resource:
2008 TESOL Panel: Teaching Grammar in Today's Classroom—Introduction: Why Teach Grammar?
Tuesday, 5 December 2017
TESL 110 unit 2
The video discussion on creating an interlanguage really stood out to me. To me this is the reason for teaching and learning other languages, the ability to be understood. Being able to have meaningful communication in another language is the standard we all hope to reach. As Betty Azar discusses, vocabulary is the most important, but there is a place for grammar. Native language speaking is not important in todays multicultural society. It is all about fluency and accuracy, this will let students be able to be understood. The discussion that immersion will result in accuracy was also riveting. Her example of the student who was in college and still wrote relatively poorly was shocking. The fact that they had been in the USA for ten years and still wrote that way was crazy. Really showed me that there needs to be a focus on grammar.
resource:
2008 TESOL Panel: Teaching Grammar in Today's Classroom—Introduction: Why Teach Grammar?
resource:
2008 TESOL Panel: Teaching Grammar in Today's Classroom—Introduction: Why Teach Grammar?
Sunday, 3 December 2017
TESL 110 unit 1
I found the quiz in this unit to be very eye-opening. It brought to my attention that we use grammar everyday but don't even realize how we are using it and if we are using it properly. I found some of the questions were hard and unfamiliar so how could I teach them. I would definitely have to brush up on a lot of my grammar rules in order to feel confident teaching grammar to students. I felt after this unit that grammar would be quite the undertaking and a long time learning process. I know of many people who are born here that have very disappointing grammar. It is a big subject and requires a lot of attention and foundations. It seems to be me that when grammar becomes more natural to students that their language capabilities would improve significantly. Making the teaching of grammar a very important subject.
Thursday, 30 November 2017
TESL 130 unit 4
I found the different ideas of metacognition really useful and insightful, being able to teach students with promoting metacognition such as:
activating what students already know
asking for "the muddiest point"
providing students with opportunities for reflection
students asking themselves questions as they read vs previewing the reading
making predictions (what will happen next, what I will hear next in the lecture, what occurs next in the story)
teacher adding prompts during a task (in class or in comments on paper, for example) to make students think
thinking ahead to the next stage (what will I have to know next)
modelling metacognitive strategies.
record what they think they will learn in the course
reflect on their learning, as it occurs after each unit
use a checklist to track what they have learned/haven't learned
write a reflective essay at the end of a course to identify how far they have come and what they have accomplished
Showing the students many different metacognitive strategies such as;
The realization that getting students to achieve self-autonomy through their preferred learning style isn't always the way to go was another good point for me. That I have to guide students and offer them different ways of doing it is the best approach.
TESL 130 unit 3
This unit really showed me a lot about how much I predict what I will read. Using predictions based on title, images, content, figuring out a purpose for the reading, determining who wrote the text, why, and where it is written. Realizing how much of this I need to convey to students and how much they themselves will be using these same strategies when they are reading was such an eye-opener. Teaching students to use strategies such as:
using graphic organizers
looking for discourse markers
highlighting key words;
skimming
scanning
making predictions
reading for speed
re-reading
looking for context clues
think-aloud
text annotation.
My activity is based on the activity I did on food labels.
1) look at a food label and write on a white board each of the nutrients in a column on the board
2) under each nutrient ask the class if each is considered good or bad and write responses.
3) ask the class if they know any other words to describe each nutrient. i.e. sodium is salt, calorie is energy or any other examples.
This will give the students chances to get a better understanding of what other the nutrients are and how to determine which is good or bad when reading a label.
References:
will all be useful for students to know in order for them to be successful in the classroom.
My activity is based on the activity I did on food labels.
1) look at a food label and write on a white board each of the nutrients in a column on the board
2) under each nutrient ask the class if each is considered good or bad and write responses.
3) ask the class if they know any other words to describe each nutrient. i.e. sodium is salt, calorie is energy or any other examples.
This will give the students chances to get a better understanding of what other the nutrients are and how to determine which is good or bad when reading a label.
Brown, D. & Lee, H. (2015). Teaching by principles: An interactive approach to language pedagogy (Rev. 4th Ed.). Upper Saddle River: Pearson Education.
Saturday, 25 November 2017
TESL 130 unit 2
I found the website ( https://readable.io/text/ ) incredibly useful. To be able to measure so many options in a text is an incredible resource. It will prove to be a very useful asset in the future when looking to assign readings and being able to identify some possible problems that you'll run into when you get to that particular text will help me to get ahead of the problem.
When adapting the text in the exercise I find it actually quite difficult to just adapt it. There are always so many factors to consider in your classroom that to say that by doing this or that to a text has suddenly made it perfect for LINC level 4 mature students is not feasible. I could change some of the words and make them simpler. I could eliminate slang words and replace them with more common words. These could help make it more understandable, but the authenticity of the text might become ruined. Also different copyright laws can apply. I may or may not be able to make changes to the text if I'm able to use it all.
