Good Teaching Practice by Rhina Benitez
Content
2014
GOOD TECHING PRACTICE
Rhina Arely Benítez Diaz Elmer Jorge Guardado. MAT
Good Teaching Practice. By: Rhina Benitez
2/25/2014
Teaching Practice 2 Introduction: Teaching is a complex, multifaceted activity, often requiring us as instructors to juggle multiple tasks and goals simultaneously and flexibly. This document contain a set of things that are involved in teaching like the principles that define the kind of teacher that each one is and a series of methodology that also defined the teaching style, remember that every teacher has his or her own teaching style. These are the questions to the development of the topic:
What is a principle? What are the principles, and how would be the development of each one in the TP? How is the designing of the TP that define the teaching style? How to teach English on-line?
-What is E-learning? - What is Blended Learning? Reflection of the TP Designing (Conclusion)
Each of these questions will be developed according to a previous teaching experience and the planning of a new one, taking into account the new information, and the knowledge about teaching and everything that is included in the this area, in order to make improvements in the Teaching Practice which is already known that it is what would defined the reality of the kind of teacher to become taking in consideration the necessity of the students.
Good Teaching Practice. By: Rhina Benitez
Teaching Practice 3 1- What is a principle? A principle is a law or rule that has to be, or usually is to be followed, or can be desirably followed, or is an inevitable consequence of something. The principles of a system are understood by its users as the essential characteristics of the system, or reflecting system's designed purpose, and the effective operation or use of which would be impossible if any one of the principles was to be ignored. (Wikipedia, 2014) In the teaching area, the principles define the teachers, for the reason that is not possible that without principles the teacher is going to be clear about what he or she wants to achieve with the students. Principles allow the teacher to have clearer objectives, and thus may achieve. It is very important to know what principles are included in our own teaching style, and to know those are going to be used in the classroom, and that would become what we call as the teaching philosophy.
2-
What are the principles, and how would be the development of each one in the classroom? The following small but powerful set of principles can make teaching both more
effective and more efficient, by helping teachers to create the conditions that support student learning and minimize the need for revising materials, content, and policies. While implementing these principles requires a commitment in time and effort, it often saves time and energy later on. Principles in the teaching area are essential for developing a good class, a teacher without principles is not a teacher, that is why the importance of them.
Good Teaching Practice. By: Rhina Benitez
Teaching Practice 4
Principle
Definition
What and how I will develop each principle in my TP?
Frequent student-faculty contact The
interaction is
between really I
in and out of class is a most teacher-student important motivation factor and in
student important in the classroom.
involvement. would ask the students for their
Faculty concern helps students expectations during the process, get through rough times and and what they expect from me Good encourages interaction between practices keep on working. It also enhances as their teacher. This kind of students' intellectual commitment activities let the students to and encourages them to think enter into a relaxed
students and faculty
about their own values and plans. environment and they would (Arthur W. Chickering and start talking about what they want, what they hope or expect, and they will do it in a ―Human beings are universally comfortable way. As a teacher I driven to act, or ―behave,‖ by the will need to encourage my anticipation of some sort of students any time in any
Stephen C. Ehrmann, 1987)
reward—tangible or intangible, situation that they would be short term or long term– that will facing about their learning
ensue as a result of the behavior.‖ process. I would make a round (Brown H. Douglas, 2000) table, and start interacting,
talking about different things Good Teaching Practice. By: Rhina Benitez
that need to be discussed, so in this way I encourage between the my
interaction students and I.
Learning is enhanced when it is Students will learn better if they more like a team effort than a are not selfish with what they solo race. Good learning, like know, Good encourages interaction and practice and they learning. it practice As a to
good work, is collaborative and cooperative social, not competitive and teacher is
important
isolated. Working with others implement good methodologies often increases involvement in in which it would include the learning. Sharing one's ideas and interaction and collaboration responding to others improves between students, for example thinking and deepens using
(Arthur Stephen
collaboration between students.
the
Community
understanding.
Chickering and Ehrmann, 1987)
W. Language Learning method by C. using the Technique of Small
group tasks, in this the students will share what they have and what they know with the rest of the students them in to order to
motivate
practice
collaborative learning.
Learning is not a spectator sport. Considering that students learn Students do not learn much just better in an active way, in the Good active techniques. practice uses sitting in classes listening to classroom the application of teachers, memorizing this principle would include a learning
prepackaged assignments, and set of activities that motivates
Good Teaching Practice. By: Rhina Benitez
spitting out answers. They must the learning process and make a talk about what they are learning, meaningful learning. For
write reflectively about it, relate it example using Audio-Lingual to past experiences, and apply it activities, putting in practice to their daily lives. They must role play, questioning with an make what the learn part of analytical themselves. Chickering and (Arthur Stephen purpose, solving
W. problems, discussions, among C. other different activities that make an active learning. It is important to know that for the application of the principles it is necessary to build a good
Ehrmann, 1987)
methodology to achieve what is required from the students.
