The Making of a Professional Teacher

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The Making ofa Professional Teacher

• 2007????????
• Michael Tsai
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Agenda
1. Approach, Method and Technique
2. Teaching Methodologies
3. How to choose the best method?
4. Teaching very young learners
4. Practical games and activities
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What is it to bea professional teacher?
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A professional teacher is
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Approach, method or technique?
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METHODOLOGY

• APPROACH
• Theories
• Belief
• Nature of language and language learning

• METHOD
• Principles
• Goals
• Syllabus
• Roles
• Materials
• Plans

• TECHNIQUE
• Activities
• Skills
• Procedures

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Teaching Methodologies
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Before we start

• Dont look 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.

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Now, lets have a little test

• Look at the handouts now.
• Discuss with your partner which teaching methods
  fit into the different descriptions.

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Teaching Methodologies
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1. The Grammar-Translation Method
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General description

• Focus
• Translation
• Grammar
• Traditional way to teach
• Latin
• Greek
• 19th century
• European languages
• Develop
• Reading skill
• cognitive ability

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Activities

• Presentation of grammar rules
• Study of lists of vocabulary
• Synonyms, antonyms, roots, prefixes, suffixes
• Translation exercise
• Reading comprehension

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2. Natural Approach
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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 i1
• Affective Filter Hypothesis

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Activities

• Use pictures, drawings, gestures
• TPR
• Commands
• Classroom language

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3. The Direct Method
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General description

• 19th century
• Target language only
• Meaning directly communicated using
• Actions
• Objects
• Mime
• Gestures
• Situations
• L S before R W
• Grammar inductive learning

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Example 1
Deductive
Example 4
Example 2
Example 3
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Example 1
Inductive
Example 4
Example 2
Example 3
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Activities

• Reading aloud
• Q A
• Self-correction
• Conversation
• Fill-in the blanks
• Dictation
• Listening comprehension
• Paragraph writing

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Berlitz

• Never translate demonstrate
• Never explain act
• Never make a speech ask questions
• Never imitate mistakes correct
• Never speak with single words use sentences
• Never speak too much make students speak much
• Never jump around follow your plan
• Never go too fast keep the pace of the student
• Never speak too slowly speak normally
• Never speak too quickly speak naturally
• Never speak too loudly speak naturally
• Never be impatient take it easy

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4. The Audio-Lingual Method
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General description

• 1950s-1960s, US
• Army Method
• Behaviorism
• L S before R W
• Use
• Dialogues
• Drills
• Discourage the use of mother tongue

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Behaviorism
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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 Im 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

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5. The Silent Way
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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.

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Rectangle Chart
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English Fidel
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Word Chart
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Cuisenaire Rods
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Activities

• Pronunciation (stress, intonation)
• Word
• Phrase
• Sentence
• Structure
• Vocabulary
• Sentence pattern

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6. Desuggestopedia
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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.

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Activities

• Presentation
• Relax
• Positive frame of mind
• Learning is going to be easy and fun.
• First Concert - "Active Concert
• Active presentation
• Accompanied by classical music.
• Second Concert - "Passive Review
• Relax and listen to some Baroque music
• Text read very quietly in the background
• Practice
• Games, puzzles, etc.
• Review and consolidate

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7. Community Language Learning
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General description

• 1960s, US, Charles Curran
• Whole persons
• Language is people.
• Language is persons in contract.
• Language is persons in response.
• Learning is persons.
• Highly learner centered

• Group learning
• Mutual trust, help, cooperation
• Counseling learning
• Teacher Counselor
• Non-defensive learning
• Security
• Aggression
• Attention
• Reflection
• Retention
• Discrimination

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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 teachers or learners own recording
• Free Talk
• With others or teacher, about content or
  experience

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8. Total Physical Response
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Lets have a French lesson now!

• Assis!
• Debout!
• Venez ici!
• Allez la-bas!
• Dormez!
• Levez!

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General description

• 1960s, US, James Asher
• Key concepts
• COMPREHESNION
• ACTIONS
• RESPONSES
• Its 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!

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How does a baby learn to utter the first word and
then speak?

• Language-body conversation
• Babies dont learn by memorization.
• Words without actions in the primary stage
• Meaningless!
• No matter how many times they are repeated!
• Try with your dog!

