Excellent teacher instruction plan for millenial students pdf downloadable

No, I don't, do you? Presentation Repeat the chant, substituting students' names and the names of their families. Notes Figure 1. Oxford University Press, Reprinted by permission. This peer coaching can take place for approximately half an hour a week at the same time as the rest of the students are busy on some form of group work.

An example of peer coaching would be to ask the advanced student to read a passage while the second student follows the text in his or her book.

The two could then work on comprehension questions on the passage. Insufficient numbers of textbooks TEFL Volunteers frequently face the problem of insufficient or nonexistent texts, or the problem of trying to work from out-dated or poorly designed books.

The basic strategy developed by many Volunteers consists of supplementing the books through creative use of other media. By supplementing these books, you can respect your students' needs and at the same time accomplish your goal of offering good EFL classes. Supplements can take the form of displays of the classroom newspaper or other group project work of the type discussed in the previous section. In addition, introducing real objects whenever possible will ground your classes in the physical reality of your students' world.

A TEFL Volunteer in Nepal brings agricultural tools to his class and uses them to teach comparatives, possessives and prepositions of place. He's just put it on the floor in the corner. Stick people and simple diagrams are tried and true ways of explaining grammatical structures. ED This book contains 66 reproducible picture sequences designed to provide stimuli for listening and speaking while texts created by students provide reading and writing material.

M , emphasizes locally produced materials and provides examples and methods for producing and using a variety of audio-visual aids, including flipcharts, filmstrips and puppets. For example, while following the structures laid down in the curriculum you can add songs, story telling sessions and role plays. Chapter Two discusses the method Total Physical Response TPR , which can be used effectively in situations where textbooks require supplementary activities.

Strict adherence to a rigid curriculum Despite the fun and energy you bring to your classes, you may experience resistance to your innovations. Because of your different approach, you may have problems in maintaining discipline in your classes.

You may hear that students say you are not serious in your teaching. For your students, their educational success is seen as vital to their economic advancement and to that of their families. And their definition of educational success is getting good marks in school and passing national exams. While not denying your own need to improve and innovate in your EFL classroom, you will need to take into account your students' perceptions of their needs and to be sensitive to the burden of family expectations they are carrying.

Before Class Prepare the story by reading it quietly to yourself and then going through it several times aloud so that it will be "alive" when you come to present it to the class. In Class 1. Teach any unknown vocabulary and set the mood for the story: quiet, calm, and comfortable. Read the story. You will find the text at the end of these instructions. Use any pauses or simple dramatic gestures for effect. Make sure you look up from the book. It will be far more difficult to hold the group's attention if you bury your head in the pages.

As the story is finished, ask the students in groups or pairs to write their own endings to it. Most students seem to want happy or trick endings such as: "The princess bribed the lion keeper to feed the lion up so that it wasn't hungry," or "The King saw it as a sign from God when the lion turned away.

When the groups have finished their versions, read or let a student read: " The young man saw and without hesitating walked to the right-hand door and opened it. This may lead to further discussion about why they wanted their particular end to the story, what kinds of stories they liked as children, or the fascination of ghost stories and fairy stories.

Moreover, some students will probably have some stories they would like to tell or favorite characters they want to describe. Addison-Wesley Publishing Company, Inc.. The Story Many years ago in a country in North Africa there lived a king who had some very strange customs. One of these was the way he decided if a prisoner was guilty or not guilty.

Whenever one of his subjects was accused of a serious crime, the king decided that the fate of the accused would be determined in front of the people. On the chosen day, the king, his followers, and all the people gathered on a small hill. In front of the hill was a big building with two doors, exactly alike, set side by side. At the king's signal, the accused would walk to the doors and open one of them.

Behind one door was a hungry lion which would eat the prisoner as a punishment for his crime. Behind the other door was a beautiful woman to whom the prisoner would be married immediately as a reward for his innocence. The plan seemed most fair to the king. The accused could choose his own fate. He simply opened a door and was at once either eaten or married. Now it happened that the king's beautiful daughter, whom he loved above all things, had fallen in love with a poor but handsome young soldier.

When the king found out that they loved each other, he put the young man into prison and set a day for his public trial. Then the kind ordered the whole kingdom to be searched for the biggest lion and the most beautiful woman. Finally, the day of the trial arrived. The young man entered the field. He was so handsome that the crowd greeted him with a hum of admiration and fear.

How terrible this was for him! Advancing into the field the handsome young soldier turned, as was his custom, and bowed to the king. But he fixed his eyes on the princess, who was sitting on her father's right.

The young man saw in her eyes that the princess knew on which side the lion was and which the lady. There was not a moment to lose. His eyes asked her, "Which door shall I choose? In the past she had seen this woman throw admiring glances at the soldier. Sometimes she even suspected that these glances were returned. How could she bear to lose her lover to another woman? How could she bear to see him torn apart by the lion?

