This document provides an overview of learning styles, teaching styles, and components of a healthy classroom environment. It begins by defining the visual, auditory, and kinesthetic (VAK) learning styles model. It then discusses whether learning styles are a myth or reality, and provides a link to a related YouTube video. The document goes on to describe 5 classic teaching styles: authority, personal model, facilitator, delegator, and hybrid. It also identifies 3 components of a healthy classroom environment according to research: relationships, routines, and room design. The document concludes by listing several references on these topics.
A presentation about how to manage classroom discipline. It is very useful for novice teachers as well as experience teachers who face the discipline problems in their classrooms.
Active learning is a form of learning in which teaching strives to involve students in the learning process more directly than in other methods
The term active learning "was introduced by the English scholar R W Revans (1907–2003).
Active learning is a process whereby students engage in activities, such as reading, writing, discussion, or problem solving that promote analysis, synthesis, and evaluation of class content.
A presentation about how to manage classroom discipline. It is very useful for novice teachers as well as experience teachers who face the discipline problems in their classrooms.
Active learning is a form of learning in which teaching strives to involve students in the learning process more directly than in other methods
The term active learning "was introduced by the English scholar R W Revans (1907–2003).
Active learning is a process whereby students engage in activities, such as reading, writing, discussion, or problem solving that promote analysis, synthesis, and evaluation of class content.
This was a sample textbook I made in my Education 406 class. It includes a table of contents with various chapters as well as a further in depth analysis of 2 of the chapters.
ONE QUESTIONLARGE CLASS I have given you the whole module under th.docxarnit1
ONE QUESTION
LARGE CLASS I have given you the whole module under the question requirements.
QUESTION
You need to teach vocabulary of character personality traits such as honest, stubborn, or sensible. NOT moods such as ahppy and sad.
When considering presentation techniques have in mind the target language is NON VISUAL you can’t draw honest so think of another way to convey the meaning
Please include
List of words of words you will teach
Assumed knowledge of students list of vocabulary structures you will expect your students to know
Anticipated problems.
Solution
s.
Prearations and aids
Step by step entire lesson and timing
THIS IS MY LAST CHANCE HELP
Understandably, before teachers begin teaching their first large class, they tend to think about the challenges inside the classroom. However, after a few days, it becomes clear that responsibilities outside class are equally challenging.
Welcome to this module on
teaching large classes.
Teaching large volumes of students at any one time is always a challenge, and so it is particularly important for the teacher to be well prepared. This module can help you overcome the difficulties generated from a large class, but it will also help you make the most of the benefits that it can provide.
In this module, you will find out:
a variety of methods and techniques to help you teach a large class of students to communicate in English
how to manage your time outside class
ways to manage a large group of students
how to keep your students participating and motivated
how to cater for students with different proficiency levels
how to arrange students
how to promote learner independence
how to organise feedback
how to monitor and assess student performance in a large class
WHAT DO WE MEAN BY LARGE CLASS
When we say 'large' we generally mean a class of 30-60 students, in some instances up to 100. The educational system of some countries precludes the formation of language groups that are so large, however in other countries, for instance India, China or South Korea, such classes are quite common.
School administrations may choose to split students into smaller groups for the following reasons:
Overpopulation and a lack of teachers.
The traditional belief that still prevails in some parts of the world where the aim of a language course is to prepare students for an examination (usually a formal, written, grammar-based one) rather than teach them to communicate in English. A lesson is therefore viewed as a lecture where a certain amount of knowledge is to be passed on to the students.
Depending on room size it would be difficult to divide the class but definitely possible.
Assess competency and delegate stronger class members to lead smaller groups within class room.
Delegate 4 class members if your class is 60 and instruct them each to distribute and collate homework.
Failing to prepare before entering the class means the class is doomed to fail
Rising to the challenge stimulates professional gro.
For the past few years, reading has taken center stage in PD—specifically because this is an area that has been deemed as being one that most of our students struggle with as evidenced by ISAT performance. For the past couple of years, teachers have been exposed to the concept of Reading Across the Curriculum. At first, Haugan received PD from an outside consultant and then last year, most of our PD was delivered on-site by our Master Teachers. This year, we are going full force with Reading Across the Curriculum and marrying it to the Differentiation concept—Haugan personnel will be the driving force behind the initiative; in terms of providing all PD ourselves. So far, we have delivered 4 PowerPoint presentations that have some type of literacy/differentiation element embedded into it: Ex: 1. Formative Assessment; 2. Word Maps to Build Comprehension; 3. Summarizing; and 4. Differentiation.
