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Learning teaching, Scrivener

Apr 14, 2017

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Peter Szabo
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Page 1: Learning teaching, Scrivener

J.Scrivener: Learning Teaching

• A PP presentation created by Linguaprof

Page 2: Learning teaching, Scrivener

DoRecall

ReflectConclude

Prepare

Page 3: Learning teaching, Scrivener

DoRecall

ReflectConclude

Prepare

Page 4: Learning teaching, Scrivener

Three kinds of teacherSubject matter Methodology People

Explainer

Involver

Enabler

Page 5: Learning teaching, Scrivener

The effective teacher…

• really listens to his students;

• shows respect;

• gives clear, positive feedback;

• has a good sense of humour;

Page 6: Learning teaching, Scrivener

• is patient;

• knows his subject;

• inspires confidence;

• trusts people;

Page 7: Learning teaching, Scrivener

• Empathizes with students’ problems;

• Is well-organized;

• Paces lessons well;

• Does not complicate things unnecessarily

Page 8: Learning teaching, Scrivener

• Is enthusiastic and inspires enthusiasm;

• Can be authoritative without being distant;

• Is honest;

• Is approachable.

Page 9: Learning teaching, Scrivener

Write a brief statement outlining your own

assessment of yourself as a teacher (or future

teacher).

• Which kind of teacher do you feel you most

resemble?

• Wich would you most like to be?

Page 10: Learning teaching, Scrivener

• Wich of the factors that help effective learning

do you think are already present in you?

• Wich are not?

• Wich would you like to work on?

Page 11: Learning teaching, Scrivener

Write two or more options for each of the following situations:

a. A student says I don’t want to do this exercise.

b. You expected an activity to take five minutes.

It has taken twenty so far and the students still

seem to be very involved. There is something

else you would like to do before the lesson

ends in ten minutes.

Page 12: Learning teaching, Scrivener

c. The next activity involves students working in groups of

five. At the moment all the desks (which take two

people) are facing forward in rows. They are movable,

but it takes a few minutes of chaos to do it.

d. The students are working in groups of three. Two

groups have finished the task you set them and are

now sitting looking bored. The other groups still seem

to have a long way to go before they finish.

Page 13: Learning teaching, Scrivener

Here are a few possible options:

• You could say Fine.

• You could say loudly Do it!

• You could ask why the student doesn’t want to do it.

Page 14: Learning teaching, Scrivener

• You could offer an alternative exercise or

activity.

• You could say Choose something you’d like to

do.

• You could explain the point of the exercise.

• You could ask other stidnts for their opinion.

Page 15: Learning teaching, Scrivener

• What is the aim of this activity?

• What is the objective of the whole lesson?

• Is what we are doing useful?

• What is hindering the effectiveness of what

we are doing?

Page 16: Learning teaching, Scrivener

• What have I planned to do?

• What would be the best thing to do now?

• Is it time for a change of mood or pace?

• Are we using time efficiently?

Page 17: Learning teaching, Scrivener

• How do the students feel?

• How do I feel?

• What are the possible outcomes of my doing

something?

Page 18: Learning teaching, Scrivener

Teacher decisions and actions

Teacher attitudes and intentions

Teacher beliefs and values

Page 19: Learning teaching, Scrivener

Teacher decisions and actions

Teacher attitudes and intentions

Teacher beliefs and values

Page 20: Learning teaching, Scrivener

Maximizing student interaction in class: some ideas

• Remember the characteristics suggested by Carl Rogers for creating an effective learning environment. Be as honestly yourself as you can be. Respect the learners. Work on seeing things from their perspective as well as your own.

• Encourage a friendly, relaxed learning environment. If there is a trusting , positive, supportive rapport amongst the learners and teacher, then there is a much better chance of useful interaction happening.

Page 21: Learning teaching, Scrivener

• Ask questions rather than giving explanations.

• When you want students to discuss something ask ‘open’

questions (eg where, what, who, why, how, when

questions that require a longer answer) rather than

‘closed’ questions (eg verb-subject questions that require

nothing more than yes or no). For example, instead of ‘Is

noise pollution a bad thing?’ (answer = yes or no) you

could ask ‘What do you think about noise pollution?’

