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I remember listening to a podcast episode (Bill VanPatten’s) in which him, his co-hosts and callers (who are usually teachers) were discussing the best term to use instead of “teacher” in the world of language instruction. I thought that was interesting and it speaks to the idea of object language rather than language subject, and how teaching a language is different than teaching math or history. The role is indeed of more of a facilitator, and I agree with the list in this unit of how to support active learning, rather than simply lecture. One note though, at more beginner levels of language use (to not call it “proficiency”!) the learner rarely knows how they prefer to learn, so perhaps more guidance from the instructor is necessary. Any thoughts?
To view past replies go to: https://changingenglishes.proboards.com/thread/21/classroom-ideas-experiences
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I always find teaching the English language with practical reasons effective. For example, I always teach the kind of English that they would need when they converse in daily setting and the kind of English that they would need in professional setting. I always stick with fluency over accuracy. I would just insert accuracy when it the topic is all about professional setups (e.g. Technical Writing or Business Correspondence).
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When it comes to error correction,most of the time I give corrective feedback especially after completing a speaking activity. Speaking skills is consideted a bit challenging for a teacher as most learners lack confidence to talk fearing errors and due to inhibition, personality and so many other factors.
Of course, language teaching/ learning is a life long process which never ends and it’s indeed different from learning a theory- based subject -
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When it comes to my teaching practice, I prepared myself before I enter to the classroom. I have a lesson plan which divides into three categories as pre-task activity, while-task activity and post-task activity. When it comes to the pre-task activity, I do some kind of an activity to warm up the students’ schemata like a game, asking short questions in order to warm up the students. Then, when it comes to the while – task activity, the main grammar part or the lesson will be covered through interactive sessions, students – centered activities like or group or pair activities. Then, for the post-task activity, in order to practice the lesson that is taught in the classroom, teacher will give a home work to do at the home. Most of the time, it can be writing an essay, review basically it is about reflecting own thoughts. In conclusion, I really need to engage every student in the classroom with the lesson and I consider about learner needed and interests before I plan my lesson.
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I definitely identify with the whole teach to the needs of the students in my classes. I teach at an open-enrollment school and I’ve always had to learn to adapt and accommodate the current and new students. The students are adults, so they do a lot of the work by starting conversations related to the lesson, and/or bringing in language questions they have due to interaction with others or because of something they watched. I get to play moderator/facilitator more often than not which is really great!
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