I found the screencasting technology unusable on my laptop. I witnessed other peoples castings and can see the usefulness of such technology. Though we are taught in this course that when using technology that you should be prepared for problems occurring. This particular technology was just not working properly for me to use. I spent far too much time trying to get it to work. In the future I would like to access and use this technology as the ability to teach with it would be worth the effort of figuring it out.
reference:
Teaching by principles: An interactive approach to language
When adapting the text in the exercise I find it actually quite difficult to just adapt it. There are always so many factors to consider in your classroom that to say that by doing this or that to a text has suddenly made it perfect for LINC level 4 mature students is not feasible. I could change some of the words and make them simpler. I could eliminate slang words and replace them with more common words. These could help make it more understandable, but the authenticity of the text might become ruined. Also different copyright laws can apply. I may or may not be able to make changes to the text if I'm able to use it all.
I found the screencasting technology unusable on my laptop. I witnessed other peoples castings and can see the usefulness of such technology. Though we are taught in this course that when using technology that you should be prepared for problems occurring. This particular technology was just not working properly for me to use. I spent far too much time trying to get it to work. In the future I would like to access and use this technology as the ability to teach with it would be worth the effort of figuring it out.
reference:
Teaching by principles: An interactive approach to language
pedagogy. Upper Saddle River: Pearson.(Brown, D. & Lee, H. (2015)
TESL 130 unit 1
In the, McCullough, G. What 80% Comprehension Feels Like (2016). It made me realize that only partial comprehension is very hard to deal with. It was frustrating not fully understanding what was being said. I found myself trying to use the whole sentence to figure out the word.
I realized that reading becomes a task taken for granted. When learning a new language there is so much more to reading than just recognizing words and what they mean. To be able to fully understand what is being said there is so much more required. The research on reading was especially useful. The bottom-up and top-down processing was interesting. Realizing how we process a reading is infinitely useful. We don't realize what we are thinking when we are reading, just that it happens. Using schema theory and background knowledge helps us to decide what to hold on to and what to let go in our head. For extensive reading I found it surprising they suggest using longer texts. The fact that research suggests that giving a longer text will lead to the learner becoming more proficient with reading ability, linguistic competence, vocabulary, spelling and writing was interesting. The focus on vocabulary seems quite obvious and justified, how can you know what you are reading if you can't understand any of the words. I could not imagine the difficulty involved with teaching an L2 to an L1 who is not literate in their own L1.
The characteristics of written language was very interesting, reminding me that there is so much more to reading than looking at the page and understanding. Understanding the permanence of the written word and the ability to look back at the text reminds me of how I will reread a sentence when I am not sure of a word or what the text is trying to tell me. the processing time required reminds me of school when I would be ahead of the class in reading and the struggles some students faced when it took them longer to read a text. Giving enough time for all the students to read and process feels important to me. If you are rushed you tend to not fully grasp what it is you are reading and miss important information. Another good point for me was the interpretation a reader makes on a text. When not speaking to the author you can not ask them what they meant when they wrote it. The only clues we have to what was meant are graphemes. We only have so much to go on. The increase in variety in lexical items is also a big dilemma that L2 readers will find. I can think of many texts I've written where the words chosen seem to be more complex than necessary and would not be used in everyday speaking.
reference:
Teaching by principles: An interactive approach to language
I realized that reading becomes a task taken for granted. When learning a new language there is so much more to reading than just recognizing words and what they mean. To be able to fully understand what is being said there is so much more required. The research on reading was especially useful. The bottom-up and top-down processing was interesting. Realizing how we process a reading is infinitely useful. We don't realize what we are thinking when we are reading, just that it happens. Using schema theory and background knowledge helps us to decide what to hold on to and what to let go in our head. For extensive reading I found it surprising they suggest using longer texts. The fact that research suggests that giving a longer text will lead to the learner becoming more proficient with reading ability, linguistic competence, vocabulary, spelling and writing was interesting. The focus on vocabulary seems quite obvious and justified, how can you know what you are reading if you can't understand any of the words. I could not imagine the difficulty involved with teaching an L2 to an L1 who is not literate in their own L1.
The characteristics of written language was very interesting, reminding me that there is so much more to reading than looking at the page and understanding. Understanding the permanence of the written word and the ability to look back at the text reminds me of how I will reread a sentence when I am not sure of a word or what the text is trying to tell me. the processing time required reminds me of school when I would be ahead of the class in reading and the struggles some students faced when it took them longer to read a text. Giving enough time for all the students to read and process feels important to me. If you are rushed you tend to not fully grasp what it is you are reading and miss important information. Another good point for me was the interpretation a reader makes on a text. When not speaking to the author you can not ask them what they meant when they wrote it. The only clues we have to what was meant are graphemes. We only have so much to go on. The increase in variety in lexical items is also a big dilemma that L2 readers will find. I can think of many texts I've written where the words chosen seem to be more complex than necessary and would not be used in everyday speaking.
reference:
Teaching by principles: An interactive approach to language
pedagogy. Upper Saddle River: Pearson.(Brown, D. & Lee, H. (2015)
Saturday, 18 November 2017
unit 10
Developmental process of teacher learning;
skill learning - teacher develops basic skills such as lesson design, classroom management, performance assessment
cognitive process - teachers formulate assumptions about SLA that stem from their background, experience, and knowledge.
