the making-of-a-professional-teacher

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The Making ofThe Making ofa Professional Teachera Professional Teacher

2007師德全台巡迴講座

Michael Tsai

師德種子講師知名連鎖品牌美語師資培訓講師英國劍橋 TKT國際認證講師快速記憶及心智繪圖講師

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AgendaAgenda

1. Approach, Method and Technique1. Approach, Method and Technique

2. Teaching Methodologies2. Teaching Methodologies

3. How to choose the “best” method?3. How to choose the “best” method?

4. Teaching very young learners4. Teaching very young learners

4. Practical games and activities4. Practical games and activities

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What is it to beWhat is it to bea professional teacher?a professional teacher?

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A professional teacher is…A professional teacher is…

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Approach, method or Approach, method or technique?technique?

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APPROACHAPPROACHTheoriesTheoriesBeliefBeliefNature of Nature of language and language and language language learninglearning

METHODMETHODPrinciplesPrinciplesGoalsGoalsSyllabusSyllabusRolesRolesMaterialsMaterialsPlansPlans

TECHNIQUETECHNIQUEActivitiesActivitiesSkillsSkillsProceduresProcedures

METHODOLOGYMETHODOLOGY

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Teaching MethodologiesTeaching Methodologies

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Before we start…Before we start…

Don’t look at your handouts!How did you learn your first foreign How did you learn your first foreign

language?language?How did you learn your mother How did you learn your mother

tongue?tongue?Which teaching method or methods do Which teaching method or methods do

you usually use to teach English?you usually use to teach English?Talk with your partner.Share with us.

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Now, let’s have a little test… Now, let’s have a little test…

Look at the handouts now.Discuss with your partner which Discuss with your partner which

teaching methods fit into the different teaching methods fit into the different descriptions.descriptions.

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Teaching MethodologiesTeaching Methodologies

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1. The Grammar-Translation 1. The Grammar-Translation MethodMethod

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General descriptionGeneral description

Focus Translation Grammar

Traditional way to teach Latin Greek

19th century European languages

Develop Reading skill cognitive ability

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ActivitiesActivities

Presentation of grammar rulesStudy of lists of vocabularySynonyms, antonyms, roots, prefixes,

suffixesTranslation exerciseReading comprehension

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2. Natural Approach2. Natural Approach

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1970s-1980s, Krashen & TerrellFocus

Spoken language Oral communication skill Use of objects and actions in teaching Natural principles of first language acquisition Content, not form

Meaningful communication4 Hypothesis

Acquisition-Learning Hypothesis Monitor Hypothesis Natural Order Hypothesis Input Hypothesis: i+1 Affective Filter Hypothesis

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Use pictures, drawings, gesturesTPRCommandsClassroom language

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3. The Direct Method3. The Direct Method

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19th centuryTarget language onlyMeaning “directly” communicated using

Actions Objects Mime Gestures Situations

L & S before R & WGrammar: inductive learning

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Grammatical Grammatical RulesRules

Example 1

Example 4 Example 2

Example 3

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Grammatical Grammatical RulesRules

Example 1

Example 4 Example 2

Example 3

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Reading aloudQ & ASelf-correctionConversationFill-in the blanksDictationListening comprehensionParagraph writing

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BerlitzBerlitz

1. Never translate: demonstratedemonstrate2. Never explain: actact3. Never make a speech: ask questionsask questions4. Never imitate mistakes: correctcorrect5. Never speak with single words: use sentencesuse sentences6. Never speak too much: make students speak muchmake students speak much7. Never jump around: follow your planfollow your plan8. Never go too fast: keep the pace of the studentkeep the pace of the student9. Never speak too slowly: speak normallyspeak normally10. Never speak too quickly: speak naturallyspeak naturally11. Never speak too loudly: speak naturallyspeak naturally12. Never be impatient: take it easytake it easy

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4. The Audio-Lingual Method4. The Audio-Lingual Method

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1950s-1960s, USArmy MethodBehaviorismL & S before R & WUse

Dialogues Drills

Discourage the use of mother tongue

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BehaviorismBehaviorism

STIMULUSSTIMULUS REPONSEREPONSE

++REINFORCEMENTREINFORCEMENT

REPEATEDREPEATEDBEHAVIORBEHAVIOR

NO NO REPEATEDREPEATEDBEHAVIORBEHAVIOR

NO / -NO / -REINFORCEMENTREINFORCEMENT

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RepetitionInflection: he she; singular pluralReplacement: “Helen is a girl.” “SHE is a girl.”Restatement: indirect speech direct speechCompletion: “I want a hot dog and you want…”Transposition: “I’m hungry. (SO…)”Expansion: “I enjoy it. (…very much)” Contraction: “I play at school.” “I play THERE.”Transformation: I am… I am not… Am I…Integration: “I am glad.” + “You are here.”Rejoinder: Introduce yourself in a polite way…Restoration: students/ waiting/ bus

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5. The Silent Way5. The Silent Way

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1970s, US, Galeb GattegnoUse

Gesture, Mime, Visual aids, Wall chart,Cuisenaire rods

Vocabulary is the keyForce learners’

self-awareness, self-reliance, self-responsibility

Teaching should be subordinated to learning.The teacher works with the students, the student

works on the language.The teacher is not a language teacher, but a

teacher of language learners.