Differentiation ppt: We opened the year with a PD session on differentiation. Although many of our Haugan teachers have been to conferences/workshops that delve deeply into this concept, we felt that we needed to present teachers with practical techniques that they could immediately put into practice the first week of school—techniques that would help them get to know their students’ interests and learning styles. In having an idea of students’ interests and learning styles, teachers are better able to engage students.
CHAPTER 7Developing a Philosophy of Teaching and LearningTeacJinElias52
CHAPTER 7
Developing a Philosophy of Teaching and Learning
Teacher Interview: Heather Cyra
Heather Cyra has been a teacher at Guild Gray Elementary School for four years. Approximately 600 students attend kindergarten through fifth grade at Guild Gray. The school is located between an older, well-established neighborhood and low-rent apartment complexes. Student enrollment fluctuates at the school, and teachers may be asked to change grade levels when populations at specific grade levels decrease or increase. Ms. Cyra began teaching first grade but after one year she was moved to fifth grade. For as long as she remembers, she wanted to be a teacher. She knew that there would be challenges and rewards in teaching, but teachers make a difference in the world. She wanted to be creative and use the natural skills she possesses for helping people learn.
What do you see when you see excellence in teaching?
I see someone who is organized and has created an enjoyable, engaging environment—teachers who keep the students engaged in learning and also help everyone learn. I see excellence in teaching when I see teachers who have “fun” with their students; teachers who listen to their students and keep the students from being bored. Excellence in teaching is also surprising the students with unexpected activities, rewards, or information.
How do you know when your students are learning?
There are many ways to know that students are learning. You can often tell just by the looks on their faces that show whether they are confused or enlightened. You can tell by verbal cues from how the students respond to the questions you ask or how they contribute to class discussions. You can tell from a written assessment or merely a show of hands. If they are not responding the way I expect them to then I realize I have to reteach a concept or go back over something that may not have been explained in a way that they can understand. If you are tuned in to your students it is quite easy to tell when students have checked out by the way they look at you or don’t and by the responses they give you.
What brings you joy in teaching?
When I see how far the students I started out with grow in a year. By keeping track of their stages of development, I can see how much they have learned and how their attitudes and behavior have developed. When my students tell me at the end of the year that they don’t want to leave, I know that I have created a warm, nurturing environment. I feel like I am doing something right. It’s not entirely about what the tests say. As long as they’re learning, showing growth, and enjoying themselves in school and have enjoyed their fifth-grade experience I am happy and feel like I have done my job.
How did you develop a personal philosophy of teaching?
I constructed my philosophy one course at a time through integration of the most prominent and influential pieces of knowledge from each professor and textbook. During the course in special education my ...
A presentation on the topic of differentiating instruction in mixed-ability classrooms.
Resource: How to Differentiate Instruction in Mixed - Ability Classrooms, Carol Ann Tomlinson
Good teaching happens when competent teachers with non-discouraging personalities use non-defensive approaches to language teaching and learning, and cherish their students. Author: Dr. James E. Alatis
Dean Emeritus, School of Languages and Linguistics, Georgetown University.
To learn some British and American slang terms and practice them in sample
dialogues;
• To practice reading for general idea, listening for gist and writing skills;
• Practice the language of agreeing/disagreeing in speech
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Teaching-Learning Styles and Classroom Environment
1. META Online MOODLE Course for
EFL Teachers - 2015
Learning-Teaching Styles
and Classroom Environment
Instructor:
Irina Pomazanovschi, ETRC/IRIM
pomazanovschi@gmail.com
2. By the end of this session
you will be able to:
State your opinion about learning styles;
Learn about 5 classic teaching styles;
Formulate 3 components of healthy
classroom environment that will help you
motivate your students
3. The VAK modelThe VAK model
The VAK model
is divided in
three different
learning styles
depending on
the way each
one receives
and processes
the information.
4. Learning Styles
Myth or reality?
Link:
https://www.yo
utube.com/wat
ch?
v=855Now8h5R
s
Video title on youtube: Learning styles & the importance of critical
self-reflection | Tesia Marshik | TEDxUWLaCrosse
5. No two teachers are alike, and any teacher with
classroom teaching experience will agree that their
style of teaching is uniquely their own.
