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Teaching Methodology
There are many theories and methodologies ranging from e.g. Total Physical Response to the Silent Approach, which have been used to teach students a second language. However, we shall just focus on one particular methodology.
One of the main problems encountered by JTEs and ALTs alike is streamlining their combined efforts in the classroom (i.e. effectively team-teaching together).
There are a number of reasons for this, namely:
1. Communicative and cultural language barrier: JTE and ALT have difficulty understanding each other's intended actions and ideas.
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2. In some cases, fear, reluctance or apathy towards team-teaching by either ALT and/or JTE.
3. Under- utilization of the ALT in lessons due to the reasons stated above.
4. Lack of awareness of the differing student learner styles that exist in the classroom.
A very simple yet effective method of teaching is achieved by using the ARC methodology. (as outlined by Jim Scrivener 'Learning Teaching' (1990)) which essentially divides a lesson into 3 clear stages:
Clarification & Focus stage- e.g. Teacher/ALT demonstrates, explains, illustrates, pre-teaches the necessary new vocabulary, grammar etc. in order for the students to do the first exercise.
Restrictive Exercise stage- Ss do an exercise as stipulated by the T/ALT to practice grammar structure and form, increase their English accuracy and test and demonstrate their ability on a given language point.
Authentic Exercise stage-Ss do an exercise that involves communication with language fluency practice which can be used and directly relates to- real- life and is meaningful. Such activities are normally enjoyable as they are flexible and allow the students to decide what to do/say for themselves.
A typical lesson might run something like this: CRCAC
From “Learning Teaching” by Jim Scrivener, Longman p.134
Authentic Use
For:
Meaning
CommunicationsFluency
Real-life
Pleasure
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Restrictive Use
For:
Form
Practice
Accuracy
Testing
Display
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Clarification & Focus
I show you
I tell you
I help you find out
You find out for yourself
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It is really very simple. For a lesson to be 'balanced' you need to have all of the 3 stages above. Without them, the learning process is not complete nor will you know if the students have fully understood and learnt what you both have been trying to teach them.
Consider these rhetorical questions.:
-How can a student know what they are supposed to practice if they haven't been shown what to do? How can a student do an exercise if they cannot understand the grammar structures or vocabulary that you want them to practice during the exercise?
All of the above problems should be addressed in each Clarification & Focus Stage of the lesson.
-How can a student openly communicate with another student using newly taught English if they have not had the chance to practice the new structures beforehand?
Such a topic should be addressed in the Restrictive Exercise stage of the lesson.
-Why would a student be interested in practicing English structures and being tested on a grammar point if they didn't know how such phrases, vocabulary etc. could be used effectively in real-life situations in English speaking countries?
NB: Reason + Purpose = Interest.
The above point should be addressed in the Authentic activity stage of the lesson.
It should be obvious that each stage is as essential as the next in the whole lesson learning process. Every stage is inter-linked and relies upon the other stages to facilitate student learning. Thus an authentic activity is as important (to demonstrate a student's fluency on a given subject)as are the Clarification and Focus (illustration) and Restrictive (practice) stages.
Clarify what students need to do by telling/showing/helping them and lastly allow them to find out for themselves.
By 'bringing the language to life'- using real-life scenarios (authentic material/activity)- you are providing the students with an interactive, meaningful lesson which has a real, specific purpose and can be directly used immediately thereafter in a real-life situation in countries where English is spoken.
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Different Learner Styles:
Of course, all of the above is potentially useless if both the JTE and the ALT have not considered using a range of activities to cater for the various learner styles that exist in the classroom. Each of us has a preferred method of learning and each of us responds and learns better when that particular teaching-learning style is being administered in the classroom:
-Visual-Spatial Learner ( ability to visualize objects and spatial dimensions, and create internal pictures and images)
-Verbal-Linguistic Learner (the ability to use words both orally and written)
-Logical-Mathematical Learner (the capacity for inductive and deductive thinking and reasoning, as well as the use of numbers and the recognition of abstract patterns)
-Musical-Rhythmic Learner (ability to recognize tonal patterns and sounds, as well as sensitivity to rhythms and beats)
-Intrapersonal Learner (capacity to understand yourself and act adaptively, spiritual inner state of being- self-reflection and awareness)
-Interpersonal Learner (quickly grasp and evaluate moods etc. of others and have good capacity for person-to-person communications and relationships)
-Bodily-Kinesthetic Learner (use the body to express ideas and feelings and have the ability to control physical motion)
1. Useful pie-chart with brief overview of different learner styles,preferences and multiple intelligences
2. Also see 'Howard Gardner's Theory of Multiple Intelligences' and Daniel Goleman: 'Emotional Intelligence'
Key:
Student-focused lessons =lessons where students are more active and involved in the lessons and where the teacher takes a more passive role.
Eliciting passive knowledge = where the teacher draws out knowledge from the students by asking questions. Knowledge that the student has acquired over a period of time almost unconsciously and rarely uses.
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