Teachers make sure they do this by making time for their students, which means having personal meetings with them. When teachers use their own time to help students, it further shows how supportive teachers are. When students know they can depend on a teacher, the students then feel more comfortable in their learning situation and will be more likely succeed. To further emphasize this support of teachers to students, many teachers use a method of ‘Praise, Question, Polish’; which helps to critique students on a comfortable basis. By using this method, students also learn to become more independent when teachers show them, gradually, that students will learn to write better with the ease of criticism.
Being an active participant in language learning class allows students/learners to practice what they know or what they have just learned. As a teacher, we should create a life-like environment when we are teaching students a language. This environment should allow students to talk, practice often. For this, information gap activities, role-plays and jigsaw activities are the best practices for foreign language learners to speak with each other for a reason and this creates an authentic environment to speak. So, this activities can save time for both students and teachers in learning process.
In the ELL classroom, several effective methods will promote and foster English acquisition, include modeling, rate of speech and wait time, use of nonlinguistic cues, giving instructions, and encouraging development of L1. Modeling promotes learning and motivation by developing self-confidence. It helps them “believe that they too, will be successful if they follow the same behavioral sequence.” (CITE p. 10- 29). Modeling is one way for teachers to provide students with comprehensible input in order to help students process content more “deeply and comprehensively” (CITE p. 10- 30). Teachers should model... ... middle of paper ... ... grammatical errors.
The teacher can help keep the students focus on assignments and respect each other with mindfulness. If students are behind the pace of work, the teachers will know when to stop, slow down and catch them up effectively. The focus of the students are what is strived for in the class and the focus that the teacher receives can increase teaching time between 11-20 minutes (Rossi). When the environment is non-judgemental, it’s easier for the students to feel more at ease and confident. The students won’t be afraid to raise their hand to comment or ask questions, in the fear of being wrong, but they will also think more about the topic.
The teacher’s questioning strategy can help students obtain understanding and see connections as they work toward solutions to problems. (Inspire, 2011) “One of the most striking aspects of teaching is that the teacher’s speech consists of questions” (Manouchehri & Lapp, 2003, p.563). Each question the teacher asks should be strategic toward the goal of student learning. The teacher must determine beforehand what student response is desired and structure the questioning accordingly. Questioning can also aid the educator by assessing the students’ comprehension and understanding, thereby allowing the modification of instruction if necessary (Chappell & Thompson, 1999).
Next time I did this lesson I would actually count how many thumbs were up and how many were down. In order to get a better observation of my students. The students learning was impacted by communicating to me, the teacher, how they felt about the lesson and how comfortable they felt with the material of the lesson. While doing the lesson I could tell the students who had their thumbs up were completing the lesson with no problem and the students with thumbs down were struggling a little bit. If students didn’t understand that material I would also try to explain the problem in a different way using working like bigger or smaller rather than greater than or less than.
We use literacy in everyday life, it is not just learnt a classroom environment. It is important that teachers keep working with their students towards developing in their Literacy. These strategies are helpful and can be used in classrooms to better student’s skills with communicating with others, and it gives them a chance to express themselves. These way students also develop in their vocabulary, and the child can now make meaning of what they are learning.
Teachers got to know what the students like to get them to listen. If teachers have them listening then they are not bored. Teachers have to play more games that involve education that are made up because if the students are having fun then they are not bored and they will remember what they were learning and students are having fun than the teachers will have fun too. It will work because the point of this essay is getting rid of being bored at school. Another reason it will work is because the more fun students have the better it is to teach them what you need to teach them for the class period.
Consequently, teachers should be taught material and be able to explain or demonstrate it in different ways (Loewenberg). For example, explaining fractions in more than one way or gaining and maintaining the attention of the class. Teacher training plays a big role in producing effective educators in our nation and it is a vital step to improve the quality of our teachers in today 's society. Besides accomplishing training with perfection, teachers should be able to speak English fluently and correctly to insure the betterment of a student’s education. The fluency and pronunciation of English can be vital especially when teaching a class that is based on the foundations of it.
After the treatment, the participants were given a post-test. 3. Significance of the study TPR - Storytelling and Role Play have a crucial play in contributing to effective language learning for young learners. As proved by a great number of studies, it is essential to help young improve English vocabulary. It hoped that through this study It is hoped that this study may help teachers become more aware of the role of TPR- Storytelling and Role Play in teaching English vocabulary for young learners in order to regulate their teaching methods and efforts with the purpose of improving students’ learning performance.