Deductive Approach Essay

Teaching Grammar to ESL students, or general education students, can occur in many different methods. As the years go by, more strategies come out for appropriate ways to teach grammar to students. Inductive and Deductive are the most common strategies used to teach grammar. While both methods are essential, differentiating instruction from general education students is key too (Varela, 2010, 40). Differentiation should be used to help ELLs succeed, and excel. Scaffolding differentiation and the inductive and deductive approaches allows ELLs to achieve more.

All students who enters the classroom has their own thumbprint. All students are unique, and it takes talented and effective teachers to realize it is more than academic needs that make

Deductive approach focuses on the teacher telling students how to learn. According to Ans, “The deductive method is often criticized because: a) it teaches grammar in an isolated way; b) little attention is paid to meaning; c) practice is often mechanical” (Ans, 2013, 3). While there are negatives to the deductive approach, this approach works well with highly motivated students and students wanting to learn more. Inductive approach uses many examples to help the student learn the concept. In practice, the students learn the concept through understanding, and decide for themselves what they think the concept is. Both approaches have positives and negative in teaching students the concept. In the end, the difference is the approach the teacher takes. At times, a mixture of both is necessary to help all students. Not all students learn the same requiring teachers to differentiate and use different

In order for ELL students to succeed, there needs to be a good teacher. Despite what approach is taken to teach ELLs, it falls on the teacher whether the student succeeds. The fastest growing group of students is ELL students. These are the students that passed the English proficiency test. Add in the students who passed the test but are below average and the group doubles. “Although the number of ELs is rising rapidly, the preservice training of teachers lags behind, particularly for mainstream teachers who have ELs in their elementary or secondary classrooms” (Short, 2013, 119). There are seven steps to creating successful teachers from professional development. Step one “start with an empirically validated intervention focused on the knowledge and skills teachers need to work with English Learners” (Short, 2013, 121). Step two requires time to be given to teachers to get good at it. Step three says to design the program to be job embedded in both presentation and practice. Step four: support. Step five requires explanation of the theories that support the intervention. Step six engages school administration. Step seven measures the implantation of the