TEACHING TECHNIQUES
| Madeline Bolaños, Lilian Morales, Sofía Bone
If we want to manage classrooms effectively, we have to be able to handle a range of variables. These include: How the classroom space is organized? How we appear to the students? How we use our voice? The way we talk to students and who talks most in the lesson. What role, if any, there may be for the use of the students’ mother tongue lessons? Successful classroom management also involves being able to deal with difficult situations.
Proximity
•Teachers need to consider how close the should be to the students they are working with. Some students are uncomfortable if their teacher stands or sits close to them. For some distance are sign of coldness. Teachers should be concious of how close they are to their students.
Appropiacy
•It's a general way in which teachers sit or stand in classroom. All the positions teachers take sitting on the edge of tables, tanding behind a lectern, sit on the floor, standing on raised dais, etc make strong statements about the kind of person the teacher is.
Movement
•Most successful teachers move around the classroom to some extent. That way retain their students' or work more closely with smaller groups. How much we move around in the classroom will depend on our personal style.
Awareness
•Be aware of what students are doing, and, where possible, how they are feeling. This means watching and listening just as carefully as teaching. Awareness means assesing what students have said and responding appropiately. We need to be as conscious as possible of what is going on in the students' heads.
Conservation: It is important that they breathe correctly so that they don't strain their larynxes. Breathing properly means being relaxed.
Variety: It is important for teachers to vary the quality of their voices and the volume they speak at.
Audibility: Teachers most be sure that the students as te back of the class can hear tem just as well as those at the front. Good voice projection is more important than volume.
Rough -tune language skill that teacher and parents have in common. Rough-tuning is the simplification of language which both parents and teacher make in order to increase the chances of their being understood.
Gesture, expressions and mime should become a natural adjunct to the language we use, especially with students at lower levels.
Newer teachers need to pay attention to their students' comprenhension and use it as the yardstick by which to measure their own speaking stule in the classroom.
Teacher need to be aware of three thing. Firstly they should consider the kind of language that students are likely to understand. Secondly they nedd to think about what they wish to say to the students and how best to do it.
And thirdly, they need to consider the manner in which they will speak (in terms of intonation, tone of voice, etc).
Giving instructions The best activity in the world is give instructions if the students don’t understand what it is they supposed to do. the teacher have to repeat again When the teachers give instructions it is important for them to check that the students have understood what they are being asked to do.
Giving Instructions
Lastly, (you)
Next, (you) .
First, (you)
Then, (you)
Student talk and teacher talk
The students need to practice, not the teacher. Is appropriate the students ask, write, read, talk about the topic at that time being taught, for the student to practice more. It's best to consider talk time in the following percentages. Students should speak for 70% of the lesson. Teachers should speak for 30% of the time. Of course, some lessons may require longer explanations on the part of the teacher.
3. Demonstrates activities.
2. The teacher presents information or gives instructions. 1. The teacher provides feedback, correction, and possible guidance.
Using the L1 the first thing to remember is that especially at beginner levels, the students are going to translate, because the instructions can be in the mother tongue because is the natural process , while the students adapt a the l2, however using the grammar translation method can be used in this case. and taking the vocabulary, grammar, and pronunciation is easier student is able to express themselves without having to speak in their L1.
It has often been said that you should use English when possible and L1 when necessary.