Teaching Methodology Chapter 5-6-7

Adviser. Thor Theara
Chapter 5th-Chapter 7th
9/22/2018
1

A. Age
• The age of our students is a major factor in
our decision about how and what to teach.
• Different needs, competences, cognitive,
skills.
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DESCRIBING LEARNERS
Presented by: Mr Sun Piseth

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Do Young children
learn faster and
more effectively?
 Yes, Pronunciation is better.
 No, Older children seen to be far
better learners in most aspects of
acquisition, pronunciation include
 No, Teenagers are more effective
learners.

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Age Difference
Young Children Adolescents Adults

A.2. Young Children-up to the age of ten
• They often learn indirectly
rather than directly, they
learn from information from
everything around them.
• Their understanding comes
out not just from explanation,
but also from what they see
and heard and, crucially, have
a chance to touch and interact
with.
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• They are keep to talk about themselves
and respond well to learning that uses
themselves and their own lives as main
topics in the classroom.

• They have a limitted attention span; unless the
activities are extremely engaging they can easily get
bored, losing interest after ten minutes or so.
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What should good teachers at this
level do?
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• Teacher need to spend time
understanding how their students think
and operate.
• They need to able to pick upon their
student’s current interests so that they
can use them to motivate the children.
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A.3. Adolescents
• They can engage with abstract thought.
• They search for individual identity
• Identity has to be forged among classmates and friends, peer
approval may be more important
• They often seen as problem students but once they are engaged,
adolescents may well be the most exciting students of all.
• They need to feel good about themselves and valued.
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• Need approval
• Relevant and involving material
• Bolster students’ self-esteem
• Express their own thoughts and opinion
• Own level( no humiliation)
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How can teachers ensure successful learning at
this level?
• We could provoke student engagement
with material which is relevant and
involving. At the same time, we need to
do what teacher can bolster ours
student's esteem, and be conscious,
always of their need for identity
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A.4. Adult Learners
• They have a whole range of life experiences to draw on.
• They have expectations about the learning process.
• They tend to be more disciplined than other age groups.
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• They can be critical of teaching methods
• Many adults worry that their intellectual powers may be
diminishing with age.
• Unlike young children and teenagers, they often have a clear
understanding of why they are learning and what they want to
get out of it.
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B. Learning Differences
• To measure general intellectual ability
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B.1. Aptitude and Intelligence
B.2. Good Learner Characteristics
 Tolerance of ambiguity
 Ego involvement
 High aspirations
 Goal orientation
 Creativity
 Perseverance(persistence), etc…
Presented by: Ms. Tout Kanika

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B.3. Good Learner Style and Strategies
Convergers:
• These are students who are by nature solitary, prefer to
avoid groups, independent and confident in their own
abilities;
• They are analytic and can impose their own structures
on learning.
• They tend to be cool and pragmatic.
Conformists:
 These are the students who prefer to emphasise learning about
language over learning to use it.
 They tend to be dependent on those in authority and are perfectly
happy to work in non-communicative classrooms, doing what they
are told.

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Communicative Learners:
 They are language use oriented;
 They are comfortable out of class and show a degree of
confidence and willingness to take risks.
 They are much more interested in social interaction with other
speakers of the language than they are with analysis of how the
language works;
 They are perfectly happy to operate without the guidance of a
teacher.
Concrete Learners:
 They enjoy the social aspects of learning and like to
learn from direct learning experience.
 They are interested in language use and language as
communication rather than language as a system.
 They enjoy games and groupwork in class.

Multiple Intelligence
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B.4. Individual Variations:

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Neuro-linguistic programming

C. Language Levels
• Methodology
• Language, Task and Topic
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upper
intermediate
mid-intermediate
lower intermediate/
pre-intermediate
elementary
real beginner/ false beginner
advanced

