Aprender Inglês
1
Plan your lessons carefully. Start with what you want them to learn, not what you want them to do. Lessons should always have a central learning objective, and any activities you plan should be focused on achieving this aim. So start with, "I want the children to learn that..." and then decide what they will do.
2
Plan for a variety of learning styles. One simple way to think about this is VAK. You can (very crudely) divide learning styles into three parts: Visual learners who learn by seeing, auditory learners who learn by listening, and kinesthetic learners who make associations by doing something. Have something for everyone in your lesson.
3
Create a sense of order. Decide upon classroom routines and stick to them. Do you want children to line up outside or come straight in to your classroom? Where should their bags and coats go? Do you want them to stand behind their chairs before they leave? Once you have established the routine, stick to it! Children appreciate this more than you think - especially children with special needs. Autistic spectrum disorder children, the visually impaired, those with behavioral difficulties, will all do better if they know what they are supposed to do.
4
Use a starter task. Get pupils used to the idea that there will be a 5 minute task for them to do straight away when they come in to your classroom. Make it fun and stimulating, with a time limit to not let it drag on.
5
Share your learning objectives with your pupils. They must be very clear about what you want them to learn. Write the learning objective on the board in child friendly language. Refer to it throughout the lesson and return to it at the end. Learning objectives should be framed in language like: "Our Learning objective is to... discover how, explore, learn, revise, reflect on, think about, discuss, develop..."
6
Give clear success criteria for tasks. Children want to know exactly what you want them to do, and how they will be assessed! Ideally the success criteria should rise from the learning objectives in the lessons building up to the task - that way there are no surprises. The children should actually be able to work out what the success criteria are! Sometimes it is appropriate to let students nominate their own success criteria.
7
Use a variety of assessment methods - teacher assessment is great, but don't neglect peer and self assessment.
8
Give the lesson pace - motivate pupils and move them on. Put time limits on activities and watch for the "fidget factor". If your pupils are bored, change the activity type. Switch between learning styles to keep everyone on their toes! Remember that kids like to be challenged - they don't want to be patronized with easy stuff - give them something to get their teeth into.
9
Praise, praise, praise! Tell the children what they are doing right - praise them for it and try your best to minimize the attention you give to unwanted behaviour. Kids like to know when they are doing what you want.
10
Ask pupils what they have learned at the end, and listen to them.
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- Savoring And Learning
" Aprender não comporta imperativo: só se aprende por prazer e por vontade própria" Last week I had a wonderful surprise; one of my learners, Alfredo, had written his hundredth letter in English (every day he writes me an e-mail about all sorts...
- Grasping
Learning is a very interesting process and also quite complex. Interesting due to all benefits we acquire during the process, besides the knowledge per si; complex due to the difficulties we create within. Although you need to go further in grammar and...
- What Is A Learning Block?
According to the dictionary , a block occurs when something is prevented from happening or succeeding. To block also means to prevent movement through something. When there is a learning block, our mind body system cannot process the information optimally...
Aprender Inglês
How to Be an Excellent Teacher
1
Plan your lessons carefully. Start with what you want them to learn, not what you want them to do. Lessons should always have a central learning objective, and any activities you plan should be focused on achieving this aim. So start with, "I want the children to learn that..." and then decide what they will do.
2
Plan for a variety of learning styles. One simple way to think about this is VAK. You can (very crudely) divide learning styles into three parts: Visual learners who learn by seeing, auditory learners who learn by listening, and kinesthetic learners who make associations by doing something. Have something for everyone in your lesson.
3
Create a sense of order. Decide upon classroom routines and stick to them. Do you want children to line up outside or come straight in to your classroom? Where should their bags and coats go? Do you want them to stand behind their chairs before they leave? Once you have established the routine, stick to it! Children appreciate this more than you think - especially children with special needs. Autistic spectrum disorder children, the visually impaired, those with behavioral difficulties, will all do better if they know what they are supposed to do.
4
Use a starter task. Get pupils used to the idea that there will be a 5 minute task for them to do straight away when they come in to your classroom. Make it fun and stimulating, with a time limit to not let it drag on.
5
Share your learning objectives with your pupils. They must be very clear about what you want them to learn. Write the learning objective on the board in child friendly language. Refer to it throughout the lesson and return to it at the end. Learning objectives should be framed in language like: "Our Learning objective is to... discover how, explore, learn, revise, reflect on, think about, discuss, develop..."
6
Give clear success criteria for tasks. Children want to know exactly what you want them to do, and how they will be assessed! Ideally the success criteria should rise from the learning objectives in the lessons building up to the task - that way there are no surprises. The children should actually be able to work out what the success criteria are! Sometimes it is appropriate to let students nominate their own success criteria.
7
Use a variety of assessment methods - teacher assessment is great, but don't neglect peer and self assessment.
8
Give the lesson pace - motivate pupils and move them on. Put time limits on activities and watch for the "fidget factor". If your pupils are bored, change the activity type. Switch between learning styles to keep everyone on their toes! Remember that kids like to be challenged - they don't want to be patronized with easy stuff - give them something to get their teeth into.
9
Praise, praise, praise! Tell the children what they are doing right - praise them for it and try your best to minimize the attention you give to unwanted behaviour. Kids like to know when they are doing what you want.
10
Ask pupils what they have learned at the end, and listen to them.
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- Top 10 Skills Children Learn From The Arts
By Valerie Strauss You don?t find school reformers talking much about how we need to train more teachers in the arts, given the current obsession with science, math, technology and engineering (STEM), but here?s a list of skills that young people learn...
- Top Reasons To Become A Teacher
Teaching is a special calling. It is not a job well-suited to everyone. In fact, many new teachers leave within the first 3-5 years of teaching. However, there are many rewards that come with this oft maligned career. Here are my top ten reasons why...
- Savoring And Learning
" Aprender não comporta imperativo: só se aprende por prazer e por vontade própria" Last week I had a wonderful surprise; one of my learners, Alfredo, had written his hundredth letter in English (every day he writes me an e-mail about all sorts...
- Grasping
Learning is a very interesting process and also quite complex. Interesting due to all benefits we acquire during the process, besides the knowledge per si; complex due to the difficulties we create within. Although you need to go further in grammar and...
- What Is A Learning Block?
According to the dictionary , a block occurs when something is prevented from happening or succeeding. To block also means to prevent movement through something. When there is a learning block, our mind body system cannot process the information optimally...