Time plus energy equals learning. Time is really important when Learning to use one's time well is critical for students and professionals alike. Allocating Good emphasizes task. practice time on realistic amounts of time means effective learning for students and effective teaching for faculty. (Arthur W. Chickering and Stephen C. Ehrmann, 1987) developing a class that is why teachers include ―timing‖ in the lesson plans. All those activities that are planned to do in the classroom have a limit of time. In the Teaching Practice I will try to respect the time for the activities, for explanations, for assigning task, etc. and it will give me advantages, and I know it because in my previous experience I almost always
completed the class on time, which is very important as I Good Teaching Practice. By: Rhina Benitez
mentioned before.
Knowing what you know and Feedbacks at the beginning or don't know In focuses getting your at the end of a class help started, students to understand better
learning.
students need help in assessing what they have learned. In the their existing knowledge and teaching practice would be
competence. Then, in classes, good to ask the students what students need frequent they have learned of the last
opportunities to perform and class or of the current one, by Good practice gives prompt feedback. receive feedback on their asking some them questions to or
performance. At various points asking
make
during college, and at its end, comments, and also as a teacher students need chances to reflect can be good to do a summary at on what they have learned, what the end of each class, so the they still need to know, and how students can easily remember they might assess themselves. what they have been doing (Arthur W. Chickering and during it. It is really important to give the students the chance to ask what they do not have clear or something that they do not know, and I, as the teacher have to give a prompt answer, that is why it is said that the teacher needs to be always prepared.
Stephen C. Ehrmann, 1987)
Good practice respects diversity talents,
Many roads lead to learning. In a classroom it is known that Different students bring different there a lot of students with
Good Teaching Practice. By: Rhina Benitez
experience, and ways of learning.
talents and styles to college. different intelligences. In the Brilliant students in a seminar teaching practice it is necessary might be all thumbs in a lab or to identify what kind of
studio; students rich in hands-on students I will have in order to experience may not do so well apply the right methodology with theory. Students to show need and use activities that help their students equally. There are
opportunities
talents and learn in ways that some students that learn better work for them. Then they can be in a kinesthetic way, by doing pushed to learn in new ways that movements with their bodies, do not come so easily. (Arthur W. Chickering and Stephen C. Ehrmann, 1987) and others that learn more just staying quiet, that is why we mixed methods and techniques, in order to make all the
students learn at the same time, it is also important to be careful with the tasks and quizzes, they have to be made in the correct way in which everyone can understand.
3- How is the designing of the TP that define the teaching style?
The task of methodology is to enhance the process of teaching English by empowering and facilitating teachers to work proficiently. Teaching involves a continuous analysis of one’s own work, the experiences of other teachers and the search for new means to improve teaching. When teaching a foreign language a teacher must think about the specific qualities offered to students of
Good Teaching Practice. By: Rhina Benitez
a certain mother tongue. That means that the methodology of teaching English has to take into account the problems posed by the English language for the students who will learn it. The methodology of teaching English stands in relation with several challenges or problems: Teaching Practice 9 1. What to teach? That means the amount of knowledge, skills and habits that students have to obtain within the process of learning the language. 2. What are the aims of teaching? When a teacher is sure of the aim of teaching, he/she will have the easiness of reaching the intended goal. 3. How to teach? In this case one can call to mind the principles upon which teaching of English is based, the means, methods, fashion and tactics used in teaching in order to achieve the required final completion. (Elena Taralunga TAMURA, 2006)
The designing of a good methodology is a great challenge, even though it seems to be easy. According to the MINED the English syllabus for high school is focused on the Communicative Approach, in which would be developed a combination of different methods clearly explained, as such as the role of the teacher and the students in communicative English as a Foreign Language class. So for my TP I will include a set of methods that are related on the development of the communicative competences, also for implementing the development and improvement of the four macro skills. In a class would be good to use interactive methodologies to make the active learning work.
A methodology as we know is combinations of methods, principles, techniques, and strategies used in the classroom, in order to achieve an effective learning. Here are the methods that in my opinion, would work very well for the Teaching Practice with students from High School. – The Community Language learning, using this method the students will learn how to use English language communicatively with the help of its respective techniques and the strategies that are planned to use in the classroom. Reflection on experience technique is going to be used in the classroom where the students can share how they feel by using English language in and out of classes, a good strategy can be to share experiences, they write in their notebooks some ideas, and
Good Teaching Practice. By: Rhina Benitez
then I name students to share with the others their own experience. Another method that I will use is the Communicative Language Teaching, this method will be used with the purpose that the students still developing communicative competences, due to the requirements of the MINED are focused on the communicative approach, this method will be accompanied by a series of techniques that will help to develop it in a better way like the application of the role plays, and the language games. These techniques are followed by some strategies that allow the methodology work effectively, for example, in the role play the students can simulate a conversation pretending to be someone else. And in this way they are practicing the language in an effective way if they follow the instructions correctly. On the other hand, the use of language games can work effectively if the strategies are mixed to apply this technique, but always following the same purpose of the developing of the communicative competences. (Diane Larsen Freeman, 2008) (MINED, 2008)
-The use of the Audio-lingual Method can be very helpful, because it is focused on listening and speaking before than reading and writing; it can be applied by including techniques like the repetition drills for starting, and the strategy to put this technique to work would be that I put a set of words on the white board, so they will repeat them, or I can name someone to read words and the other students will repeat word by word. The other can be chain drills, this technique works in a more interactive way because they talk to each other, and a good strategy to put this in practice would be that I say a sentence for starting and this sentence go student by student following the sequence that link with the one that I said, it could change depending on what the students are going to say, but it must to follow a logic order, and in this way they get into a good interaction.