D. Motivation
What is motivation?
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CHAPTER 6:
DESCRIBING TEACHERS
 How they see themselves:
 Actors
 Orchestral conductors
 Gardeners
What is a teaching?
19
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Learner-
Centered
Teaching
20
Students
Responses
Experience and
Education
process
Teacher Good Lesson
Students
Responses
Influenced
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Controller
The roles of a
Teacher
Prompter
ParticipantResource
Tutor
21
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 The roles of the teacher:
Controller: The teacher
stand at the front of
the class, dictating
everything that
happens.
22
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Prompter: Teacher encourages Ss, pushes them to
achieve more than. 23
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Participant: Teacher joins in a activity as participant.
24
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Resource: Teacher help Ss in their tasks, gives them language information.
25
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Tutor: Teacher is like an advisor who responds to what the Ss are
doing and advises them on what to do next. 26
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 Engage Students
 Instruct or Demonstrate
 Initiate
 Organize feedback to the student
Organizing student and activities
27
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Team game: energetically,
encouragingly, clearly, fairly
Role-play: clearly, encouragingly,
retiringly, supportively
The teacher as performer
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Teacher reading aloud:
commandingly, dramatically,
interestingly.
Whole class listening: efficiently,
clearly, supportively.
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Chapter 7: Describing Learning Contexts
A. The place and way of instruction
* Schools and language schools * In school and in company
* Real and virtual learning environments
Present by: Hem Sophy9/22/2018 37

* Some advantages of virtual learning
- Type of competition
- Based on speed
- Fast turnaround
- Deep knowledge
- Created value faster
- Develops spatial and social skill
- Avoids expenses of cost/time

* One disadvantage of the online learning
• According to the U.S Department of education:
Online learning is learning that is undertaken an a computer by means of the internet.
Disadvantage of the online learning
- Cannot offer human interaction
- Cannot cope with thousands of students
- Can be difficult technically ( need involve practice )
- Boring with text and reading
- Feel isolated or miss social activity
- Slow or unreliable internet connection can be frustrating

B. Class Size
B1- Teaching One-to-One
• Advantages of the teaching One-to-One
- The designing of a specific program of study
- The use of the student’s learning style and
what kind of key are the correct one
- One-to-One students get greatly enhanced
feedback from their teachers
- Changing an activity and moving on to
something completely.
refers to the number of students in
a given course or classroom.

• Disadvantages of the
teaching One-to-One
- Some teachers find individual
students difficult to deal with,
sometime they don’t like
them very much and the same
can be true of a student’s
feeling towards the teacher.
- Some students seem to
expect a private teacher to do
all the work for them,
forgetting the one-to-one
learning demands more from
the student as id does from
the teacher.
• Make a good impression
• Be well-prepared
• Be flexible
• Adapt to the students
• Listen and watch
• Give explanation and
guidelines
• Don’t be afraid to say No
Solution

B2- Large Classes
Negative
Positive
*Key element in successful large-group teaching:
- Be organized
- Establish routines
- Use a different place for different activities
- Maximize individual work
- Use students
- Use worksheets
- Use pair work and group work
- Use chorus reaction
- Take account of vision and acoustics
- Use the size of the group to your advantage

C- Managing mixed ability
In a mixed ability classroom there are a variety of learning designed around students’different abilities
and interests.
C1- Working with different content

C2- Different student actions
- Give students different tasks
- Give students different roles
- Reward early finishers
- Encourage different student responses
- Identify student strengths
( Linguistic or non-linguistic )

C3- What the teacher does
Matching students group are depending on their abilities which different and work as smaller group or
individual.
- Responding to students: spending time which particular groups we do not ignore or exclude others.
- Being inclusive: draw all of the students into the lesson.
- Flexible groupings: flexible for a number or tasks or different grouping for each students can do
different tasks.

C4- Realistic Mixed-Ability Teaching
- Time and opportunity for working with individuals-as-individuals all the time however, it is
difficult in large classes.
- Time and opportunity for teaching in the class as a whole, when we believe that everyone in
the group should learn the same thing in the same way.
 These are the ultimate achievement of differentiation for encourage the learner to raises many
complicated issues.

D- Monolingual, bilingual and multilingual:
- The idea that the only language teachers and students can use in the
foreign language classroom is direct method and it is also the first
language that has become the main subject for debate.
Present by: Ear Kongseng9/22/2018 47

D1- Foreign-language students and their first language:
There are some powerful arguments of communication in a
classroom because they are going to be operation in their first language and
in the language they studying.

D2- The benefits of Using the L1 in the L2 Classroom:
The student’s L1 in the classroom has obvious advantages. We
can use the student L1to help with learner training or dis cuss
personally with them.

D3. The Disadvantage of Using L1 in the L2 Classroom:
There are problems with an unquestioning use in the Student’s
L1 in the L2 classroom become the teacher may not share the
student’s L1 in the classroom.

D4. Taking a Stand:
Conclusions about how and when to use(or allow the use
of) the student L1 in the classroom.
 Acknowledge the L1:
 Use appropriate L1, L2 activities:
 Differentiate between levels:
 Agree clear guidelines:
 Use encouragement and persuasion:

Teaching Methodology Chapter 5-6-7

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