What type of lessons would this include
The following types of lessons would use minimal or no resources, and the students would have to produce most of it using their creative minds and using the teacher as a go-between. The only problem is whether or not you can maximise their potential.
One key issue is the purpose and its relation to the age, level and interests of the students. From my experience the ultimate goal is to have a smooth transition from coursebook material to real life situations where words and phrases have a more functional role.
To begin with, brainstorming through activating schemata in class can generate a great variety of ideas. I always gather valuable information based on my students’ spontaneous reaction to our discussions as active involvement stimulates creative thinking.
I was therefore very excited about the fact to discover that I could conduct a lesson purely by using the students as my resource. I was even more excited when I realized that without a prescribed coursebook, we were better able to focus on our students’ needs, interests and motivations and quickly became a convert to what I saw as a cutting edge method of teaching.
But when I started speaking to my Business English teaching colleagues, many of them simply said, “There’s nothing new about this. We’ve been doing this in our Business English classes for decades.”
I have keenly observed the fumbling and trembling of the people who ventured to speak English. In most of the cases, the faltering occurs only due to lack of confidence and fear of ridicule by others. This is an inevitable inhibition inhabiting the minds of initial learners. As a devoted teacher/trainer of Spoken English to people from all walks of life, with my experience in the field for more than a decade, I have dwelt at the systematic analysis on teaching spoken English in basic, secondary and tertiary modules.
As I've developed as a teacher, my relationship with supplementary materials has also evolved. I no longer view supplementary materials as being mandatory for a 'good' lesson, but rather they are something I choose carefully, selectively, and, I think, when I need to. Here are some of the questions I ask myself when deciding how to supplement for a particular class.
1. What do my students need/will supplementing be useful?
Nina MK, Ph.D.
The Choices We Make.
Nina MK, Ph.D.
It has helped me become more aware of my students and what they respond well to and it has helped me become more aware of the beliefs and ideals that underpin the way I approach my work.
It has also helped me develop when few other options are available. Until recently, I worked in Gabon, where there was no chance to attend workshops or conferences, no outside experts visiting the school, and only a small team of language teachers to work with. Introspective reflection and engaging with online networks were often my only sources of development.
You may well be familiar with scenes like this. You have probably sat through teachers’ meetings yourself where a head teacher or director has informed you of changes that seem to make no sense or which seem to reflect a fundamental and unwelcome shift in organisational philosophy. For me however, the key words in that extract are “coming down from on high”.