The princess paused. Then acting on the decision she had made after days and nights of weighing the awful choice, she nodded to the right. The young man saw, and without hesitating, walked to the right-hand door and opened it Mo Strangeman Figure 1.

You can demonstrate this familiarity by knowing how to explain simply and clearly the rules of English grammar, by teaching examination strategies, by holding mock exams, and by giving feedback on performances in these exams.

Chapter Eight presents further guidelines for testing. If sticking to a rigid curriculum leaves you feeling frustrated, an out-of-class English club could provide a good outlet for your creativity. A play can be produced and presented to the school or even to other schools in the area. Debating teams within the school could challenge each other.

Or you may be able to work with other TEFL Volunteers to set up series of debates with teams travelling from school to school. If you have the connections with schools in the United States, an international pen-pal club can also be a popular addition to extracurricular activities.

Limited hours and low motivation for English instruction In countries where English is taught as a foreign language, as opposed to a second language, some classes? This is typically the case in countries in Francophone Africa.

Providing meaningful lessons and stimulating motivation in this context is a challenge. But it is important that you should help your students understand the necessity of learning English. Those of your students who will be going on to university or college will find that especially in the sciences, many of the textbooks and articles they will be asked to read will be in English.

If possible, you could try to invite outside speakers, such as a librarian or science teacher from a local University. Their testimony should go a long way toward convincing your students that learning English could be very beneficial. Remember that in classes with such severe time constraints, your emphasis is likely to be on reading or listening comprehension. The opportunity for developing speaking or writing skills in approximately thirty hours of English a year is very limited. In teaching classes with limited hours and low motivation, a good strategy is to work closely with the science teacher to develop simple materials which mirror the materials covered in the science class.

An example of an activity from that book is shown in Figure 1. Spoken instructions can be very direct. For example. Turn the light on.. Switch the radio off. In everyday English we could say Give more instructions. Put some sugar in your coffee. What verbs would we use for these instructions? For example, students with mild hearing or visual impairment often unconsciously develop coping strategies, and the only clue you have is that their performance in class may not be up to standard.

You may be able to help these students. First, when a student is obviously struggling to keep up, check that this struggle is not caused by visual or auditory impairments. Sometimes moving a student to the front of the class where the blackboard is easily seen can be helpful. Or taking the time to stand near a student who has hearing problems and repeating your instructions clearly can make a difference. If it seems appropriate, you may want to contact the family of a student with disabilities, to see if the family will consider getting professional help.

Glasses or a hearing aid could transform a student's performance. Second, you can also help by building up the confidence of students with disabilities. All too often these students have a low self-image, brought on by being told that they are poor students and not good enough for an academic career. By identifying and acknowledging the physical problem, and by being patient and by setting them up to succeed, you can help these students build up their self-image.

Third, you can expand your own professional ability to assess your students' needs, identify problems and develop solutions. If there are programs for special education in your country, the Volunteers working in these programs will be an invaluable source of information.

Many of the manuals in this section offer practical and relevant advice on how you can help students with disabilities move into the mainstream.

SE is available free to all PCVs working with children with special needs. Tutoring Language involves communication. Teaching one-on-one classes restricts the amount of communication. A learner in this situation also frequently becomes dependent on the teacher and has difficulty in understanding anyone else speaking English.

A teacher in this situation has no opportunity to gauge how the learner interacts with others in English and may have difficulty in establishing the "space" in which to deal professionally with the learner's demands. For instance, a learner might insist on being corrected immediately after every mistake, despite the fact that this interrupts the flow of work and the learner has little intention of internalizing the correction.

However you may be obliged to give one-on-one lessons since many high level officials are reluctant to take classes with junior officials. If this is the case, two features should be remembered: keep classes to a maximum of one hour per session and keep materials closely related to the learner's needs.

In tutoring, a little and often is far less demanding on both teacher and learner than long sessions once a week. Establishing a system whereby the learner matches time in class with assignment work out of class will help the learner work independently and give you, the teacher, a way of assessing your student's motivation. This strategy also gives you an opportunity to use your student as an informant on projects and decision-making processes with the bureaucracy, and can help you be more effective in working in your office.

Where possible, set up "real" communicative situations. Your student can write in English to agencies outside of the country for publications of professional interest. In some cases your students may tell you during your assessment of their needs that they simply want to learn some conversational English for a vacation in the U. To meet the needs of these students try to imagine the situations in which they will need to speak English-at a hotel, in a restaurant, at an airport.

Set up some role plays and build up some dialogues, for instance between a receptionist and some newly- arrived guests. Your students will enjoy working with you when they see that you are meeting their needs, and the lack of textbooks will not be a constraint on their learning. Summary This chapter outlines who to ask and what to ask in a needs assessment.