Personal construction - through an ongoing reorganization and reconstruction, teachers actively construct a knowledge as new learning and experiences form a personal framework.
Reflective practice - teachers critically examine and reflect on their own teaching experiences, leading to improvement and further development.
Peak performers - believe in yourself, set realistic goals, set priorities, take calculated risks, reduce and mange stress factors
characteristics of effective language teachers - competent preparation and knowledge of L2 pedagogical principles, experience in teaching and ability to reflect, a love of language, critical thinking ability, willingness to take pedagogical risks in class, readiness to go the extra mile, cultural adaptability and openness to change, interpersonal communication skills, excitement to engage in professional development, a feeling of being energized as a teacher.
Classroom based action research - convert your ideas into specific questions, operationally define the elements of your question, determine how you will answer your question, interpret your results appropriately.
Teacher collaboration, learning from each other - peer coaching, team teaching, collaborative curriculum development and revision, presenting at a professional conference, joining a professional association of teachers, informal local teacher support groups,
Further avenues of professional development - reflective teaching journals, teaching portfolios, professional reading on your own, writing for publication,.
multiple roles of a language teacher - language specialist, craftsperson, artist, intellectual, researcher, learner, transformative reflectivist.
Guidelines for teaching with social responsibility - keeping an open mind, respect, morality and ethics.
moral dilemmas and moral imperatives - cultural biased of communicative approaches, disempowerment, balancing prospective, maintaining neutrality.
reference:
Teaching by principles: An interactive approach to language
skill learning - teacher develops basic skills such as lesson design, classroom management, performance assessment
cognitive process - teachers formulate assumptions about SLA that stem from their background, experience, and knowledge.
Personal construction - through an ongoing reorganization and reconstruction, teachers actively construct a knowledge as new learning and experiences form a personal framework.
Reflective practice - teachers critically examine and reflect on their own teaching experiences, leading to improvement and further development.
Peak performers - believe in yourself, set realistic goals, set priorities, take calculated risks, reduce and mange stress factors
characteristics of effective language teachers - competent preparation and knowledge of L2 pedagogical principles, experience in teaching and ability to reflect, a love of language, critical thinking ability, willingness to take pedagogical risks in class, readiness to go the extra mile, cultural adaptability and openness to change, interpersonal communication skills, excitement to engage in professional development, a feeling of being energized as a teacher.
Classroom based action research - convert your ideas into specific questions, operationally define the elements of your question, determine how you will answer your question, interpret your results appropriately.
Teacher collaboration, learning from each other - peer coaching, team teaching, collaborative curriculum development and revision, presenting at a professional conference, joining a professional association of teachers, informal local teacher support groups,
Further avenues of professional development - reflective teaching journals, teaching portfolios, professional reading on your own, writing for publication,.
multiple roles of a language teacher - language specialist, craftsperson, artist, intellectual, researcher, learner, transformative reflectivist.
Guidelines for teaching with social responsibility - keeping an open mind, respect, morality and ethics.
moral dilemmas and moral imperatives - cultural biased of communicative approaches, disempowerment, balancing prospective, maintaining neutrality.
reference:
Teaching by principles: An interactive approach to language
pedagogy. Upper Saddle River: Pearson.(Brown, D. & Lee, H. (2015)
unit 9
Curriculum - the selection and structure of goals, content, sequence, procedure and assessment or a program or course. can refer to one or more then one course
Program - a broad term describing a collection of classes or courses offered within a single institution, sometimes leading to a certificate or degree.
Syllabus - The planned structure of a single course that outlines the specific goals, requirements, reading, assessments and selected assignments across the length of the course.
Course - A time-limited educational experience, usually created out in regular meetings with a limited number of students.
Situational Analysis - analysis of the setting, the audience and the needs of the student, contains the educational setting, class characteristics, faculty characteristics, governance of course content, assessment and evaluation requirements.
Needs analysis - important precursor to designing the goals of a course. objective needs are those that can be easily measured subjective needs are the needs of as seen by the learners themselves.
Problematizing - is the careful consideration of the potentially large number of things that can go wrong with one's best laid plans for the course.
Specifying goals - goals are rather broadly based aims and purposes in an educational context and are associated with whole programs, courses within a course.
Objectives - refer to aims and purposes within the narrow context of a lesson or an activity within a lesson. they are specific statements that describe particular knowledge, behaviour or skills.
Conceptualizing a course syllabus - a communicative syllabus should consist of; goals for the course , suggested objectives for units, sequential list of functions, sequential list of grammatical, lexical and phonological forms to be taught, a list of skills, matched references throughout to textbook units, possible suggestions of assessment initiatives.
Assessment - assessment of students attainment of objectives and lessons and units, and of the goals of the curriculum
Couse revision - consider the following for revising , the need for change, determine the extent of change, engage in realistic change, follow your own principled teaching.
