Introduction
TEFL (teaching English as a foreign language).
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TEFL |
- Is a module that gives us the methods and the techniques of reading |
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- Shows us how to deals with the students in different levels |
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- Shows us how to communicate with the student and push them to respect teacher |
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- Gives confidence on oneself |
Warming up:
The
first thing to do when coming to the class is warming up[1] the students. i.e. to create a good
atmosphere in the class, like in football, where the footballers warm-up their
bodies before starting the match.
Brain-storming:
There is a storm in the brain, because the
student comes with a particular brain.
Ice-breaking:
When you enter the class from outside,
everything is solid, so we should break it.
To do that, we can start games, songs, discussion, etc… the teacher is
supposed to be the most visual aid, he is a model.
Interacting:
Teacher is not a giver of information or a
supplier of knowledge; he should be in an interactive and a collective ways.
Discovering language:
Any reading should be done silently
because it is something natural, and answer the following question: reading for
purposes. We know that student read and do their tasks.
The role of reaching in our community and
its position:
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The methods that you give to manage students.
·
The moral values and ethic side of teaching between teacher and students through
communication.
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The teacher should have a good information and research to teach.
Comprehension is through discussing, and
the teacher is here for applying.
Analyzing
We go deeper to the object.
Synthesizing:
What is the subject about?
These steps are called Blooms Taxonomy.
Bloom’s Taxonomy:
What are the steps that teacher should
follow?
Warm up: it is conquering language. I do
not start directly. It is the revision. Warm up
è change from one session to another, for the first time we get language, and in
the second we make a revision.
Ice breaking:
Break storming: we do not start directly
between refresh the students minds and
giving ideas and informing students who were absents, change atmosphere to
conquered the situation of class, when they enter form the outside.
Having acquiring knowledge:
can be obtained by the warm up, ice
breaking and the brain…
| Bloom’s Taxonomy |
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Getting knowledgetd> |
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Getting comprehension |
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Applying |
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Analyzing |
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Synthesizing |
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Evaluating |
Collaborating learning
ü The benefit of group work
ü The advantage of collaborators.
Bloom’s taxonomy
Benjamin bloom (21 February, 1913 –
September 13, 1999) was an American educational psychologist who made
significant contributions to the classification of educational objectives and
the theory of mastery learning.
Benjamin bloom worked as an educational
professor, a researcher, an editor, and en examiner throughout his career. His
main contributions to the area of education involved mastery learning, his model
of talent development, and Bloom’s Taxonomy (or Levels of Critical Thinking).
He focused much of his time on the study
of educational objectives and ultimately proposed that any task stimulates one
of the three psychological domains: cognitive, affective, or
psychomotor. The cognitive domain deals with the knowledge and understanding
of concepts or ideas. The affective domain is concerned with the attitudes and
feelings that result from the learning process. Lastly the psychomotor domain
involves manipulative or physical skills.
Cognitive
The cognitive domain involves knowledge
and the development of intellectual skills. There are six major categories,
which are listed in order below, starting from the simplest behaviour to the
most complex. The categories can be thought of as degrees of difficulties. That
is, the first one must be mastered before the next one can take place.
Knowing:
Is the term used in Bloom’s Taxonomy for
the first stage in cognitive development. This starting point includes both the
acquisition of information and the ability to recall the information when
needed.
Understanding:
Is the term used in Bloom’s taxonomy for
the second stage in cognitive development. Comprehension refers to the basis
level of understanding and involves the ability to know what is being
communicated in order to make use of the information. This includes translating
and interpreting a communication or extrapolating information a communication.
Applying:
Is the term used in Bloom’s Taxonomy for
the third stage in cognitive development. Application is the ability to use a
learned skill in a new situation.
Analysing:
Is the term used in Bloom’s Taxonomy for
the fourth stage in cognitive development. Analysis is the ability to break down
information into its integral parts and to identify the relationship of each
part to the total organisation.
Synthesizing:
Is the term used in Bloom’s Taxonomy for
the fifth stage in cognitive development.
Synthesis is the ability to combine existing elements in order to create
something original.
Evaluating:
Is the term used in Bloom’s Taxonomy for
the sixth stage in cognitive development. Evaluation involves the ability to
make a judgement about the value of something by using a standard.
