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It all comes down to techniques!
Lic. Mariana Porta

2. 2Presentation29/01/15
Objectives of this workshop
● Review some basic notions: belief,
approach, method, technique.
●
Reconsider the role of techniques in
effective teaching.
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Promote interaction and exchange of
ideas among colleagues of different
background and experience.
●
Increase teachers' repertoire of
techniques.
●

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What shows in our teaching? (1)
● The “visible” or evident part of our
teaching rests upon our conscious and
uncouncious set of beliefs and
convictions.
●
Our management
●
What can be observed

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What shows in our teaching? (2)
● The classroom setting : seating arrangement,
resources, whiteboard use, etc.
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Resources: time, equipment, space, etc.
● Choice and use of activities
● Procedures and techniques
●
Behavior in general

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What lies behind our teaching?
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The methodological choices we have consiously made.
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The instruction and training we have gone through.
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The models that have influenced us.
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Our own experience as students and teachers.
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Our cultural environment.
Our beliefs and principles in regard to:
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Our role in the classroom
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The nature of effective learning and teaching
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The difficulties learners face and how they can be addressed
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Successful learning activities
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The structure of an effective lesson

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What is it that really matters for my
students?
What I actually do!!

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Basic notions
●
...An approach set of correlative assumptions dealing with the nature
of language teaching and learning. An approach is axiomatic. It
describes the nature of the subject matter to be taught.
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...Method is an overall plan for the orderly presentation of language
material, no part of which contradicts, and all of which is based upon ,
the selected approach. ... a method is procedural.
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... A technique is implementational - that which actually takes place
in a classroom. It is a particual trick, stratagem or contrivance used to
accomplish an immediate objective. Techniques must be consistent
with a method, and therefore in harmony with an approach as well.
(Anthony. 1963: 63-67)

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About techniques (1)

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About techniques (2)
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They are systematic: they follow steps in a specific
order and manner.
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They aim at effectiveness
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They intend to save time, energy and resources.
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They can be modified, adapted and re-invented.
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They are not always associated to a particular
method or approach.
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They can become part of our repertoire.

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Applying the right techniques could
help us tackle the following situtions:
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How can I correct mistakes without stopping the student's
speech flow?
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The Academic Coordinator told me I tend to look at and
call upon the same students all the time. How can I
change this and have all the class participate?
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I wonder how my students feel about their own learning
process. How could I get to know?
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How could I introduce some variety into the teaching of
new vocabulary?

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Some examples. 1:
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What would this technique be
used for?
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Can you trace any approach or
method behind it?
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Can you trace any teaching
principle behind it?
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Could you suggest any change or
follow up to it?
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What would your suggestions add
to this class?
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Use non-verbal cues. Facial
expressions, hand gestures,
and other non-verbal cues are
a great way to overcome the
language barrier. For
example, when explaining the
concept of tall, raise your
hand high into the air. When
explaining the concept of
cold, shiver and chatter your
teeth.

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Answers
1)For teaching vocabulary.
2)The Direct Method
3)Introduce new vocabuary using
mime, demonstrations and
pictures. Avoid translation.
4)Suggestion: the following class sts
play charades in pairs to review
this vocabulary.
5)Recycle, engage sts in a
multisensory experience. Ideal for
children.
1)What would this technique
be used for?
2)Can you trace any approach
or method behind it?
3)Can you trace any teaching
principle behind it?
4)Could you suggest any
change or follow up to it?
5)What would your suggestions
add to this class?

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Some examples. 2
Sts are holding their pencils and paper. The teacher says ...
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1. Draw a fence at the bottom of the paper.
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2. Draw a cat on top of the fence.
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3. Draw a pumpkin on the ground in front of the fence.
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4. Draw a ghost above the fence.
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S. Draw a moon at the top of the left side of the paper.
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What is this technique being used for?
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Can you trace any approach or method behind it?
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Can you trace any teaching principle behind it?
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Could you suggest any change or follow up to it?
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What would your suggestion add to this class?

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Some examples. 3
These phrases cannot be used in
the discussion
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Yes.
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No.
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I agree entirely.
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I don't know.
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Perhaps.
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I am not sure.
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He is right.
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He said what I wanted to say.
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These phrases have to be used in the
discussion
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No, because ...
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I don't agree, because ...
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I know and furthermore ...
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Why? Who? When? How? Which? What?
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That is a terrible thing to say!
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It makes me angry when ...
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I hate it when ...
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You are wrong, because ...
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Oh, I am not so sure about that, because
I ...
The teacher has written these two lists below on the board
before students engage in a discussion.
● What would this technique be used for?
●Can you trace any approach or method behind it?
●Can you trace any teaching principle behind it?
●Could you suggest any change or follow up to it?

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Some examples. 4
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Classroom transcript:
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S: I have to make an exam in the summer ...
(Teacher indicates mistake by facial expresssion)
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What is this technique being used for?
●
Can you trace any approach or method behind it?
●
Can you trace any teaching principle behind it?
●
Could you suggest any change or follow up to it?
●
What would your suggestion add to this class?

16. 29/01/15 Presentation 16
Travelling the opposite way
●
Consider the following principles. Select two of
them and in groups jot down three different
techniques that would respect these principles.
a)Make the learner, not the teacher, the focus of the
lesson.
b)Engage all learners in the lesson
c)Provide maximum opportunity for student participation.
d)Develop learner's confidence.
e)Promote cooperation among learners.
f) Teach learning strategies

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To reflect ...
● In your experience as a teacher, have you
changed any belief about teaching and learning?
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Is there any belief about learning and teaching
that your students bring to class that
consistently interferes with our Alianza
methodology?
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How could you increase your repertoire of
techniques?

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Thank You!