Page 22: Learning teaching, Scrivener

• Allow time for students to listen, think, process

their answer and speak.

• Really listen to what they say. Let what they

say really affect what you do next. Work on

listening to the person, and the meaning, as

well as to the language and the mistakes.

• Allow thinking time without talking over it.

Allow silence.

Page 23: Learning teaching, Scrivener

• Increase opportunities for STT (Student Talking Time).

• Use gestures to replace unnecessary teacher talk.

• Allow students to finish their own sentences

• Make use of pair an small groups to maximize

opportunities for students to speak.

Page 24: Learning teaching, Scrivener

• If possible, arrange seating so that students can

all see each other and talk to each other (ie

circles, squares and horseshoes rather than

parallel rows).

• Remember that the teacher doesn’t always need

to be at the front of the class. Try out seating

arrangements that allow the whole class to be

the focus (eg teacher takes one seat in the circle).

Page 25: Learning teaching, Scrivener

• Encourage interaction between students rather

than only between student and teacher and

teacher and student. Get students to ask

questions, give explanations, etc to each other

rather than always to you. Use gestures and

facial expressions to encourage them to speak

and listen to each other.

Page 26: Learning teaching, Scrivener

• Encourage co-operation rather than competition.

In many activities (probably not in a test or exam)

you may to encourage students to copy ideas from

others, or ‘cheat’. Although ,uch of our own

educational experience may suggest that this kind

of co-operation is to be discouraged, it seems to

me to be useful and positive – we learn from ohters

and from working through our own mistakes.

Page 27: Learning teaching, Scrivener

• If this is true, then it means that the teacher

can concentrate more on the process of

learning than simply on a plunge towards the

‘right answers’. The result of a learning

exercise becomes less important than the

getting there.

Page 28: Learning teaching, Scrivener

• Allow students to become more responsible for their

own progress. Put them in situations where they need

to make decisions for themselves.

• If a student is speaking to quietly for you to hear, walk

further away, rather than closer to them! (This sounds

illogical – but if you can’t hear them, then it’s likely that

the other students can’t either. Encourage the quiet

speaker to speak louder so that the others can hear.)

Page 29: Learning teaching, Scrivener

Language skillsThere are four skills: listening, reading, writing.Listening and reading are called ‘receptive skills’(the reader or listener receives information butdoes not produce it); speaking and writing, onthe other hand, are the ‘productive skills’.

Page 30: Learning teaching, Scrivener

Every activity is likely to involve some work on

Both language systems and skills, though, usually,

the objective is directed more to one area than

the other. In the following, classify each activity

as ‘ mainly skills’ or ‘mainly systems’. Then

decide which skills or which language systems

are being worked on.

Page 31: Learning teaching, Scrivener

a. The teacher writes a grammar exercise on

the board which learners copy and then do.

b. Learners read a newspaper article and then

discuss the story with ach other.

c. Learners underline all past simple verb forms

in a newspaper article.

Page 32: Learning teaching, Scrivener

d. Learners chat with their teacher about the

weekend

e. Learners write an imaginary postcard to a

friend, which the teacher then corrects.

f. Learners write a postcard to a friend, which

is posted uncorrected.

Page 33: Learning teaching, Scrivener

g. The teacher uses pictures to teach ten words

connected with TV.

h. The teacher says What tenses do these people

use? Learners then listen to a taped

conversation.

i. The teacher says Where are these people?

Learners then listen to a taped conversation.

Page 34: Learning teaching, Scrivener

1. Restricted use activities. These are activities

where the language available to the learners

is in some way restricted – as, for example,

when the learners are doing an exercise on

one verb tense or reading a coursebook text

specifically designed to include six examples

of a particular language item.

Page 35: Learning teaching, Scrivener

2. Authentic use activities. This is the opposite

of restricted use, there being no restriction

on the language – for example, in a free

discussion or in reading an English

newspaper.

Page 36: Learning teaching, Scrivener

3. Clarification and focus. This is the part of a

lesson where learners become clearerabout a

language item and come to understand its

meaning, form and use better, for example

thtough teacher explanation or guided

discovery.