I can Mix Audio-lingual Method with another which I personally think that is one of the most used in English classes, it is the Direct Method, I will use this for the fact that I want my students to use only the target language, which is English Language; I will try to set an English environment from the first class, expecting that it works, so they are going to get into this environment easily. The techniques that I will use for this method are for example the
Good Teaching Practice. By: Rhina Benitez
Conversation practice, in which I will use different strategies in order to make them have a conversation, it can be that they make their own conversation or I can give them a made one; they can work in couples or trios, and then they will Practice the conversation in front of the other classmates, another way that would help to make this work is to make discussions; I assign them a topic and they will discuss about, using words that they already know. Also, I think that I can use TPR, in some of my classes, this can be mixed with any other method, the strategy to make this methodology works would be to make the students use kinesthetic learning, and also the listening and oral functions, for example combing repetition drills technique from the Audio-Lingual method followed by the use of Commands from TPR method, the students follow the commands, and at the same time they repeat it.
I consider that the students need more practice of the listening and speaking skills, with my previous experience I can attest that the students learn better in an active way, practicing more speech, so this help them to feel motivated to use the language not only inside the classroom or just because the teacher ask them to do it, but also outside of it in an intrinsic way. The set of methods, strategies, and techniques that I have mentioned, form the methodology that is going to be used in my Teaching Practice, are always focused on the communicative approach which is like a goal for the course, and as a teacher I expect to reach this goal, and make them to develop communicative competences. It is good to mix some methods to make a better teaching style, for example
Communicative Language Teaching matches very well with the Audio Lingual Method for the fact that they share the techniques that work in the same way as the role play technique, and the strategies could change depending on the teacher’s creativity; and the other methods are mingled in the same way, so it becomes into a good methodology, those methods, strategies and techniques that are mentioned are the ones that in my personal opinion are more focused on the development of communicative competences, so that is why I chose them to create my methodology.
Given that communicative competence is the goal of a language classroom, instruction needs to point toward all its components: organizational, pragmatic, strategic, and psychomotor. Communicative goals are best achieved by giving due attention to language use and not just usage,
Good Teaching Practice. By: Rhina Benitez
to fluency and not just accuracy, to authentic language and contexts, and to students’ eventual need to apply classroom learning to previously unrehearsed contexts in the real world. (Brown H. Douglas, 2000)
4- How to teach English on-line? IT in the methodology Following the same format of the designing of this methodology for my TP, it is also necessary to add IT in order to vary the way of teaching in and out of the classroom. Instructional Technology is being integrated into the classroom at alarming rates. As fast as integration has been, the development of new technologies has even been faster. The literature in the area of instructional technology is vast and sometimes overwhelming. Often times, articles will focus on how to integrate technology into the classroom and the recommendation of new technologies. A significant amount of research on instructional technology is associated with faculty competency and teaching effectiveness. (RYAN E. DUNMIRE, 2010)
What is E-Learning? Nowadays, technology is a requirement in the classroom, most of the schools, high schools, and colleges must have the technological resources in order that the students not only learn in the simple way but also include technology in their learning process, each of the students are required to have a computer due to the reason that now, they not only can earn in the classroom but also they can attend classes on-line, or they can be in the classroom and also attend an on-line class. There are two ways of teaching on-line without forgetting the approach in which we are working on (Communicative). E- Learning is the first one, and it allows the students to learn anywhere and usually at any time, as long as they have a properly configured computer. For a better understanding E-Learning is learning utilizing electronic technologies to access educational curriculum outside of a traditional classroom. In most cases, it refers to a course, program or degree delivered completely online. (Lee Ann Obringer, 2014)
Good Teaching Practice. By: Rhina Benitez
Teaching Practice 13 What is Blended Learning? On the other hand, there is the Blended Learning. Blended learning means many things to many people, even within the relatively small online learning community. It is referred to as both blended and hybrid learning, with little or no difference in the meaning of the terms among most educators. In general terms, blended learning combines online delivery of educational content with the best features of classroom interaction and live instruction to personalize learning, allow thoughtful reflection, and differentiate instruction from student to student across a diverse group of learners. The integration of face-to-face and online learning to help enhance the classroom experience and extend learning through the innovative use of information and communications technology. Blended strategies enhance student engagement and learning through online activities to the course curriculum, and improve effectiveness and efficiencies by reducing lecture time. (John Watson, 2008)
As the teacher, I should look at a new technology and ask how it fits in my learning objectives not the other way around where new technology is received and then I try to fit it into class, I have to know how the use of IT match with my objectives in the plan that I have. The use of technology in and out of the classroom needs to be a proactive practice by educators. It would be really good to add IT in the methodology that will be used during the Teaching Practice, because it is necessary to innovate, so the teaching style change and the students will feel more motivated. There are many different technological sources that can be very helpful to include in the methodology. For example the use of the Web-quests,
(http://zunal.com/webquest.php?w=219389) it can be really good,
with this my students can
see the topics in which I will explain them with the necessary, and the enough information, then I assign them a task, but of course I have to explain carefully each step in order they understand correctly.
