Conduct class in target language. Modeling – both teacher to student and student to student. Monitoring – during pair and group work, with and without responding to inaccuracies. ENGLISH
Keep ratio of students talking time vs. teacher talking time high.
Build a community of trust, pleasant andchallenging class environments. Teachers are role models for students, the attitudes and values constitute basic factors that may allow or block student learning. Love your work and love your students. This will be your key to success.
THE SAME OF YESTERDAYBuild on prior knowledge and recycle. Keepreentering early basic material. Review and recycle, going back to practice again, if students cannot perform well.
Teach to different modalities VAKT (visual, auditory, kinesthetic, and tactile activities).
Guiding questions for monitoring students’ comprehension whenlistening, speaking, reading, and writing.
Teach important suspects of FUMP (Form-written and spoken-Use-social function- Meaning-what language structurerepresents and Pronunciation) of new language in thepresentation.
A variety of pedagogical strategies for flexible grouping ofstudents. Consider having extra activities if students need morepresentation o practice activities, for fast and students that needsmore support. Each students is different, therefore they needdifferentiated support and rhythms.
Provide wait time. Invite students to formulate questionings andgive them the time to think and answer back. Give students time to write things down or copy from the board. Give students solitary time to work and process information.
Develop higher-level thinking.Give a twist in the right moment.
Teach learning strategies. Teachers can guide students to findstrategies and good conflict resolution practices. (Learning to learn and learning to be and live in community).
Use a variety of purposeful resources (audiovisual materials are basic in teaching)with the same language content. Support materials are fundamental in teaching alanguage; they should be built into the instructional material. Teachers should be alert to intervene on time, in order to generate self-confidence and autonomy in the students. Value the student’s progress positively and guide them to learn from errors.
Teach “inside - out” of the class. Take into account the social and community aspects.
Develop sensitivity to other cultures to sharp understanding.
Negotiate and expose your classroom rules since the very first week of class. Be flexible and use self- affirmative language.
Go one step at a time. Do not give moreinformation than the one needed to move forward.
Write down, together with students, about the linguisticobjectives and content of each lesson. Remember students are knowledge builders.
Use inaccuracy response techniques –including encouraging peer correction
Implement peer-teaching. Use think/Pair/Share activities. Getstudents to use eye-contact during pairwork. Pair work/group work– varying methods of pairing/grouping, switching partners, groups.
Listen and get feedback from learners – ask for their feelings on a task, too easy? Too difficult? Just right? (Thumbs up, down,middle), ask students to share one thing they learned in the lesson before leaving.
Use a variety of ongoing assessment and registry instruments.
Measure only what students know and are able to do.
Find functional strategies to inform parents or guardians about the foreign language program.