TEACHING STYLE?
6. 1. Authority, or lecture style
The authority model is teacher-
centered and frequently entails
lengthy lecture sessions or one-
way presentations. Students are
expected to take notes or
absorb information.
+
This style is acceptable for certain higher-
education disciplines and auditorium
settings with large groups of students. The
pure lecture style is most suitable for
subjects like history that necessitate
memorization of key facts, dates, names,
etc.
-
It is a questionable model for teaching
children because there is little or no
interaction with the teacher.
7. 2. Personal Model/Demonstrator, or
coach style
The demonstrator retains the
formal authority role while
allowing teachers to
demonstrate their expertise by
showing students what they
need to know.
+
This style gives teachers opportunities to
incorporate a variety of formats including
lectures, multimedia presentations and
demonstrations.
-
Although it’s well-suited for teaching
mathematics, music, physical education,
arts and crafts, it is difficult to
accommodate students’ individual needs
in larger classrooms.
8. 3. Facilitator, or activity style
Facilitators promote self-
learning and help students
develop critical thinking skills
and retain knowledge that
leads to self-actualization.
+
This style trains students to ask questions
and helps develop skills to find answers and
solutions through exploration; it is ideal for
teaching science and similar subjects.
-
Challenges teacher to interact with
students and prompt them toward
discovery rather than lecturing facts and
testing knowledge through memorization.
9. 4. Delegator, or group style
The delegator style is best-
suited for curriculum that
requires lab activities, such as
chemistry and biology, or
subjects that warrant peer
feedback, like debate and
creative writing.+
Guided discovery and inquiry-based
learning places the teacher in an observer
role that inspires students by working in
tandem toward common goals.
-
Considered a modern style of teaching, it is
sometimes criticized as newfangled and
geared toward teacher as consultant
rather than the traditional authority figure.
10. 5. Hybrid, or blended style
… follows an integrated
approach to teaching
that blends the teachers’
personality and interests
with students’ needs and
curriculum-appropriate
methods.+
Achieves the inclusive approach of
combining teaching style clusters and
enables teachers to tailor their styles to
student needs and appropriate subject
matter.
-
Hybrid style runs the risk of trying to be too
many things to all students, prompting
teachers to spread themselves too thin and
dilute learning.
11. Anthony F. Grasha, a noted professor of psychology at the
University of Cincinnati, is credited with developing the classic
five teaching styles. (1996)
He developed a teaching style inventory that has since been adopted and modified
by followers.
Expert: Similar to a coach, experts share knowledge, demonstrate their expertise,
advise students and provide feedback to improve understanding and promote
learning.
Formal authority: Authoritative teachers incorporate the traditional lecture format
and share many of the same characteristics as experts, but with less student
interaction.
Personal model: Incorporates blended teaching styles that match the best
techniques with the appropriate learning scenarios and students in an adaptive
format.
Facilitator: Designs participatory learning activities and manages classroom projects
while providing information and offering feedback to facilitate critical thinking.
Delegator: Organizes group learning, observes students, provides consultation, and
promotes interaction between groups and among individuals to achieve learning
objectives.
Although he developed specific teaching styles, Grasha warned against boxing
teachers into a single category. Instead, he advocated that teachers play multiple
roles in the classroom. He believed most teachers possess some combination of all or
most of the classic teaching styles.
12.
13. Remain focused on your teaching
objectives and avoid trying to be all things
to all students!
14. Education authors Harry and Rosemary
Wong declare: “successful teachers
share three common characteristics”:
effective classroom management skills
lesson mastery
positive expectations
All instructors, when developing their teaching styles,
should keep in mind these three goals, as well as the
primary objective of education: student learning.
17. 1. Relationships
What does it mean to ‘understand learners’?
Think of a foreign language you have studied
in the past: what motivated you to learn?
What motivates your learners to learn English?
Getting to know your learners helps you to find
out more about what motivates them.
How do you get to know new classes/ learners
quickly? (activities?)
18. Rapport
How has the teacher built this lesson around the
students’ interests?
What kind of relationship she has with this class?
a relationship in which people like, understand,
and respect each other.
The doctor had an excellent rapport with his patients.
