Write More Story: Story on The Wit of a Fox
Write More Story: Story on The Wit of a Fox
In the case of (1) standards of pronunciation, the principal factor is the choice of model accent: once this decision is made, any deviation from the model tends to attract criticism from people who are concerned with standards; the best-known example of this is the way people complain about “bad” pronunciation in an “official” speaker of the BBC, but similar complaints are made about the way children pronounce their native language in school or the way immigrant children fail to achieve native-speaker competence in the pronunciation of the “host” language.
These are areas that are as much political as phonetic, and it is difficult to see how people will ever agree on them. In the area of (2) pronunciation teaching and learning, a great deal of research and development has been carried out since the early 20th century by phoneticians.
It should be remembered that useful though practical phonetics is in the teaching and learning of pronunciation, it is not essential, and many people learn to pronounce a language that they are learning simply through imitation and correction by a teacher or a native speaker.
It is also important to realize that the best-planned lesson is worthless if interesting delivery procedures, along with good classroom management techniques, are not in evidence. There is a large body of research available pertaining to lesson development and delivery and the significance of classroom management. They are skills that must be researched, structured to your individual style, implemented in a teacher/learning situation, and constantly evaluated and revamped when necessary. Consistency is of the utmost importance in the implementation of a classroom management plan.
All teachers should understand that they are not an island unto themselves. The educational philosophy of the district and the uniqueness of their schools should be the guiding force behind what takes place in the classroom. The school’s code of discipline, which should be fair, responsible and meaningful, must be reflected in every teacher’s classroom management efforts.
Establish a positive classroom environment
Make the classroom a pleasant, friendly place
Accept individual differences
Learning activities should be cooperative and supportive
Create a non-threatening learning environment
Organize physical space; eliminate situations that I am dangerous or disruptive
Establish classroom rules and procedures and consistently reinforce them
Begin lessons by giving clear instructions
State desired quality of work
Have students paraphrase directions
Ensure that everyone is paying attention
Ensure that all distractions have been removed
Describe expectations, activities and evaluation procedures
Start with a highly motivating activity
Build lesson upon prior student knowledge
Maintain student attention
Use random selection in calling upon students
Vary who you call on and how you call on them
Ask questions before calling on a student; wait at least five seconds for a response
Be animated; show enthusiasm and interest
Reinforce student efforts with praise
Vary instructional methods
Provide work of appropriate difficulty
Demonstrate and model the types of responses or tasks you want students to perform
Provide guided practice for students; monitor responses and deliver immediate corrective feedback
Recommended Post: Pronunciation for talking in English or others
Use appropriate pacing
Be aware of your teaching tempo
Watch for cues that children are becoming confused, bored or restless; sometimes lesson have to be shortened
Provide suitable seatwork
Seatwork should be diagnostic and prescriptive
Develop procedures for seeking assistance; have a “help” signal
Develop procedures for what to do when finished
Move around to monitor seatwork
Vary methods of practice
Evaluate what has taken place in your lesson
Summarize the lesson and focus on positive gains made by students; use surprise reinforcers as a direct result of their good behavior
Determine if the lesson was successful; were goals accomplished?
Make a smooth transition into next subject
Have materials ready for next lesson
Maintain attention of students until you have given clear instructions for the next activity
Do not do tasks that can be done by students (i.e. passing out paper or collecting assignments); use monitors
Move around and attend to individual needs
Provide simple, step-by-step instructions
Utilize a freeze and listen signal, when necessary
Develop positive teacher/student relationships
Set a good example; be a positive role model
Create an exciting learning environment for all students
Reward good behavior; create special activities that children will enjoy doing
Correct misbehaviors; have consequences of disruptive behavior; communicate them to children
Keep it short and simple (KISS)
Use a warning system
Defer disruptive behavior proactively (eye contact, close space between you and student, use head/hand gestures)
Help students be successful
Use planned ignoring (and teach other students to also ignore)
Teaching practicum is a graduate level course, often in a specialized field of study (here ELT), that is designed to give students supervised the practical application of a previously or concurrently studied theory. Through critical reflection and application, participants will be able to enrich their personal growth and professional development in teaching and learning, applying the skills they learn in classes in the form of workshops. A student will get the opportunity to work with faculty members demonstrating exemplary teaching skills and active, engaged classrooms.
Distribution of Marks Continuous Assessment Class Test I10 Class Test II10 Attendance and Class Participation10Teaching Practicum Teaching in the Classroom 30 Teaching in the Undergraduate Classes 40 Total 100
The class will consist of a series of workshops on different aspects of teaching in general, and English language teaching in particular, in the classroom as is shown in the table below. Two class tests will be held at two different stages of the workshops. Then students will start practicing teaching in the classroom made up of the course instructor and other participants of the course. At the end, each participant will have a take a class in any one of the undergraduate classes of the university.
Sequence of the Classes/Workshops
Read Related Article: Teaching Practicum Developing A Statement Of Teaching Philosophy
1. Introduction to Teaching Practicum
2. Teaching the language: the ‘What’: Pronunciation
3. Teaching the Language: the ‘What’: Grammar
4. Teaching the Language: the ‘What’: Vocabulary
5. Teaching the Language: the ‘How’: Listening
6. Teaching the Language: the ‘How’: Speaking
7. Teaching the Language: the ‘How’: Reading
8. Teaching the Language: the ‘How’: Writing
9. Lesson Planning
10. Classroom Interaction
11. Giving Feedback
12. Classroom discipline clear he’d Differences: Motivation and Interest, Young and Older Learners, Large Heterogenous Classes
Md. Mijanur Rahman
Senior Lecturer in English
Northern University Bangladesh
Cell Phone: +8801716033684
How do you view a language?
How do you think people learn a second/foreign language?
What are the objectives of your language teaching class?
What kind of syllabus do you advocate in your classroom?
What teaching/learning activities do you think is useful for your learner?
What should be roles of learners in your classroom?
What roles do you have as a teacher in your classroom?
Will you use any instructional material in your class? Why or why not?
How would you teach grammar, vocabulary, and pronunciation?
How would you develop four skills of English
Do you have any other views on language teaching and learning? If so what?
N.B: your statement must be computer composed printed in A4 sized paper using the font ‘Times New Roman’ with the font size of 12, lines spacing 1.5, paragraph spacing 6pt in approximately three thousand words. Don’t forget to submit the paper to the first class after the mid-term exam.
Md. Mijanur Rahman
Department of English, NUB