Good Teaching Practice. By: Rhina Benitez
Teaching Practice 14
This can work with both, E-Learning and Blended Learning; one thing that every teacher knows is that students love social networks, most in the case of young students, so it would be a great idea to share a class on Facebook
(https://www.facebook.com/myenglishenvironment) or Twitter which are the most common social sites, there we can interact, with forums, make discussions about a topic, and in this way they are also improving their communicative skills not only in the oral way, but also practicing reading and writing. There are also Blogs (http://teachingenglish93.blogspot.com/), where I can post documents, and then I can make a forum, also there is teaching through Skype, which is one of the commons as well, when the teacher cannot be at the classroom, I can develop the class in this way, and it could work very well, if I count with the necessary resources, also I would create a page in which my students can find what they need to know, anytime they want, not only in the classroom, but also when they are at home, it would help them to do their assignments.
Teaching Practice 15 Good Teaching Practice. By: Rhina Benitez
Conclusion: As conclusion, I personally consider that the Teaching Practice is as important as working on the reality and it is important to take it seriously, in the same way as it is taken in the real teaching life. It is also important to note that as it has been said about the Principles, teachers must work based on them, because based on the principles is like we are going to set clear objectives to achieve at the end of the course. Concerning teaching methodology, I believe that a variety of methods, strategies, and techniques makes up the most successful practice, it assists to maintain the whole attention of the students present in class, it encourages them and offers an attractive atmosphere and diminishes anxiety, shyness, etc. The Communicative Approach will allow to the students to learn in a better and interacting way, due to its purpose which is to develop communicative competences and improve Oral skill. In the end I would like to add the following fact: not all students share the same desire for studying a foreign language and it is sometimes a bit too hard for a teacher to teach a class even if he/she is very enthusiastic when teaching the lesson. As there are many kinds of students and each of them have their own character and learning rhythms and styles it is not easy to keep everyone’s attention. Some students might assimilate the information at once; others cannot do that, though. So that is why as a teacher I have to commit myself the have a better preparedness for my Teaching Practice.
Bibliography
Good Teaching Practice. By: Rhina Benitez
Brown H. Douglas. (2000). Teaching by Principles. New York: Pearson Education. Diane Lanser-Freeman. (2008). Techniques and Principles in language teaching. In D. Lanser-Freeman, Techniques and Principles in language teaching (pp. 111,112,113). Oxford: Oxfod University Press. Diane Larsen Freeman. (2008). Techniques and Principles in Language Teaching . Oxford: Oxford University Press. Elena Taralunga TAMURA. (2006, October 05). Takasaki City University of Economics. Retrieved February 23, 2014, from The Economic Journal of Takasaki City University of Economics: http://www1.tcue.ac.jp/home1/kgakkai/ronsyuu/ronsyuukeisai/48_3/tamura.pdf John Watson. (2008, february 8). Promising practices in online learning. Retrieved febraury 24, 2014, from North American Council for Online Learning: http://www.inacol.org/cms/wp-content/uploads/2012/09/NACOL_PPBlendedLearning-lr.pdf JLee Ann Obringer. (2014). A Discovery Company. Retrieved February 24, 2014, from Hoe stuffs works : http://people.howstuffworks.com/elearning1.htm MINED. (2008). English Syllabus for High School Education. El salvador: MINED. Richards J.C. & T.S. Rodgers. (1897). Approaches and Methods in Language Teaching. United Kindom: Cambridge University press. RYAN E. DUNMIRE. (2010). THE USE OF INSTRUCTIONAL TECHNOLOGY . Retrieved february 24, 2014, from Literature Dunmire: http://www.usma.edu/cfe/Literature/Dunmire_10.pdf Wikipedia, t. f. (2014, february 9). Wikipedia. Retrieved february 22, 2014, from Wikipedia, the free encyclopedia: http://en.wikipedia.org/wiki/Principle
Good Teaching Practice. By: Rhina Benitez
GOOD TECHING PRACTICE
Rhina Arely Benítez Diaz Elmer Jorge Guardado. MAT
Good Teaching Practice. By: Rhina Benitez
2/25/2014
Teaching Practice 2 Introduction: Teaching is a complex, multifaceted activity, often requiring us as instructors to juggle multiple tasks and goals simultaneously and flexibly. This document contain a set of things that are involved in teaching like the principles that define the kind of teacher that each one is and a series of methodology that also defined the teaching style, remember that every teacher has his or her own teaching style. These are the questions to the development of the topic:
What is a principle? What are the principles, and how would be the development of each one in the TP? How is the designing of the TP that define the teaching style? How to teach English on-line?
