TKT REFLECTIVE BLOG : 2014

viernes, 15 de agosto de 2014

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.

jueves, 14 de agosto de 2014

UNIT 26

SELECTION AND USE OF TEACHING AIDS

The use of teaching aids is an important part for learner’s development. It helps learners to enhance the interest of students in learning a language. It gives real exposure to the language and makes it more meaningful. That’s why the teaching aids are part of the methodology use in order to make learners to be interest in learning a language in a funny way. On the other hand, teaching aids can include linguistic and cultural information. It means that learners will be able to learn the language in different cultural context. I consider that using aids help learners to be involved with the language all the time and they will learn the language in an active way. In conclusion, teaching aids are part of teacher’s development because it helps them to show students the language in an active and funny way. For example, if we show pictures learners will understand the information easily. The use of it gives learners the opportunity to get the right input of the language.

if you need more information you can check the links below

lunes, 11 de agosto de 2014

UNIT 25

SELECTION AND USE OF SUPPLEMENTARY MATERIALS AND ACTIVITIES

Supplementary materials are part of the teaching process. Those materials provide learners to develop their language skills. For example, the include grammar, vocabulary, and phonology which helps learners to be exposed to the language and to learn in a easy way. In some cases, supplementary materials come from authentic materials such as newspapers, magazines, articles and videos which make the learner´s learning process more effective.

On the other hand, some coursebook might include supplementary materials that include activities specially designed to fit the coursebook syllabus. We as teacher we have to find the appropriate materials that allow learners to improve their performance and competence. It will allow learners to develop their own understanding of language. Also, in a teaching process, the aids have to be conditioned by the circumstances in which the teaching and learning process is happening.

In conclusion, supplementary materials are the ones which make an activity successful. It provides learners a good input of the language and it makes them to learn language in an interactive and effective way. As a future teacher I have to choose the correct supplementary materials that fit with my leaner’s needs.

if you want to learn more about this topic I would attach some links that can be helpful for you teaching process.

UNIT 24

SELECTION AND USE OF COURSEBOOK MATERIALS

Planning a class is always required the use of the coursebook materials. It helps teachers to present the language and make the learners to practice it. In that way they will develop the language skills and to allow them to have a good communicate process. Also, the selections of a coursebook take a really important role in the teaching process because it will shape the content for teaching and it will facilitate the learning to learners.

On the other hand, teacher has to keep in mind that the selection of the coursebook has to be followed by the teaching program in which teachers have to fit their personal methodology. Besides that, teachers can use supplementary materials that have to base on learner level, leaner’s needs, and their level of English and so on.

In conclusion, I might say that the selection of coursebook materials is essential for the teaching process. Coursebook materials are important aspects of the curriculum of any institution. It is part of teacher´s methodology. Also, we have to keep in mind that those materials are suitable for learner´s needs and specially designed for them. As future teacher I consider that it would be very helpful in order to improve the teaching proves and provides the students a quality of education.

If you to know more about coursebook materials you can check the links below.

miércoles, 16 de julio de 2014

UNIT 23

CONSULTING REFERENCE RESOURCES TO HELP IN LESSON PREPARATION

The teaching process is one of the most important aspects for learner´s development. As we know, resources materials are part of the teaching process and good for a lesson preparation. Using resources materials helps teachers to apply the language in different ways using different resources that will allow learners to experience and to use the language in the classroom. Also, reference resources can include people; it means that people who are in charge of teaching are part of it. As teacher we must to choose the useful materials in order to present our learners it will help them to use the language in appropriate way.

On the other hand, teacher can use a variety of resources in order to present to their classes, for xample: grammar books that will help teacher to present the language showing the correct use and rules of it. Bilingual dictionaries that will allow learners to look for words that are strange for them and the meaning of them. There are a lot resources materials that help learners to learn a language but it also helps to know a particular language problem that learners can have. It can help teachers to look for good resources that help learners to avoid using the language in a bad way.

In conclusion, resources materials are part of teaching process. The use of them help teacher to improve their teaching process and the planning process for their lesson preparation. Through the use of it the can notice the problems that learners can have. I might say that as future teachers we have to take into account the use of them. In that way we will improve our teaching and give a quality of education to our students.

If you want to know more about Reference Resources you can see the following links . I hope they can help you a lot.

jueves, 3 de julio de 2014

UNIT 22

CHOOSING ASSESSMENT ACTIVITIES

Choosing assessment activities is very important in the teaching and learning process. One of the most important in this unit is the assessment which helps the teachers to collect information about learner´s performance, progress or attitudes that allow to make judgments about their learning process. Teachers can asses informal or formal assessment. For example, if the teacher wants to asses formally it can be made through test and examinations or if the teacher wants to asses informally it can be done through monitoring and observing learner’s progress.

On the other hand, when teachers plan to assess they have to keep in mind the reasons for assessing their learners. Also, single- focus activities are more reliable because they are very practical to design while if the teacher makes learners to produce longer samples of spoken language, the results can not be reliable. When teacher assess they can apply the receptive and productive skills which make leaner’s use the language in a better way.

Finally, I find it very interesting because it would be very useful for my students and I will take activities that help my learner experience the language using formal and informal assessment. I think that those types of activities would encourage the learners to be familiarized with the use of the language. Also, I can notice what my learners would need to practice more and I can know the learners process when they are learning the language.

If you want to see more information or examples about assessment activities you can use the following links.