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Rectangle ChartRectangle Chart

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English FidelEnglish Fidel

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Word ChartWord Chart

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Cuisenaire RodsCuisenaire Rods

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1. Pronunciation (stress, intonation) Word Phrase Sentence

2. Structure Vocabulary Sentence pattern

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6. Desuggestopedia6. Desuggestopedia

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1970s, Bulgaria, Georgi LozanovRich sensory learning environment

Picture, color, songs, music, poster

Positive expectation of successUse a varied range of methods

Dramatized texts Music Active participation in songs and games, etc.

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1. Presentation Relax Positive frame of mind Learning is going to be easy and fun.

2. First Concert - "Active Concert“ Active presentation Accompanied by classical music.

3. Second Concert - "Passive Review“ Relax and listen to some Baroque music Text read very quietly in the background

4. Practice Games, puzzles, etc. Review and consolidate

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7. Community Language 7. Community Language LearningLearning

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1960s, US, Charles Curran

Whole persons “Language is people.” “Language is persons

in contract.” “Language is persons

in response.” “Learning is persons.”

Highly learner centered

Group learning Mutual trust, help,

cooperationCounseling learning

Teacher: CounselorNon-defensive

learning Security Aggression Attention Reflection Retention Discrimination

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Translation L decides what T teaches; T translates

Group work Group prepares materials, e.g. a talk, a topic, a story

Recording Piece by piece, in target language

Copying Write down the scripts

Reflection & Observation Share feeling with others, with group, or with class

Listening Listen to teacher’s or learner’s own recording

Free Talk With others or teacher, about content or experience

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8. Total Physical Response8. Total Physical Response

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Let’s have a French lesson now!Let’s have a French lesson now!

Assis!Debout!Venez ici!Allez la-bas!Dormez!Levez!

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1960s, US, James AsherKey concepts

CCOMPREHESNIONOMPREHESNION

AACTIONSCTIONS

RRESPONSESESPONSES

It’s all in the way we learn.“Do not attempt to force speaking from students.”Comprehension before expression.Focus on the content, not on the form.Verb is the king! Imperative!

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How does a baby learn to utter the How does a baby learn to utter the first word and then speak?first word and then speak?

Language-body conversationBabies don’t learn by memorization.Words without actions in the primary stage

Meaningless! No matter how many times they are repeated! Try with your dog!

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ProcedureProcedure

1. T says & acts; C observesC observes2. T says & acts; C actsC acts3. T says; C actsC acts4. T says; C says & actsC says & acts5. 1 L says & acts; both C & T actboth C & T act6. 1 L says & acts; C actsC acts7. 1 L says; both C & T say & actboth C & T say & act8. 1 L says; C says & actsC says & acts

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9. Communicative Approach9. Communicative Approach

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1980sLinguistic + Communicative competence

Knowledge of language Knowledge of rules of speaking Knowledge of different types of speech acts Knowledge of how to use the language appropriately

in different kinds of social contextsAuthentic language, materialsSpecific vocabulary and expressionsFunctions

Requesting, describing, expressing likes & dislikesUse language to perform different kinds of tasks

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Johnson and Morrow 1981Real communicative activities:

Information gap Choice Feedback

Same forms Different functions “How are you?”

Same functions Different forms Introduce yourself

Role playInterviewsSurveysPair work

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10. Content-based Approach10. Content-based Approach

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Language across the curriculumLanguage immersionTarget language is a medium to learn other

content areasLanguage immersion

Immerge language teaching with authentic contents, communication and other school subjects

Develop communicative skillSatisfy learners’ needs

Choose their own materials, topics, activities

Encourage independent learning!

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SocialStudiesSocial

Studies

Health EduP.E.

Health EduP.E.

ScienceTechnology

ScienceTechnology

ArtArt

MathMath

LanguageLanguage

TopicTopicThemeThemeTopicTopic

ThemeTheme

ListeningListening

SpeakingSpeaking

ReadingReading

WritingWriting

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11. Task-based Approach11. Task-based Approach

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Lesson based around the completion of a central task

Language determined by what happened during the completion of the task

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ProcedureProcedure

Pre-taskPre-task Task CircleTask Circle Post-taskPost-task

•Defining the task

•Preparing for the task

•Task

•Pair or group work

•Planning for the report

•Oral

•Written

•Reporting

•Feedback

•Analyzing

•Practicing

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Information gap Exchange info No continuous negotiating

Opinion gap A given topic Out of control

Reasoning gap New info concluded from given info The best

Project workProblem solving

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12. Cooperative Learning12. Cooperative Learning

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ProcedureProcedure

1. Planning

2. Grouping

3. Explanation

4. Assigning roles

5. Completing tasks

6. Observation

7. Presentation

8. Evaluation

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Peer tutoringJigsawCo-operative projectsGroup investigation

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13. Multiple Intelligences13. Multiple Intelligences

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Yea me too.