This chapter suggests solutions to the problems inside the school system, such as large multilevel classes insufficient numbers of textbooks strict adherence to the curriculum limited hours for English instruction special needs of students This chapter suggests solutions to the problems outside the school system, such as individual classes no suitable textbooks Suggestions for further reading Techniques and Principles in Language Teaching Diane Larsen-Freeman Oxford University Press, This book is both practical and user friendly.

The author visited classrooms in which a variety of techniques are used. Methods are described in an objective way.

The descriptions will give you ideas on how you can adapt methods to suit the needs of your situation. Richards and Theodore S. Rodgers Cambridge University Press, This book is academic in its approach. If you would like to know more about the theory underpinning different approaches and methods, you will find this book helpful and interesting. CHAPTER TWO Working with a variety of approaches his chapter examines the diversity found in language teaching today, looking at three traditional approaches to language teaching, four communicative approaches, and three innovative approaches.

Each approach is discussed in terms of its background, distinguishing features, and the impact on Volunteers' classrooms and English language teaching. Think back to your own language learning days. Did you ever have a teacher who forced everyone to learn in the same way?

Were all the students equally happy with that class? Probably not. The chances are that a teacher who showed no flexibility and appreciation of variety in learning style was not very motivating or successful. There has been a growing realization that people learn in different ways, and that approaches which suit one person may not suit another. For example, some outgoing personalities love to experiment and can hardly wait for the chance to try speaking the new language.

Others, more reserved, prefer to listen and understand before speaking. Some people find that studying the grammar is an important step for them in establishing a framework for their language learning. Others never study the rules, but find that putting themselves in situations where they have to communicate is enough to trigger their learning.

Against this backdrop, teachers of English have concluded that no single approach or method is appropriate for all learning styles. A good lesson will therefore be one in which you use a smorgasbord of activities taken from a variety of sources.

By varying your technique, you will give students of all styles the chance to shine some of the time. With this thought in mind, you can begin to appraise the language learning approaches used in the country in which you serve. Each approach has something to offer. Your task is to identify and exploit those elements. As you become more familiar with your job you will find that you learn to trust your instincts and your ability to judge when to switch techniques.

At first you may need to read about methods and approaches, and you should look for opportunities to talk to experienced teachers about what they think of different methods. Then, gradually as you get to know your students, you will find that you can sense when a class is tired, or confused, or in need of quiet time, or particularly interested. And you will find that you know when to dip into your repertoire of approaches, games and exercises to find the appropriate activity which suits the mood of your students and which ensures they get the best out of every lesson.

The terms "method" and "approach" will be used interchangeably in this chapter. For example, the chapter refers to the Audio-lingual Method and the Communicative Approach.

A number of different ways of distinguishing between methods and approaches have been proposed by experts in the field but the distinctions usually blur.

Both deal with theory of the nature of language and language learning; with syllabus, learning and teaching activities, learner and teacher roles, and instructional materials; and with classroom techniques, practices, and behaviors.

This chapter examines ten different approaches or methods, and identifies the choices offered by each of these ten.

First, comes the section on background. This section gives a short history of each method and will give you an idea of the developments in English language teaching over the past fifty years. Second, the section on distinguishing features highlights the special features of each method and approach.

Third, the section on the impact on your classroom and your teaching concentrates on ideas in each method which may be helpful to you. These Volunteers, having faced initial hesitations about which method to use, have suggested the positive and practical ways in which you can judge the benefits and impact different methods will have on your English lessons. Traditional language teaching The Grammar Translation Method, the Direct Method, and the Audiolingual Method have been included not to give you a history of language teaching, but because they still strongly influence English instruction in many parts of the world.

You will doubtless come across educationalists, now in decision-making positions, who have successfully learned English using one of these approaches. And their thinking on language learning is likely to be influenced by their experience. Belittling these approaches as counter-communicative or out of date may arouse their suspicion of your abilities as a teacher and may diminish your ability to eventually bring about change.

Those of you teaching English as a secondary project may find that your older students want to use the approach they knew at school. Dismissing this attachment will not help you develop the productive relationship you want to establish with your adult students. A fundamental principle in teaching is moving from the known to the unknown. In this case, it means taking into account your students' previous experience and using some of the activities from methodologies they feel comfortable with, at least in the initial stages.

Many countries have limited funds for buying textbooks. Consequently you may find yourself working from a syllabus based on a twenty-five year old textbook which reflects only one approach. As newcomers your role is a delicate one. On the one hand, you do not want to offend with your criticisms, but on the other, you do not want to lose sight of your goal to transfer to your colleagues your technical skills and your innovative ideas.

A good strategy to follow in the opening stages of your service is to be seen as covering the syllabus? Once you have established with your colleagues and students that you respect the traditions and good points of the system, you may he more successful in winning their confidence and in bringing about changes which lead to the use of other more effective teaching methods. Grammar translation method Background The Grammar Translation Method looks upon language learning as an intellectual activity.