Technology in language learning and teaching - many teachers and students carry out their work with the help of technology, often referred to as CALL (computer assisted language learning) principles for using technology in the L2 classroom, acknowledge the fact that the boundaries between learning and playing are blurring, promote active and collaborative learning activities using technology, provide scaffolding when needed for successful task completion, keep paragraphs short and concise and use bulleted lists for outline reading texts, be aware of the challenge of maintaining up-to-date information.
Classroom applications for reading and writing - email, e-book readers and e-reserves, wikis and blogs, social networking.
Applications for listening and speaking - video clips and audio podcasts, audio and video conferencing, portable interactive devices with a video camera
Applications for grammar and vocabulary - online grammar exercises, corpus and concordance, mobile devices.
reference:
Teaching by principles: An interactive approach to language
Program - a broad term describing a collection of classes or courses offered within a single institution, sometimes leading to a certificate or degree.
Syllabus - The planned structure of a single course that outlines the specific goals, requirements, reading, assessments and selected assignments across the length of the course.
Course - A time-limited educational experience, usually created out in regular meetings with a limited number of students.
Situational Analysis - analysis of the setting, the audience and the needs of the student, contains the educational setting, class characteristics, faculty characteristics, governance of course content, assessment and evaluation requirements.
Needs analysis - important precursor to designing the goals of a course. objective needs are those that can be easily measured subjective needs are the needs of as seen by the learners themselves.
Problematizing - is the careful consideration of the potentially large number of things that can go wrong with one's best laid plans for the course.
Specifying goals - goals are rather broadly based aims and purposes in an educational context and are associated with whole programs, courses within a course.
Objectives - refer to aims and purposes within the narrow context of a lesson or an activity within a lesson. they are specific statements that describe particular knowledge, behaviour or skills.
Conceptualizing a course syllabus - a communicative syllabus should consist of; goals for the course , suggested objectives for units, sequential list of functions, sequential list of grammatical, lexical and phonological forms to be taught, a list of skills, matched references throughout to textbook units, possible suggestions of assessment initiatives.
Assessment - assessment of students attainment of objectives and lessons and units, and of the goals of the curriculum
Couse revision - consider the following for revising , the need for change, determine the extent of change, engage in realistic change, follow your own principled teaching.
Technology in language learning and teaching - many teachers and students carry out their work with the help of technology, often referred to as CALL (computer assisted language learning) principles for using technology in the L2 classroom, acknowledge the fact that the boundaries between learning and playing are blurring, promote active and collaborative learning activities using technology, provide scaffolding when needed for successful task completion, keep paragraphs short and concise and use bulleted lists for outline reading texts, be aware of the challenge of maintaining up-to-date information.
Classroom applications for reading and writing - email, e-book readers and e-reserves, wikis and blogs, social networking.
Applications for listening and speaking - video clips and audio podcasts, audio and video conferencing, portable interactive devices with a video camera
Applications for grammar and vocabulary - online grammar exercises, corpus and concordance, mobile devices.
reference:
Teaching by principles: An interactive approach to language
pedagogy. Upper Saddle River: Pearson.(Brown, D. & Lee, H. (2015)
Wednesday, 15 November 2017
unit 8
Test - a method of measuring a persons ability or knowledge in a given domain.
assessment - an ongoing process that encompasses a much wider domain.
informal assessment - incidental, unplanned comments and responses from "coaching" your students and giving feedback
formal assessment - includes exercises or procedures specifically designed to tap into a storehouse of skills and knowledge.
Principles of language assessment;
practicality - a test should be written within means of financial limitations, time constraints, ease of administration and scoring and interpretation. norm-referenced tests the score is interpreted in relation to mean, median, standard deviation, and/or percentile rank. purpose is to place test-takers along a mathematical continuum in rank order. criterion-referenced tests are designed to give test-takers feedback on specific course or lesson objectives.
Reliability - test must be consistent and dependable. sources of unreliability can be the test itself, the administration of the test, the test taker, the scoring of the test.
Validity - the degree with which a test actually measures what it is intended to measure. can only be measured by observation and theoretical justification. content validity can be determined by observing if you can clearly define the achievement you are measuring. face validity is that the test appears to the student to test what it was designed for. construct validity is that the test taps into the theoretical construct as it is defined. authenticity is the degree of correspondence of the characteristics of a given language test task to the features of a target language task.
Washback - comment generously and specifically on test performance to students. provide information as to what they have done wrong to understand the feedback.
Kinds of tests;
Proficiency tests - a test aimed at tapping global competency in a language. types of tests include standardized multiple choice items on grammar, vocabulary, reading comprehension, aural comprehension and sometimes a sample of writing.
Diagnostic tests - designed to diagnose a particular aspect of a language. tests offer checklists of features for the administrator
Placement tests - purpose is to place the student into an appropriate level of section of a language curriculum or school. includes a sampling of material to be covered in the curriculum.
Achievement tests - related directly to classroom lessons, units or even a total curriculum. limited to particular material covered in a curriculum within a particular time frame.
Aptitude tests - a test given to a person prior to any exposure to the second language, a test that predicts a persons future success.