I just love to talk

888

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1983, US, Howard GardnerThere is more than one psychological site

of intelligence in the human brain. 7 basic intelligences 8th: Naturalist intelligence 9th: Existentialist/ Spiritualist intelligence

The weak intelligences can be improved by working on strong ones!!

Use the children’s natural learning strengths to enhance their weak ones.

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The Intelligence PizzaThe Intelligence Pizza

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The 8 intelligencesThe 8 intelligences

Scientific thinkingInductive/deductive reasoningPattern recognition

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Sense of sight learningInternal image construction

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Physical movement Brain’s motor cortex

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Person-to-person relationships Communication

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Recognition of tonal patternsSensitivity to rhythm and beats

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Inner states of beingSelf-reflection

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Words Language

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Recognition, Appreciation, and Understanding of the flora and fauna of the nature

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Logical / Mathematical Logical / Mathematical

Abstract Symbols/ Formulas

CalculationDeciphering CodesForcing RelationshipsGraphic/Cognitive

Organizers

Logical/Pattern Games

Number Sequences/ Patterns

OutliningProblem Solving

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Visual / Spatial StrategiesVisual / Spatial Strategies

Active imaginationColor/texture

schemesDrawingGuided

imagery/visualizing

Mind mappingMontage/collagePaintingPatterns/designsPretending/FantasySculpting

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Bodily / Kinesthetic Strategies Bodily / Kinesthetic Strategies

Body language/physical gestures

Body sculpture/tableaus

Dramatic enactmentFolk/creative dance

Gymnastic routinesInventingPhysical exerciseRole playing/mimeSports games

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Intrapersonal StrategiesIntrapersonal Strategies

Consciousness practices

Emotional processingFocusing/

concentration skillsHigher-order

reasoning

Thinking strategiesIndependent

studies/projectsMindfulness practicesSilent reflection

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Musical / Rhythmic StrategiesMusical / Rhythmic Strategies

Environmental sounds

Instrumental soundsMusic composition/

creationMusic performance

Percussion vibrationsRappingRhythmic patternsSinging/hummingTonal patternsVocal sounds/tones

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Yea me too.

I just love to talk

Interpersonal StrategiesInterpersonal Strategies

Collaborative skills teaching

Cooperative learning strategies

Empathy practicesGiving feedbackGroup projects

Intuiting others’ feelings

Sensing others’ motives

JigsawPerson-to-person

communicationReceiving feedback

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Verbal / Linguistics StrategiesVerbal / Linguistics Strategies

Creative writingFormal speakingHumor/jokesImpromptu speakingJournal/diary

keeping

PoetryReadingStorytellingStory creationVerbal debateVocabulary

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Naturalist StrategiesNaturalist Strategies

Caring for plants/animals

Conservation practices

Environmental feedback

Hands-on labs

Nature encounters/ field trips

Natural observationNatural world

simulationsSpecies classification

(Organic/inorganic)

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How to choose the “best” How to choose the “best” method?method?

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What affects your choices?What affects your choices?

Personal beliefExperienceTeaching stylesClassesStudentsSituations

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Different choicesDifferent choices

AbsolutismRelativismPluralismEclecticismPrincipled Eclecticism

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To sum up…To sum up…

There is no perfect method!A method is suitable only for a certain

environment.A good method depends on the efforts

furnished by the teacher him-/herself.All methods are results of wisdom and

experiences of many people.Consider about your students’ needs!“Adapt; don’t adopt!”~ Clifford Drator

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Teaching very young learnersTeaching very young learners

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Teaching very young learnersTeaching very young learners

Physical and mental differences3 phases:

Listening phase Developing phase Miming phase

Classroom managementWords are not enoughPlay with the languageVariety in the classroomEstablishing routines and learning habitsCooperation not competition

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Practical games, activities Practical games, activities and scoring systemsand scoring systems

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What is a “game”?What is a “game”?

A game in language teaching is defined as followings: An organized activity that usually has the

following properties: a particular task or objective a set of rules competitions between players communication between players by spoken or

written language

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Warm-ups or lead-ins?Warm-ups or lead-ins?

Warm-ups (warmers): To raise students’ energy level Make them feel comfortable Not always connected to the topic

Lead-ins: Focus on the topic or the new language Motivate students Make a link between the topic and students’

own lives

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Scoring beyond scoresScoring beyond scores

Think beyond pointsUse toys, toy moneyCombine games, gambling with scoringFocus on fun, not on competitionBe fair!

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ConclusionConclusion

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What you can do…What you can do…

Improve your overall English ability!Learn everything around English teaching!Reflect upon your own teaching often!Think about the ultimate destination you

want to take your students to in the end!Be open-minded!Be a life-long learner yourself!

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Thank you for your attention!Thank you for your attention!

Any comments or shares of thoughts are welcome!

[email protected]

the making-of-a-professional-teacher

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