Teaching Principles

Applying Teaching Principles To Teach English Strategies for Teaching English - Methodology, Methods and Techniques New Ways for Learning English.

Milton Orlando Martinez, IX Semester

Teaching Practice I

Elmer Jorge Guardado MaT.

February 25th 2014

Teaching Principles 2014 Teaching process is not an easy thing, it involves a lot of things, not only to get into a classroom and talk two hours without stopping. It involves aspects like sharing knowledge, asking students about the topic, giving assignments, changing minds, molding attitudes, inspiring and challenging students to improve and be better than they are and even better that teachers that students have had. Teaching must be developed by people who really love teaching and will care about what they teach and how to teach it. And there are a lot of things that must to be taken in consideration in order to perform a good teaching, some of they are the correct methodology, the correct approach, teaching philosophy, food techniques; and if you as teacher, apply those elements in a correct way, you will perform a good teaching role.

In this paper we are going to define the elements we mentioned above by relating the application we will give them by answering the following questions: What are the seven principles of good teaching practice and how will you apply them? How will you design your Teaching Practice and how will you apply the elements of teaching? How would you teach English online? What is e-learning? What is blended learning? What is your conclusion about all this paper?

Applying the elements of teaching is not as easy as it looks like, it is really difficult, that is why teaching is not for everybody, and it has not to be taken as a game or as an easy job. Remember that the more prepared a teacher is, the better learning the student will have. The importance of this has no to be overestimated,
I

Teaching Principles 2014 because if it occurs, the class will not be a good experience for students and they will not learn the things they are supposed to learn.

What are the seven principles of good teaching practice and how will you apply them? PRINCIPLE DEFINITION DEVELOPMENT OF PRINCIPLE Good practice encourages Frequent student-faculty During a course, it will be interaction between contact in and out of class very helpful to learn

students and faculty.

is a most important factor students names as fast as in student motivation and you can, because they involvement. will feel better by being called by their names instead of by their clothes color. Having a talk with students before and after classes will improve the relationship between

teacher and students and it will show to students that you as teacher care about them, not only as students, also as people. Doing some jokes during the class, but related with it will help to break the ice with them and they

II

Teaching Principles 2014 will feel in more the

comfortable process. Good practice encourages Working interaction collaboration students. and often with

others The process of learning is increases better and easier when it developed in a

between involvement in learning. is

Sharing ones ideas and teamwork, students learn responding to others how to propose ideas and

improves thinking and argument them against deepens understanding. contrary ideas of another teamwork. them to This develop helps and

improve some skills like cooperation, shared

responsibility and conflict management (sehs.lane.edu, 2010); by developing those skills, students better will have a

understanding

about determined topic. Good practice uses active Learning learning techniques. is not a The learning process is different when and

spectator sport. Students easier, do not learn much just active

students

sitting in classes listening have a big participation to teachers, memorizing in the class, but that has prepackaged to be a meaningful Research

assignments, and spitting participation.

III

Teaching Principles 2014 out answers. shows that when students engage with each other in learning tasks, they

remember material better and they figure out how to apply and extend their knowledge more

effectively. Some of the techniques that can be used are peer instruction, class debate, role-playing, case studies and creative scenarios and simulations (University of California, 2005). Good practice Allocating realistic Time is an essential part

emphasizes on task.

amounts of time means in teaching, you have to effective students learning and for manage it and fit the

effective content of the topic in a 50 minutes class (for high school). Time has to be used in an interactive and punctual way, by doing some activities that call students attention, but these activities must have an academic purpose,

teaching for faculty.

teachers must not use an

IV

Teaching Principles 2014 activity just because it is funny, teachers must use activities that will give a reflection or a practice of the topic to the students, otherwise, that activity will be a waste of time, and time is gold when you teach. Good practice gives At various times during Feedback helps steer

prompt feedback.

college, and at its end, students as they absorb students need chances to what reflect on what they have taught they and are as being they

learned, what they still to attempt to express their know, and how they new knowledge. Without feedback, none of us

might assess themselves.