Practical steps to test construction - test towards clear, unambiguous objectives, from your objective draw up test specifications, draft your test, pilot the test in a trial run, revise your test, finalize your test, utilize feedback after administering the test, provide ample washback.
Transforming and adapting existing tests - facilitate strategic options for test-takers, establish face validity, design authentic tasks, distinguish between summative and formative assessment, work for beneficial washback.
Alternatives in assessment;
portfolios - a purposeful collection of students work that demonstrates to students and others their efforts, progress and achievements in given areas.
journals - specify to students what the purpose of the journal is, give clear directions, give guidelines on length of entries and other formal expectations, includes self-reflection, self-assessment language learning logs and responses to readings.
conferences - through conferences a teacher can assume the role of facilitator and guide. is a dialogue that is not to be graded. are formative not summative
observations - the ability to observe students as they perform. things to look for include interaction with classmates, frequency of student-initiated response, quality of teacher-elicited responses and evidence of listening
reference:
Teaching by principles: An interactive approach to language
assessment - an ongoing process that encompasses a much wider domain.
informal assessment - incidental, unplanned comments and responses from "coaching" your students and giving feedback
formal assessment - includes exercises or procedures specifically designed to tap into a storehouse of skills and knowledge.
Principles of language assessment;
practicality - a test should be written within means of financial limitations, time constraints, ease of administration and scoring and interpretation. norm-referenced tests the score is interpreted in relation to mean, median, standard deviation, and/or percentile rank. purpose is to place test-takers along a mathematical continuum in rank order. criterion-referenced tests are designed to give test-takers feedback on specific course or lesson objectives.
Reliability - test must be consistent and dependable. sources of unreliability can be the test itself, the administration of the test, the test taker, the scoring of the test.
Validity - the degree with which a test actually measures what it is intended to measure. can only be measured by observation and theoretical justification. content validity can be determined by observing if you can clearly define the achievement you are measuring. face validity is that the test appears to the student to test what it was designed for. construct validity is that the test taps into the theoretical construct as it is defined. authenticity is the degree of correspondence of the characteristics of a given language test task to the features of a target language task.
Washback - comment generously and specifically on test performance to students. provide information as to what they have done wrong to understand the feedback.
Kinds of tests;
Proficiency tests - a test aimed at tapping global competency in a language. types of tests include standardized multiple choice items on grammar, vocabulary, reading comprehension, aural comprehension and sometimes a sample of writing.
Diagnostic tests - designed to diagnose a particular aspect of a language. tests offer checklists of features for the administrator
Placement tests - purpose is to place the student into an appropriate level of section of a language curriculum or school. includes a sampling of material to be covered in the curriculum.
Achievement tests - related directly to classroom lessons, units or even a total curriculum. limited to particular material covered in a curriculum within a particular time frame.
Aptitude tests - a test given to a person prior to any exposure to the second language, a test that predicts a persons future success.
Practical steps to test construction - test towards clear, unambiguous objectives, from your objective draw up test specifications, draft your test, pilot the test in a trial run, revise your test, finalize your test, utilize feedback after administering the test, provide ample washback.
Transforming and adapting existing tests - facilitate strategic options for test-takers, establish face validity, design authentic tasks, distinguish between summative and formative assessment, work for beneficial washback.
Alternatives in assessment;
portfolios - a purposeful collection of students work that demonstrates to students and others their efforts, progress and achievements in given areas.
journals - specify to students what the purpose of the journal is, give clear directions, give guidelines on length of entries and other formal expectations, includes self-reflection, self-assessment language learning logs and responses to readings.
conferences - through conferences a teacher can assume the role of facilitator and guide. is a dialogue that is not to be graded. are formative not summative
observations - the ability to observe students as they perform. things to look for include interaction with classmates, frequency of student-initiated response, quality of teacher-elicited responses and evidence of listening
reference:
Teaching by principles: An interactive approach to language
pedagogy. Upper Saddle River: Pearson.(Brown, D. & Lee, H. (2015)
Monday, 13 November 2017
unit 7
interactive principles - interaction is the collaborative exchange of thoughts, feelings, or ideas between two or more people.
Interactive teachers - one who is fully aware of the group dynamics of the classroom.
Teacher as director - teacher acts like a conductor of orchestra or director of drama. as students engage in rehearsed or spontaneous language teacher leads process so its smooth.
Teacher as controller - in charge of every moment of a lesson while still inspiring spontaneity.
Teacher as manager - one who plans lesson and structures longer segments of class time, but allows each individual to be creative.
Teacher as facilitator - teacher steps away from manager and director role and allows students, with guidance, to find own path to success.
teacher as resource - teacher available for advice and counsel but initiative comes from student.
advantages of group work - generates interactive language , offers an embracing affective climate, promotes learner responsibility and autonomy, step toward individualizing instruction
Group work techniques - games, role-play simulation, drama, projects, interview, brainstorming, information gap, jigsaw, problem solving and decision making, opinion exchange.
Planning and initiating group work tasks:
introduce the technique, justify the use of small groups for the technique, give explicit detailed instructions, divide the class into groups, check for clarification, set the task in motion.
