Approaches and Methodologies in Teaching English - Do They Leave Space For Spontaneity?

In a classroom situation do we actually follow the models or stray away to respond to the emerging situation , and yet achieve the learning aims is something worth reflecting upon?

For me teaching methodologies are like ‘straight Jackets’ that help us slip into the lesson and ‘play safe’ making it easier for us to meet ‘our’ aims. But do we stick to these when we are in a classroom or wander away to deal with emergent language or spontaneity. I recount a lesson while being observed for my DELTA. It was a Vocabulary lesson and I was following text based approach.

Average: 4.5 (2 votes)

4 ways to give meaningful feedback

Feedback plays a central role in the learning process - it reminds students of their strengths and weaknesses, provides them with the motivation to improve and gives them room for reflection, right? Well, not always. It's very easy for us teachers to fall into the trap of seeing feedback as a means of isolating and highlighting students' weaknesses. Sometimes we do so because we wholeheartedly believe that by drawing students attention to areas they struggle with they can identify their mistakes more easily and therefore work towards correcting them.

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Digital Tools for Giving Feedback

Apparently, the term originates in biology when a response comes back to an organism (Rinvalucri,1994) but coming from an engineering background, I had my own idea of the word ‘feedback’ when I first started to teach.

Average: 5 (3 votes)

Beyond fight-or-flight

On hearing the word “challenging” what first comes to mind is a situation with discipline problems caused by rude and unruly students. However, in the following case the most serious impediment was their apathy, no matter what efforts were made.

Average: 3 (1 vote)

Classroom Management - Creating a pleasant and supportive atmosphere

What does the term classroom management mean to you? Is it the process of ensuring that lessons run smoothly? Is it the techniques you put in place to negate the behaviour of disruptive students? Is it the method you use to create relationships between learners, or indeed, between yourself and the learners? In my mind, it is probably a combination of all of the above.

Average: 5 (1 vote)

Peer Correction and Feedback

Peer Correction and Feedback.
Nina MK, Ph.D.

"I continuing speaking..." "It quickens my heartbreak... " (heart-rate) "it aches to move... " (it hurts) "I am agree..." "Old castle have goats..." (The old castle has ghosts) "there are computers and a lot of". 

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Feedback beyond the sentence

Feedback beyond the sentence

Feedback is rightly considered to be a key part of teaching. As teachers it's important for us to give feedback to students; it helps students see the reason for the task. We can give feedback on the task. That's to say how well the message was communicated. For example, was the story interesting? This is a very natural part of speech, as conversations outside the classroom feature this. If a friend tells you a story you'll respond to the information. In class we should do the same. It's important students know we actually care about what they say.

Average: 5 (1 vote)

Challenging Situations

Challenging Situations.
Nina MK, Ph.D.
Any teacher comes up against unusual, challenging and threatening situations. I tried to classify them in my mind in the simplest way, into what may be called internal and external ones. The former are most often connected to several factors.

Average: 3 (1 vote)

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