Analysis of Learning Teaching book

This are the answers to questions from the book "Learning Teaching" by Jim Scrivener.

Jim Scrivener

1. How can we raise student awareness about how students can best learn and help them find more ways of learning English more effectively and productively? Exemplify this through the lens of a student and a prospective ELT practitioner.

I think that it´s a difficult and complex question, so this is my point of view as an ELT practitioner.

First of all, it is important to take into account the  role of a teacher in the classroom because he has to facilitate all the content in an easy, and effective way; moreover, he has to apply all the knowledge he has learnt from his teachers and tutors in the classroom with enthusiasm, so it is an important task to create awareness in every student by using learner training. For example: I am teaching in seventh grade "E" in INSA, and none of them use a dictionary, they are not accustomed to using one, even scarcely six of thirty five do not have the English book.

On the other hand, the teacher has to encourage them to find more effective ways of working, so that they continue learning by doing, even when away from their classroom and teacher, furthermore, the teacher should integrate or include study-skills work. 

 For example:

If the students are translating a paragraph, I have to incorporate an activity according to the topic such as a reading, a dialogue, a brainstorm, etc.

Then, let the students into the secret is another important step. Sometimes a surprise can be a great goal for student, but it is necessary to tell them before a lesson what´s going to happen and why. At the end of the activity or lesson, the teacher can review not only the content, but also the way what it was studied.

For example:

As a homework, you can tell them the procedure, and encourage them to use an online translator for understanding new vocabulary and its correct pronunciation.

Finally, the third and last step is discuss process as well as content and procedure. It consists in clarify ideas, and explains contents and methodology, besides it gives them a space to express their points of view about the lesson, process, etc.

2. How would you deal with error correction in your classroom (s)?

In my case, dealing with error correction depends on what kind of error has been made?

For example: If they have an oral activity, I listen to them carefully and collect a list of overheard errors, so at the end of the activity, I provide the mistakes with their correct pronunciation without saying who made the mistakes.

This video is related to error correction.

Another example is: When they have a written test I write the correct answers to the grammatical errors.and so on.

3.What seems to be more difficult: Teaching teens or teaching large classes? Reason your answer and think outside the box, please. Create a Venn diagram as well. (15%)

I think that teaching teens is more difficult because I have to identify their needs, and pay attention at their different ranges and levels of English because they have different awareness, moods, abilities, and ways for learning. 


This video is related to Teaching Large Classes.

 

Although they have a strong enthusiasm, motivation, and several points of view. They need a good roots for their majors. Besides they have many intrinsic and extrinsic distractions and motivations, for instance: they loose easier their emotional stability, and the teacher may be able to know their personal behavior, for teaching in a playful manner, and creating a good classroom atmosphere; moreover, he has to encourage them to participate in every entertainment activity for drawing their attention.

On the other hand, I have taught in large classes, and the class has been divided in small groups for teaching better.