Guidelines for classroom management - establish clear teacher and student roles, articulate unambiguous goals and objectives, be flexible, allow students some choice in activities and exercises, take a personal interest in students, be fair to all students. exhibit enthusiasm and a positive attitude yourself, challenge students of both higher and lower levels of ability.
Physical environment of classroom:
Sight, sound and comfort - maintain a classroom that is neat, tidy and orderly, erase board before each class, arrange chairs (semi circle, full circle) use bulletin boards to add visual stimuli to interest students, try for optimal acoustics, ensure efficient operation of heating/cooling systems.
Your voice and body language - let body posture exude confidence, face should reflect optimism, brightness and warmth. use facial and hand gestures to enhance meanings, make frequent eye contact with students, do not "bury" yourself in paper work or lesson plans, move around, dress culturally appropriate to where you are teaching.
Creating a positive classroom climate - establish rapport with students, show interest in each student as a person, give feedback on each persons progress, laugh with them, work with them
Balance praise and criticism - too much praise becomes ineffective and too much criticism demotivates.
generate energy, interaction and collaboration to engage students.
reference:
Teaching by principles: An interactive approach to language
Interactive teachers - one who is fully aware of the group dynamics of the classroom.
Teacher as director - teacher acts like a conductor of orchestra or director of drama. as students engage in rehearsed or spontaneous language teacher leads process so its smooth.
Teacher as controller - in charge of every moment of a lesson while still inspiring spontaneity.
Teacher as manager - one who plans lesson and structures longer segments of class time, but allows each individual to be creative.
Teacher as facilitator - teacher steps away from manager and director role and allows students, with guidance, to find own path to success.
teacher as resource - teacher available for advice and counsel but initiative comes from student.
advantages of group work - generates interactive language , offers an embracing affective climate, promotes learner responsibility and autonomy, step toward individualizing instruction
Group work techniques - games, role-play simulation, drama, projects, interview, brainstorming, information gap, jigsaw, problem solving and decision making, opinion exchange.
Planning and initiating group work tasks:
introduce the technique, justify the use of small groups for the technique, give explicit detailed instructions, divide the class into groups, check for clarification, set the task in motion.
Guidelines for classroom management - establish clear teacher and student roles, articulate unambiguous goals and objectives, be flexible, allow students some choice in activities and exercises, take a personal interest in students, be fair to all students. exhibit enthusiasm and a positive attitude yourself, challenge students of both higher and lower levels of ability.
Physical environment of classroom:
Sight, sound and comfort - maintain a classroom that is neat, tidy and orderly, erase board before each class, arrange chairs (semi circle, full circle) use bulletin boards to add visual stimuli to interest students, try for optimal acoustics, ensure efficient operation of heating/cooling systems.
Your voice and body language - let body posture exude confidence, face should reflect optimism, brightness and warmth. use facial and hand gestures to enhance meanings, make frequent eye contact with students, do not "bury" yourself in paper work or lesson plans, move around, dress culturally appropriate to where you are teaching.
Creating a positive classroom climate - establish rapport with students, show interest in each student as a person, give feedback on each persons progress, laugh with them, work with them
Balance praise and criticism - too much praise becomes ineffective and too much criticism demotivates.
generate energy, interaction and collaboration to engage students.
reference:
Teaching by principles: An interactive approach to language
pedagogy. Upper Saddle River: Pearson.(Brown, D. & Lee, H. (2015)
Unit 6
lesson plan frameworks - your own general philosophy of education, principles of L2 learning, stages before and after lesson and how it fits in the assigned curriculum.
Format of a lesson;
goal - lesson should address in some way the overall goal of the curriculum.
objective - what will students do or perform
terminal objective - give instructions and commands using imperatives, use imperatives in a socially appropriate manner.
enabling objectives - practice imperatives through an information gap activity, categorize giving imperative commands in terms of appropriateness, practice giving appropriate commands using imperatives through a situational activity, enabling objectives lead to terminal objectives.
materials and equipment - good planning involves knowing everything you need to take with you or arrange to have in your classroom.
procedure - plans should include opening statement or activity as warm-up and ascertaining appropriate background knowledge, set of activities and techniques in which appropriate timing has been considered. closure, a brief winding down time so it doesn't end abruptly.
assessment - informal assessment or quiz/test determine how effective your lesson has been.
extra-class work - essentially homework or learning they can do after class and must be clearly communicated.
categorizing techniques :
manipulation - communication continuum - manipulation technique is controlled by teacher and the outcome is predictable (choral repetition, dictation)
communicative - students responses are open ended and unpredictable (story telling, brainstorming)
Controlled versus open ended techniques
controlled - the teacher restricts communication, elicits an intended response, emphasises forms/structure
open ended - students are free improvise, responses are spontaneous, focus in meaning/communication.
mechanical, meaningful and communicative techniques
mechanical drills - focus on a minimal number of language forms through repetition. mechanical drills have only one correct response from a student and have no implied connection with reality, meaningful drills can add some reality.
