Giving feedback to your students is a tool you can use
in order to support them better. Of course, you first need to take into account
that when giving feedback, you are giving your personal comments about an
activity the students did. However, these suggestions must be positive because
these can be used by the student to improve what was wrong. When I make my
internship, I realized that my tutor did not apply this rule because she used
to make her students feel embarrassed every time they did some activity wrong.
I also noticed that my students showed a lack of confidence when they had to
prepare a presentation. Some of them did not want to participate because they
were afraid of being humiliated in front of the rest. To sum up, a teacher
needs to know that giving feedback must be used by the students to improve
their works without exposing them to any trick.
jueves, 14 de agosto de 2014
Unit 32 correcting learners
Teacher generally correct learner in
order to avoid they continue making them. That is a natural process for most of
them. On the other hand, the same teachers do not realize that the way how a
teacher should correct learners is also important. Sadly, many teachers may
interfere in the language process because they want to correct learners’
mistakes immediately. This only can cause that learners lose their confidence
and furthermore, they do not want to participate in class anymore. For example,
if you do not want to interrupt you students’ language production, you may use
gestures and facial expressions which help students to realize that they are
making something wrong. To conclude, it is important to know some alternatives
which can help you to correct your learners without interfering in their
language process, so try them when teaching and you will see if they work.
Unit 31 grouping learners
One of the most common interaction patterns a teacher should not forget
to apply is group work. As you know, the reality that many teachers have to
deal with is the fact to work with 30 and even more than 40 students in a
class. This is a situation which can interfere in a correct language learning
because imagine that you need to make sure whether your students learned
something you have taught previously. That is going to be a time-consuming
activity. Instead you can try group work activities in which you may have the
chance to check your students in a less chaotic way. However, you also need to
realize that students take advantage of this activity in order not to do the
tasks because they just wait until the others to finish it, so you must be
ready to avoid these situations
Unit 30 teacher roles
Most of the time, the teacher roles is a demanding
activity which takes to put a lot of effort and patient. Of course, we have to
keep in mind that the job of a teacher does not have to do just with her
students. A teacher has to deal with the authorities of the school, parents,
and even with other teachers who sometimes look for you to ask for some advice.
Furthermore, during a class a teacher really needs to perform different roles
such as: informer, manager, planner, etc. Then the manner how a teacher is
prepared is essential to foster the performance of these roles in the best way.
Finally, no matter what role you have to take, it is important to be willing to
help your students, so you will feel comfortable by knowing you were useful for
someone else.
Unit 29: Categotising learners' mistakes
It is common that learners are exposed to make
mistakes, but something important teachers should regard is how we can
categorize them. First of all, mistakes can affect language progress because
they produce some difficulties on students when they learn a second language.
For example, when students try to work beyond their actual level will lead them
to make mistakes; also, they may make mistakes that can be corrected by
themselves which are called slips. These kinds of mistakes generally occur when
the students show tiredness or lack of concentration. Then our responsibility
as future teachers is to identify the kinds of mistakes and give them special
attention in order to avoid any interruption during the language learning
process which will obviously influence on students at the any stage of that
process.
Mistakes, errors or slips take part into learning a new language as English
Unit 28: Identify the Fuctions of Learners' language
How do we identify the functions of learners' language?
Base on the interaction of the student in Class using L2, it is important to mention that exponents take part into class when students can interact appropriately with each other, to improve teaching in classes Teachers will use interactive activities in which teacher use useful expressions without explaining the grammar, so learners are going to use those in role plays, and real situations as for example when they are late they would say “May I come in” or when they do not know the meaning of a word they would say “What’s the meaning of…..?”, based on that student will be able to talk in English when the language is needed. To sum up, exponents should be implemented in a class to promote students interaction using English, and the teacher should use active activities in class, so grammar is not necessary in the learning process of students about chunks and utterances.
domingo, 20 de julio de 2014
Unit 27: Using language appropiately for a range of classroom fuctions.
How do
teachers use language appropriately for classroom functions?
How do you
know if you are using language appropriately, well “classroom functions are the
purpose for which we use language in the classroom” (Spratt,
Pulverness, & Williams, 2011) Exponent depends on
the learning context and purpose, the learners ‘needs, their age and level.
Base on this topic there are some tips that we as teacher must take into
account. First, the language of the teacher never should be above the learner´s
level, as teachers should try to use formal language and be very polite, shows
solidarity. Second, Language should be graded to suit the language level and
age of the learners, in this case is acceptable to use simple language with beginner
but is unacceptable to use it with advance learners. Finally, Sequencing using
language means use it in a logical way, gives to our students the instructions
clearly, if it is possible write the instructions down on the board. To
conclude, the teacher should choose which exponents they are going to use for
classroom functions before teaching.
Reference
Spratt, M.,
Pulverness, A., & Williams, M. (2011). The Teachink Knowledge Tests
Course . United Kingdom: Cambridge University Press.
/encouraging-l2-class-part-2-classroom-language
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