could know whether we clearly understood what we thought we (educ.,

understood

1999). This can be done at the beginning or at the end of the class; it

depends of how it works better with a specific

group of students. The way of using feedback can be different, by doing

Teaching Principles 2014 general questions, direct questions and even with interactive activities in

order to catch students attention to avoid a bored feedback. Good communicates expectations. practice Expect more and you will It is good to expect more high get it. High expectations from are important your students

for because, by encouraging giving them

everyone for the poorly them, prepared, unwilling for to those positive

reinforcement,

exert setting challenging goals work individually

themselves, and for the and bright motivated. and

well- with those students who Expecting are poor performers to

students to perform well encourage higher level of becomes a self-fulfilling performance (Unknown, prophecy. 2006). developed It would by be

giving

advices and suggestions to the students, focusing specially on those

students poor motivated in order to them to

engage with the process and improve their

attitude and skills.

VI

Teaching Principles 2014 Good practice respects Students talents, opportunities to need The more chances a

diversity,

show student has to practices

experience and ways of their talents and learn in the more improvement learning. ways that work for them. the student will have, but Then they can be pushed teachers to learn in new ways that encourage do not come so easily. have students to to

practice when they do not speak the language, to share their point of view and what they think

about determined topic or issue in order to make them to speak the

language and participate in an active and effective way in the process, by making them to do it and using activities to interactive motivate

them to participate and have a different and

funny way of learning and practicing the

language. 2006)

(Unknown,

VII

Teaching Principles 2014 How will you design your Teaching Practice and how will you apply the elements of teaching?

Approach My teaching practice will be developed in high school, and as we know, English has been taught as a subject, but we know that English is not a subject; it is a language that we learn in order to communicate with other people, because that is language for. That is why I will use the Communicative Approach which according to the MINED it pursues the development of communicative competences. Chomsky distinguished between a native speakers underlying competence, referring to the knowledge of the language, including rules of grammar, vocabulary and how linguistic elements can be combined to form acceptable sentences - and the individuals performance or actual production and comprehension of specific linguistic elements. (MINED, 2008).

The communicative approach is focused on the development of communicative skills, for example, the teacher has to provide knowledge about how to have communication among others, for example, a person has to know how to introduce himself or herself in order to start a conversation, and give directions as well, because those are basic but important things that have to be learnt in order to communicate with more people. I will perform my teaching practice through very constant interaction and repetition drills in order to them first repeat and then produce the language. I will not use just classical teaching; I will do some interactive activities and some games, and even role performing with students in order to get them into the teaching process with a different style.

VIII

Teaching Principles 2014 Strategies First of all, we have to make the difference between strategies and techniques, because there are a lot of people who get confused with those terms. Strategies are things you think about, decisions that direct your other actions, plans you cogitate over. Techniques are things you do, that you might improve with practice day by day, skills you work on. (Chun, 2010). For example, a strategy is how you think you are going to do an activity or something, but a technique is how you do it at the moment, you can do it good or you can do it bad, and you can improve the perform of the technique by practicing it.

Reading: students will be asked to read aloud little paragraphs or sentences, in order to them to improve reading skills. Sometimes they will be asked to translate some text from Spanish into English and vice versa. Conversations: students will perform some short conversations for getting a better speaking skill and leave out shyness of practicing the language. Role play: students will perform dramas, this will help them to improve their body language skills and how the express themselves by using movements. Teamwork: students will work in groups in the classroom and out of the classroom. Presentations: students will perform some presentations about determined topics that they have seen in class or that the teacher gives them to research about. Tests: students will be evaluated in different ways.

IX

Teaching Principles 2014 Methodology, Methods and Techniques.

These elements are essential for teaching; these methods are based on principles that are the base of teaching, because teaching without principles is not teaching. The methods that I am going to use in my Teaching Practice are: Grammar-Translation Method: Techniques:

Translation of a literary paragraph: students will translate a piece of writing from English into Spanish and vice versa. Cognates: it will be explained the different meaning between some words that are written alike some words in Spanish. Memorization: students will memorize some basic words and phrases that will be useful for them. Use words in sentences: students will apply the learnt vocabulary by writing or saying sentences. (Larsen-Freeman D. , Techniques and Principles in Language Teaching, 2004)

Audio-Lingual Method: Techniques: Back up build-up drill: students will repeat the last part of a sentence and then they will repeat another part and so on in order to repeat the complete phrase or paragraph.