-What is E-learning? - What is Blended Learning? Reflection of the TP Designing (Conclusion)
Each of these questions will be developed according to a previous teaching experience and the planning of a new one, taking into account the new information, and the knowledge about teaching and everything that is included in the this area, in order to make improvements in the Teaching Practice which is already known that it is what would defined the reality of the kind of teacher to become taking in consideration the necessity of the students.
Good Teaching Practice. By: Rhina Benitez
Teaching Practice 3 1- What is a principle? A principle is a law or rule that has to be, or usually is to be followed, or can be desirably followed, or is an inevitable consequence of something. The principles of a system are understood by its users as the essential characteristics of the system, or reflecting system's designed purpose, and the effective operation or use of which would be impossible if any one of the principles was to be ignored. (Wikipedia, 2014) In the teaching area, the principles define the teachers, for the reason that is not possible that without principles the teacher is going to be clear about what he or she wants to achieve with the students. Principles allow the teacher to have clearer objectives, and thus may achieve. It is very important to know what principles are included in our own teaching style, and to know those are going to be used in the classroom, and that would become what we call as the teaching philosophy.
2-
What are the principles, and how would be the development of each one in the classroom? The following small but powerful set of principles can make teaching both more
effective and more efficient, by helping teachers to create the conditions that support student learning and minimize the need for revising materials, content, and policies. While implementing these principles requires a commitment in time and effort, it often saves time and energy later on. Principles in the teaching area are essential for developing a good class, a teacher without principles is not a teacher, that is why the importance of them.
Good Teaching Practice. By: Rhina Benitez
Teaching Practice 4
Principle
Definition
What and how I will develop each principle in my TP?
Frequent student-faculty contact The
interaction is
between really I
in and out of class is a most teacher-student important motivation factor and in
student important in the classroom.
involvement. would ask the students for their
Faculty concern helps students expectations during the process, get through rough times and and what they expect from me Good encourages interaction between practices keep on working. It also enhances as their teacher. This kind of students' intellectual commitment activities let the students to and encourages them to think enter into a relaxed
students and faculty
about their own values and plans. environment and they would (Arthur W. Chickering and start talking about what they want, what they hope or expect, and they will do it in a ―Human beings are universally comfortable way. As a teacher I driven to act, or ―behave,‖ by the will need to encourage my anticipation of some sort of students any time in any
Stephen C. Ehrmann, 1987)
reward—tangible or intangible, situation that they would be short term or long term– that will facing about their learning
ensue as a result of the behavior.‖ process. I would make a round (Brown H. Douglas, 2000) table, and start interacting,
talking about different things Good Teaching Practice. By: Rhina Benitez
that need to be discussed, so in this way I encourage between the my
interaction students and I.
Learning is enhanced when it is Students will learn better if they more like a team effort than a are not selfish with what they solo race. Good learning, like know, Good encourages interaction and practice and they learning. it practice As a to
good work, is collaborative and cooperative social, not competitive and teacher is
important
isolated. Working with others implement good methodologies often increases involvement in in which it would include the learning. Sharing one's ideas and interaction and collaboration responding to others improves between students, for example thinking and deepens using
(Arthur Stephen
collaboration between students.
the
Community
understanding.
Chickering and Ehrmann, 1987)
W. Language Learning method by C. using the Technique of Small
group tasks, in this the students will share what they have and what they know with the rest of the students them in to order to
motivate
practice
collaborative learning.
Learning is not a spectator sport. Considering that students learn Students do not learn much just better in an active way, in the Good active techniques. practice uses sitting in classes listening to classroom the application of teachers, memorizing this principle would include a learning
prepackaged assignments, and set of activities that motivates
Good Teaching Practice. By: Rhina Benitez
spitting out answers. They must the learning process and make a talk about what they are learning, meaningful learning. For
write reflectively about it, relate it example using Audio-Lingual to past experiences, and apply it activities, putting in practice to their daily lives. They must role play, questioning with an make what the learn part of analytical themselves. Chickering and (Arthur Stephen purpose, solving
W. problems, discussions, among C. other different activities that make an active learning. It is important to know that for the application of the principles it is necessary to build a good
Ehrmann, 1987)
methodology to achieve what is required from the students.
