Learning
Inside the classroom
On last week, I learned
all teaching skills from my classmates’ presentation in each group and topic.
There are about Teaching Listening, Teaching Speaking, Teaching Reading,
Teaching Writing, Teaching with technology and Assessing and testing. In each
group explained to clearly, and all teaching skills we can use to practice and
teach children in learning English. As follow:
The
first method, Teaching Listening depends on listening. Listening provides the
aural input that serves as the basis for language acquisition and enables
learners to interact in spoken communication. The important of listening: to
make meditation, to help reinforce creative, make to entertainment of imagine
and help to develop personality. Besides, there are steps to teaching listening
skill: sound words and emphasize sentence, to understanding individual words,
identifying and understanding sentence, listening to unfamiliar material and
colloquialism or vernacular.
The
second Teaching Speaking, if you have learned a language other than your own,
which of the four skills- listening, speaking, reading, or writing – Did you
find to be the hardest? Many people feel that speaking in a new language is
harder than reading or writing. Speaking happens in real time: usually the
person you are talking to is waiting to is waiting for you to speaking right
then. When you speak, you cannot edit and revise what you wish to say, as you
can if you writing. In addition, the principle for teaching speaking. Be aware
of the differences between second language and foreign language learning
contexts. Students have very few opportunities to use the target language
outside the classroom. A second language context is one where the target
language is the language of communication in the society.
The
third Teaching Reading. The need for reading, we all need to be able to read in
our own language, whether from books, documents, computers, mobile service,
signs or billboards. Students of English need to be able to read these things
in English. Reading also helps them to learn and get English. Moreover, reading
for comprehension. Teachers use more comprehension for practice reading skill
of students. When the students have read a text for the first time, teacher
often ask them to read it again and look for more information because it helps
to ensure that they have really understood what the read. As well as, teacher can use language question
after students read a text which teachers often ask them to look at a text to
find out things about words and phrase.
Furthermore,
Teaching writing. Teaching how to
write effectively is one of the most important life-long skills educators
impart to their students. When teaching writing, educators must be sure to
select resources and support materials that not only aid them in teaching how
to write, but that will also be the most effective in helping their students
learn to write. Moreover, I recommend
a four-step instructional process for teaching writing strategies. The steps are these: (a)
Identify
a strategy worth teaching . Identifying strategies worth teaching means
looking for strategies that will be genuinely helpful. In the case of
struggling writers, strategies worth teaching are the ones which will help them
overcome their writing difficulties. In our research we have decided that the
best way to identify such strategies is by talking with struggling writers,
asking them about how they write, what they think about while writing, and what
they see as difficulties. Additional insight can be gained by studying student
papers to infer where writers are having difficulty and by observing writers at
work.
(b)
Introduce the strategy by modeling it. Introducing strategies by modeling
them generally means some form of composing out loud in front of students. Many
of the teachers in our studies prefer to do this for groups or whole classes by
writing at an overhead projector. They speak their thoughts while writing,
calling particular attention to the strategy they are recommending for
students. Sometimes they ask students to contribute to the writing the teacher
is doing, to copy the writing for themselves, or to compose a similar piece of
writing in connection with the writing the teacher is doing. Teachers in our
studies also frequently model writing strategies during individual conferences
with students. (c) Scaffold students' learning of the strategy.
Scaffolding the learning of a writing strategy means helping students to try
the strategy with teacher assistance. This is best done in a writing workshop.
The workshop setting is ideal for giving varying degrees of assistance
according to individual needs. It is also ideal for conferring with individuals
and for setting up partnerships and peer groups so that students can assist
each other in the learning of strategies. Even when a writing workshop is not
used, some amount of in-class writing with teacher assistance is necessary to
make sure that writers practice using the strategy being taught. (d)
Repeated practice and reinforcement. Helping students to work toward
independent mastery of the strategy through repeated practice and reinforcement
means giving them opportunities to use the strategy many times with decreasing
amounts of assistance each time. The idea here is that it is better to teach a
few key writing strategies well than it is to teach many of them
insufficiently. Students value and master the things we have them do
repeatedly. In a way, this gets back to identifying strategies worth teaching
-- look for ones that are crucial to writing processes, such as strategies for
planning particular types of writing, or for structuring texts certain ways.
Then model, practice and repeat.
Next,
Assessing and testing. Students are often assessed and tested to see how well
they have done, How well they are doing or how well they perform in standard
exam. There are types of assessment: Formative, happens when we test students
so that we can help them to do better next time. Summative,
testing their knowledge at the end of something. Informal, decide what to do
next in a lesson. Diagnostic, we can give diagnostic test at any stage during a
course to help us plan future lesson. Placement, test when they first arrive at
language teaching institution. Progress, to see how students are getting on.
Achievement, at the end of something, such as a semester or a year. And
Proficiency, measure a student’s language ability. Besides,
there are two types of test item: direct test item and indirect test item.
The last, Teaching with technology. Teaching with technology can
deepen student learning by supporting instructional objectives. However, it can
be challenging to select the “best” tech tools while not loosing sight of
your goals for student learning. Once identified, integrating those tools
can itself be a challenge albeit an eye-opening experience. The
CTL is here to help you (novice, expert, and everyone in between) find creative
and constructive ways to integrate technology into your class. If you are
looking to flip your class, make use of Canvas, or simply want to experiment
with some new instructional technologies, we can help. Technology refers to advancements in the methods and
tools we use to solve problems or achieve a goal. In the classroom, technology
can encompass all kinds of tools from low-tech pencil, paper, and chalkboard,
to the use of presentation software, or high-tech tablets, online collaboration
and conferencing tools, and more. The newest technologies allow us to try
things in physical and virtual classrooms that were not possible before. What
you use depends fundamentally on what you are trying to accomplish.
To sum up, all teaching
skills are important to use in classroom. There are rapid developments in teaching that
are being driven by social and technological changes. Keeping up to date with
these developments within education will pay dividends with improved
teaching skills. The skills needed to be a great teacher
have now changed; modern teachers need to be competent in many new skill sets that were
unknown to their predecessors.