textbook adaptation - make sure the textbook is appropriately geared for your particular students ability, their level and goals. textbook selection is complex if provided the opportunity to choose it, chart in Teaching by principle (p233)
other classroom aids and materials - teacher resource books, other student textbooks, Realia (objects, food items, tools, clothing) digital media, self-made paper based visual aids, commercially available visual aids.
reference:
Teaching by principles: An interactive approach to language
Format of a lesson;
goal - lesson should address in some way the overall goal of the curriculum.
objective - what will students do or perform
terminal objective - give instructions and commands using imperatives, use imperatives in a socially appropriate manner.
enabling objectives - practice imperatives through an information gap activity, categorize giving imperative commands in terms of appropriateness, practice giving appropriate commands using imperatives through a situational activity, enabling objectives lead to terminal objectives.
materials and equipment - good planning involves knowing everything you need to take with you or arrange to have in your classroom.
procedure - plans should include opening statement or activity as warm-up and ascertaining appropriate background knowledge, set of activities and techniques in which appropriate timing has been considered. closure, a brief winding down time so it doesn't end abruptly.
assessment - informal assessment or quiz/test determine how effective your lesson has been.
extra-class work - essentially homework or learning they can do after class and must be clearly communicated.
categorizing techniques :
manipulation - communication continuum - manipulation technique is controlled by teacher and the outcome is predictable (choral repetition, dictation)
communicative - students responses are open ended and unpredictable (story telling, brainstorming)
Controlled versus open ended techniques
controlled - the teacher restricts communication, elicits an intended response, emphasises forms/structure
open ended - students are free improvise, responses are spontaneous, focus in meaning/communication.
mechanical, meaningful and communicative techniques
mechanical drills - focus on a minimal number of language forms through repetition. mechanical drills have only one correct response from a student and have no implied connection with reality, meaningful drills can add some reality.
textbook adaptation - make sure the textbook is appropriately geared for your particular students ability, their level and goals. textbook selection is complex if provided the opportunity to choose it, chart in Teaching by principle (p233)
other classroom aids and materials - teacher resource books, other student textbooks, Realia (objects, food items, tools, clothing) digital media, self-made paper based visual aids, commercially available visual aids.
reference:
Teaching by principles: An interactive approach to language
pedagogy. Upper Saddle River: Pearson.(Brown, D. & Lee, H. (2015)
Wednesday, 8 November 2017
unit 5
Methodology-pedagogical practices
Grammar translation method - memorization of grammatical rules and vocabulary, translations of texts and written exercises, teacher focused.
Gouins series method - teach directly (without translation) and conceptually (without grammar rules and explanations) a "series" of connected sentences that are easy to perceive.
The direct method - like first language learning, ;lots of oral interaction, spontaneous use of the language, no translations between first and second, and little analysis of grammatical rules.
audiolingual method - presented directly, little us of L1, new material presented in dialogue form, importance on pronounciation, use of tapes, language labs and visual aids. mimicry, memorization and overlearning of language patterns.
Task based language teaching - activities which require learners to use language, with emphasis on meaning to attain and objective.
Theme based instruction - organized around meaningful situations or topics, provides an organizing framework for a language cause that transcends formal or structural requirements in classroom.
Experiential and project based learning - gives students concrete experiences in which they must use languge to fulfill the objectiuves of a lesson
Strategies - based instruction - stimulating awareness within learners of preffered styles, linking style to strategy with "strategic" techniques, providing extra-class assitances for learners
reference:
Teaching by principles: An interactive approach to language
Grammar translation method - memorization of grammatical rules and vocabulary, translations of texts and written exercises, teacher focused.
Gouins series method - teach directly (without translation) and conceptually (without grammar rules and explanations) a "series" of connected sentences that are easy to perceive.
The direct method - like first language learning, ;lots of oral interaction, spontaneous use of the language, no translations between first and second, and little analysis of grammatical rules.
audiolingual method - presented directly, little us of L1, new material presented in dialogue form, importance on pronounciation, use of tapes, language labs and visual aids. mimicry, memorization and overlearning of language patterns.
Task based language teaching - activities which require learners to use language, with emphasis on meaning to attain and objective.
Theme based instruction - organized around meaningful situations or topics, provides an organizing framework for a language cause that transcends formal or structural requirements in classroom.
Experiential and project based learning - gives students concrete experiences in which they must use languge to fulfill the objectiuves of a lesson
Strategies - based instruction - stimulating awareness within learners of preffered styles, linking style to strategy with "strategic" techniques, providing extra-class assitances for learners
reference:
Teaching by principles: An interactive approach to language
pedagogy. Upper Saddle River: Pearson.(Brown, D. & Lee, H. (2015)
Friday, 3 November 2017
unit 4
Some takeaways from the readings were about the 8 principles of teaching.
