TEFL- The Silent Way

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TEFL- The Silent Way

  1. 1. 1. 2. 3. • Caleb Gattegno is a person that devise the silent way method • The premise this method that the teacher should be silent as much as possible in the classroom but the learner should be encouraged to produce as much language as possible • The elements of the silent way that particularly are the of color charts and the colored Cuisenaire rods
  2. 2. 1. If the learner remember and repeats what is to be learned. 2. By accompanying physical object The Learning hypotheses that learning is fasilited : 3. By problem solving involving the material to be learned
  3. 3. a. The increase in intellectual potency. This method belongs to a tradition (Bruner 1966). And the benefits “discovery learning” are : The Issues About The Silent Way The rods and the color-coded pronunciation charts (Fidel Chart) This method is “problem-solving approaches to learning” b. The shift from extrinsic to intrinsic rewards. c. The learning of heuristics by discovering. d. The aid to convering memory.
  4. 4. Language is composed of phonological and suprasegmental elements (Gattegno) 2. The silent way takes a structural approach 3. Vocabulary as a central dimension of language learning 4. This “Functional vocabulary” provides a key. 5. The artifical approach (the use of silent awareness and active trial)
  5. 5. 6.The learner must constantly test his powers to abstract, analyze, synthesize, and integrate (Scott) 7.Awareness is educable 8. Silent way acquire “inner criteria”
  6. 6. 6. Teacher silence is perhaps the unique and for many traditionally trained language teachers. 10. The colored Cuisenaire rods are used to directly link word and structure 9. “Fidels charts” are used to visually illustrate pronunciation 7. Silent way teacher’s tasks as to teach, to test, and to get out of the way (Stevick 1980 : 56) 8. The teacher uses gestures, charts, and manipulatives in order to elicit and shape student responses.
  7. 7. 1. Teacher empties rods onto the table 2. Teacher picked up 2 or 3 rods of different colors, and after each rod is picked up says 3.Teacher hold up one rod of any color and indicates to a student that a response is required 4. Teacher next picks up a red rod and says 5. Teacher picks up a green rod nd says 6. Teacher picks up either a red or green rod and elicits response from student
  8. 8. 7. Teacherintroduce three other colors in the same manner 8. Teacher shows any of the rods whose form were thought previously and elicits student response. 9. When mastery is achieved, teacher puts one one red rod in plain view and says 10. Teacher then puts two red rods in plain view and says 11. Teacher places two green rods in view and says 12. Teacher holds up two rods of a different color and elicits student response
  9. 9. 13. 14. 15. 16. 17. 18. •Teacher introduce aditional numbers, based on what the class can comfortable retain. Other colors might also be introduced. •Rods are put in a pile. Teacher indicates, through his or her own actions, that rods should be picked up, and the correct utterance made. •Teacher then says •Teacher indicates that the student should give the teacher the rods called for. •Teacher now indicates that the students should give each other commands regarding the calling for of rods. •Experimentation is encouraged.
  10. 10. 2. More traditional methods 1. The silent way are much less revolutionary than might be expected 3. Activities in classroom are orginized From Gattegno’s writing
  11. 11. 1. Iqbal 10-111 Will silent way be efective when the class has never been taught by this method before? Will it focus or not on the material? A : 1. Yes, it will. It makes the student happy ,enjoy, and fun in the class. 2. yes, it will.
  12. 12. 2. Anies 10-134 Is it possible for writing skill? How? A : Yes, it is. It can be done by the task. It is teaching about vocabulary and grammar. Writing coming from the word.
  13. 13. 3.Aradea 10-030 The weakness and the strength? A : the weakness > the strength > 1. fluency and accuracy, memorize the materials vocabulary and grammar, efficiency of time, recall, active participation. 2. Focus on oral and aural skills, less focus on reading and writing.
  14. 14. 4.Nur A. U 10-015 Example of Fidels? A:
  15. 15. 5. Heri 10-074 What kind of Intellectual potency is it? How? It refers to cognition(the way for thinking), it comes from knowing, comprehending, applying, analysis, evaluation, synthesis. Knowing, remembering, applying, analysis, evaluation, creating

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