Time plus energy equals learning. Time is really important when Learning to use one's time well is critical for students and professionals alike. Allocating Good emphasizes task. practice time on realistic amounts of time means effective learning for students and effective teaching for faculty. (Arthur W. Chickering and Stephen C. Ehrmann, 1987) developing a class that is why teachers include ―timing‖ in the lesson plans. All those activities that are planned to do in the classroom have a limit of time. In the Teaching Practice I will try to respect the time for the activities, for explanations, for assigning task, etc. and it will give me advantages, and I know it because in my previous experience I almost always
completed the class on time, which is very important as I Good Teaching Practice. By: Rhina Benitez
mentioned before.
Knowing what you know and Feedbacks at the beginning or don't know In focuses getting your at the end of a class help started, students to understand better
learning.
students need help in assessing what they have learned. In the their existing knowledge and teaching practice would be
competence. Then, in classes, good to ask the students what students need frequent they have learned of the last
opportunities to perform and class or of the current one, by Good practice gives prompt feedback. receive feedback on their asking some them questions to or
performance. At various points asking
make
during college, and at its end, comments, and also as a teacher students need chances to reflect can be good to do a summary at on what they have learned, what the end of each class, so the they still need to know, and how students can easily remember they might assess themselves. what they have been doing (Arthur W. Chickering and during it. It is really important to give the students the chance to ask what they do not have clear or something that they do not know, and I, as the teacher have to give a prompt answer, that is why it is said that the teacher needs to be always prepared.
Stephen C. Ehrmann, 1987)
Good practice respects diversity talents,
Many roads lead to learning. In a classroom it is known that Different students bring different there a lot of students with
Good Teaching Practice. By: Rhina Benitez
experience, and ways of learning.
talents and styles to college. different intelligences. In the Brilliant students in a seminar teaching practice it is necessary might be all thumbs in a lab or to identify what kind of
studio; students rich in hands-on students I will have in order to experience may not do so well apply the right methodology with theory. Students to show need and use activities that help their students equally. There are
opportunities
talents and learn in ways that some students that learn better work for them. Then they can be in a kinesthetic way, by doing pushed to learn in new ways that movements with their bodies, do not come so easily. (Arthur W. Chickering and Stephen C. Ehrmann, 1987) and others that learn more just staying quiet, that is why we mixed methods and techniques, in order to make all the
students learn at the same time, it is also important to be careful with the tasks and quizzes, they have to be made in the correct way in which everyone can understand.
3- How is the designing of the TP that define the teaching style?
The task of methodology is to enhance the process of teaching English by empowering and facilitating teachers to work proficiently. Teaching involves a continuous analysis of one’s own work, the experiences of other teachers and the search for new means to improve teaching. When teaching a foreign language a teacher must think about the specific qualities offered to students of
Good Teaching Practice. By: Rhina Benitez
a certain mother tongue. That means that the methodology of teaching English has to take into account the problems posed by the English language for the students who will learn it. The methodology of teaching English stands in relation with several challenges or problems: Teaching Practice 9 1. What to teach? That means the amount of knowledge, skills and habits that students have to obtain within the process of learning the language. 2. What are the aims of teaching? When a teacher is sure of the aim of teaching, he/she will have the easiness of reaching the intended goal. 3. How to teach? In this case one can call to mind the principles upon which teaching of English is based, the means, methods, fashion and tactics used in teaching in order to achieve the required final completion. (Elena Taralunga TAMURA, 2006)
The designing of a good methodology is a great challenge, even though it seems to be easy. According to the MINED the English syllabus for high school is focused on the Communicative Approach, in which would be developed a combination of different methods clearly explained, as such as the role of the teacher and the students in communicative English as a Foreign Language class. So for my TP I will include a set of methods that are related on the development of the communicative competences, also for implementing the development and improvement of the four macro skills. In a class would be good to use interactive methodologies to make the active learning work.
A methodology as we know is combinations of methods, principles, techniques, and strategies used in the classroom, in order to achieve an effective learning. Here are the methods that in my opinion, would work very well for the Teaching Practice with students from High School. – The Community Language learning, using this method the students will learn how to use English language communicatively with the help of its respective techniques and the strategies that are planned to use in the classroom. Reflection on experience technique is going to be used in the classroom where the students can share how they feel by using English language in and out of classes, a good strategy can be to share experiences, they write in their notebooks some ideas, and
Good Teaching Practice. By: Rhina Benitez
then I name students to share with the others their own experience. Another method that I will use is the Communicative Language Teaching, this method will be used with the purpose that the students still developing communicative competences, due to the requirements of the MINED are focused on the communicative approach, this method will be accompanied by a series of techniques that will help to develop it in a better way like the application of the role plays, and the language games. These techniques are followed by some strategies that allow the methodology work effectively, for example, in the role play the students can simulate a conversation pretending to be someone else. And in this way they are practicing the language in an effective way if they follow the instructions correctly. On the other hand, the use of language games can work effectively if the strategies are mixed to apply this technique, but always following the same purpose of the developing of the communicative competences. (Diane Larsen Freeman, 2008) (MINED, 2008)
-The use of the Audio-lingual Method can be very helpful, because it is focused on listening and speaking before than reading and writing; it can be applied by including techniques like the repetition drills for starting, and the strategy to put this technique to work would be that I put a set of words on the white board, so they will repeat them, or I can name someone to read words and the other students will repeat word by word. The other can be chain drills, this technique works in a more interactive way because they talk to each other, and a good strategy to put this in practice would be that I say a sentence for starting and this sentence go student by student following the sequence that link with the one that I said, it could change depending on what the students are going to say, but it must to follow a logic order, and in this way they get into a good interaction.
