It is hard to summarize old ages of learning experience, literature reading, and theoretical development into a individual reply. Richards, in The Language Teaching Matrix ( 1990 ) states that “ … instruction is a dynamic procedure… .effective instruction is ever germinating throughout one ‘s learning calling. ” I do believe that this is rather true as my ain attack to instruction has developed and evolved dramatically over the old ages.
My pupils ‘ age groups range between 19 and 22 old ages old and are from both sexes. Occasionally, we get a few older pupils and those would be in their first old ages of employment, ensuing of class, in assorted ability pupils, with different ends and aims to larn English. These pupils are admitted to the class based in their public presentation on a heavily-loaded grammar ; vocabulary and reading arrangement trial. The trial does non include a written or an unwritten constituent. It is internally designed and administrated and the consequences of which are nonnegotiable and concluding. Normally, the pupils fall into one of three degrees ; ( Elementary, Pre-Intermediate or intermediate ) . These degrees are severally called ( English 1, 2 and 3 ) . We use the New Headway class book by John & A ; Liz Soars, OUP, 2000. At the minute I am learning in degree 2 ( Pre-Intermediate ) , but the norm is that each passing semester, instructors are assigned to learn in different degrees, depending on assorted factors such as ; consumption at the beginning of the semester, etc.
My rules are drawn from my experience, observation and contemplations of my ain every bit good as those of other co-workers, in add-on to reading about them, holding preparation classs etc. At first, my principals were formed from my ain experience, although, now I realize that my personal experience represents merely one manner of going an effectual linguistic communication instructor.
First and first, I am an analytical instructor and I try to sell this to my pupils. Alternatively of taking what instructors say for granted, I motivate and promote my pupils to utilize their ain opinions about linguistic communication acquisition and to inquire inquiries whenever they feel unsure about something. I believe that this will raise their witting and consciousness of the linguistic communication in add-on to their general apprehension. This is grounded in literature by the term “ find acquisition ” , where pupils have to detect and work out the regulations themselves in an inductive mode, instead than a deductive 1. Another point in favor for this attack is that it helps develop a scholar ‘s capacity for independent acquisition. Dornyei, and Csizer reference in ( 1999 ) instructors should increase a scholar ‘s lingual assurance and advance their liberty non merely by promoting self rectification of authorship ; but besides by leting pupils to choose subjects to speak/write/read about in class/self-assign prep etc.A
I besides believe that societal interactions promote reliable linguistic communication usage. I try to advance co-operative larning utilizing braces and group-work every bit frequently as possible, where the lessons are based around scholars. I believe that scholars learn better when they feel that they are at the centre-stage, instead than dominated or inhibited by instructors. This is grounded in ELT methodological analysis by the TBL attack, in peculiar, its weaker signifier, given the nature of the pupils. This is a rational for reliable linguistic communication usage to work out or negociate significances in order to make a specific end. This belief is besides motivated by an apprehension that pupils perceive, procedure, and shop information otherwise in response to a demand, and that they “ acquire ” thoughts by wrestling with the application of those thoughts ( Bransford et al. , 1999, p. 139 ) . Learners besides, learn better when they decide on their ain degrees of engagements and engagements. Another point is that it promotes a healthier, stress-free and a much more unrecorded schoolroom ambiance, and more communicating and interaction among them. Crook and Schmidt ( 1991 ) mentioned that to advancing pupil ‘s motive degree could be achieved by changing the activities, undertakings, and stuffs. I achieve this by uniting desired results with light activities and games and by being all the piece conscious of their demands. Although in recognizing their demands, I sometimes have to abandon my programs wholly and venture into new districts, but the results are about ever appreciated.
I belief in holistic instruction, this means that I try to prosecute as many facets of people as possible.
At the beginning of each and every semester I administer a needs-analysis – through questionnaires, interviews in add-on to my ain schoolroom observations, in order to happen out every bit much information about my pupils as possible. Learners are alone in footings of motive, attitudes, and preferable learning-styles. Therefore, this information helps me in make up one’s minding on proper attacks and in taking the right stuff for my categories and to assist scholars spread out their repertory of larning schemes. I try to intercede and incorporate these believes with the course of study demands. There is perfectly no point in disputing pupils with hard undertakings – they might exchange off altogether – “ we should learn within a sensible challenge ” as mentioned by Prabho in his procedural course of study. Tikunoff ( 1985 ) stated that “ schoolroom undertakings really harmonizing to three types of demands they make on scholars: response manner demands ; interactive manner demands and undertaking complexness demands ” .
Teaching should be steadfastly rooted in the cognitive module. That should be a ground for learning within a context ( e.g. no indicating in larning vocabulary for illustration, without a context. The context would be the land to happen significance ) . In order to raise pupils ‘ consciousness of the importance of context I introduce different texts to them, and inquire them to find where it would probably to hold occurred. Another point is, I ask them to do alterations to a text, in footings of ; field ( purpose ) , tenor ( relationships between participants ) , and manner ( spoken or written ) as stated in Michael Halliday ‘s systemic functional Linguisticss.
Brown, Douglas. Teaching by Principals – An Synergistic Aapproach to Language Pedagogy, 2nd Edition, Longman. ( 2001 )
Crooks, Graham & A ; Schmidt. Motivation: Reopening the Research Agenda. Language Learning. 1991, 41:469-512.
Dornyei, Z. , and Csizer, K. ( 1999 ) Ten Commandments for Motivating Language Learners: Consequences of an Empirical Study. Language Teaching Research.
Lightbown and Spada. How Languages are Learned, 2nd Edition, OUP, ( 1999,2003 )
Richards, Jack, The Language Teaching Matrix. CUP, 1990.
Thornbury, Scott. An A-Z of ELT. Macmillan, 200