The six categories within the cognitive domain:
| Category | What to do? | Key Words |
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Knowledge |
Recall data or information |
Define, describe, identify, know, label, list, match, names, recall, recognizes, selects. |
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Comprehension |
Understand the meaning, translation, interpretation of instructions and problems. State a problem in one’s own words |
Comprehend, estimate, explain, generalizes, give examples, infer, interpret, predict. |
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Application |
Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place. |
Apply, change, construct, demonstrate, discover, manipulate, modify, operate, prepare, produce, relate, solves. |
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Analysis |
Separate material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences. |
Analyze, break down, compare, contrast, and diagram, differentiate, discriminate, distinguish, illustrate, infer. |
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synthesis |
Build a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure. |
Categorize, combine, compile, compose, create, devise, design, explain, generate, plan, rearrange, reconstruct, reorganize, revise, rewrite, and write. |
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Evaluation |
Make judgments about the value of ideas or materials. |
Appraise, conclude, criticize, defend, evaluate, justifies, supports. |
The Role of TEFL
Teaching offers a challenging, rewarding
and constantly changing career. Teachers are valued and respected members of the
community. Public surveys rank teaching as the top profession in terms of ethics
and honesty.
In this module, you will learn how to
manage your future students. We will give you ideas on how to make your teaching
methods interesting for your students. You will also learn about pedagogical
documents including class and personal –log books, yearly planning as well as
lesson planning, in each session of the TEFL module, we will show you how to
make your classroom a comfortable learning environment. In addition, you’ll be
given ideas on how to give positive feedback to motivate and help your students
develop.
This TEFL course will give you an insight
into the type of students you could soon be teaching, either in the middle or
secondary education, and why not, this could be an inspiring starting point for
further studies in the field. So, wherever you will be working, we will show how
to manage different levels and how to adapt your teaching skills to suit
beginners, intermediate or advanced levels. We will give you advice on how to
establish the level of your students’ knowledge and how to develop that
knowledge.
The module also shows you how to
communicate successfully with your students so that they respect you as teacher.
We will teach you how to hold the attention of a large group of students and how
to work successfully in a one-to-one situation.
We will show you some of the many
different ways of learning and the methods for teaching them. In almost all TEFL
sessions, we sill give you some practical and useful tips on how to keep your
students motivated so that you get the best from them.
Another
important part of this module is learning to work collaboratively, is learning
how to reflect, how to give opinion, how to listen, accept and refuse the
others’ points of view. It is also learning that a student-teacher should do
research and rely on his own capacities to improve.
This is a very ‘hand-on’ TEFL course, as
we believe in preparing you for your career. Once you complete the course
successfully, you will have a wealth of reference materials and ideas to start
your TEFL teaching career.
While you are studying this module of the
TEFL course, you will be given various tasks that will prepare you for your TEFL
teaching. You will be searching where to find information and teaching
materials, designing students’ tasks, coming up with ideas to make your lessons
interesting and doing plenty of background reading.
So, when you start work as TEFL teacher,
you can be confident that you gave already got plenty of materials to start
teaching. When you become a TEFL teacher, a new world will open up to you!
What is a teacher?
“A teacher is someone who sees each child
as a unique person and encourages individual talents and strengths. A teacher
looks beyond each child’s face and sees inside his/her soul. A teacher is
someone with a special touch and ready to smile. S/He is the one who takes the
time to listen to both sides and always tries to be fair. A teacher has a caring
heart that respects and understands. A teacher is someone who can look past
disruption and rebellion, and recognise hurt and hurt and pain. A teacher
teaches the entire child and helps to build confidence and then raise
self-esteem. A teacher makes a difference in each child’s life and affects each
family and the future of us all.”
Barbara Cage: a student
What is teaching?
If we ask university students to identify
their bent teacher, what is excellent teaching? How do we distinguish excellent
teaching from competent or merely satisfactory teaching? When does teaching
become unsatisfactory?
It is true that if we focus on what the
teacher does in the classroom. Excellence can result form many diverse
activities. There is no single
definition of excellent teaching in terms of what the teacher does.
Defining teaching as facilitating learning
implies that while considerations of knowledge transfer are no doubt important,
they are valuable only in relation to the quality of learning that they trigger.
Of the teaching activities do not result in learning, there as been no teaching.
Likewise, if the learning is lacking in quality, the teaching is unsuccessful to
that extent. Finally, there are modes other than that of knowledge transfer
which can play a more effective role on the triggering of learning. Hence, an
excellent teacher needs to go beyond excellent lecturing or excellent knowledge
dissemination.
What is teaching?
“To teach is to touch the lives of many
people and to help them learn life’s lessons. But to teach well is to make a
difference in all the lives you touch.