/ræ p r/ˈ ɔ
19. You might not be able to plan every lesson around
the interests of your learners, but there are some
things you can always do to build rapport and
create a good relationship with your learners.
Choose your attitude
You need to be friendly but professional. Remember that your students don’t want
you as a friend, but want to respect you as a teacher. Show them from the outset
that you expect them to work hard in your class, but that it can be enjoyable.
Use names
Yes, it can be difficult with a large class to learn names quickly, but using your
learners’ names shows that you see them as individuals and creates bonds.
Listen
Really listen to the messages in what your learners say, not just the English that they
produce. Try to avoid unnecessary ‘echoing’, or simply repeating what learners say
and be aware of the amount of time you spend talking in a class.
Avoid over-correcting
Teachers who correct learners every time they speak run the risk of damaging
learner confidence and breaking down rapport. Of course, learners need
correcting at times, and when this is done supportively it can increase trust between
learner and teacher.
Stand tall
Work on your voice and body language so that you appear confident, even if you
really don’t feel it. Your voice needs to be loud and clear. Stand straight in front of
the class, and don’t hide behind a desk.
20. Activities-suggestions
POSTER: what kind of teacher do you want?
WEEKLY REFLECTIONS: write down and share in
small groups 2+ and 1- events in their lives
“ALL ABOUT ME” BAG: few objects that reveal
things or are special to them, share with the
class.
4 SQUARES: give time to write ;
Stand up and share box 1 with a partner
“I AM” PROJECT: (poster, poem,
top 10 list; slideshow)
sentence starters to spur their thinking skills
“I am happy when …”
Like about
school
My family
Places I’ve
visited
Dislike about
school
23. How important is a
comfortable classroom?
Research by Reinisch: comfort = “most necessary”
775 4th
– 8th
graders: the following elements to a
good learning environment:
A clean classroom
Artwork and wall decorations
A classroom pet
24. Tips on how to help young
children feel safe and more at
ease in the classroom:
Have group activities where children are
encouraged to decorate the classroom together.
Install a large bulletin board and encourage student
to bring photos of their family and pets to pin on the
board. Children should also be encouraged to bring
and share items of cultural significance to display.
Hold an orientation early in the school year where
parents are invited to the classroom. This will serve as
an icebreaker and help the classroom environment
feel less strange.
26. What might scare teachers in flexible classrooms?
https://www.youtube.com/watch?v=O_x4OLsfReQ
Video Title on Youtube: Flexible Learning Environments
27. 3. Routines
The key to getting your classroom to run
smoothly and minimize behavior issues is
to establish procedures and routines. This
takes significant work and practice in
the beginning
28. References:
Colorado State University's Learning Styles Page
http://secure.casa.colostate.edu/applications/learningstyles/index.aspx
Learning Styles.ALL STUDENTS ARE CREATED EQUALLY (AND DIFFERENTLY.)
http://teach.com/what/teachers-teach/learning-styles
What is Your Teaching Style? 5 Effective Teaching Methods for Your Classroom. Posted
January 5, 2013 by Eric Gill in Teaching Strategies. Updated June 15, 2015.
http://education.cu-portland.edu/blog/teaching-strategies/5-types-of-classroom-teaching-styles/
How Comfortable Classrooms Lead to a Better Student Community. Posted October 19, 2012
in Featured Stories. http://education.cu-portland.edu/blog/news/welcoming-classrooms-
better-students/
Classroom Environments: Does Space Make a Difference? MARCH 17, 2011 BY Andrew
Marcinek, Director of Technology and EducatorU.org Co-founder, Boston, MA
http://www.edutopia.org/blog/classroom-environments-make-difference-andrew-marcinek
http://www.learnnc.org/lp/pages/734
http://www.ok.gov/octp/documents/Classroom%20Environment%201.pdf
http://www.edutopia.org/blog/classroom-environments-make-difference-andrew-marcinek
Editor's Notes
ifferent types of motivation for learning, based on the theories of American psychologist, Carl Rogers.
Intrinsic motivation — comes from the learner. The learning activity and the learning environment motivate the learner because they are a source of enjoyment or value.
Extrinsic motivation — comes from an external source, some kind of external benefit or reward. The potential negative consequences of notlearning can also be motivating.
2. Sharing good news promotes the development of trust and prosocial orientation towards the other