How do the students learn

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How do the students learn

  1. 1. How do the students learn?<br />The secondary school is defined as a part of an education process, which begin with kinder garden and this is consider as the last part of an obligatory education. According to CITATION Ted01 l 2058 (Tedesco, 2001), the secondary school has to give formal preparation for those students that aspire to a further education and also those that do not have the opportunity to continue, they could integrate to a working field . <br />Basically, the secondary school pretend integrate or develop competences in the students, even that was established in the 2006 reform, which consider that was absolutely important a change in the traditional approach and as a result an implementation of a communicative approach.<br />According to the Secondary English program, the purpose of using a communicative approach is that the language has to be using efficiently, which means that students have to produce and interpret oral and written text in order to apply in their context.<br />The behaviorism is considered as an important aspect which helps to engage students to satisfy basic communication needs in a range of familiar situations. According to Thorndike,( 1999), who in the 1920s espoused the theory of behaviorism, derived his philosophical principles or “laws of learning” (readiness, exercise, effect and identical Elements), these statements could be applied in the current methodology used to teach a foreign language in secondary school. Koening, 2010 mentioned, first of all, that the learning is ordered; it means that efficient learning follows one best sequence and that’s could be the result of an effective teaching of reading and writing skills. Second, the connection between the stimulus and a response has to be the result of the practice of the common use of workbooks and skill sheets in the classroom. In fact, the stimulus response is a strategy that helps us to improve the skills of the language, using the behaviorism as a key aspect.<br /> <br />The program of English mention that at the end of secondary school students have to reach according to the Common European Framework of Reference for Languages, as a minimum, a level equivalent to A2, Waystage. This requires that at least, the students are capable to communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. However, the truth is that the majority of students just reach a lower level, which is caused by the stagnation of apply traditional approaches in the classroom.<br />Unfortunately is common to hear the disapproval of students to learn the language, they do not realize that is worth to gain a good level because they feel like isolated of apply in a real context. Even when they do not have contact with the language they think that is useless, so the main challenge for the English teacher is to attract them into constructivism learning. <br />Koening, (2010) mentioned that there are some principles of constructivism that teachers must apply in the clasroom; one of those statements is important to develop in the students it is that learning proceeds best when it is relatively “natural,” as when people want to learn to do something outside school. So, the students need to link their knowledge with the context, which is not really difficult because there is a remarkable influece from an English speaker country. <br />Now the students live in an environment that helps them to use the language with a specific purpose, they could turn on the television and watch cartoon, sitcoms, soap operas, etc. and listen carefully that the languages is presented there. Obviously the technology is a useful tool for teachers and students; teachers have to be aware that the students can learn easily through some technologic devices, as computer software, audio books, videos, electronic books, etc. <br />One example of technology is the application of educational software in the classroom, which improves the learning of the students, so, first of all, Vickers & Smalley (1995) suggest that teachers need to know how a particular piece of software can be used to teach particular topics, as well as the effect its use may have on classroom practice. Also, Vickers et al (1997) argues that if all teachers in the school work together to develop a plan for technology use, the school’s computer resources will be more widely used.<br />Basically, there is a plenty of resources that allow students to engage with the language, acquiring an effective learning that lets them to use not just in the classroom but in other fields.<br />An important aspect is that the students improve their learning just if they are motivated which represent a big challenge for teachers, it is very difficult to enhance a subject that is consider as useless by the students. Creativity is considered as an essential that the teachers create contexts in which the language is useful and meaningful. According to Wright, Betteridge, & Buckby, (2006), games help and encourage many learners to sustain their interest and work. So, is rewarding the application of games in the classroom, because learnes want to take part and in order to do so must understand what others are saying or have written, and they must speak or write in order to express their own point of view or give information.<br />Also there are some advantages of use this technique, like Lee Su, (1995) suggest that games provide language practice in the various skills- speaking, writing, listening and reading. According to the English program, the teacher needs to decide on the best way to exploit any material resources available (e.g. the board, audio-visual aids, worksheets, computers, coursebooks, etc.) so that they aid learning.<br />Althought, the teacher has to be corcern that the students have different learning styles, like ldpride.net, (1998) says that there are three kinds of learners, visual, auditory and khinestesyc, The first one, students learn through seeing and these learners need to see the teacher's body language and facial expression to fully understand the content of a lesson. The second one, students learn through listening and they learn best through verbal lectures, discussions, talking things through and listening to what others have to say. Finally, the third one, students learn through , moving, doing and touching, these persons learn best through a hands-on approach, actively exploring the physical world around them. <br />As a conclusion, the students learning is a wide process which involves the responsible commitment of the teacher to use several tecniques in order to develop a constructivism learning in the students. For me, is very important to know the different styles of the students because I aware that every student is different, so the teacher do no have to overgeneralize the style of learning.<br />Bibliografía BIBLIOGRAPHY Koening, R. (2010). Learning for keeps. Atlanta: ASCD.ldpride.net. (1998). www.ldpride.net. Retrieved 03 6, 2011, from http://www.ldpride.net/learningstyles.MI.htmLee Su, K. (1995). Creative Games for the Language Class. Forum , 33 (1), 35.Tedesco, J. C. (2001). La Educación Secundaria ¿cambio o inmutabilidad? Análisis y debate de procesos europeos y latinoamericanos contemporáneos. Argentina: IIPE-Editorial Santillana.Thorndike, E. (1999). The Principles of Teaching Based on Psychology. London: Routledge.Vickers, M., & Smalley, J. (1995). Software goes to school. London: Oxford.Wright, A., Betteridge, D., & Buckby, M. (2006). Games for Language Learning. Cambridge: Cambridge University Press.<br /> <br />

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