To teach is to be a parent, a nurse, a
friend and a confident, to be a supporter, a leader and a motivator. But to
teach well is to be all of these things, yet not lose sight of who you are. You
share a part of yourself with all whose lives you have touched.
To teach is to be tender, loving, strong,
and giving to all who rely upon you; to encourage and praise. But to teach well
is to believe in what and whom you teach.
A teacher comes to master these many jobs
throughout the years. But those who teach well recognise that there will always
be more to learn in life’s journey, and they never hesitate to strive to learn
it.”
Donna Bulger : a student
Collaborative
learning
Collaborative learning is a method of
teaching and learning in which students team together to explore a significant
question or create a meaningful project. A group of students discussing a
lecture, analysing and synthesising ideas from the assigned materials are
examples of collaborative learning.
In collaborative learning, students work
together in small groups on a structured activity. They are individually
accountable for their work, and the work of the group as a whole is assessed.
Cooperative groups work face-to-face and learn to work as a team.
In small groups, students can share
strengths and also develop their weaker skills. They develop their interpersonal
skills. They learn to deal with conflicts. When cooperative groups are guided by
clear objectives, students engage in numerous activities that improve their
understanding of subjects explored.
In order to create an environment in which
cooperat9ive learning can take place, there things are necessary. First,
students need to feel safe, but also challenged. Second, groups need to be small
enough that everyone can contribute. Third, the task students work together on
must be clearly defined.
In Collaborative learning
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Learners actively participate, get involved and should feel responsible of their
learning
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Teachers monitor, guide and become co-learners when students provide new
information
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Respect is given to every member; diversity is respected, and all contributions
are valued
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Projects and questions interest and challenge students;
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Students learn skills for resolving conflicts when they arise
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Members draw upon their past experience and knowledge
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Students are invested in their own learning
In addition to the advantages mentioned
before, learning collaboratively helps students being compatible. I mean if one
is not as strong in a subject, or does not fully understand the concept of an
idea, a partner can help understand. In other words, when listening,
interacting, asking questions, responding and exchanging ideas, students learn a
lot from each other. They can relate to one another than to a teacher at times.
“We are all in the same boat and sometimes it is just nice to work with others
who have something in common with me,” a student might say. Another might add,
“Listening to others’ point of views may broaden my horizons. My opinion could
be shaped and strengthened as I hear others. Instead of getting stuck to my own
unique way of thinking, collaborative learning enables me to see the different
angles of the problem. Two minds or more solving problems or bring up new ideas
are definitely better than one”.
More than this, collaborative learning
forces students to communicate and use the taget language with a purpose. I mean
students learn to work together to achieve a common goal and try to solve the
problem collaboratively. On the whole, one might say that learning to work
cooperatively is vital in everyday life. In almost any job situation, people
will have to cope with each other for a better life.
To conclude, I would like to say that
collaborative learning is very helpful because it gives a taste of what you will
have to do in the ‘real world’. It helps improve social skills and provides a
more ‘real life’ work situation. You can learn to express your ideas and
concerns and accept others’ ideas and concerns. So, it is not only developing
students’ language and social skills but preparing them for what the future
holds.
Planning
How to plan a travel:
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Before travelling (Pre-travelling) |
While travelling (As-travelling) |
After travelling (Post-travelling) |
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Choose Prepare Why and where? How and what? When? Organize |
Meeting people To exchanging Elements and knowledge Discover and communicate Visiting Having fun Grab some photos |
Relaxing Narrating Gifts Showing photos to others |
Before coming to the class the teacher
prepare himself, all his planning is based on syllabus (programme).
He can’t teach whatever he wants; we have
an official syllabus that we should respect.
The syllabus is divided in units (set of
lessons), this number of units in which we have a lot of lessons that have to be
covered in period started in September till mid-May.
Ø
How can we deal with them?
Planning is vital and essential; you have to be a good planner before.
Planning is a sign of professionalism,
which plan, he respects: himself, his profession and respect his students.
You can be judged by your student, you
have to be anxious. If you don’t have a plan, you are going to be lost, after
planning you have to succeed or not.
You have to be good planner, and to be
flexible, i.e. not slave on your plan because there is always unexpected, and
try to find solution (solving the situation).
Variety: you have to vary your
methodology, variety is a characteristic of life, do not stick to the way of
teaching, each time you with creativity, do not demotivate your students
(monotonous, bearing). You have to change the plan because lessons are not the
same, and also the audience. E.g. the first lesson is at 8:00 and the second at
9:00, and the audience have history, or maths before, so you have to change the
method.
