TKT REFLECTIVE BLOG

UNIT 33

GIVING FEEDBACK

As teacher giving feedback is an essential part of the teaching process. It helps to give information about the student’s learning or showing them how well that has understood the class. Sometimes teacher’s feedback can be focused on the learner’s language or skills. In the teaching process we always give feed back to the different activities that each student do in class or do in a group activity. The purpose of giving feedback is to motivate learners and to encourage learner’s autonomy. Also, It is important to think about how students' reactions about feedback. Some students can be upset for the comment provided by the teacher and feel unmotivated in learning a new language. In conclusion, it is a good way of helping learners to become successful in their learning. Also, it contributes the learning because it allows them to reflect on the lessons for the next time.

If you need more information you can use those links.

UNIT 32

CORRECTING LEARNERS

Correcting learners allow them to improve their learning process. As teacher we have to use different ways of correct learners and to make them to notice their mistakes. In order to make students to correct their mistakes , teacher can use the time line, finger correction, facial expressions, echo correcting , phonemic chart, ignoring errors , reformulating, and recasting. It helps learners to be able to correct their mistakes based on the techniques that teachers use. On the other hand, learners need to be corrected because it is part of their learning process. If we do not correct their mistakes, we are given them a wrong input of the language. Also, trough the use of those techniques will allow learners to be encouraged to use the language. In conclusion, it allows teacher to give a quality of education by helping learners to be aware of the language. in order to make learners identify the mistakes , teachers can apply and activity during each mistake which helps to specify the type of mistake. Also, we have to be careful when we correct our learners because we can make them to feel worry about being corrected all the time. We have to choose an appropriate technique that does not make students to feel frustrated.

If you need more information you check the link below.

UNIT 31

GROUPING LEARNERS

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Grouping leaners play a really important role in their learning process. It means that teacher can apply different ways for organizing the learners’ classroom. It allows student to be in touch with other and be able to share ideas among them. As teachers we have to keep in mind that, we need to consider the needs of each student. For example, teacher can organize the class in different ways as whole class, small group, pair, or sometimes students can work alone. On the other hand, teachers can choose different grouping strategies which allow students to receive an optimum learning. Organizing learners help the teacher to know how and what learners learn. In conclusion, grouping learners can facilitate them their learning process. Also, it gives learners the opportunity to learn cooperatively and to experience the value of collaboration.

UNIT 30

TEACHER ROLES

Teacher’s role is the main point in order to provide an excellent education to leaner’s´. As teachers we have to behave in different ways depending on the different stages of the lesson that they prepared. It helps teacher to maintain the class more active and controlled. Also, their roles can depend on the teaching approach they want to use in the class. On the other hand, they can be consider as a mentor, facilitator, assessor , planner and so on. For example, as mentor because they have to be in touch with learner’s life. We have to keep in mind that they are the ones who are in charge of model children , teenagers and adults in order to make them to become an excellent person. All this depend on how they manage their students and how well apply their role in classes.

You can check this link if you want to know more about the Teacher´s role.

http://www.ascd.org/publications/educational-leadership/sept07/vol65/num01/Ten-Roles-for-Teacher-Leaders.aspx

UNIT 29

CATEGORISING LEANER’S MISTAKES

Learners’ mistakes are part of their language development. As teacher we have to know the differences between mistakes, errors and slips. Mistakes happen when learners know the language and do mistakes that later can become to be a habit of their learning process. Error are the one that learners do when they do not know about the correct use of the language and slips happen because of tiredness , strees and other factors. Based on that teacher can identify the type of error that their learners are doing. Also, mistakes can happen because of the interference of the L1 in the other language which make the learner to be confused with the correct use of the second language, for examples they can develop the incorrect grammatical structure, the same intonation pattern of L1, the use of false friend and so on. In conclusion, I might say that mistakes can happen orally and written. Also , it is important to know that we do not have to correct every mistake learners tend to do. If we want to correct mistakes we have to identify the learner mistake before correct them.

You can check the link below if you need materials for this topic.

http://www.finchpark.com/courses/tkt/Unit_28/learner_mistakes.pdf

UNIT 28

IDENTIFYING THE FUNTIONS OF LEARNER’S LANGUAGE

It is important to know that the functions of learner’s language can be the purposes for which learners use language in the classroom. It means that learner will interact with the teacher for example: negotiating in which learners will discuss in order to reach an agreement. Also, exponents can vary according their needs, level, age and the learning context in which they are. On the other hand, when teachers start teaching tend to express a range of different exponents for each classroom function which allow learners to be able to be in touch with the teacher. In conclusion, we have to take into account that language function is the most important for language development. It helps learners to be able to use the language and communicate in an effective way. As teacher we have to be careful in using the correct function of the language because it we teach students a wring function it will affect the learner’s improvement.

Examples:

Outline of the stages of a lesson	Learner’s possible language functions
· The teacher enters a noisy classroom and asks the learners to be quiet	· Greetings · Apologizing · Explaining · Expressing doubt/ surprise
· The teacher asks the learners to retell the story in their own words.	· Summarizing · Speculating · Self- correcting

if you need more information based on this topic , you can check the link below.

http://www.finchpark.com/courses/tkt/Unit_27/Learner_Language.pdf

UNIT 27

USING LANGUAGE APPROPRIATELY FOR A RANGE OF CLASSROOM FUNTIONS

It is important to know that language plays a really important role in order to communicate effectively. Using the language means to organized ideas in the right way. It means that we have to think what to say and how to say it. For that reason, it helps to convey meaning with others by speaking in a coherent way and given sense to the information that wants to share. On the other hand, classroom functions are the purposes for which teachers use the language in the classroom. They use different exponents depending on the learning context that they want to present. I consider that teachers have to use the language according to the students’ needs and their level. In conclusion, using the correct language will help teachers to get the learners’ attention and will the language use more challenging.

if you want to more about this topic you can check the links below.

viernes, 15 de agosto de 2014