strategies for effecitve english teaching auto saved]

8/3/2019 Strategies for Effecitve English Teaching Auto Saved]

1/26

Prepared by

Training Department


2/26

1


3/26

Module 1- Session 1 What is good teaching?

2


4/26

The general image for many people that good teaching means that

the teacher stands at the front of the class teaching and thestudents sit in rows listening.

...............................................................................................................

...............................................................................................................

............................................................................................................... This teaching style is often based on the assumption that the

teacher is the Knower and has the task of passing over this

knowledge to the students.

...............................................................................................................

...............................................................................................................

...............................................................................................................

3


5/26

1- Doing something

2- Recalling what happened3- Reflecting on that

4- Drawing conclusions

5- And using those conclusions to inform and preparefor future practical experience.

4


6/26

is a mnemonic device for remembering five of the

major characteristics of the effective and good teaching as

identified by the research of Bellon and Butefish, 2009 . the

most effective teaching consciously and consistently should

have the following:

5


7/26

Provide to students.

For whatever task has been assigned to students, effective

teaching provides feedback.

F

6


8/26

- if they are doing what is expected of them.

- how they are doing.- that the teacher is aware of their performance.

7


9/26

E

8


10/26

I

9


11/26

.

G

10


12/26

O

11


13/26

Learning is not simply a one-dimension intellectual activity, but

involves the whole persons.

12


14/26

13


15/26


16/26

An Involver:

This teacher also knows the subject matter that is being

dealt with. However S/he is also familiar with teaching

methodology; S/he is able to use. This kind of teacher is trying

to involve the students actively and puts a great deal of effortinto finding appropriate and interesting activities that will do

this. While still retaining clear control over the classroom and

what happens in it.

15


17/26

An Enabler:

As the teaching, learning process is about working with other

human beings. This kind of teacher knows about subject matter and

about methodology and S./he has an awareness of how individuals

and groups are thinking and feeling within her / his class. S./ He

actively responds to this in her / his planning and working methods

and in building effective working relationships and a good classroom

atmosphere. Her / His own personality and attitude are on activeencouragement of learning.

This kind of teacher is confident enough to share control with the

learners, or to hand it over entirely to them. Decisions made in her /

his classroom may often be shared or negotiated. In many cases S./

he takes her / his lead from the students, seeing her/ himself as

someone whose job is to create the conditions that enable the

students to learn for themselves. Sometimes this will involve her /

him in less traditional teaching, S./ he may become a guide or a

counselor or a resource of information when needed. 16


18/26

Carl Rogers, an American psychologist, suggested that there are three

core teacher characteristics that help to create an effective learning

environment.

These are:

Respect ( a positive and nonjudgmental regard for another person)

Empathy (being able to see things from the other persons perspective, as

if looking through their eyes)

Authenticity ( being oneself without hiding behind job titles. Roles or

masks)

17


19/26

18


20/26

What other characteristics should an effective English teacher have?

He should be:-

Controller:.

.

Organizer:

.

.

Assessor:

.

.

Prompter:

.

.

Resource:

.

.

Tutor:

.

. 19


21/26

- Controller:

When teachers act as controllers, they are in charge of the class and of

the activity taking place in a way that is substantially different from a

situation where students are working on their own in groups. Controllers

take the role, tell students things to do, organize drills, read aloud, and in

various other ways exemplify the qualities of a teacherfronted in theclassroom

20


22/26

One of the most important roles that effective English teacher has to

perform is that of organizing students to do various activities . This ofteninvolves giving the students information, telling them how they are going to

do the activity, putting them into groups or pairs and finally closing things

down where its time to stop. However, we have to remember that the first

thing we need to do when organizing something is to get students involved

and ready. In most cases this means making it clear that something new isgoing to happen and that the activity will be enjoyable or interesting or

good for you.

The role of the organizer is to:

~ engage instruct (demonstrate)

~ initiate organize feedback

21


23/26

One of the things that students expect from their English teachers is an

indication of whether or not they are getting their English right. This is

where we have to act as an assessor, offering feedback and correction andgrading students in various ways.

About being assessors, we can talk about some important points:-

- Students should know how and for what they are being assessed.

We should tell them what we are looking for and what success looks like, sothat they can measure themselves against this.

We can say for example that in todays piece of writing, Ill be looking

especially at punctuation or in this communication activity Im more

interested in your fluency than your accuracy.

Another critical issue is the one of fairness. When students are criticized

or score poor grades, then they find that other students have suffered less

criticism for an equally good or bad performance, they tend to be externally

unhappy. In general, students should be fairly judged.

22


24/26

Sometimes, when students are involved in a roleplay activity, for example,

they lose the thread of what is going on, or they are lost for words (i.e. they

may still have the thread but unable to proceed productivity for lack of

vocabulary).

What should you do?

Hold back and let them work things out for themselves or, instead nudge

them forward in a supportive way. If we opt for the latter, we are adoptingsome kind of (a promoting role).

23


25/26

Students might ask how to say or write something or what a word or

phrase means. They might want to know information in the middle of an

activity or they might want information about where to look for something, abook or a website for example. This is where we can be one of the most

important resources- We teachers are supposed to be helpful and available,

but at this same time we have to resist the argue to spoon-feed our students

that they become over-reliant on us.

24


26/26

When students are working on longer projects, such as pieces of writing

preparations for a talk or dealing with an exercise in small groups, we can

act as a tutor, working with individuals or small groups, pointing them in

directions they have not yet thought of taking. In such situations we arecombining the roles of prompter and resource, acting as a tutor.

25

strategies for effecitve english teaching auto saved]

Documents