Kinds of planning:
There are three kinds of planning:
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A short term planning (weeks): short term objective, what do you teach your
student today? You limit your time, what do you want to realize with your
student in one month.
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A mid term planning (months) the period is longer than the first kind, here your
ask yourself: what do I want to realize with my students at the mid of the year,
e.g. at January. It depends on the teacher.
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A long term planning (year, cycle): what do you want to realize with your
students at the end of the year, or what you want to do for your students to be
able to do with English language at exam, or at baccalaureate.
Pedagogical documents:
Are designed to help start planning:
Class log-books (document for first class)
Is a kind of register that is given to you
by the administration, it is a document of one class, with different subjects.
|
Date |
Time |
Performed |
Signature |
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01/01/1991 |
8:00-9:00 |
Unit: .................................................................. Sequence: ......................................................... Rubric: .............................................................. Task: ................................................................ |
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Personal log book:
Date: November 21st, 2007
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Class |
Time |
Performed |
Signature |
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1s3 |
8:00-9:00 |
Unit: .................................................................. Sequence: ......................................................... Rubric: .............................................................. Task: ................................................................ |
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1s5 |
9:00-10:00 |
Unit: .................................................................. Sequence: ......................................................... Rubric: .............................................................. Task: ................................................................ |
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3s2 |
13:00-15:00 |
Unit: .................................................................. Sequence: ......................................................... Rubric: .............................................................. Task: ................................................................ |
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There is another part in class log-book
for exams, you write date, whenever you give something in order to be marked, it
is written. The correction of the exam you put it in the lessons part.
If student tells that the lesson is not
done, the log-book is here to justifier or to decline. So it the first document
you should write on it.
Sometime you plan something, and according
to some problems, you don’t do, so in the class log-book you mention only what
you have done.
You write at the end of the hour what you
are done, and at the beginning you write only the date
Each year, teacher has got a syllabus, so
he just read it and understand it, as teacher, you have not the right to change
syllabus, it is a national syllabus that must be respected in all areas.
It must be covered in one year, because
the next year there is another syllabus, so you need a long time planning.
You have to work with colleagues because
they will help you since they have experience in domain.
You have another document which his
teaching book, which suggested keys
è correction, and what the objective of each
lesson and procedure. They are the way you should follow when you teach.
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In the primary education: the child spends 5 years.
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In the complementary education: the child spends 4 years.
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And in the secondary education: the child spends first years as a common stream
than two years.
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Yearly planning 1as
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Weeks months |
1st week |
2nd week |
3rd week |
4th week |
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Sep |
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Diagnostics assessment |
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Oct |
Unit 1: coming to ///
Sequence: speaking and listening |
Lesson |
Lesson |
Lesson |
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Nov |
Lesson |
Lesson |
Exam |
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Dec |
Lesson |
Lesson |
lesson |
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In the 3rd week after holiday,
teachers are going to meet for their stuff, why?
They talk about the last year in order to
recuperate any unfulfilled lessons, but by respecting the syllabus.
One yearly planning, teachers can be
designed by some level and some student, by basing of sharing we help each
other.
Diagnostic assessment:
The check what your students understand,
you have to ask them about the previous programme and it should not be marked to
know where they stopped.
To see of they have the level to start a
new program in 2 weeks
à diagnostic assessment.
Don’t be rigid with your students, be
flexible, quickly to find the way to cope with any situation. To stick with your
planning, you are the teacher and not them.
You spot the problem, whenever you give a
remedy
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Weeks months |
1st week |
2nd week |
3rd week |
4th week |
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Jan |
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Feb |
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Exams |
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Mar |
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Apr |
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May |
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I need to have syllabus, books,
information collected in diagnostic assessment.
When 4 the 4 skills exist in the lesson
(reading, speaking, writing, and listening) it is good thing. You have to
integrate the 4 skills for an effective lesson.
You have to respect the time, each unit
has got 18 hours.
Intermediate objective(s) of each step:
Sequence 1 and 2: to encourage students to
anticipate before listening and reading, check their guesses, communicate
practice, and produce a reasonable stretch orally in writing
Sequence 3: to perform with purpose using
the four basic skills
Sequence 4: to practice, manipulate and
use the language points seen both in the units and in the middle school syllabus
Sequence 5: to elaborate and expand on the
functions, language and social skills i.e. to combine knowledge, know how to
obtain a certain degree of competency.
Sequence 6: to reinvest in group work the
function and skills acquired earlier.
Sequence 7: to asses one’s learning
through a series of activities.