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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

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9. Communicative Approach
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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

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Activities

• Johnson and Morrow 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

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10. Content-based Approach
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General description

• Language across 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!

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Activities
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11. Task-based Approach
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General description

• Lesson based around the completion of a central
  task
• Language determined by what happened during the
  completion of the task

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Procedure
Pre-task
Task Circle
Post-task
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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

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12. Cooperative Learning
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General description
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Procedure

• Planning
• Grouping
• Explanation
• Assigning roles
• Completing tasks
• Observation
• Presentation
• Evaluation

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Activities

• Peer tutoring
• Jigsaw
• Co-operative projects
• Group investigation

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13. Multiple Intelligences
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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 childrens natural learning strengths to
  enhance their weak ones.

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The Intelligence Pizza
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The 8 intelligences
Scientific thinking Inductive/deductive
reasoningPattern recognition
logical-mathemetical
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The 8 intelligences
Sense of sight learning Internal image
construction
visual-spatial
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The 8 intelligences
Physical movement Brains motor cortex
bodily-kinesthetic
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The 8 intelligences
inter-personal
Person-to-person relationships Communication
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The 8 intelligences
Recognition of tonal patternsSensitivity to
rhythm and beats
musical-rhythmic
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The 8 intelligences
Inner states of being Self-reflection
intra-personal
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The 8 intelligences
Words Language
verbal-linguistic
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The 8 intelligences
Recognition, Appreciation, and Understanding of
the flora and fauna of the nature
naturalist
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Logical / Mathematical

• Abstract Symbols/ Formulas
• Calculation
• Deciphering Codes
• Forcing Relationships
• Graphic/Cognitive Organizers

• Logical/Pattern Games
• Number Sequences/ Patterns
• Outlining
• Problem Solving

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Visual / Spatial Strategies

• Active imagination
• Color/texture schemes
• Drawing
• Guided imagery/visualizing

• Mind mapping
• Montage/collage
• Painting
• Patterns/designs
• Pretending/Fantasy
• Sculpting

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Bodily / Kinesthetic Strategies

• Body language/physical gestures
• Body sculpture/tableaus
• Dramatic enactment
• Folk/creative dance

• Gymnastic routines
• Inventing
• Physical exercise
• Role playing/mime
• Sports games

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Intrapersonal Strategies

• Consciousness practices
• Emotional processing
• Focusing/ concentration skills
• Higher-order reasoning

• Thinking strategies
• Independent studies/projects
• Mindfulness practices
• Silent reflection

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Musical / Rhythmic Strategies

• Environmental sounds
• Instrumental sounds
• Music composition/ creation
• Music performance

• Percussion vibrations
• Rapping
• Rhythmic patterns
• Singing/humming
• Tonal patterns
• Vocal sounds/tones

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Interpersonal Strategies

• Collaborative skills teaching
• Cooperative learning strategies
• Empathy practices
• Giving feedback
• Group projects

• Intuiting others feelings
• Sensing others motives
• Jigsaw
• Person-to-person communication
• Receiving feedback

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Verbal / Linguistics Strategies

• Creative writing
• Formal speaking
• Humor/jokes
• Impromptu speaking
• Journal/diary keeping

• Poetry
• Reading
• Storytelling
• Story creation
• Verbal debate
• Vocabulary

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Naturalist Strategies

• Caring for plants/animals
• Conservation practices
• Environmental feedback
• Hands-on labs

• Nature encounters/ field trips
• Natural observation
• Natural world simulations
• Species classification
• (Organic/inorganic)

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How to choose the best method?
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What affects your choices?

• Personal belief
• Experience
• Teaching styles
• Classes
• Students
• Situations

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Different choices

• Absolutism
• Relativism
• Pluralism
• Eclecticism
• Principled Eclecticism

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To sum up

• There is 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 dont adopt! Clifford Drator

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Teaching very young learners
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Teaching very young learners

• 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

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Practical games, activities and scoring systems
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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

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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

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Scoring beyond scores

• Think beyond points
• Use toys, toy money
• Combine games, gambling with scoring
• Focus on fun, not on competition
• Be fair!

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Conclusion
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What you can do

• 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!

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Thank you for your attention!

• Any comments or shares of thoughts are welcome!
• huttm_at_hotmail.com