Page 37: Learning teaching, Scrivener

Here is a short random list of some other activities often used

in EFL classrooms (out of thousands of possible activities) :

• Learners do a grammar exercise individually

then compare answers with each other;

• Learners listen to a taped conversation in

order to answer some questions;

Page 38: Learning teaching, Scrivener

• Learners write a formal letter;

• Learners discuss and write some questions in

order to make a questionnaire;

• Learners read a newspaper article to prepare

for a discussion;

Page 39: Learning teaching, Scrivener

• Learners play a vocabulary game;

• Learners repeat sentences their teacher is

saying;

• Learners roleplay a shop scene.

Page 40: Learning teaching, Scrivener

Activity Lead in

Set up

Run

Close

Post activity

Page 41: Learning teaching, Scrivener

LESSON TYPE NATURE OF LINKBETWEEN ACTIVITIES

SOME OUTCOMESOF EFFECTIVE USE

SOME OUTCOMES OF INEPT OR LAZY USE

Logical line Straight line Clearly visible progress Limited response to individual need

Programmed growth Focuses towards an aim

Atomistic; hard to see the overview

Topicumbrella

Topic Variety Tenuous links to boring topics

Framework for learning Easily becomes rag-bag

Jungle path Evolutionary Person-centered Muddled

Responsive to immediate needs

Aimless

Powerful personal insights

An escape from planning and preparationEasily becomes rag-bag

Rag-bag None Variety Going nowhere

Surprise Students wait for teacher’s next surprise

Entertainment

Page 42: Learning teaching, Scrivener

Conclusions

Coursebooks are written:

• To give less experienced teachers support and

guidance and the control of a wellorganized

syllabus;

• To give more experienced teachers material to

work from.

Page 43: Learning teaching, Scrivener

Using a coursebook as a resource:

• Select

You don’t need to do everything . Choose what

is appropriate for you and your students.

• Reject

If it’s not appropiate – leave it out.

Page 44: Learning teaching, Scrivener

• Teach

remember that the book is no substitute for

your own teaching. The book is a resource to

help and inform your work; it doesn’t do the

teaching for you. What you bring to it is the

human element – you know and work with your

students; they know you.

Page 45: Learning teaching, Scrivener

• Exploit

You don’t need to plod step by step through page after

page. Find interesting ways to adapt or exploit the

material. Devise variations on activities that give your

students the practice that they need. For example, try

doing things in a different order. Give different

instructions to the ones printed on the page.

Page 46: Learning teaching, Scrivener

• Supplement

Use teacher’s ‘recipe’ books, magazine pictures

and articles, your own ideas, board games,

real objects, projects, tape and video

recordings, etc.

Page 47: Learning teaching, Scrivener

• How many separate activities will there be?

• Where will I stand or sit?

• What do learners need?

• What skills will learners be working on?

Page 48: Learning teaching, Scrivener

• How will I control timing?

• What are some of the things that could cause

difficulties or go wrong?

• How am I going to deal with mistakes?

Page 49: Learning teaching, Scrivener

• Is there going to be variety of activity in the lesson?

• How do the lesson objectives fit in with longer-term

goals?

• What do they know already?

Page 50: Learning teaching, Scrivener

PLANNING

LEARNERS:What do they like

doing?What topics

interest them

AIMS:What are the aims

of the lesson?What are the aims of each activity?TEACHING POINT:

What items of language will be

studied or used in the lesson?

What topics, contexts will be

used?Am I confident

about these teaching points?

What preparation/study do I need to do?

TEACHING PROCEDURES:What activities

will help the learners achieve

the lesson objectives?

How will the activities link

together to make a whole lesson?

How long will each activity last?

MATERIAL:What materials will be used for each activity?

What do I need to make, photocopy,

borrow?What page of the coursebook have

we got to?What can be used

for homework?

CLASSROOM MANAGEMENT:

How will the chairs be

arranged?What instructions

will I give?What happens if

they don’t understand my instructions?

How long is the whole lesson?

Page 51: Learning teaching, Scrivener

On a day-to-day basis, teachers have a variety of

reasons for their selection of lesson content:

It’s the language features in the next coursebook

unit.

