How to teach effectively the german language

Running head: FORGEIN LANGUAGE TEACHING

“You have to teach German in Sterna (a small village in Argos). Based on

the principles and theories of Educational Psychology, how you would

organize your course and what issues would you take into consideration

in order to achieve the most effective learning environment for your

students (your students are adolescents , High School,3th grade and in an

advanced level of German)

Student: Euridiki Damoulianou

Instructor: Professor Tina Stathopoulou

PSY 210: Educational Psychology

Hellenic America University

Spring 2011


Teaching is a complex procedure which requires a set of different skills,

adequate knowledge of the material, varied teaching methods,

communication between professors and students, implementation of the

principles established in the educational research and the active

participation of the learners(Gurvey,2007).

Thus, if i had the opportunity to teach German in a High school in my

mother’s village (Sterna), i would take into account all the multiply

factors which contribute to effective teaching.

Initially, before starting teaching German in this particular class, (which

consists of 15 students who have been learning German since elementary

school), i would form a teaching-plan where the specific teaching

outcomes would be defined. My purpose would be to make my students

capable of implementing German in real life situations such as in

workplaces where German are required.

In addition, other purposes of teaching German in this High-school would

be to make my learners capable of understanding long- complicated texts

in German and analyzing different concepts, issues and facts with critical

analysis. Finally, my aim would be to provide them with knowledge

about the German Culture, German History and German society.


In my first day as an educator in this particular school, i would try to get

know my new students, to communicate with them my objectives and to

ask their personal evaluation about how they view them. Afterwards, they

would be supplied with some tests, in order their level to be assed.

In general, my teaching approach would be focused mainly on the active

participation of the learners. According to Piaget (1972) theories students

should be encouraged to learn (German in this case) through spontaneous

interaction with the environment. Thus, teachers should provide them a

rich variety of activities that permit them to act directly on the physical

world (Piaget, 1972). Moreover, through the active learning, students

gather evidence through observing, analyzing and evaluating learning and

teaching (Piaget, 1972).

Firstly, a classroom’s check is needed, in order to figure out whether it is

designed to such a way that stimulates the student’s learning. Thus, i

would adjust the room to the appropriate temperature and lighting .These

factors influence student’s performance -for example, according to

studies high quality lighting improves student’s moods, behavior and

concentration-(Texas, 2002).

Secondly, the teaching methods would be based on the developmental

stage that the students are. According to Piaget, adolescents (the students

are 17 years old) are in the formal operational level, according to which


they are able to use their logic in order to solve complicated tasks, make

critical analysis to various issues and to form and answer to hypothetical

situations( Psychology Lexicon, 2007). Thus, hypothetical scenarios can

enhance student’s imagination and creativity.

For example, i would divide the students into two groups (the one group

would pretend that are Greek students and the other group that they are

German students who have travelled to Greece). Once a week for one

hour students would go outside to school, for example in a café and the

two groups would develop various discussions only in German. They

would ask personal questions to each other ,such as their age and they

would exchange some personal experiences and opinions into various

issues and controversial topics. Also, both groups would tell their

impressions about German and Greece and the reasons why they have

developed them. This technique (scenario) can help students to increase

their imagination, to improve their verbal skills and hypothetical

deductive reasoning and to learn how to interact with others in German in

various places and situations.

Thirdly, because one of my aims would be to introduce the students with

the German literature and history, i would present in the class once a

week documenters about the German history and society (the class would

have video-recorder installation). I would, ask them to write a report


about these documenters and to express their opinions about them (this

technique, would increase their hearing and writing skills and provide

them with knowledge about German with a pleasant way).

Furthermore, the students would be provided with German magazines,

newspapers, literature books and comics. Once every two weeks, they

would be divided into groups of three and would be assigned to read two

articles from the magazines, comics or newspapers that interest them and

talk about them in class. Student’s collaboration in verbal and other tasks,

according to vygotsky is essential because kids ,especially the more

competent ones, can help others to improve and practice their language

skills and solve any deficiencies’ or problems they might have such as

poor articulation in German(Wertsch,1985). Also, the group projects help

students to learn a subject completely, because working in a team they

exchange different point of views, engage in more discussion and learn

how to interact harmoniously with others-(Wertsch, 1985).

In addition, students would be assigned to choose a text from the German

literature books, from 20 to 40 pages, formulate a question based on the

text and answer it (with a deep critical analysis). They would give me this

assignment two weeks before the end of the school-year, i would correct

and give it back to them again to make any necessary changes and they

would return it to me for their final grade. This extra reading and writing


material would help them to familiarize with long –complicated texts in

German and with German literature, to increase their vocabulary and

critical thinking and to improve their writing skills.

In addition, my learners would have to present orally via power point -

presentation, (in the end of the school year) their assignment based on the

literature book. This procedure will help them to practice both on their

verbal and public skills.

Besides these extra activities, we would use 4 main course books ( one

with grammatical rules and exercises, one for listening , one with German

texts and vocabulary and one book only with exercises (multi-choices and

essays questions). The students are in an advanced level of German and

have already been taught the most basic Grammar rules and have

acquired a wide range of German words as well. Thus, the main aim of

their course books would be Grammar, vocabulary and other material

review.

Thus, i would show to my students through power-point

presentations, photos with various topics in different situations such as

images with animals and i would ask them to describe these images and

to guess which grammatical phenomenon should be applied in each

situation. For example, i would show them a photo with a diagram which

depicts the prices of various products during different decades, and they


would have to decide which grammatical phenomenon should be used

(for example passive or active voice) in order to tell that the price of

bread, for example, has been increased during the recent years.

