literature/Dunmire_10.pdf

Wikipedia, t. f. (2014, february 9). Wikipedia.Retrieved february 22, 2014, from Wikipedia, the free encyclopedia:

http://en.wikipedia.org/wiki/Principle

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