Teaching Principles 2014 Repetition drill: students repeat in an accurate way what the teacher says and as fast as they can in order to have a good pronunciation. Chain drill: the teacher begins the chain by asking a question or greeting a student, the student has to ask the same question to the classmate next to him/her or behind him/her. Transformation drill: students are asked to change the form of a sentence, for example, they can change a positive sentence into a negative sentence or into a question. Question and answer drill: teacher asks questions to the students and they have to answer as quickly as they can. Use of minimal pairs: the teacher shows first the difference in written form and then the difference in pronunciation, then students are asked to perceive the difference. (Larsen-Freeman D. , Teaching and Principles in Language Teaching, 2004)

Dessugestopedia Method: Techniques: Choose a new identity: students choose a target language name and new occupation. Students have to do a biography of the new role they have chosen. Role play: students have to choose a role, and pretend they are that person; they have to introduce themselves with that new identity. (Larsen-Freeman D. , 2004)

XI

Teaching Principles 2014 Community Language Learning Method: Techniques: Small group task: students work in groups and they are asked to conjugate some verbs. After that, students can share and compare what they have done with another group. This helps to students to meet each other and to develop teamwork. (Larsen-Freeman D. , Techniques and Principles in Language Teaching, 2004)

Total Physical Response Method: Techniques: Using commands to direct behavior: the teacher gives instructions to the class; students have to do what the teacher says. This technique will show how clear students understand what their teacher says. Role reversal: a student gives commands to the class and the teacher, and they have to do it, this helps to students who do not participate to get them into the process. (Larsen-Freeman D. , Techniques and Principles in Language Teaching, 2004)

XII

Teaching Principles 2014 Communicative Language Teaching Method: Techniques: Scrambled sentences: the teacher gives to his students a scrambled sentence, that sentence has to be a sentence that they have not worked on before, in order to them to show the coherence and cohesion they have learnt. (Larsen-Freeman D. , Techniques and Principles in Language Teaching, 2004)

As we have seen, those are the methods that I will use in my Teaching Practice, and by mingle of those methods compose the methodology I will work with.

How would you teach English online?

Teaching online has become in a very used and successful way for teaching and learning. There are some times that teachers have a problem for attending to a class, teachers can take the decision of teach that topic online, it can be via blog, in the institutions virtual classes (if the institution has virtual classes), even via facebook. Teaching online has become in an useful tool for teachers and students, there are some teachers that teach full online classes and it works for them. It is because teachers have to be updated with technology and use it in order to catch the students attention, because as we know, students have grown up with technology and we, as teachers, we have to manage technology and take advantages of it.

XIII

Teaching Principles 2014 As I described above, I would use blogs, facebook, youtube and even webquests, in order to perform a good Teaching Practice and deal with technology too. I will a facebook profile in which I would add to my students and that would be one way to keep in touch with them by giving them tasks and instructions, or even information for them to read about and then, make some questions about that during the class.

What is e-learning? Defined as learning facilitated and supported through the use of information and communication technology, e-learning may involve the use of some, o all of the following technologies: Desktop and laptop computers Software, including assistive software Interactive whiteboards Digital Cameras Mobile and wireless tools, including mobile phones Electronic communication tools, including e-mail, discussion boards, chat facilities and video conferencing Virtual Learning Environments (VLEs) Learning activity management systems

E-learning can cover a lot of activities from supporting learning to blended learning (we will define it later on), (jisc.ac.uk, 2007)learning online has advantages, you can save money (transportation to the institution), a more interactive and attractive way of teaching and learning (it depends of how the teacher sets it). Whatever the technology you use for teaching, if you know how to
XIV

Teaching Principles 2014 use it and how to explain its functions to the students, e-learning will be a helpful way to teach. It also helps to develop self-conscience in students who are not engaged in the process; they will fail if they do not get into.

