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The Making-of-a-Professional-Teacher
This document provides an overview of 13 different teaching methodologies: 1) Grammar Translation Method 2) Natural Approach 3) Direct Method 4) Audio-Lingual Method 5) Silent Way 6) Desuggestopedia 7) Community Language Learning 8) Total Physical Response 9) Communicative Approach 10) Content-Based Approach 11) Task-Based Approach 12) Cooperative Learning 13) Multiple Intelligences Each methodology is described in terms of its general principles, typical activities, and key influences on the approach.
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The Making-of-a-Professional-Teacher
- 1. The Making of aProfessional Teacher 2007 師德全台巡迴講座 Michael Tsai 師德種子講師 知名連鎖品牌美語師資培訓講師 英國劍橋 TKT 國際認證講師 快速記憶及心智繪圖講師 1
- 2. Agenda 1. Approach, Methodand Technique 1. Approach, Method and Technique 2. Teaching Methodologies 2. Teaching Methodologies 3. How to choose the “best” method? 3. How to choose the “best” method? 4. Teaching very young learners 4. Teaching very young learners 4. Practical games and activities 4. Practical games and activities 2
- 3. What is itto be a professional teacher? 3
- 4.
- 5. Approach, method or technique? 5
- 6.
- 7. METHODOLOGY APPROACH METHOD TECHNIQUE Theories Principles Activities Belief Goals Skills Nature of Syllabus Procedures language and Roles language Materials learning Plans 7
- 8.
- 9. Before we start… Don’tlook at your handouts! How did you learn your first foreign language? How did you learn your mother tongue? Which teaching method or methods do you usually use to teach English? Talk with your partner. Share with us. 9
- 10. Now, let’s havea little test… Look at the handouts now. Discuss with your partner which teaching methods fit into the different descriptions. 10
- 11.
- 12. 1. The Grammar-Translation Method 12
- 13.
- 14. General description Focus Translation Grammar Traditional way to teach Latin Greek 19th century European languages Develop Reading skill cognitive ability 14
- 15. Activities Presentation of grammarrules Study of lists of vocabulary Synonyms, antonyms, roots, prefixes, suffixes Translation exercise Reading comprehension 15
- 16.
- 17.
- 18. General description 1970s-1980s,Krashen & Terrell Focus Spoken language Oral communication skill Use of objects and actions in teaching Natural principles of first language acquisition Content, not form Meaningful communication 4 Hypothesis Acquisition-Learning Hypothesis Monitor Hypothesis Natural Order Hypothesis Input Hypothesis: i+1 Affective Filter Hypothesis 18
- 19. Activities Use pictures, drawings,gestures TPR Commands Classroom language 19
- 20. 3. The DirectMethod 20
- 21.
- 22. General description 19th century Targetlanguage only Meaning “directly” communicated using Actions Objects Mime Gestures Situations L & S before R & W Grammar: inductive learning 22
- 23. Example 1 Example 4 Grammatical Example 2 Rules Example 3 23
- 24. Example 1 Example 4 Grammatical Example 2 Rules Example 3 24
- 25. Activities Reading aloud Q &A Self-correction Conversation Fill-in the blanks Dictation Listening comprehension Paragraph writing 25
- 26. Berlitz 1. Never translate: demonstrate 2. Never explain: act 3. Never make a speech: ask questions 4. Never imitate mistakes: correct 5. Never speak with single words: use sentences 6. Never speak too much: make students speak much 7. Never jump around: follow your plan 8. Never go too fast: keep the pace of the student 9. Never speak too slowly: speak normally 10. Never speak too quickly: speak naturally 11. Never speak too loudly: speak naturally 12. Never be impatient: take it easy 26
- 27. 4. The Audio-LingualMethod 27
- 28.
- 29. General description 1950s-1960s, US ArmyMethod Behaviorism L & S before R & W Use Dialogues Drills Discourage the use of mother tongue 29
- 30. Behaviorism + REPEATED REINFORCEMENT BEHAVIOR STIMULUS REPONSE NO / - NO REPEATED REINFORCEMENT BEHAVIOR 30
- 31. Activities Repetition Inflection:he she; singular plural Replacement: “Helen is a girl.” “SHE is a girl.” Restatement: indirect speech direct speech Completion: “I want a hot dog and you want…” Transposition: “I’m hungry. (SO…)” Expansion: “I enjoy it. (…very much)” Contraction: “I play at school.” “I play THERE.” Transformation: I am… I am not… Am I… Integration: “I am glad.” + “You are here.” Rejoinder: Introduce yourself in a polite way… Restoration: students/ waiting/ bus 31
- 32. 5. The SilentWay 32
- 33.