The main class teacher asked me to do it.

I understand this bit of grammar myself!

Page 52: Learning teaching, Scrivener

I think it will be usefull for them.

This is appropiate for their level.

A student has asked me about it.

I always teach this item at this point in thecourse.

Page 53: Learning teaching, Scrivener

I don’t want to work on the language item the

book has next.

I’ve noticed that the students seem to need this

structure.

I like teaching this language item.

Page 54: Learning teaching, Scrivener

We negotiated and agreed that we would study

this one.

I think they might enjoy my lesson about this.

They have problems with this.

I’m following a syllabus.

Page 55: Learning teaching, Scrivener

a. Repeating sentences that the teacher says ;

b. Doing oral grammar drills;

c. Reading aloud from the coursebook;

d. Giving a prepared speech;

e. Acting out a scripted conversation

Page 56: Learning teaching, Scrivener

f. Giving instructions so that someone can use a

new machine;

g. Improvising a conversation so that it includes

lots of examples of a new grammar structure;

h. One learner describes a picture in the textbook

while the other students look at it.

Page 57: Learning teaching, Scrivener

To summarize the teacher’s arguments:

• There are times in class when a focus on accuracy (and

therefore a greater use of instant correction) is appropriate.

• There are other times when the focus is on fluency. At these

times instant correction is less appropriate and could

interfere with the aims of the activity.

• The teacher needs to be clear about whether her main aim is

accuracy or fluency, and adapt her role in class appropriately.

Page 58: Learning teaching, Scrivener

The role of vocabulary in the classroom: five initial conclusions:

• Vocabulary is very important and needs to be dealt

with systematically in its own right; it is not simply

an add-on to grammar or skills lessons.

• Our job does not finish as soon as a learner has first

met some new vocabulary; we need to help them

practice, learn, store, recall and use the item.

Page 59: Learning teaching, Scrivener

• Training in the use of English-English dictionaries

provides learners with a vital tool for self-study.

• We need to distinguish between vocabulary for

‘productive’ use and for ‘receptive’ recognition

and adapt our classroom work appropriately.

• We need to deal not only with single word lexical

items, but also with longer, multiword items.

Page 60: Learning teaching, Scrivener

Errors and correction

Which of these two sentences do you most

agree with?

• Student errors are evidence that learning has

not taken place.

• Student errors are evidence that learning is

taking place.

Page 61: Learning teaching, Scrivener

To summarize, our aims when correcting might include:

• Building confidence;• Raising awareness;• Acknowledging achievement and progress;As well as

• Helping students to become more accurate in

their use of language.

Page 62: Learning teaching, Scrivener

Match the errors in the following list with their descriptions:Errors 1. He like this school.2. Where you did go yesterday ?3. The secretary is in the office.4. Give me one butterbread!5. I eat shocolate every day.6. After three years they made a divorce.7. I am here since Tuesday.8. I’m going to heat you

Page 63: Learning teaching, Scrivener

Descriptionsa. Pronunciation (/I/vs/i/)b. Pronunciation(/f/ vs/tf/)c. Pronunciation (word stress)d. Grammar (wrong tense)e. Vocabulary (incorrect collocation)f. Grammar (verb-noun agreement)g. Grammar (word order)h. Vocabulary (incorrect word and rude!)

Page 64: Learning teaching, Scrivener

1. The activity must really demand listening.

2. It mustn’t be simply a memory test.

3. Tasks should be realistic or useful in some

way.

Page 65: Learning teaching, Scrivener

4. The activity must actively help them to

improve their listening.

5. It shouldn’t be threatening.

6. Help students work around difficulties to

achieve specific results.

Page 66: Learning teaching, Scrivener

Writing work in the classroom falls on a continuum from copying to free writing

2 3 4

1 copying 2 doing exercises 3 guided writing 4 free writing

Page 67: Learning teaching, Scrivener

• orthography: poor formation of letters; no lower case

letters;

• Punctuation: wrong use of full stops; no other

punctuation;

• Spelling: many mistakes in moving from sound to spelling;

• Layout: no attempt to lay text out;

• Language: student does not have enough control of basic

vocabulary or grammar.