After doing the readings of this week, I had a hard time in finding a way to teach the theme of this week. When the idea of using the lesson that we prepared for our multi genre popped up in my mind, I said, "here we go!" because that lesson, I thought, can reflect almost all the important points suggested for integrating learning.
I think the lesson began with a little unusual way for some reasons, but I think I could bring it back to its planed direction, and ended well as the instructor also commented so.
One thing I should have done to avoid any interuption happened in the beginning was to check the materials (copies) before coming to the class, and should have told the class their roles as students for that particular lesson as I started the lesson. However, all in all, learning is a process of trial and error in the same way as children start to walk.
Thursday, November 20, 2008
Reading reflecion
The reading for this week was too much for me. As the topic of this week was Integrating Learning, I was focusing more on the points which were somehow related to the theme when I was reading. Although it took me much time and effort to read, I found it interesting.
Integrating learning is one of the best approaches to apply in the ESL classrooms. In this type of learning, learners, as a group, work collaboratively towards achieving a common goal. It provides learners with the oopportunities to learn the target language authentically and meaningfully as they use reading, listening, speaking, and writing skills in the process of accomplishing a task. Besides, learners, develop in personal and social ways. for example, they start to develop confidence in terms of contributing in a group and feel responsibility as a member of a small community. This would push them to take part in discussions, exchange ideas, accept, reject, tolerate, persuade, suggest, follow, and lead others in a best possible way. As I found out through readings, almost all of the methodists advocate this way of learning.
As for as I can see, application of this approach is possible in teaching any content in any context and the result is glorious if the teacher plan well, organize the steps and consider the needs, age, level of proficiency, personality, and the culture of the learners, and be explicit in the instructions.
Integrating learning is one of the best approaches to apply in the ESL classrooms. In this type of learning, learners, as a group, work collaboratively towards achieving a common goal. It provides learners with the oopportunities to learn the target language authentically and meaningfully as they use reading, listening, speaking, and writing skills in the process of accomplishing a task. Besides, learners, develop in personal and social ways. for example, they start to develop confidence in terms of contributing in a group and feel responsibility as a member of a small community. This would push them to take part in discussions, exchange ideas, accept, reject, tolerate, persuade, suggest, follow, and lead others in a best possible way. As I found out through readings, almost all of the methodists advocate this way of learning.
As for as I can see, application of this approach is possible in teaching any content in any context and the result is glorious if the teacher plan well, organize the steps and consider the needs, age, level of proficiency, personality, and the culture of the learners, and be explicit in the instructions.
Tuesday, November 4, 2008
Week 11: Techniques and Materials/Technology in the Classroom/Initiating Interaction in the Classroom
All these three chapters of HDB were very much filled with information that can really bring positive changes to one's teaching if applied.
In chapter 11 of HDB the part about text book and creative use of it by novice teacher reminded me of a time when for the first time I was asked to teach freshman at university. Since our university revived after its one decades of death, we did not have a good curriculum and materials to use. So I was asked to teach but I had to choose the textbook by myself. Wooow!! this was a big challenge to me, and it took me too much effort and time to figure out what is appropriate for the class. Finally, I collected some different materials from different books on the same theme. Even the theme was what I had to choose. This was a very frustrating situation for me. However, If I had read these books, it wouldn't have been so difficult.
I believe technology has brought a new life to teaching and has broaden the dimension of learning that teachers or learners cannot decide what to use or learn first. In other words, there are showers of technological aids and means of teaching and learning such as hardware and software that we feel days and nights must have been longer to avail ourselves from all. However, in some parts of the world like in my country, there is still lack of most of these facilities where teachers have to use their artistic talent in teaching. Not only this but also there is even lack of energy to operate technological appliances even if they are available. For example, my brother is running an English language center in the heart of Kabul city, the capital of Afghanistan. He has computers and tape recorders and other means but they do not have electricity to operate them. So, I think in these circumstances, teachers should be equipped with non-technological aids to teach effectively.
In chapter 13 (HDB) where classroom interaction is discussed, the teacher is the nucleus of the classroom interaction. This is crucial I think that a teacher know where, when and how to initiate interactions in the classroom. He/she should know what his/her role is as a teacher in this respect, then, it is possible to have dynamic classroom where neither the teacher nor the learners get bored and learning can take place effectively as well.
In chapter 11 of HDB the part about text book and creative use of it by novice teacher reminded me of a time when for the first time I was asked to teach freshman at university. Since our university revived after its one decades of death, we did not have a good curriculum and materials to use. So I was asked to teach but I had to choose the textbook by myself. Wooow!! this was a big challenge to me, and it took me too much effort and time to figure out what is appropriate for the class. Finally, I collected some different materials from different books on the same theme. Even the theme was what I had to choose. This was a very frustrating situation for me. However, If I had read these books, it wouldn't have been so difficult.
I believe technology has brought a new life to teaching and has broaden the dimension of learning that teachers or learners cannot decide what to use or learn first. In other words, there are showers of technological aids and means of teaching and learning such as hardware and software that we feel days and nights must have been longer to avail ourselves from all. However, in some parts of the world like in my country, there is still lack of most of these facilities where teachers have to use their artistic talent in teaching. Not only this but also there is even lack of energy to operate technological appliances even if they are available. For example, my brother is running an English language center in the heart of Kabul city, the capital of Afghanistan. He has computers and tape recorders and other means but they do not have electricity to operate them. So, I think in these circumstances, teachers should be equipped with non-technological aids to teach effectively.
In chapter 13 (HDB) where classroom interaction is discussed, the teacher is the nucleus of the classroom interaction. This is crucial I think that a teacher know where, when and how to initiate interactions in the classroom. He/she should know what his/her role is as a teacher in this respect, then, it is possible to have dynamic classroom where neither the teacher nor the learners get bored and learning can take place effectively as well.
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