Until twenty years ago, this method was commonly used in Europe to teach Latin in schools. Those countries which were closely associated with Britain or France sometimes still bear the traces of this association in the use of modified forms of Grammar Translation in language classrooms. The central text for each lesson is literary. These passages are read and then comprehension questions are asked and answered, first orally, then in writing.

Grammar is taught deductively, through presentation and study of the rules, followed by practice through translations and exercises. Vocabulary selection is based on the reading text used.

Words are taught through bilingual lists and memorization. Students are often asked to write the new words in a sentence. Memorization particularly may be considered a valued teaching tool, especially in societies where oral traditions are strong, or where periods of study in Koranic or Buddhist schools are the norm.

In the United States, where the emphasis is placed on understanding concepts rather than memorizing texts, the role of memorization tends to be downgraded.

However memorization does not exclude understanding, and as a teacher of languages it behooves you to play to your students' strengths. If the syllabus followed in your school includes literary texts and you have presented a poem, explored its ideas and are satisfied that your students understand them, then asking your students to learn the poem is a good way to reinforce learning and one that your students will be used to.

Your students may also be used to the style of teacher-student interaction generated by the Grammar Translation Method. In this method the teacher initiates interaction and there are seldom any student-to- student exchanges. The role of the teacher is a traditionally authoritarian one and the role of the student is to obey. They then take a guided imagery tour and accept they used situations in class to help them deal with a whatever messages emerge from the mental tour.

Using their professional problem, and explain the use of the Socratic imagination, the participants then make the images as clear method, think bubbles or not Kansas.

Other anecdotal and vivid as possible, recording or drawing the answers. If evidence comes from other professors who said they are the participant has conflicting images, he or she needs to impressed with the way some PR students think their way conjure up other images. The final step is to look for patterns, through issues; although one professor has complained qualities, relationships and clues within the images that can although they would like to follow suite, they do not have the lead a person to the answer he or she seeks.

In short, this is time to look at news at the start of every class, as requested close to mentally walking through a PR campaign, making by some PR majors. It is incumbent upon them to make decisions about to mentally walk through the various aspects of the the situations, complete with ambiguities. For many Gen-Y comprehensive campaign they are creating for a real client, students, it is the first time in their lives they have been allowing them to see if the plan can work as they envision, or forced to make the own decisions based on data presented if there are conflicts inherent because it was created by a and analyzed by them, not given the answers by the team of three or four people.

These are just three of the additional techniques offer by Michalko 14 used by the PR program. The point here is the students are offered the opportunity to expand their CT 6. Discussion their children. However, teaching critical thinking to this Does all this work? Yes, but it is important to regularly group is not impossible; it just requires a different tack, one task students with reflective writing assignments regarding that requires a way of maintaining their attention.

Using this the news and think through what the news means to a method, students can be challenged to become quality company, organization or client in relation to their job as a listeners who can debate with empathetic argumentation, PR person. This method stands an excellent chance of showing themselves to be fully engaged in the process. This maintaining interest, especially if the students begin to view requires freedom within the classroom for the students to it as pop culture, what is happening now, so it has relevance bounce ideas and defend their own thinking process, and the in their lives.

Using the Socratic method along with the news professor should be aware the students can develop theories not only challenges students to determine their own answers, and conclusions that are contrary to the opinions of the it also encourages them to explore the various subjects in faculty. As educators, faculty should encourage this type of more detail and arrive at conclusions which may be original thinking, especially if the student can clearly and logically and unique.

This also gives Millennial students the define her or his conclusions. They can explore on their own or in a classrooms, it allows the students the freedom to explore. By small group and learn how to grapple with the problem of using some confines, such as offered by Michalko 14 , the ambiguity, a problem they will fact in their professional life students can have the familiar feeling of restrictions while multiple times.

This type of empowerment can also lead to unleashing both their critical and creative thinking powers, developing CT skills, which is a topic for another paper. This can lead to In some classrooms, the Maieutic Socratic Method can be quality critical thinking and a successful career as a public employed, openly encouraging students to make the move relations practitioner. Public relations: A values-driven approach. Recommendations for overcoming teaching challenges. J Bus Ethics.

Conference, Academy of Educational Leadership. Habits of mind: Struggling over values in [2] Pompper, D. Public Relat Rev. Publishers; I believe that this commitment to developing locally relevant learning materials will directly enhance student engagement.

Thank you for Signing Up. Please correct the marked field s below. Close this module. Instructional Strategies. Meeting the Needs of the Diverse Learner. Assessment and Evaluation. Customizable worksheets made to your specifications. Free PDF worksheets you can easily create to fit specific needs. Concordia University, St.

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