- 34. General description 1970s,US, Galeb Gattegno Use Gesture, Mime, Visual aids, Wall chart, Cuisenaire rods Vocabulary is the key Force learners’ self-awareness, self-reliance, self-responsibility Teaching should be subordinated to learning. The teacher works with the students, the student works on the language. The teacher is not a language teacher, but a teacher of language learners. 34
- 35.
- 36.
- 37. Word Chart 37
- 38.
- 39. Activities 1. Pronunciation (stress,intonation) Word Phrase Sentence 2. Structure Vocabulary Sentence pattern 39
- 40.
- 41.
- 42. General description 1970s, Bulgaria,Georgi Lozanov Rich sensory learning environment Picture, color, songs, music, poster Positive expectation of success Use a varied range of methods Dramatized texts Music Active participation in songs and games, etc. 42
- 43. Activities 1. Presentation Relax Positive frame of mind Learning is going to be easy and fun. 2. First Concert - "Active Concert“ Active presentation Accompanied by classical music. 3. Second Concert - "Passive Review“ Relax and listen to some Baroque music Text read very quietly in the background 4. Practice Games, puzzles, etc. Review and consolidate 43
- 44. 7. Community Language Learning 44
- 45.
- 46. General description 1960s,US, Charles Group learning Curran Mutual trust, help, Whole persons cooperation “Language is people.” Counseling learning “Language is persons Teacher: Counselor in contract.” Non-defensive “Language is persons learning in response.” Security “Learning is persons.” Aggression Highly learner Attention centered Reflection Retention Discrimination 46
- 47. Activities Translation L decides what T teaches; T translates Group work Group prepares materials, e.g. a talk, a topic, a story Recording Piece by piece, in target language Copying Write down the scripts Reflection & Observation Share feeling with others, with group, or with class Listening Listen to teacher’s or learner’s own recording Free Talk With others or teacher, about content or47 experience
- 48. 8. Total PhysicalResponse 48
- 49.
- 50. Let’s have aFrench lesson now! Assis! Debout! Venez ici! Allez la-bas! Dormez! Levez! 50
- 51. General description 1960s,US, James Asher Key concepts COMPREHESNION ACTIONS RESPONSES It’s all in the way we learn. “Do not attempt to force speaking from students.” Comprehension before expression. Focus on the content, not on the form. Verb is the king! Imperative! 51
- 52. How does ababy learn to utter the first word and then speak? Language-body conversation Babies don’t learn by memorization. Words without actions in the primary stage Meaningless! No matter how many times they are repeated! Try with your dog! 52
- 53. Procedure 1. T says& acts; C observes 2. T says & acts; C acts 3. T says; C acts 4. T says; C says & acts 5. 1 L says & acts; both C & T act 6. 1 L says & acts; C acts 7. 1 L says; both C & T say & act 8. 1 L says; C says & acts 53
- 54.
- 55.
- 56. General description 1980s Linguistic + Communicative competence Knowledge of language Knowledge of rules of speaking Knowledge of different types of speech acts Knowledge of how to use the language appropriately in different kinds of social contexts Authentic language, materials Specific vocabulary and expressions Functions Requesting, describing, expressing likes & dislikes Use language to perform different kinds of tasks 56
- 57. Activities Johnson andMorrow 1981 Real communicative activities: Information gap Choice Feedback Same forms Different functions “How are you?” Same functions Different forms Introduce yourself Role play Interviews Surveys Pair work 57
- 58.
- 59.
- 60. General description Languageacross the curriculum Language immersion Target language is a medium to learn other content areas Language immersion Immerge language teaching with authentic contents, communication and other school subjects Develop communicative skill Satisfy learners’ needs Choose their own materials, topics, activities Encourage independent learning! 60
- 61. Activities Listening Language Language Social Social Math Math Studies Studies Topic Writing Topic Theme Theme Speaking Health Edu Health Edu Art Art P.E. P.E. Science Science Technology Technology Reading 61
- 62.
- 63.
- 64. General description Lesson basedaround the completion of a central task Language determined by what happened during the completion of the task 64
- 65. Procedure Pre-task Pre-task Task Circle Task Circle Post-task Post-task •Defining the •Task •Reporting task •Pair or group •Feedback •Preparing for work •Analyzing the task •Planning for the •Practicing report •Oral •Written 65
- 66. Activities Information gap Exchange info No continuous negotiating Opinion gap A given topic Out of control Reasoning gap New info concluded from given info The best Project work Problem solving 66
- 67.
- 68.
- 69.
