Date post: | 10-Mar-2016 |
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TEACHING TECHNIQUES
| Madeline Bolaños, Lilian Morales, Sofía Bone
If we want to manage classrooms effectively, we have to be able to handle a range of variables. These include:
How the classroom space is organized?
How we appear to the students?
How we use our voice?
The way we talk to students and who talks most in the lesson.
What role, if any, there may be for the use of the students’ mother tongue lessons?
Successful classroom management also involves being able to deal with difficult situations.
•Teachers need to consider how close the should be to the students they are working with. Some students are uncomfortable if their teacher stands or sits close to them. For some distance are sign of coldness. Teachers should be concious of how close they are to their students.
Proximity
•It's a general way in which teachers sit or stand in classroom. All the positions teachers take sitting on the edge of tables, tanding behind a lectern, sit on the floor, standing on raised dais, etc make strong statements about the kind of person the teacher is.
Appropiacy
•Most successful teachers move around the classroom to some extent. That way retain their students' or work more closely with smaller groups. How much we move around in the classroom will depend on our personal style.
Movement
•Be aware of what students are doing, and, where possible, how they are feeling. This means watching and listening just as carefully as teaching. Awareness means assesing what students have said and responding appropiately. We need to be as conscious as possible of what is going on in the students' heads.
Awareness
Audibility: Teachers most be sure that the students as te
back of the class can hear tem just as well as those at the
front. Good voice projection is more important than volume.
Variety: It is important for
teachers to vary the quality of their
voices and the volume they speak
at.
Conservation: It is important that they breathe correctly so that they don't strain
their larynxes. Breathing properly
means being relaxed.
Rough -tune language skill that teacher and
parents have in common. Rough-tuning is the simplification of language which both parents and teacher
make in order to increase the chances of their being understood.
Teacher need to be aware of three thing. Firstly they should consider the kind of language that students are
likely to understand. Secondly they nedd to
think about what they wish to say to the students and
how best to do it.
And thirdly, they need to consider the manner in
which they will speak (in terms of intonation, tone
of voice, etc).
Newer teachers need to pay attention to their students' comprenhension and use it as the yardstick by which to measure their own speaking
stule in the classroom.
Gesture, expressions and mime should become a natural adjunct to the
language we use, especially with students at
lower levels.
Giving instructions
The best activity in the world is give instructions if the students don’t understand what
it is they supposed to do. the teacher have to repeat again
When the teachers give instructions it is important for them to check that the students
have understood what they are being asked to do.
Giving Instructions
First, (you)
Then, (you)
Next, (you) .
Lastly, (you)
1. The teacher provides feedback, correction, and
possible guidance.
2. The teacher presents
information or gives
instructions.
3. Demonstrates activities.
The students need to practice, not the teacher. Is appropriate the students ask, write,
read, talk about the topic at that time being taught, for the student to practice more.
It's best to consider talk time in the following percentages. Students should speak for
70% of the lesson. Teachers should speak for 30% of the time. Of course, some lessons
may require longer explanations on the part of the teacher.
Student talk and teacher talk
Using the L1
the first thing to remember is that especially at beginner levels, the students are going
to translate, because the instructions can be in the mother tongue because is the natural
process , while the students adapt a the l2, however using the grammar translation
method can be used in this case. and taking the vocabulary, grammar, and
pronunciation is easier student is able to express themselves without having to speak in
their L1.
It has often been said that you should use English when possible and L1 when necessary.