Learning-Teaching

LearningTeachingAGuidebookforEnglishLanguageTeacher吴慧ContentsWorkingwithpeopleAnintroductiontoclassroommanagementThesubjectmatterofEnglishlanguageteachingActivitiesandlessonPlanningSpeakingVocabularyChapterone:Workingwithpeople1.Teachingandlearning2.Threekindsofteacher1.Teaching&learning1.1The“jugandmug”Inthispicture:Intermsofteaching:1)dosomeexplanations2)keepcontrolofthesubjectmatter3)makedecisionsaboutwhatworkisneeded4)orchestratewhatthestudentsdo5)dothemosttalkingIntermsoflearning:1)havesthexplainedanddemonstratedbyteachers2)participateintheactivities3)dosomepracticeexercise4)havelittlechancetotalk5)bebusyintakingnoteswithouttimetoabsorbthem1.2.Experientiallearningcycle1.2.1.Theprocessoflearning1.2.2.Theexperientiallearningcycleanditsassumption1.2.1.TheprocessoflearningTheprocessoflearninginvolvesfivesteps:1)doing2)recalling;3)reflecting;4)concluding;5)preparing.DoPrepareConcludeReflectRecall1.2.2.ExperientiallearningcycleDoPrepareConcludeRecallReflectInformationGuidanceTeachingFeedbackExampleSupportDemonstrationInstructionCounsellingSomesuggestionsfromthediagram:1).Givingpeoplechancetodothingsthemselvesbeingmuchmoreimportant.2).Payingattentiontotheinnercircleofthediagramratherthantheouterones.3).Allowingthestudentspracticalexperienceindoingthings(inusinglanguageratherthanlisteningtolecturesonlanguage)4).Being“over—helpful”asateacherwillgetinthewayofteaching.5).HelpingSsbecomemoreawareabouthowtheyarelearning.6).OKforSstomakemistakes.Twoassumptions1).Peoplelearnmorebydoingthingsthemselvesratherthanbybeingtoldaboutthem.2).Learnersareintelligent,fullyfunctioninghumans,notsimplyreceptaclesforpassedonknowledge.Ssmaybringpenandpapertothelesson.2.Threekindsofteacher2.1.Threekindsofteacher2.2.Commentsonthe“rapport”betweenteacherandSs2.1.ThreekindsofteacherTeacherA:theexplainer1)knowthesubjectmatterverywell2)havelimitedknowledgeofteachingmethodologyTeacherB:theinvolver1)knowthesubjectmatter2)befamiliarwithteachingmethodologyTeacherC:theenabler1)knowaboutsubjectmatter2)befamiliarwithteachingmethodology3)haveanawarenessofhowindividualsandgroupsarethinkingwithinclass.SubjectmatterMethodologyPeopleExplainer○Involver○○Enabler○○○2.2.Commenton“rapport”Theunderstandingof“rapport”“rapport”istodowiththepersonalatmosphereateachercreatesintheclassroom;thedifferencebetweenaroomwherepeoplearedefensiveandanxiousoraroomwherepeoplefeelablebehonestandtakerisks.Threecoreteachercharacteristicsthathelptocreate“rapport”1)Respect2)Empathy3)AuthenticityChaptertwo:AnintroductiontoclassroommanagementOptions,decisionandactionsClassroominteractionPotentialproblems1.Options,decisionsandactions1.1.Theunderstandingofoptions,decisionsandactions1.2.Factorsthatdeterminetomakeeffectivedecisionwhenoptionsavailable1.1.Theunderstandingofoptions,decision&actionsLookatthefollowingexample:Situation1:Thestudentsareworkingingroupsofthree.Twogrouphavefinishedthetaskyousetthemandarenowsittinglookingbored.Theothergroupsstillseemtohavealongwaytogobeforetheyfinish.Optionsarising:1).tellthegroupthathavefinishedthattheycanchatordosthwhiletheothergroupsfinish.2).setatimelimitfortheotherstofinish.3).givethegroupsashortextratasktokeepthembusy.4).bringthegroupstogethertocomparetheiranswers.5).invitethefinisherstojoinothergroupandhelpthenorlistentothemDecisionsmade:Amongtheseoptions,theteachersshouldhavetheskilltoselectthemostappropriateones.Actionstaken:Afterdecidingwhichonetochoose,theteachersshouldturnitintoactions.1.2.FactorsthatdeterminetomakeeffectivedecisionsTheaimoftheactivitiesTheobjectiveofthewholelessonAwarenessofwhatthebestthingtodoPredictiononthepossibleoutcomesofmydoingsthAnticipationabouttheSs’feelingsKnowledgeaboutthetimeforachangeofmoodorpaceIntrospectiononwhetherwhatwearedoingisusefulornotTheteacher’intentionsandattitudesTheteacher’beliefsandvaluesSituation2:Decision:Theteacherusestaperecorderofnativespeakerconversations.Beliefs:1)listeningworkimportance2)Ssneedinghearavarietyofvoicesandaccents3)Ssneedingpracticeinlisteningtoreal,conversationalEnglish2.Classroommanagement2.1.Typesofstudentgrouping2.2.Someideasonmaximizingstudentinteractioninclass2.1.TypesofstudentgroupingThewholeclassworkingtogetherwiththeteacherThewholeclassmixingtogetherasindividualsSmallgroups(threetoeightpeople)PairsIndividuals2.2.SomeideasonmaximizingstudentinteractioninclassBeinghonestIncreasingSTTAllowingsilenceUsinggesturesReallylisteningtothemMakinguseofpairs&smallgroupEncouraginginteractionbetweenSsEncouragingafriendly,relaxedenvironmentAsking‘open’questionsratherthan‘closed’onesEncouragingcooperationratherthancompetition3.Potentialproblems3.1.TTT(TeacherTalkingTime)3.2.EchoS:Iwenttothecinema.T:Youwentthecinema.Good.Youwenttothecinema.3.3.HelpfulsentencecompletionS:Ithinkthatsmokingis….T:…abadthing.YesIagree.WhenIwentintothepub...3.4.Complicatedandunclearinstruction3.5.AskingDoyouunderstand3.6.FearofgenuinefeedbackT:Didyoulikemylesson?S:Yes.3.7.Insufficientauthority/overpolitenessT:Soifyoudon’tmind,itwouldbeveryniceifyouwouldjus