Learning Teaching. - i. Jim Scrivener. Macmillan Books for Teachers. Page 2. Page 3. Page 4. Page 5. Page 6. Page 7. Page 8. Page 9. Page Page Learning-Teaching. byJames- IdentifierLearning-Teaching Subject: This is loving teaching Subject: Learning Teaching PDF WITH TEXT download. Introduction. ObMectives. Process of Learning. Concept of Learning. Types of Learning. Factors influencing Learning. Learning.

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Learning Teaching 3rd pawnfacumapbma.gq - Free ebook download as PDF File . pdf), Text File .txt) or read book online for free. CeltaEssentials - Learning. PDF | On Jun 1, , Ahmet Sel├žuk Akdemir and others published Learning and Teaching: Theories, Approaches and Models. PDF | It is an accepted fact that teachers are usually not born but made. requisite to be good teacher is to understand the teaching learning.

Interestingly, although the teacher is introducing new language, he is doing this without a great deal of overt explanation or a high quantity of teacher talk. We look at grammar presentations in Chapter 7.

In the fourth Jesson, the learners arc doing a pairwork vocabulary task.

The teacher's role was initially to set up the activity, and at the end it will be to manage feedback and checking. At the moment, he can relax a little more, as nothing much requires to be done beyond monitoring if it is being done correctly.

Out of these four lessons which I think may be fairly typical snapshots of modern language classroom life , we have seen relatively little overt 'teaching' in the traditional manner, although we have seen a number of instances of the teacher 'managing' the seating and groupings, 'managing' the activities starting, monitoring, closing them , 'managing' the learners and their participation levels, and 'managing' the flow of the conversation and work.

I think it's reasonable to argue that much of modern language teaching involves this classroom management as much or more than it involves the up front explanations and testing that many people imagine as the core of a teacher's job. This is partly to do with the peculiar subject matter we work with, ie the language we are using to teach with is also the thing we are teaching. Although there is a body of'content' in language teaching, the main thing we want our students to do is use the language themselves- and therefore there are many reasons why we mainly want our students to do more and therefore for us to do and talk less.

Language learners don't always need teachers. They can set about learning in a variecy of ways. Some learn by studying on their own at home with books, COs, DVDs, e-workbooks, computer programs and so on; ochers seem to 'pick up' a language just by living and communicating in a place where the language is used this is known as immersion.

Of course, many students do learn in classes with other students and a teacher- whether chat's a class they chose to come to for example, at a language school or maybe a class they were required to attend such as in a high school. And much language learning will involve elements of all three ways: self-study, 'picking it up' and classroom work.

But, if it's possible to learn successfully without a teacher, chen what difference docs having a teacher make to the learning proccss?

Why do some people pay to have a tcachcr? What do students expect from them? To put it bluntly, what on earth arc teachers for? If you are or are planning to be a teacher, it's important to consider such basic questions.

What do you remember about them and their lessons? The teacher's manner? How you felt in their presence?

Can you recall any specific lessons? Specific teaching techniques?

What it was like to be a student in that room? What words or phrases characterise the atmosphere of the classes eg positive, encouraging, boring, friendly, like an interrogation, sarcastic, humorous, respectful, scary, quiet? When I started teaching, I found that my basic image of what a teacher's job was and how a teacher should behave were drawn largely from what I had seen my own teachers doing.

The Essential Guide to English

These internal images were quite deeply held and quite hard to challenge. Any teacher starting out needs to check if they have in built assumptions about teaching from this exposure to hours and hours of observing your own teachers at work. If you chink about it, you have watched and experienced an awful lot of teaching being done to you- and this can often remain a subtle and deep-seated influence.

Whether we acknowledge it or not, much of our view of what a teacher is and what a teacher should do can often be traced back to these many years oflesson observation from the pupil's seat. Sadly, a lot of the teaching that has left a deep impression on us was not necessarily very good teaching. As well as some excellent teachers, most of us have probably seen examples of teachers who were boring, unkind, incompetent, sarcastic or inept.

Certainly no one would wish their lessons to be boring, but it's important to check out if the classes of an 'entertainer' style of teacher are genuinely leading to any real learning. It's easy to get swept up in the sheer panache of one's own performance; the teacher who constantly talks a lot, tells stories and jokes, amuses the class with their antics, etc can provide a diverting hour, but it may simply cover up the fact that very little has been taken in and used by the students.

The monologue may provide useful exposure to one way of using language, but this isn't sufficient to justify regular lessons of this kind. I've found that quite a number of teachers suspect that this 'performer' style is a goal they should aim for, partly maybe because of an influence from Hollywood films about teaching.

But there is a fine line between creating a good atmosphere and good rapport in class and becoming an entertainer. I hope that I can persuade you that rapport is crucial but entertainment is much less so.

Traditional teaching For many of us, school teaching was in a style we could characterise as 'traditional'. While the details may vary considerably from school to school and between different countries and cultures, there will still be many aspects of 'traditional' teaching that are familiar to many.


Traditional teaching List some of these characteristic features of traditional teaching eg Where does the teacher stand I sit? How are students seated? How is the class managed? What do you think are the disadvantages of a traditional teaching approach for language teaching and learning? After these explanations, the students will often do some practice exercises to test whether they have understood what they have been told.

Throughout the lesson, the teacher keeps control of the subject matter, makes decisions about what work is needed and orchestrates what the students do. In this classroom, the teacher probably does most of the talking and is by far the most active person. The students' role is primarily to listen and concentrate and, perhaps, take notes with a view to taking in the information. Often the teacher takes as if by right usually, but not always, benignly permission to direct, give orders, tell off, rebuke, criticise, etc, possibly with limited or no consultation.

This 'transmission' view of the role of a teacher is relatively widespread, and in many cultures represents the predominant mode of education.

Students will expect that a teacher will teach in this way, and fellow teachers may be critical or suspicious of teachers who do not. In such cases, it's important to remember that 14 2 What is a teacher? Teaching English: Inspired English Teaching: A Practical Guide for Teachers.

Essentials for Successful English Language Teaching. Testing for Language Teachers. Teaching and Learning English Worldwide. A History of English Language Teaching. Teaching English, Language and Literacy. Values in English Language Teaching.

Second Language Learning and Language Teaching. Professional Development for Language Teachers: Strategies for Teacher Learning. English Language Learning Materials: A Critical Review. Teaching for Learning Mathematics.

Learning Teaching 3rd Ed_Scrivener.pdf

Innovation in English Language Teaching: Recommend Documents.In this classroom, the teacher probably does most of the talking and is by far the most active person. You come into the classroom at the start of the lesson. When they do, he gently corrects them and gets them to say it again better.

So, for a number of reasons, it is worth careful planning of this stage in advance- especially to think up alternatives to putting yourself in the spotlight answering a long list of questions. Of course, although it's a good start, a positive learning atmosphere isn't everything. In many cases, she takes her lead from the students, seeing herself as someone whose job is to create the conditions that enable the students to learn for themselves. Some are to do with available time: C Did you ever do anything naughty?

Do the learners know enough language to be able to make a useful attempt at the activity? We never know how much 'learning' is taking place.

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