What is blended learning? Blended learning refers to a mixing of different learning environments. The phrase has many specific meanings based upon de context in which it is used. Blended learning gives learners and teachers a potential environment to learn and teach more effectively. (Marsh, 2012) This type of learning is a very good and useful way for learning because teachers set the information on the web page they work on and then students can check the information up from wherever they are and they can discuss about that during the class. It is useful in order to save time too, because if a teacher is a little delayed on the curriculum, the teacher can publish, share or send some information that has to be read and talk about that in the class. Teachers can give assignments in a virtual form too. There are a lot of things and tools that teachers and students can take advantage of.

What is your conclusion about all this paper? As a conclusion, I can say that teaching is a beautiful art in which I will do my best in order to achieve my goals, which are teaching with passion, inspire students and model them, because that is what a teacher is, a model, but it is up to me if I make it. I have seen that teaching involves a lot of work, in and out of the classroom, but I have to take in consideration what I have done here in order to achieve my goal during my Teaching Practice. Teaching by principles and teaching with passion, are elements that cannot be out of this process, because all that is in this paper, define what kind of teacher I am right now and I know that I need a lot
XV

Teaching Principles 2014 practice in order to become into a good teacher before becoming into a great teacher. This challenge has just begun, because it takes several years and even the entire life to reach the goal, but that is what I have to do, apply what I have learned and learn what I have to learn through my teaching performing, because teachers never stop learning.

XVI

Teaching Principles 2014

Bibliography
jisc.ac.uk. (2007, August 29). Retrieved February 25, 2014, from jisc.ac.uk: http://www.jisc.ac.uk/media/documents/publications/effectivepracticeelearning.pdf sehs.lane.edu. (2010, APril 22). Retrieved February 23, 2014, from sehs.lane.edu: http://www.sehs.lane.edu/CAM/CAMportfolio_docs/TeamworkSkills.pdf Chun, B. (2010, May 15). itmoves.wordpress.com. Retrieved February 25, 2014, from itmoves.wordpress.com: http://itmoves.wordpress.com/2010/05/15/strategy-vstechnique/ educ., L. (1999). Heinoline. Retrieved February 24, 2014, from Heinoline: http://heinonline.org/HOL/LandingPage?handle=hein.journals/jled49&div=40&id=&page= Larsen-Freeman, D. (2004). Teaching and Principles in Language Teaching. In D. Larsen-Freeman, Teaching and Principles in Language Teaching (pp. 47-49). New York: Oxford. Larsen-Freeman, D. (2004). Techniques and Principles in Language Teaching. In D. Larsen-Freeman, Techniques and Principles in Language Teaching (pp. 84-85). New York: Oxford. Larsen-Freeman, D. (2004). Techniques and Principles in Language Teaching. In D. Larsen-Freeman, Techniques and Principles in Language Teaching (pp. 17-20). New York: Oxford. Larsen-Freeman, D. (2004). Techniques and Principles in Language Teaching. In D. Larsen-Freeman, Techniques and Principles in Language Teaching (pp. 104-105). New York: Oxford. Larsen-Freeman, D. (2004). Techniques and Principles in Language Teaching. In D. Larsen-Freeman, Techniques and Principles in Language Teaching (p. 116). New York: Oxford. Larsen-Freeman, D. (2004). Techniques and Principles in Language Teaching. In D. Larsen-Freeman, Techniques and Principles in Language Teaching (p. 133). New York: Oxford. Marsh, D. (2012, May 10). cambridge.org. Retrieved February 25, 2014, from cambridge.org: http://www.cambridge.org/other_files/downloads/esl/booklets/Blended-LearningCombined.pdf MINED. (2008, July 20). mined.gob.sv. Retrieved February 25, 2014, from mined.gob.sv: http://www.mined.gob.sv/index.php/component/jdownloads/view.download/1476.html University of California, B. (2005). gsi.berkeley.edu. Retrieved February 24, 2014, from gsi.berkeley.edu: https://gsi.berkeley.edu/teachingguide/sections/active.html Unknown. (2006, August 26). msu.edu. Retrieved February 25, 2014, from msu.edu: https://www.msu.edu/user/coddejos/seven.htm

XVII