Or i would ask from them to read aloud in class a text that is in their text-

book and to figure out which grammatical phenomenon is being applied

in this particular text. Finally, i would present directly them the

grammatical rules and we would do some exercises together.

This technique would help them to learn how to apply the grammatical

rules they already know into context and real-life situations ,which means

that they would understand deeply these rules and not only memorize or

apply them into their text-books or in tests.

In addition, i would not enhance their hearing – skills only with the

typical hearing-exercises from their hearing-book, but we would hear

German songs as well (i would bring a stereo recorder from my home).

Afterwards i would ask them to comment briefly the phrases they liked

more in these songs. This procedure would help them to practice their

hearing- skills in a more playful way and to learn some new words.

Moreover, together with their course book which includes German texts

and vocabulary, i would ask them once a week to search through the

vocabulary book and other resources for one or two new words ,that they


do not know and find them interesting and to write them down in a note

book. Until the end of the school year, they would have written down to

their note books a list of new interesting words. This procedure would

help them to acquire new words with an indirect and pleasant way.

As far as the essay questions are concerned, every two weeks i would

assign them to choose one essay question from their book of their and

write them down an essay. Initially, i would underline with red pen their

mistakes but i would ask from them to try to correct them alone. Or i

would divide them into groups and each group would try to correct the

wrong sentences.

Also, i would ask from some students (each time different ones) to

present their essays orally in class or to give them to their classmates in

order to evaluate them and make suggestions on how the essays would

become more interesting. This technique enhances the critical thinking of

the students, so they do not just learn passively their mistakes, and

encourages them to corporate with others ,for example , when they make

suggestions on how an essay can become better).

Finally, i would often assign them to do the exercises from the book that

contains only practical exercises (multi-choices) and i would grade them.

With this way each time in addition to the tests, that they would have

each month, they would compare their actual performance with their


previous one, which means that they would know up to a certain degree,

where they stand and how much progress they have achieved so far.

Although, grades cannot fully indicate a student’s performance, in some

way according to Skinner’s theories, they can motivate them to study,

because a good grade can present for a student a kind of reward and

therefore reinforcement to study (Tayo, 2001). According to Skinner, all

humans behavior can be explained by the principle of reinforcement,

which means that behaviors such as doing all the assignments,that are

followed by rewards, for example high grades, are likely to be repeated

(Tayo, 2001).Skinner also believed that individuals adapt their behaviors

according to the environmental consequences that follow them (for

example, students study because they do not want to fail an exam)(Tayo,

2001).

However, teaching German in a village is not always ideal because there

are some limitations. Firstly, as a class we cannot visit a lot of places that

exist in big cities, such as theater which presents a German play. It is not

always easy the organization of such mini-trips due to financial causes.

Moreover, it does not exist a library in Sterna. Although as a teacher i

have a collection of German books, a library could provide students with

a wider collection of books.


The same issue happens with the absence of stores in Sterna, which sell

German magazines, disks and films. If existed stores like them in Sterna,

students would be supplied with a variety of German magazines, disks

and films.

Furthermore, although it exists a video-recorder in the classroom, it is in a

bad state and not in a very good quality. In general, the school, like the

most schools that exist in small villages, needs renovation because it is

very old and with a set of deficiencies, which can distract students from

learning.

Finally, the majority of students in small villages come from poor

families. Thus, the organization of a trip in Germany for German practice

would be difficult due to financial reasons.

However, teaching German in a small village can provide you with some

opportunities. To begin with, although schools in small villages do not

provide any luxuries to their students, their environment is warm and

loving. All the students and teachers know each other well, there is

adequate communication and much less bulling and other anti-social

behaviors in comparison to the schools in the big cities.

In addition, although there is a limitation of places we can visit as a class

in a village, the lesson can frequently be conducted in natural settings,

such as the school’s garden and forests. The physical environment, the


nature and the fresh air that exists in villages, help the students to

concentrate more on the lesson and feel less anxiety.

Also, the small size of students in the class (15 students) would give me

the opportunity as a teacher to focus on each student’s needs separately

and to detect easier learning disabilities and other difficulties. The large

student’s size that exist in schools which are in big towns, make it

difficult for the teacher to give the equal amount of attention and help to

each student.

To sum up, an efficient teaching should combine different techniques and

materials, encourage student’s corporation and critical thinking and let

children to be active learners and to learn mainly through social

interaction, observing, analyzing and guessing.

Resources


Piaget, J. (1972). To Understand Is To Invent. New York: The

Viking Press, Inc.

Psychology Lexicon, 2007 http://www.psychology-

lexicon.com/lexikon/formal_operational_stage_11-

15_years_piaget_.htm.

Wertsch, J.V. (1985). Cultural, Communication, and Cognition:

Vygotskian Perspectives. Cambridge University Press.

Tayo (2001). B.F.Skinner’s Theory and Education: a Christian

Critique. Education Department of Seventh-day Adventists.

Texas (2002). Classroom lighting: Know How. Northeast

Energy Efficiency partnerships.

Gurney (2007).Five factors for Effective Teaching .New

Zealand Journal of Teacher’s Work, 4(2), 89-98.

http://www.psychology-lexicon.com/lexikon/formal_operational_stage_11-15_years_piaget_.htm



How to teach effectively the german language

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