I can Mix Audio-lingual Method with another which I personally think that is one of the most used in English classes, it is the Direct Method, I will use this for the fact that I want my students to use only the target language, which is English Language; I will try to set an English environment from the first class, expecting that it works, so they are going to get into this environment easily. The techniques that I will use for this method are for example the
Good Teaching Practice. By: Rhina Benitez
Conversation practice, in which I will use different strategies in order to make them have a conversation, it can be that they make their own conversation or I can give them a made one; they can work in couples or trios, and then they will Practice the conversation in front of the other classmates, another way that would help to make this work is to make discussions; I assign them a topic and they will discuss about, using words that they already know. Also, I think that I can use TPR, in some of my classes, this can be mixed with any other method, the strategy to make this methodology works would be to make the students use kinesthetic learning, and also the listening and oral functions, for example combing repetition drills technique from the Audio-Lingual method followed by the use of Commands from TPR method, the students follow the commands, and at the same time they repeat it.
I consider that the students need more practice of the listening and speaking skills, with my previous experience I can attest that the students learn better in an active way, practicing more speech, so this help them to feel motivated to use the language not only inside the classroom or just because the teacher ask them to do it, but also outside of it in an intrinsic way. The set of methods, strategies, and techniques that I have mentioned, form the methodology that is going to be used in my Teaching Practice, are always focused on the communicative approach which is like a goal for the course, and as a teacher I expect to reach this goal, and make them to develop communicative competences. It is good to mix some methods to make a better teaching style, for example
Communicative Language Teaching matches very well with the Audio Lingual Method for the fact that they share the techniques that work in the same way as the role play technique, and the strategies could change depending on the teacher’s creativity; and the other methods are mingled in the same way, so it becomes into a good methodology, those methods, strategies and techniques that are mentioned are the ones that in my personal opinion are more focused on the development of communicative competences, so that is why I chose them to create my methodology.
Given that communicative competence is the goal of a language classroom, instruction needs to point toward all its components: organizational, pragmatic, strategic, and psychomotor. Communicative goals are best achieved by giving due attention to language use and not just usage,
Good Teaching Practice. By: Rhina Benitez
to fluency and not just accuracy, to authentic language and contexts, and to students’ eventual need to apply classroom learning to previously unrehearsed contexts in the real world. (Brown H. Douglas, 2000)
4- How to teach English on-line? IT in the methodology Following the same format of the designing of this methodology for my TP, it is also necessary to add IT in order to vary the way of teaching in and out of the classroom. Instructional Technology is being integrated into the classroom at alarming rates. As fast as integration has been, the development of new technologies has even been faster. The literature in the area of instructional technology is vast and sometimes overwhelming. Often times, articles will focus on how to integrate technology into the classroom and the recommendation of new technologies. A significant amount of research on instructional technology is associated with faculty competency and teaching effectiveness. (RYAN E. DUNMIRE, 2010)
What is E-Learning? Nowadays, technology is a requirement in the classroom, most of the schools, high schools, and colleges must have the technological resources in order that the students not only learn in the simple way but also include technology in their learning process, each of the students are required to have a computer due to the reason that now, they not only can earn in the classroom but also they can attend classes on-line, or they can be in the classroom and also attend an on-line class. There are two ways of teaching on-line without forgetting the approach in which we are working on (Communicative). E- Learning is the first one, and it allows the students to learn anywhere and usually at any time, as long as they have a properly configured computer. For a better understanding E-Learning is learning utilizing electronic technologies to access educational curriculum outside of a traditional classroom. In most cases, it refers to a course, program or degree delivered completely online. (Lee Ann Obringer, 2014)
Good Teaching Practice. By: Rhina Benitez
Teaching Practice 13 What is Blended Learning? On the other hand, there is the Blended Learning. Blended learning means many things to many people, even within the relatively small online learning community. It is referred to as both blended and hybrid learning, with little or no difference in the meaning of the terms among most educators. In general terms, blended learning combines online delivery of educational content with the best features of classroom interaction and live instruction to personalize learning, allow thoughtful reflection, and differentiate instruction from student to student across a diverse group of learners. The integration of face-to-face and online learning to help enhance the classroom experience and extend learning through the innovative use of information and communications technology. Blended strategies enhance student engagement and learning through online activities to the course curriculum, and improve effectiveness and efficiencies by reducing lecture time. (John Watson, 2008)
As the teacher, I should look at a new technology and ask how it fits in my learning objectives not the other way around where new technology is received and then I try to fit it into class, I have to know how the use of IT match with my objectives in the plan that I have. The use of technology in and out of the classroom needs to be a proactive practice by educators. It would be really good to add IT in the methodology that will be used during the Teaching Practice, because it is necessary to innovate, so the teaching style change and the students will feel more motivated. There are many different technological sources that can be very helpful to include in the methodology. For example the use of the Web-quests,
(http://zunal.com/webquest.php?w=219389) it can be really good,
with this my students can
see the topics in which I will explain them with the necessary, and the enough information, then I assign them a task, but of course I have to explain carefully each step in order they understand correctly.
