VIETNAM NATIONAL UNIVERSITY HO CHI MINH CITY
UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES
MASTER OF TESOL 2016B
Advanced Teaching Methodology
REFLECTION
Instructor:Nguyễn Thu Hương, PhD.
Student : Phan Thị Kim Yến
After six weeks I’ve learnt a lot of things from this subject. In the first part I’ll summarize the main points of the lessons and in the second part I will go into detail some extents I find interesting.
There are a lot of things need to be covered in this summary so I will present one by one. Firstly, the teacher roles and students roles are discussed thoroughly.It’s essential for teacher to be aware of their roles in the classroom such as controller, prompter, participant, resource or tutor. Teachers also need to know when and what to do with each role. Besides, teachers should view the learners from different angles so that
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After doing reflection exercise in the hand out, I can reflect our own ways to motivate my students and we will try to apply some things I haven’t tried before such as bring the humor and laughter or invite native speakers to my classes. Besides such interesting information above, I can distinguish these terms such as method, technique or approach.While approach is a set of correlative assumptions dealing with the nature of language teaching and learning, method is an overall plan for orderly presentation of language material, based on a selected approach. Technique is particular trick, stratagem or contrivance used to accomplish an immediate objective .Moreover, from Anthony’s proposal , Richards & Rodgers (2001) suggested three terms approach , design, procedure , which I need to take into consider. This lesson also review some popular methods of teaching and introduce some new methods I haven’t learnt such as TPR, CLILL, TBL. This is really an informative
What do you see as the central issues in role definitions and expectations of the general education classroom teachers and Isabelle?
According to our text, “Language Arts: Patterns of Practice” by Gail Tompkins there are five specific ways to teach language arts in the classroom. These five instructional approaches can be used in any type of classroom and are recommended by many scholars in the field. Of course, there are other approaches that can be used in the classroom and be effective but these five approaches are the most common. They also help the teacher with organizing lesson plans and give the students an opportunity to learn in different styles. The most effective way to use these approaches is to use all of them in your lesson plan because every student learns differently. The five different types of instructional approaches for teaching language arts are: Basal readers, literature circles, literature focus groups and thematic units. As a future teacher, these teaching styles will be used in the classroom
4. METHOD/MEDIA: This period of instruction will be taught by the lecture method with the aid of PowerPoint Presentation and handouts
They have many and most responsibility towards children and school. For follow their responsibility they have to plan everything before they go to teach the children. Teachers prepare lessons and try to make them as interesting as possible. They prepare homework assignments and assessments. They ensure that the information they pass on is current and correct to the best of their knowledge. They deliver assessments to enable themselves to help each individual student to develop his/her knowledge. They do not judge any of their students. They feedback to parents/carers on the students’
All at the same time teachers manage groups, manage activities and manage learning within the class. They lead discussions, guide the main tasks and modify active participations of pupils ideas and engage within their ideas. By adapting to the needs of each pupil they would create a positive prospect of learning.
Throughout this book, it was divided into not only chapters, but subchapters and Motivations. As these will be covered throughout this paper.
The article is written in a clear language and offers easy to implement strategies to use in the classroom. I also appreciated the explanations given with the strategies to help educators understand the relevance of trying this method with their students.
For this week class, we applied a new teaching style for the class environment, which the roles of students and instructor were revised. The main focus of the lesson is based on the Relational Leadership Model, but this new method helped us to have deeper understandings of the materials. Just like Shane said before we started applying the method “The way you look at the readings will be different based on your role of teacher or student.”
In this essay I will be describing various types of learning styles and stating the advantages and disadvantages of these learning styles. I will also inform you of the most commonly used method of finding out your own learning style, and I will inform you of the man who made this method. Finally, I will write about my own preferred learning styles and the strengths and weaknesses of the different learning styles.
Thus, the book answers numerous practical questions that teachers have often struggled with; for example, how to increase the chances of academic success for language learners, how to use technology to teach language effectively, or how to teach language and content material concurrently. From the preface, the author makes it very clear that the book is designed to support language teachers in their journey as new teachers and throughout their teaching careers. In total, the book contains eleven chapters, which have been divided into four parts. The first part, "What Do Language Teachers Think About?" includes topics of foreign/ second language acquisition theories and language teaching methodologies. This part introduces the background knowledge readers will need in their journey as language teachers. The second part, "How Do You Teach a Language?" introduces approaches to teaching and learning that improve students’ writing, listening, speaking and reading abilities. Each chapter in this part includes suggestions for how students can be motivated and describes teaching and testing approaches to assess students ' language skills and academic literacy. The third part, "How Do I Know What to Teach?" is instrumental in helping teachers adopt teaching practices to particular teaching settings. The fourth part, "Where Do I Go from Here?" helps teachers gain a clearer perspective of what language teaching is all about; this section also considers teacher 's self-assessment and personal
A teacher’s responsibilities are to ensure that every student gets the education that they deserve from a well-structured curriculum and materials. Within the teacher’s responsibilities a strong foundation of instruction has to be implemented, this is why instructional strategies are significant in a teacher’s career. The strategies for instruction vary from teacher to teacher; as a result there are no specific ways to employ strategies within instruction. The main purpose of this essay is to display knowledge of methods that are involved in teaching second language instruction for various ages and levels of students. This essay will also develop from the following components that methods and techniques are important to encourage tactical instructional strategies. These components are comprehensible input, feedback that is on-going, specific and immediate, grouping structures and techniques, building background and vocabulary development along with student engagement.
The role and responsibilities of a teacher is very complex. Teachers are responsible for making sure their learners acquire the knowledge they need, but also achieve their qualification by the end of the course in a safe learning environment, so they have the skills and experience they need to start their careers. To achieve that goal a teacher must be creative, professional, flexible and knowledgeable enough to deal with daily challenges and find different ways to help their learners needs. Establishing a safe and stimulating environment for learners, creating mutual respect and set goals that stretch and challenge learners of all backgrounds and abilities.
Singh, Niranjan and Samiti, Navodaya Vidyalaya. “Role of teacher in a school.” navodaya.nic.in, n.d. Web. November 1 2011 from:
In this course I experienced an important change in my beliefs about teaching; I came to understand that there are many different theories and methods that can be tailored to suit the teacher and the needs of the student. The readings, especially those from Lyons, G., Ford, M., & Arthur-Kelly, M. (2011), Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2007), and Whitton, D., Barker, K., Nosworthy, M., Sinclair, C., Nanlohy, P. (2010), have helped me to understand this in particular. In composing my essay about teaching methods and other themes, my learning was solidified, my knowledge deepened by my research and my writing skills honed.