Teaching Techniques Great

8/22/2019 Teaching Techniques Great

1/43

Teaching Techniques

Presenter: Lucy Castan Ralph

Teacher Training Center


2/43

Breaking the Ice

Write down the following words on a scrap ofpaper, keep what you write secret from thosearound you:

1. The name of a fruit

2. The name of a vegetable

3. A number between 1 and 200

4. Do you like football?

5. How many pencils and pens do you have?6. What is the first thing you do every morning?



3/43

These things are actually:

1. Your first name

2. Your family name

3. Your age4. Are you married?

5. How many children you have

6. Your job



4/43

Now you:

Must stand up and go around theclass and ask the personal questionsand share information about your

new selves. Shake hands and make eye contact

when meeting new people.

GO



5/43

Techniques for Better ClassroomDiscipline

1. Focusing

2. Direct Instruction

3. Monitoring

4. Modeling

5. Non-verbal cuing

6. Environmental

control

7. Low-profile intervention

8. Assertive discipline

9. Assertive I-Messages

10. Humanistic I-Messages

11. Positive Discipline



6/43

Golden Rules About Classroom Management

1. Ensure that you have clearly stated rules andprocedures with established consequences thatare expected and reviewed regularly. All studentsmust know the rules, routines and expectations.

2. Never continue on with instruction when the rulesare being broken - pause, delay and ensure that

you have your student's attention.

3. Catch your students using appropriate behaviorand praise them!

4. Use behavior contracts when necessary andfollow up with appropriate incentives.

http://specialed.about.com/cs/behaviordisorders/a/behaviorcontrac.htmhttp://specialed.about.com/cs/behaviordisorders/a/rewards.htmhttp://specialed.about.com/cs/behaviordisorders/a/rewards.htmhttp://specialed.about.com/cs/behaviordisorders/a/behaviorcontrac.htm


7/43

5. Be sure that your instructional periods are NOTtoo long, students need to be mobile throughout

the day. 6. Provide individual , personal cueing and

prompts to certain students as needed.Sometimes just touching a student's shoulder willbring them back to task.

7. POST the important rules - keep it short, no morethan 6 and refer to them often. These should beposted after the class has brainstormed them.

8. Make sure you are teaching to all the variouslearning styles your students have. A student who isnot being reached is more likely to be a problem.



8/43

Teaching Language Skills

Listening

Speaking

Reading

Writing



9/43

Listening

A Silly Dictation

Aim:

Good with higher level students to allowprocessing of language.

Encourage thinking skills as well as

listening and writing. Laughter is great at helping to create a

positive and energetic classroom mood.



10/43

Procedure

Tell the students you have a cough todaybut you are still going to do a dictation. Ifthey dont hear words, they will just have toguess what you said.

Read out a joke like the one below anddictate as usual but dont read all the wordscough instead of saying certain words e.g.Eleven people were cough on a rope,

under a helicopter, ten men and onecough.



11/43

Students have to guess what the missing

words are and write them in, eitherindividually or in pairs.

After checking whether they guessedcorrectly, they could discuss the joke and

why/if they found it funny.

They could also try telling jokes they knowin their mother tongue in English.



12/43

Eleven people arehanging on a rope, under ahelicopter, ten men and one woman. The rope isnot strong enough to carry them all, so they

decide that one has to leave, because otherwisethey are all going to fall. They are not able toname that person, until the woman makes a verytouching speech. She says she will voluntarily letgo of the rope, because as a woman she is usedto giving up everything for her husband and kids,or for men in general, and is used to alwaysmaking sacrifices with little in return. As soon asshe finishes herspeech, all the men started

clapping theirhands......



13/43

Listen and discuss

Imagine byJohn Lennon

Imagine there's no heaven

It's easy if you try

No hell below us

Above us only sky

Imagine all the people

Living for today...

Imagine there's no countries

It isn't hard to do

Nothing to kill or die forAnd no religion too

Imagine all the people

Living life in peace...