Good Teaching Practice. By: Rhina Benitez
Teaching Practice 14
This can work with both, E-Learning and Blended Learning; one thing that every teacher knows is that students love social networks, most in the case of young students, so it would be a great idea to share a class on Facebook
(https://www.facebook.com/myenglishenvironment) or Twitter which are the most common social sites, there we can interact, with forums, make discussions about a topic, and in this way they are also improving their communicative skills not only in the oral way, but also practicing reading and writing. There are also Blogs (http://teachingenglish93.blogspot.com/), where I can post documents, and then I can make a forum, also there is teaching through Skype, which is one of the commons as well, when the teacher cannot be at the classroom, I can develop the class in this way, and it could work very well, if I count with the necessary resources, also I would create a page in which my students can find what they need to know, anytime they want, not only in the classroom, but also when they are at home, it would help them to do their assignments.
Teaching Practice 15 Good Teaching Practice. By: Rhina Benitez
Conclusion: As conclusion, I personally consider that the Teaching Practice is as important as working on the reality and it is important to take it seriously, in the same way as it is taken in the real teaching life. It is also important to note that as it has been said about the Principles, teachers must work based on them, because based on the principles is like we are going to set clear objectives to achieve at the end of the course. Concerning teaching methodology, I believe that a variety of methods, strategies, and techniques makes up the most successful practice, it assists to maintain the whole attention of the students present in class, it encourages them and offers an attractive atmosphere and diminishes anxiety, shyness, etc. The Communicative Approach will allow to the students to learn in a better and interacting way, due to its purpose which is to develop communicative competences and improve Oral skill. In the end I would like to add the following fact: not all students share the same desire for studying a foreign language and it is sometimes a bit too hard for a teacher to teach a class even if he/she is very enthusiastic when teaching the lesson. As there are many kinds of students and each of them have their own character and learning rhythms and styles it is not easy to keep everyone’s attention. Some students might assimilate the information at once; others cannot do that, though. So that is why as a teacher I have to commit myself the have a better preparedness for my Teaching Practice.
Bibliography
Good Teaching Practice. By: Rhina Benitez
Brown H. Douglas. (2000). Teaching by Principles. New York: Pearson Education. Diane Lanser-Freeman. (2008). Techniques and Principles in language teaching. In D. Lanser-Freeman, Techniques and Principles in language teaching (pp. 111,112,113). Oxford: Oxfod University Press. Diane Larsen Freeman. (2008). Techniques and Principles in Language Teaching . Oxford: Oxford University Press. Elena Taralunga TAMURA. (2006, October 05). Takasaki City University of Economics. Retrieved February 23, 2014, from The Economic Journal of Takasaki City University of Economics: http://www1.tcue.ac.jp/home1/kgakkai/ronsyuu/ronsyuukeisai/48_3/tamura.pdf John Watson. (2008, february 8). Promising practices in online learning. Retrieved febraury 24, 2014, from North American Council for Online Learning: http://www.inacol.org/cms/wp-content/uploads/2012/09/NACOL_PPBlendedLearning-lr.pdf JLee Ann Obringer. (2014). A Discovery Company. Retrieved February 24, 2014, from Hoe stuffs works : http://people.howstuffworks.com/elearning1.htm MINED. (2008). English Syllabus for High School Education. El salvador: MINED. Richards J.C. & T.S. Rodgers. (1897). Approaches and Methods in Language Teaching. United Kindom: Cambridge University press. RYAN E. DUNMIRE. (2010). THE USE OF INSTRUCTIONAL TECHNOLOGY . Retrieved february 24, 2014, from Literature Dunmire: http://www.usma.edu/cfe/Literature/Dunmire_10.pdf Wikipedia, t. f. (2014, february 9). Wikipedia. Retrieved february 22, 2014, from Wikipedia, the free encyclopedia: http://en.wikipedia.org/wiki/Principle
Good Teaching Practice. By: Rhina Benitez
