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STARTING OUT, VS., LONG EXPLANATIONS, VS., >, USED IN COMBINATION, B4:…

- - - - Ss do things by themselves > jug-mug approach
        
        S =/= blank slate
        
        Learning =/= 1D activity
      - Enabling learning should be the priority
        
        Subject matter + methodology
        
        NOT ENOUGH ON THEIR OWN
      - give room 4 practical experience
        
        make use of learnt thigns
      - No being over-helpful
        
        T CAN'T learn 4 Ss
      - explore ways that help Ss learn effectively
      - BOTH T + S: It's OK to make mistakes
  - - - e. g. If T teaches, Ss might learn nothing
  - - - through brief hints
      - corrections
      - guidelines
    - - Through exposure
        
        communication
        
        different lang-related tasks
- - - - drills
      - repetition
      - little or no teacher explanation
  - - - especially 4 beginners
  - - - prepare for the real world
    - - What learner can do on what lvl
  - - - lowers anxiety
      - genuine communcation
  - - - Use coursebook
      - Talk to Ss
      - Lesson = sequence of activities
      - S-focused activities
      - plan beforehand
      - consider aims
      - choose focus:
        
        fluency?
        
        accuracy?
      - emergency activity
    - - check understanding
      - watch students at work + see what's difficult 4 them
      - Teach the whole class over only one person
    - - Be yourself
      - teaching
      - Slooow down
  - - - tasks reflect real life exp.
  - - - CHUNKS etc.
  - - - w/o unneeded technology
  - - - PRINCIPLED ECLETICISM
        
        choose items from range of methods
        
        construction of collage methodology
- - - - sounds
    - - meanings of individual words/group of words
    - - interaction btw words
    - - use to which words are put in particular situations
    - - how sentences relate to e. o.
  - - - you receive info
        
        listening
        
        reading
    - - you produce info
        
        speaking
        
        writing
    - - thinking
      - using memory
      - mediating
    - - BIG.
- - - - EMPATHY
        
        put yourself in other's shoes
      - RESPECT
        
        POSITIVE + non-judgmental regard
      - AUTHENTICITY
        
        BE YOURSELF :)
        
        NOT PLAY THE ROLE OF T
        
        Be human.
  - - - EXPLAINER
        
        Subject matter > Methodology
        
        WITH STYLE
        
        Can be entertaining
        
        Ss are mostly NOT challenged or involved
        
        Though they might take notes or answer Qs.
      - INVOLVER
        
        Subject matter = Methodology
        
        aka. knows how to use appropriate teaching
        
        e.g. explanation might be one
        
        involves Ss actively
        
        e.g. w/ interesting activities
        
        holds clear control over class
      - ENABLER
        
        hands over control to class - confident enough
        
        creates conditions for Ss to LEARN 4 THEMSELVES
        
        possible: autonomous learning
        
        T can be invisble.
        
        Subject matter = Methodology
        
        Social awareness of Ss
        
        T's active response
        
        Effective working rel.ship
        
        Good classroom atmosphere
      - ENTERTAINER
        
        Does learning happen?
        
        NOT ALWAYS
        
        Is it more important than RAPPORT?
        
        NO
        
        Useful exposure of ONE way of using lang.
  - - - T spends most of the time talking
      - T is in control
      - Ss are passive
      - The JUG AND MUG process
        
        It's assumed IF...
        
        SUCCESS
        
        Learning: happens.
        
        FAILS
        
        BECAUSE...
        
        T: did bad job
        
        S: lazy or incompetent
      - PREDOMINANT
      - can be EFFICIENT