14/43


Imagine no possessions

I wonder if you can

No need for greed or hunger

In a brotherhood of man

Imagine all the peopleSharing all the world...

You may say Im a dreamer

But Im not the only oneI hope some day you'll join us

And the world will be as one


15/43

Speaking

In groups of six discuss the followingquestions:

What does the author mean when he says

You may say Im a dreamer? Whos the author singing to?

What does he want to express in his song?

What feelings are awaken when listeningto this song?

Do you know who John Lennon was?



16/43

Jigsaw puzzle challenge

Take 3-4 large pictures/photos and stick them oncard. Pictures can come from Sundaysupplements, travel brochures, calendars,magazine adverts etc. Pictures specific to studentsinterests will motivate them e.g. film stills, cartoons,

news stories, famous paintings, famous people. cut out the picture in two pieces.

Give each student in the class a jigsaw piece. Theymust not show their piece to anyone.

Students then mingle and question each otherabout what is on their puzzle piece to try and findthe other person with the piece of the same jigsaw.

The object of the game is to find the other and puttogether the jigsaw.



17/43

Writing

With the pictures you have in the envelopesyou should write any of the following:

Commercial

Poem Letter

Note

Story

Riddle

Show your master piece to the class.


18/43

Teaching Grammar Without Teaching Grammar

Grammar has a bad reputation because:

it has often been taught as a separate skill strangelydisassociated from the rest of language learning

students have had to learn the labels for language

e.g. past continuous, which can be like learning athird language

students have had to do lots of grammar exercisesthat have had little or no meaning for them

its not been fun its not been meaningful

its not been memorable



19/43

When teaching Grammar the following aspects of the language

items need to be focussed onsee checklist below

meaning

context

pronunciation

form

practice



20/43

Teaching grammar: can/able to

Can means is able to, as well as is permitted to.

e.g. I can speak Japanese. / You can smoke in

the caf.

Make sure you focus on one meaning anddont muddle them up.

Context - Choose a clear context to introduce

the meaning



21/43

Pictures are very good for presentinggrammar. For can/able to you can

have a picture like this (draw one onthe board, or find an appropriatepicture in a magazine)

This is Mighty Mike. He can pick up an

elephant.



22/43

This is Weedy Will. He cant pick up achair.



23/43

Elicit other sentences from the students. Givethem prompts if they do not have enough

language to think of their own sentences like

- pick up a table - fight a crocodile

- break a door



24/43

Using real examples from the class willensure that they are meaningful for

students. If you add some very silly ones,you will get the attention of students andthey may be motivated to add their ownexamples.

* concentrate on allowing students to hearthe target language. Later they can seethe written form, but now they should bedigesting the meaning through the

context and teachers questions



25/43

Drilling Grammar:

This is a very valuable activity and studentsneed to hear and repeat target languageto get their ears attuned to it and their

tongues used to producing it. Model the target language e.g. He can

pick up an elephant. Ensure you use theschwa in can. Allow students to hear themodel sentence a number of times.

Get students to repeat the sentence alltogetheryou may need to say 1-2-3 getthem to say it at the same time


26/43

Get individual students to repeat thesentence so you can check that they havegot it right

Repeat with other example sentences: Hecant pick up an elephant. She can speakJapanese.

Allow plenty of opportunities for students to

hear and say the target language. Seebelow for practice ideas.

Formstudents need to be able torecognise and produce the written form



27/43



28/43

Give students this grammar grid:

1 2 3 4

He can pick up an elephant

She cant



29/43

And ask them to add words to columns1,3,4

1 2 3 4

He can pick up an elephant

She cant fight a crocodile

I speak Spanish

We swim

They cook spaghetti

play basketball



30/43

QuestionnairesProduce a worksheet like this (using

vocabulary students are familiar with):


name swim speak French play tennis cook

1

2

3


31/43

Talking about famous people

Ask students to bring in pictures of theirfavourite pop, film or sports stars.

