Based on ¨Learning Teaching¨ by Jim Scrivener

How can we raise student awareness about how students can best learn and help them find more ways of learning English more effectively and productively? Exemplify this through the lens of a student and a prospective ELT practitioner.

         To increase awareness about how to improve the English learning process involves many aspects. Based on chapter four of the book ¨Learning Teaching¨ by Jim Scrivener it is important to know who the learners are. It is essential to know what the characteristics of the group are, the different learning styles that students possess and their needs for learning a foreign language. As a student, I consider that to be aware of that not everybody learns in the same way is essential for teachers because in that way teachers are able to  adapt their lessons to the different learning styles: visual, auditory and kinesthetic. Consequently, the learning process will take place in an environment in which all the students will be engaged learning at their own pace. The process of getting acquainted with the foreign language will be easier for us students if the lessons are directed to our learning styles and needs.

     

As a future ELT practitioner I consider that we, as teacher need to know that every student is a whole world and that not everybody is in the classroom for the same reason. Some of them may be extrinsically motivated. They are just there because someone is pushing them or because they will get something out of learning a foreign language such as a promotion in their jobs. Some other may be intrinsically motivated because they have fun while learning or because they have set themselves a new challenge. Therefore, it is pretty important to assess our students’ needs through a Needs Analysis so that we can adapt our lessons to respond to the different individual´s needs and learning styles within a group of students.  Furthermore, the needs analysis will give us like a parameter of the level of English that they posses and how we can help them to improve their language skills. Also, this will help us to design suitable activities that are going to be carried out in the classroom.  In that way, the learning process will be meaningful for them because we are conscious of what they need in other to succeed.

How would you deal with error correction in your classroom (s)? Watch the DVD and see how to work with Errors Teaching Technique. What’s your take on testing?

According to chapter twelve Focusing on Language of the book ¨Learning Teaching¨ human beings have always learned by trial and error and learning a new language is not the exception. That is why, committing errors is not as bad as it may seem.

I consider that committing errors while learning a language is essential for both, teachers and learners because errors give a parameter of how the learning process has advanced. It is what shows us, as teacher that the learner is internalizing the language.

  There are many aspects to take into account in order to correct errors. For me, it is very important to know when to correct them because if I am not aware of it I may hinder the production of language. For example, if it is an activity focused on accuracy, I go for correcting the error on the spot to prevent the student from committing the same error again. But if it is an activity focused on fluency, I correct it till the activity has finished.  If I corrected the error while the learner is speaking, it may cut the flow of the activity. An example of this is an impromptu speech activity; the teacher cannot keep interrupting the student because the student will feel intimidated and afraid of continue speaking.

  I would make use of different techniques to correct errors such as Self-Correction because through this the learner realizes by himself that what he is saying in not right and he corrects himself. This helps him not to commit the same error again. Also, the use of gestures combined with facial expressions because in this way the learners will realize that there is something wrong that need to be corrected. Moreover, I would make use of the finger correction technique because indicating where the error has been committed is easier. Every finger represents a word of the sentences, and the teacher has to point to a finger as the words of the sentence are said. When the teacher reaches the point in which the error has been committed, he makes emphasis on it. The student gets a clear visual indication of the shape of the sentence. I think this technique is very useful because it helps us to clarify the structure of the sentence and for instant error in spoken language.  Definitely, I would make use of it.

¨What you tell me, I forget; what I discover for myself I remember.¨

Testing

  I think that testing is a good tool to determine students’ ability to complete certain tasks or to demonstrate that they master a skill or knowledge of content. A test can be directed to evaluate either of the four languages skills: writing, speaking, listening, and reading.

 Assessing what the students have learned during a course in a certain period of time is useful because it allows us teacher to know how much learning they have grasped. However, I consider that a test not always show the level of learning that a student possesses because they may be many causes for him to get a poor grade such as nervousness at the time he is taking the test.

I strongly agree with what the book ¨Learning teaching¨ says about the criteria that a good test should have (Chapter 12; page 290-291). A good test will seem fair and appropriate to the students. It is obvious that to assess students in something they have not been taught yet is unfair. A good test must be designed according to the learning level that the learners have. For example, it is non-sense to make basic students take a test that is designed for advanced learners.

 It will not be troublesome to mark. The test must have clear instructions of what is required in each of its sections so that students do not get confused while taking the test. If we do not state clear instructions how do expect students to give us the right answer?

            It is very important that the application of a test has clear purposes. We, as teacher must make sure that students know why they are taking a test. For example, if they are going to take a test based on the three following units of the book that they have not been taught yet, it is important to tell them that this is a diagnostic test. This diagnostic test will help to know in which areas the students need more reinforcement.

A pen-and-paper-test may include discrete items and integrative tasks that can be marked either objectively or subjectively. It is important to give clear instructions in this kind of test because sometimes the answer can be correct, but if it is not the one that we as teacher wanted, we mark it as wrong. This is unfair for the students, that´s why I consider that we may be very careful while designing a test.

 What is more difficult: teaching teens or large classes?

I think that it is more difficult to teach teenagers than large classes because teenagers bring to the classroom the conflicts that they are going through due to their age. Adolescence is a very complicated stage in which many physical and mental changes take place. Teenagers are characterized by being rebellious and this make them be reluctant to learn. Sometimes, teachers want to develop an activity and they find that it is almost impossible to be carried out because teenagers are not willing to participate. They are afraid of being embarrassed in front of their classmates. Moreover, they do not like to be patronized because they think that nobody has the right to tell them what to do. Teaching teenagers is a big challenge while large classes can be easier to teach because there are many different techniques such as sitting arrangement and small group discussions that can be applied in order to deliver the lesson effectively.  In most of the cases the budget and the lack of space or teacher are the factors that contribute to larger classes. Both groups have their level of complexity, but with a little of creativity we can manage to teach them.

Teaching Teenagers vs Teaching Large Classes