Jan 21, 2017
Lesson Planning 4853 Views
Why is the traditional lecture approach to teaching so ineffective for learning? There are many reasons, including that it generally lacks engagement, most people dislike sitting in one spot for long stretches of time, and, oh yeah, it's BORING! Of course, if you've ever sat through a long lecture as a student (and who hasn't?), you already know this.
But there are also important biological reasons why lecture methodology doesn't work well. The first issue is an input problem. The most common analogy for lecture teaching is the "fire hose" analogy. Trying to take in all the information thrown at you in a lecture is like trying to drink from a fire hose that is turned on full blast. There's simply too much input, too fast. So, what can teachers intent upon improving the effectiveness of their lessons do to improve this situation?
The obvious answer is to cut down on the overload of information. The first step in this regard is to limit the amount of input time to shorter chunks ...
Aug 19, 2009
Classroom Management 4844 Views
You can toss all your credentials out the door. Every one of your letters of recommendation and pats on the back from professors will do you no good. If you stink at classroom management, you will not be successful in the classroom.
Jul 26, 2009
Classroom Management 4842 Views
Most of the motivation in fictional education comes from the assigning of a letter grade or a percentage to a paper. This paper has a value of 95% or an A. That project is worth a 76% or a low C. This mark of valuation is assigned by the teacher, often in an arbitrary way. It is based entirely on made-up values because no one values the work for their personal use.
Teaching English as a second language can seem daunting, but it's not really if you follow the simple logic of: what would a kid like most. Chose your English teaching materials keeping this in mind and you cannot fail to keep kids interested and learning.
A short paper on how Japanese learners of English face particular problems when it comes to the act of listening and some ideas for how to overcome these obstacles. This paper might be useful for anyone who is teaching beginning level English students in Japan
Oct 5, 2008
Classroom Management 4828 Views
"They're yelling." "They're disrespectful." "They're rude." "They're inattentive." "They're off task." "They're side-talking." Does that describe your class or group? If it does, you're not alone. Those are the nonstop complaints we've been hearing at our workshops and at Live Expert Help on our web site.
Sep 30, 2014
Lesson Planning 4825 Views
DO ALL TEACHERS HAVE LESSON PLANS?
Amongst teachers, the question of whether or not one should always have a detailed lesson plan is up for debate. Some strongly believe that the possession of a detailed written plan hinders the ability of a teacher to be flexible and really respond to their students’ needs as they arise. They say that lesson plans can result in mechanistic and predictable lessons. Moreover, the more experience one gets in teaching, the less need there is for an actual written document. That is not to say that a teacher does not plan what they are going to teach, but that they feel less need to formally write it down. Experienced or not, however, a teacher should always plan what they are going to teach. There are few who would be confident enough to begin a class without the foggiest idea of what they are actually going to present for the next hour. However, amongst new TEFL teachers, you will find that you do benefit from, and want to have, a formally written ...
May 10, 2015
Teaching Methodology 4825 Views
Efficient Teachers are not just aware of the right content to be delivered but also are aware of the strategy to deliver that content. Teaching or Instructional strategies are a teacher's compass when it comes to effective involvement of the students in the process of knowledge absorption and assimilation. This in turn has a direct co-relation to knowledge retention.
Teaching strategies range from low involvement of the learner all the way to extremely high levels of learner involvement.
Direct Instruction - Lectures, Drill and Practice, Demos are examples. The teacher in these settings is in lecture/fact delivery mode. The students are in receive mode. Interaction is minimal or absent. This is a useful strategy when a new concept is being introduced and the complete attention of the class is desirable. The same holds true when a demonstration covering a new concept is in progress.
Indirect Instruction - Though akin to direct instruction, the sessions are not intensive. A relaxed ...
Sep 13, 2008
Classroom Management 4819 Views
Just as children can read your body language you can learn to read theirs. Learning this will help you to predict if they have a change in their behavior or they have just changed enough to get you off their backs. Kids are very good at bluffing and faking their behavior. One of the best ways to tell if a student is faking is to read his body language.
Oct 30, 2015
Classroom Management 4815 Views
'Experienced teachers don't deal with problems, they prevent them from occurring' - so begins Geoff Petty's section on classroom organisation in his book 'Teaching Today - A Practical Guide" (Stanley Thornes (Publishers) Ltd, 1998). Ground rules are fundamental to order in the classroom, and order in the classroom is essential if effective teaching and learning are to take place. Here we will consider how to prevent problems from occurring through the establishment of appropriate classroom rules.
You can simply tell the learners what the rules are - you have complete control in this case, they are YOUR rules and it is your responsibility to enforce them. By letting them decide the rules learners have a greater commitment to keeping them. This latter approach sounds good, but it's likely that the rules won't meet your perceived needs: words like 'silent' and 'respect' and 'on-time' might be missing!
Better that Rules are agreed between teacher and learners, and best that they are ...