The document provides information about an English teaching skills program, including its aims and some common teaching skills. It discusses 10 teaching skills - warm up, questioning, reinforcement, class management, using aids, feedback, closure, motivation, attention gaining devices, and follow up. For each skill, it provides definitions, examples, and purposes. The document aims to help trainees recognize and apply various teaching skills in the classroom by the end of the program.

1. Ministry of Education
Directorate of Education (Holy Capital)
East Center
English Department
slli kS g n hc ae T
A y b der a per P
i

3. Do you see
the reality
or
the truth?

5. :PREPARED BY
ABDULRAHMAN GADAH

6. :The main aims of this program
By the end of this program, trainees
:should be able to
.Recognize some of the teaching skills- 1
.Apply teaching skills in the classroom- 2

7. Dear colleagues, working
with your friends name
some of the common
.teaching skills

8. :Teaching Skills
1. Warm-up
2. Questioning
3. Reinforcement
4. Class Management
5. Using Aids
6. Feedback
7. Closure
8. Motivation
9. Attention-gaining devices
10. Follow up

9. Warm-up. 1
• The purpose of a warm-up is to help
students get in the mood for class.
• A warm-up may be necessary to "wake
them up" make them happy to be there, or
to set the tone for what will follow

10. Some warm-up activities
1. You may start with a review.
• The review often leads into the current
lesson.
• In such cases, the review serves as a
warm-up also.
• The review connects the current lesson
with the previous lessons

11. Some warm-up activities
2. A warm-up may take many forms:
It can be a question, or a story. It might
involve showing the class a picture and
drawing them into a discussion.
3. You may check the homework.
4. You may correct the common mistakes.

12. (2 ) • (11) • (1) • (12) • (13) •
(3 ) • • •
(5 ) (9 )
•
(16) • (14)
(8 ) •
• (4 ) • (7 ) •
(10)
(15) • •
(6 )

13. Posing questions. 2
What are the purposes of posing
?questions
They are used for checking learning,
.seeking opinion, or checking vocabulary

14. ?What are the types of questions
1. Yes/no questions
2. Short answer questions.
3. Open-ended questions.
4. Probing questions.
5. Rephrase questions.

15. Ask open-ended questions
By posing questions that require more •
than a yes/no response, you encourage
. the student to start thinking
? Where do you think we should start. 1
What are the steps involved in working this . 2
? problem
? What is the definition. 3

16. Ask probing questions
• Probing questions follow up on a student's
contribution.
1. What will happen if what you said is true?
2. What made you think that?
3. What is the opposite of this position?
• "You're correct. The answer to this
question is false. What would be needed
to make it true

17. Rephrase questions
• Try repeating your question in a slightly
different manner.
– Reword your original question.
– Break your original question into smaller parts.
– Change the inflection in your voice when
repeating the original question.

18. Don’t
Even
Think
About
Failing !

19. Reinforcement .3
• What is meant by reinforcement?
Reinforcement means rewarding the
positive behavior immediately
• Kinds of reinforcement:
o Verbal Reinforcement
o Nonverbal reinforcement

20. Examples of Verbal Reinforcement
• "I knew you could do it"
• "Good job!"
• "I like the way you do that!"
• "Wow! I'm very proud of you!"
• "That's another one you got right!"
• "See how much you've improved!"
• "This looks better than the last time."
• "You're doing much better!"
• "You are really becoming an expert at this!"

21. Examples of Nonverbal
Reinforcement
1. Smile at the student.
2. Pat the student on the shoulder.
3. Wink at the student.
4. Laugh with the student.
5. Give assistance when asked.
6. Nod your head.
7. Give the thumbs up sign.

22. What are the reasons for utilizing
?reinforcement
1. Provides clear feedback on correct responses
2. Provides immediate feedback
3. Redirects incorrect responses through
questions in a positive manner
4. Praises learner for working independently
5. Supports and encourages learner throughout
learning process

23. Happy hearts and happy faces,
Happy play in grassy places-
That was how, in ancient ages,
Children grew to kings and sages.

24. Class Management. 4
Class management refers to the organization
of the classroom in order to create the
most effective learning environment.
Two factors determine class management:
1. Teacher’s behavior
2. Classroom environment

25. Teacher’s Behavior
Teacher should be aware of the following
points:
1. Professionalism
2. Eye contact
3. Gestures & facial expressions
4. Position and movement
5. Voice volume
6. Teacher talk & student talk
7. Attention distribution

26. Classroom Environment
1. Lit & airy room
2. Seating
3. Instruction giving
4. Checking attendance
5. Monitoring
6. Student nomination

28. Teaching Aids. 5
Why use teaching aids?
Teaching aids are useful to:
1. reinforce what you are saying,
2. ensure that your point is understood,
3. signal what is important/essential,
4. enable students to visualize or experience
something that is impractical to see or do in real
life,
5. engage students’ other senses in the learning
process,
6. facilitate different learning styles.

29. : We Learn and Retain
• 10% of what we READ
• 20% of what we HEAR
• 30% of what we SEE
• 50% of what we HEAR and SEE
• Higher levels of retention can be achieved
through active involvement in learning.