Automaticity- being able to automatically understand and process what is being said or read without too much thinking.
transfer - transferring existing knowledge and ability to new knowledge or ability.
reward - motivation and self-determination
self-regulation - manage themselves and time, the capacity to control their learning, develop autonomy
identity and investment - learning their likes and dislikes, strengths and weaknesses. learners participation based on investment.
interaction - willingness to communicate, feedback
languaculture - community of practise, different meanings based on culture, language culture connections
agency - empowerment, self-actualisation, self-efficacy, learners ability to make choices to pursue goal.
further in depth to agency was about encouraging learners to "do" language, allow ELLs to develop a voice and develop self regulatory strategies.
reference:
Teaching by principles: An interactive approach to language
Automaticity- being able to automatically understand and process what is being said or read without too much thinking.
transfer - transferring existing knowledge and ability to new knowledge or ability.
reward - motivation and self-determination
self-regulation - manage themselves and time, the capacity to control their learning, develop autonomy
identity and investment - learning their likes and dislikes, strengths and weaknesses. learners participation based on investment.
interaction - willingness to communicate, feedback
languaculture - community of practise, different meanings based on culture, language culture connections
agency - empowerment, self-actualisation, self-efficacy, learners ability to make choices to pursue goal.
further in depth to agency was about encouraging learners to "do" language, allow ELLs to develop a voice and develop self regulatory strategies.
reference:
Teaching by principles: An interactive approach to language
pedagogy. Upper Saddle River: Pearson.(Brown, D. & Lee, H. (2015)
unit 3
Some of the takeaways I got from the readings were:
There are three interconnected dimensions of grammar, the form, the meaning and the use.
Form focused instruction getting learners to pay attention to linguistic form. Half is grammar, half is vocabulary.
Focus on form is drawing attention to target forms while engaged in communicative activities.
Feedback on errors: recasting, self-correction, metalinguistic explanation.
Lexicogramatical approach is that lexis and grammar are connected not separate.
Grammar techniques; Charts, maps, objects and drawing
conversation and dialogue
Input enhancement (bolding, italics)
Dictogloss
Input flood
Input processing
Vocabulary techniques; allocate time, learn in context, engage in unplanned vocabulary, word learning strategies.
reference:
Teaching by principles: An interactive approach to language
There are three interconnected dimensions of grammar, the form, the meaning and the use.
Form focused instruction getting learners to pay attention to linguistic form. Half is grammar, half is vocabulary.
Focus on form is drawing attention to target forms while engaged in communicative activities.
Feedback on errors: recasting, self-correction, metalinguistic explanation.
Lexicogramatical approach is that lexis and grammar are connected not separate.
Grammar techniques; Charts, maps, objects and drawing
conversation and dialogue
Input enhancement (bolding, italics)
Dictogloss
Input flood
Input processing
Vocabulary techniques; allocate time, learn in context, engage in unplanned vocabulary, word learning strategies.
reference:
Teaching by principles: An interactive approach to language
pedagogy. Upper Saddle River: Pearson.(Brown, D. & Lee, H. (2015)
Thursday, 2 November 2017
unit 2
I found it interesting that it isn't easier as a child to learn a language than an adult. I had always believed it to be the other way around. It was very valuable to read about attention spans and to keep variety in my lessons and activities to avoid boredom. The different levels of intellectual capacity, attention span and identity are three things I'll be keeping in mind when it comes to my teaching.
In teaching across proficiency levels I found the multitude of definitions dizzying. all the different scales and guidelines were too numerous. I felt overwhelmed and would need to research what level I'm teaching at in the future. I enjoyed learning the different challenges for teaching at each level. It led me to a better understanding of what level I would like to teach at.
reference:
Teaching by principles: An interactive approach to language
pedagogy. Upper Saddle River: Pearson.(Brown, D. & Lee, H. (2015)
Unit 1
I found the opening chapter of Teaching by principles: An interactive approach to language
pedagogy. Upper Saddle River: Pearson.(Brown, D. & Lee, H. (2015) ) to be fine. I liked that it opens with showing what an effective lesson plan is and how to adapt to the needs of your students.
In chapter 8 I appreciated learning about all the types of programs based on each level for ELLs. This showed me that there is a vast need for learning English and that there are different types of teachers required.
It all reminds me of when I attended culinary arts. There were many students from other continents there. In the course I would often be asked questions about English and help other students to succeed.
Monday, 16 October 2017
Friday, 13 October 2017
My first lesson plan
I decided to try and do a simple lesson plan for basic reading and speaking to see what I thought if it. Posted my link here.
https://docs.google.com/document/d/e/2PACX-1vRwI2x0JjH-fN0AYBZG7lPTPtT2iOmABGbeTelDEVDIHy2MGDvu_fc9s4pu1-RsSzfkvZl6yuoy2RJ3/pub
https://docs.google.com/document/d/e/2PACX-1vRwI2x0JjH-fN0AYBZG7lPTPtT2iOmABGbeTelDEVDIHy2MGDvu_fc9s4pu1-RsSzfkvZl6yuoy2RJ3/pub
Sunday, 24 September 2017
Monday, 18 September 2017
Thoughts on TESL
With the little I've read and done so far I keep coming across people mentioning only correcting English language learners based on ability and their confidence level. We are hired to teach them how to speak a given language properly, not give them a half education. Is it not a teachers responsibility to teach students properly? If they "sort of" get it did we not fail then?
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