- 70. Procedure 1. Planning 2. Grouping 3. Explanation 4. Assigning roles 5. Completing tasks 6. Observation 7. Presentation 8. Evaluation 70
- 71. Activities Peer tutoring Jigsaw Co-operative projects Groupinvestigation 71
- 72.
- 73. Yea me too. I just love to talk 8 8 73
- 74. General description 1983, US,Howard Gardner There is more than one psychological site of intelligence in the human brain. 7 basic intelligences 8th: Naturalist intelligence 9th: Existentialist/ Spiritualist intelligence The weak intelligences can be improved by working on strong ones!! Use the children’s natural learning strengths to enhance their weak ones. 74
- 75.
- 76. The 8 intelligences Scientific thinking Inductive/deductive reasoning Pattern recognition 76
- 77. The 8 intelligences Sense of sight learning Internal image construction 77
- 78. The 8 intelligences Physical movement Brain’s motor cortex 78
- 79. The 8 intelligences Person-to-person relationships 79 Communication
- 80. The 8 intelligences Recognitionof tonal patterns Sensitivity to rhythm and beats 80
- 81. The 8 intelligences Innerstates of being Self-reflection 81
- 82.
- 83. The 8 intelligences Recognition, Appreciation,and Understanding of the flora and fauna of the nature 83
- 84. Logical / Mathematical Abstract Symbols/ Logical/Pattern Formulas Games Calculation Number Sequences/ Deciphering Codes Patterns Forcing Relationships Outlining Graphic/Cognitive Problem Solving Organizers 84
- 85. Visual / SpatialStrategies Active imagination Mind mapping Color/texture Montage/collage schemes Painting Drawing Patterns/designs Guided Pretending/Fantasy imagery/visualizing Sculpting 85
- 86. Bodily / KinestheticStrategies Body Gymnastic routines language/physical Inventing gestures Physical exercise Body Role playing/mime sculpture/tableaus Sports games Dramatic enactment Folk/creative dance 86
- 87. Intrapersonal Strategies Consciousness Thinking strategies practices Independent Emotional processing studies/projects Focusing/ Mindfulness practices concentration skills Silent reflection Higher-order reasoning 87
- 88. Musical / RhythmicStrategies Environmental Percussion vibrations sounds Rapping Instrumental sounds Rhythmic patterns Music composition/ Singing/humming creation Tonal patterns Music performance Vocal sounds/tones 88
- 89. Interpersonal Strategies Collaborativeskills Intuiting others’ teaching feelings Cooperative learning Sensing others’ strategies motives Empathy practices Jigsaw Giving feedback Person-to-person Yea me too. Group projects I just love to talk communication Receiving feedback 89
- 90. Verbal / LinguisticsStrategies Creative writing Poetry Formal speaking Reading Humor/jokes Storytelling Impromptu speaking Story creation Journal/diary Verbal debate keeping Vocabulary 90
- 91. Naturalist Strategies Caringfor Nature encounters/ plants/animals field trips Conservation Natural observation practices Natural world simulations Environmental Species classification feedback (Organic/inorganic) Hands-on labs 91
- 92. How to choosethe “best” method? 92
- 93. What affects yourchoices? Personal belief Experience Teaching styles Classes Students Situations 93
- 94.
- 95. To sum up… Thereis no perfect method! A method is suitable only for a certain environment. A good method depends on the efforts furnished by the teacher him-/herself. All methods are results of wisdom and experiences of many people. Consider about your students’ needs! “Adapt; don’t adopt!”~ Clifford Drator 95
- 96. Teaching very younglearners 96
- 97. Teaching very younglearners Physical and mental differences 3 phases: Listening phase Developing phase Miming phase Classroom management Words are not enough Play with the language Variety in the classroom Establishing routines and learning habits Cooperation not competition 97
- 98. Practical games, activities and scoring systems 98
- 99. What is a“game”? A game in language teaching is defined as followings: An organized activity that usually has the following properties: a particular task or objective a set of rules competitions between players communication between players by spoken or written language 99
- 100. Warm-ups or lead-ins? Warm-ups(warmers): To raise students’ energy level Make them feel comfortable Not always connected to the topic Lead-ins: Focus on the topic or the new language Motivate students Make a link between the topic and students’ own lives 100
- 101. Scoring beyond scores Thinkbeyond points Use toys, toy money Combine games, gambling with scoring Focus on fun, not on competition Be fair! 101
- 102. Conclusion 102
- 103. What you cando… Improve your overall English ability! Learn everything around English teaching! Reflect upon your own teaching often! Think about the ultimate destination you want to take your students to in the end! Be open-minded! Be a life-long learner yourself! 103
- 104. Thank you foryour attention! Any comments or shares of thoughts are welcome! huttm@hotmail.com 104