In groups students tell their classmatesabout their stars:

e.g. Jennifer Lopez can sing, danceand act. She cant cook.



32/43

Students write sentences under their picturesand display them on the class notice

board.

Make it a game. Have students write theircan / cant sentences on cards without the

names of the stars. Put them all up on the

class wall and get students to read all ofthem and try to match them to the correctstars. Students can be encouraged to findout some interesting facts about what thestars can or cant do for homework.

Students wont mind doing this if it is aboutstars they like!



33/43

Tips for Teaching Vocabulary

http://www.online-literature.com/wilde/dorian_gray/1/



34/43

The sullen murmur of the bees.

a. Angry

b. Willingc. Happy



35/43

You shrug your shoulders?

a. Raise

b. Shrinkc. None



36/43

How perfectly hideous they are!

a. Extremely nice

b. Extremely ugly

c. Exciting



37/43

Don't flatter yourself, Basil !

a. Praise

b. Offendc. Ridicule



38/43

They can sit at their ease and gape at

the play.a. Look in surprise

b. Enjoy

c. Horrify



39/43

What odd chapsyou painters are!

a. Mosquitoes

b. Menc. Animals



40/43

Look at the following words and ingroups guess what they mean.

Gingerly

Harlem Plait

Gingham



41/43

Read and find the words inthe Sweet Potato Pieexcerpt and match themeanings with theirdefinitions:



42/43

a. Gingerly

b. Harlem

c. Plait

d. Gingham

a cotton cloth

which has a pattern ofcolored squares on awhite background

..City in NY inhabited

by African Americans

..Carefully

..Pig tail or braid



43/43

Very Important Web Sites

http://www.teach-nology.com/teachers/lesson_plans/language_arts/grammar/

http://dictionary.cambridge.org/

http://www.pearsonlongman.com/map/index.html

http://www.teachingenglish.org.uk/

http://www.english-to-go.com/

http://toeflpractice.ets.org/

http://www.flo-joe.co.uk/cpe/students/tests/index.htm

http://www.m-w.com/
http://www.teach-nology.com/teachers/lesson_plans/language_arts/grammar/http://www.teach-nology.com/teachers/lesson_plans/language_arts/grammar/http://www.teach-nology.com/teachers/lesson_plans/language_arts/grammar/http://dictionary.cambridge.org/http://www.pearsonlongman.com/map/index.htmlhttp://www.pearsonlongman.com/map/index.htmlhttp://www.teachingenglish.org.uk/http://www.english-to-go.com/http://toeflpractice.ets.org/http://www.flo-joe.co.uk/cpe/students/tests/index.htmhttp://www.flo-joe.co.uk/cpe/students/tests/index.htmhttp://www.m-w.com/http://www.m-w.com/http://www.m-w.com/http://www.m-w.com/http://www.flo-joe.co.uk/cpe/students/tests/index.htmhttp://www.flo-joe.co.uk/cpe/students/tests/index.htmhttp://www.flo-joe.co.uk/cpe/students/tests/index.htmhttp://toeflpractice.ets.org/http://www.english-to-go.com/http://www.english-to-go.com/http://www.english-to-go.com/http://www.english-to-go.com/http://www.english-to-go.com/http://www.teachingenglish.org.uk/http://www.pearsonlongman.com/map/index.htmlhttp://www.pearsonlongman.com/map/index.htmlhttp://dictionary.cambridge.org/http://www.teach-nology.com/teachers/lesson_plans/language_arts/grammar/http://www.teach-nology.com/teachers/lesson_plans/language_arts/grammar/http://www.teach-nology.com/teachers/lesson_plans/language_arts/grammar/http://www.teach-nology.com/teachers/lesson_plans/language_arts/grammar/

Teaching Techniques Great

Documents

Transcript of Teaching Techniques Great