30. Feedback. 6
• What does feedback mean?
Feedback involves providing learners with
information about their responses.
• Feedback can be positive, negative or
neutral.
• Feedback is almost considered external

31. Types of Feedback
• Clarifying
– restating instructions, making sure there is no
confusion.
• Interpretive
– involves making observation of the team’s behavior.
• Judgmental
– involves drawing conclusion in form of value judgment.
• Personal reaction
– gives information about your personal feelings.

32. Lesson Closure. 7
Learning increases when lessons are
concluded in a manner that helps students
organize and remember the point of the
lesson. Activities used to conclude a
lesson are often referred to as "closure".
Summarize.
What the objectives were, and how they
were learned.

33. How?
Summarize the lesson objective and
how this may link to subsequent
lessons if appropriate.
Have the students summarize what
they heard. “Did they hear what you
told them?”

34. Purposes of Closure
• Draws attention to the end of the lesson,
• Helps students organize their learning,
• Reinforces the major points of the lesson,
• Allows students to practice what is learned, and
• Provides opportunity for feedback and review.

35. Closing activities
• Summarize the high points of the lesson,
• Ask students to summarize certain points in the
lesson,
• Ask questions of students about the lesson,
• Allow students to ask questions about the lesson,
• Have activities that are directly related to the
lesson, and
• Connect the lesson with previous activities and
provide information about what will come next.

36. Sample Statements Used to Provide
Closure
• "Before moving on, let's review the main points
that we've already covered."
• "John, could you please summarize what we've
talked about up to this point?"
• "Joan, what were the main points we discussed
today?"
• "Does anyone have questions about what we've
gone over today?"

37. Closing your lesson
Give examples for closing your lesson.
“OK, that’s all for now”.
“Right. We’ve no time for
anything else -don’t do any more- we don’t have any time
today”.
“OK – just one more time before going out
for a short break”.
“OK now stop! We haven’t enough time to finish the
exercise”.
“OK – just one more time – and then that’s it”
“OK, pick up all your
things – and put the books in your bags”.
“That’s all for today. On Monday, there will be more”
“OK it’s break time”.

38. Motivation. 8
Model of Motivation: (ARCS)
1. Attention
2. Relevance
3. Confidence
4. Satisfaction

39. Attention:
1. Incongruity and Conflict: Use contradictions, play "devil’s
advocate"
2. Concreteness: Use visual representations, anecdotes
and biographies
3. Variability: Change—tone of voice, movements,
instructional format, media, layout & design of
instructional material, and interaction patterns
4. Humor: Use puns, humorous analogies & anecdotes, and
jokes (w/moderation)
5. Inquiry: Use problem-solving activities and constructive
practices
6. Participation: Use games, simulations, role-playing, etc.

40. Relevance:
1. Experience:
a. Tell learners how new learning will use existing skills
b. Use analogies to relate current learning to prior experience
c. Relate to learner interests
1. Present Worth: Explicitly state the current value of
instruction
2. Future Usefulness: Relate instruction to future goals
(have students participate in this)
3. Need Matching: Give students the opportunity to achieve,
exercising responsibility, authority, and influence
4. Modeling: Use enthusiasm, peer-modeling, etc.
5. Choice: (student choice)

41. Confidence:
1. Learning Requirements: Advise students of
requirements (goals & objectives).
2. Difficulty: Sequence activities in increasing
difficulty w/continual but reasonable challenge.
3. Expectations: Use metacognition to forecast
outcomes based upon effort; set realistic goals.
4. Attributions: Encourage students to internalize
locus of control by attributing success to
themselves.
5. Self-Confidence: Foster using confidence
strategies.

42. Satisfaction
1. Natural Consequences: Allow students to use
newly acquired skills in realistic, successful
settings
2. Unexpected Rewards: Include student
expectation of extrinsic reward (for boring tasks)
or use a surprise reward
3. Positive Outcomes: Provide feedback—praise,
personal attention, motivation—immediately
4. Avoidance of Negative Influences: Don’t use
threats, surveillance practices and total external
evaluation
5. Scheduling: Repeat reinforcement at fluctuating,
non-predictable intervals

43. 9. Attention-gaining
Attention spans are short. Here is the 'Wake em Up' way
to keep the audience with you. After you have created your
talk, go through it and make sure that every 2-4 minutes you
use some kind of attention gaining device.
You could increase your voice inflection, show a visual,
hold up a prop, move around the room, tell a story, throw
out a one liner, write on a flip chart, show a picture of your
kids if you want to.
Just make sure that no more than a few minutes goes by
between attention gaining devices. The audience won't know
you are using a technique on them, but at the end they will
say. Wow! That time sure went by fast!

44. Follow-up. 10
• Provide for use of the information or skill
to aid retention and/or transfer
• How?
Provide an assignment or activity that
will have the students apply what they
just learned.

45. Teaching Tips
• Tell them
• Show them
• Help them
• Watch them try
• Tell them again
• Leave them alone

46. Proverb
• tell me , I forget
• show me , I remember
• involve me , I understand

47. THANK YOU