Methods for teaching

 

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 Name:        Mr. / Girgis

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`11 -Methods for teaching.                     By; / Mr. Girgis

 

 

10--Internet-based learning                              By; / Mr. Girgis

 

 

 

9-Mind-mapping in teaching.                             By : /   Mr . Girgis

 

 

 

 

8-Active Learning.                                    By : /   Mr . Girgis

 

 

 

7-Education                                               By :  /   Mr. Girgis 

 

 

 

6-Education System                                   By :  /   Mr. Girgis  

 5-Creativity.                                             By:   /   Mr. / Girgis     

 

 

 

 4-Teaching Approaches                           By :   /  Mr. / Girgis  

 

 

 

3-My Education Blog                                By :   /  Mr. / Girgis 

 

 

 

2-Project-based learning                            By :   /  Mr. / Girgis

 

 

 

 

1-Guest post guidelines                          By : /  Mr. Girgis.  

Methods for teaching

Mr. / Girgis

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.

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 preferred

drills 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.

 

I wait for your comments,

 

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Thanks a lot.

 

Mr. / Girgis.

 

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