Icebreaker

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Icebreaker

• Just say something
• Just ask something
• Paying complements
• Second Conditional

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Tutoring Overview

• 1 "What do I do first?" "How do I know what to
  teach?"Gather information, needs assessment, set
  goals, get needed materials
• 2 "How should I structure my tutoring
  sessions?"Follow an organized format.
• 3 "What factors can help or hinder a student's
  English learning ability?" Consider personal,
  cultural, and linguistic factors.
• 4 "How do I make a lesson plan that is
  appropriate for my student?" Set reasonable
  objectives provide appropriate materials and
  activities.
• 5 "How do I document students' progress and
  evaluate their success?"Use formal and informal
  means.
• 6 "How can I evaluate my performance as an ESL
  tutor?"Use simple self-assessment procedures.

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Assessing Students Needs
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In order to successfully teach a second or
foreign language to adults, teachers recognize
that, at a very practial level they must
constatly adjust their methods and materials on
the basis of their identification of the local
needs of their students.
Tarone, E Yule, G. 1989

• Do you agree?
• Is it possible in our classes today?
• How can we do it?

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Advantages of Using Pre-Assessment

• Determine student mastery and/or learning gaps
• Avoid teaching students what they already know
• Guide instruction to challenge students
  appropriately

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• Use planning and instructional time effectively
• Motivate students to be more involved in and
  attentive to instruction
• Plan more engaging, relevant and meaningful
  instruction
• Identify students who have extensive background
  knowledge in order to form expert groups

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How do we assess students needs?

• What do you do in your classess?
• What do schools often do?
• Are these methods effective? Why or why not?

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Global Needs

• What is the aim of learning?
• Use of questionnaire and interview to assess
  needs
• What if there seems to be no clear aim? i.e.
  English is a requirement

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Questions to ask

• Who are the learners?
• Why is the English language needed?
• How and where will it be used?
• With whom and when?
• Why are the learners taking this class?
• What resources are available?
• Where / when will the class take place?
• What is the broader context?
• What different learning styles are there?

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4 Corners Drawing
My favoirte Hobby is. I want to learn English because
I day I would like to. A personal challenge I have is.
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Story Telling Assessment
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What can we do to assess student needs?

• Oral and written interviews
• Journals
• Games (Thumbs up) (Keep talking)
• Individual or group observations
• Surveys
• Set focus groups
• Research your students language and educational
  background
• Story telling

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Learner Styles

• Visual
• Auditory
• Tactile/Kinesthetic
• Independent vs. Social
• Multiple Intelligences visual-spatial,
  linguistic, logical/mathematical, musical,
  intrapersonal, interpersonal, naturalist

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Learner Style Tests

• http//www.edutopia.org/multiple-intelligences-lea
  rning-styles-quiz
• http//www.bgfl.org/bgfl/custom/resources_ftp/clie
  nt_ftp/ks3/ict/multiple_int/

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Analysis in Terms of Communicative Competence

• Grammatical Competence
• Sociolinguistic Competence
• Strategic Competence
• Students need all three unless specific needs
  deem otherwise

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Competencies Case Study

• With your group create a student who
  specifically only needs one or two competencies.
• Class will interview the student and guess what
  competencies he/she needs-

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How can linguistics help us think differently
about students needs?

• Student language can be divided into a number of
  linguistic catagories
• Pragmatics
• Semantics
• Syntax
• Morphology
• Phonology

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So what?

• Why are these categories important to teachers
  and students
• Pragmatics
• Semantics
• Syntax
• Mophology
• Phonetics