BLOG POST #2
"The use of variety of teaching techniques can improve students' learning and can make the class more engaging. People learn in different ways. This makes it imperative to integrate cariety of teaching technique sand activities in the daily classes as a way to capture students attention and keep them motivated in the teaching and learning process."
After having presented your technique or activity to the class, analyze the presentation of your technique or activity based on peers reaction or the content used.
Alice Acevedo, Ed.D
Based on the techinque presented in class, definitely students prefer activities which are based on hands-on activities where they can learn by doing not just be a passive learn instead an active one. Of course all activities should be relevant to the student and attractive with games, songs, and visuals to promote their participation in class. What I usually do with a reading selection, I try to find the movie so the students can compare the movie with the story (compare and contrast) and add other activities like role play and/ or create a book report with a creative template format. These ideas must be well planned so it can produce positive results with the students therefore see progress in their learning process.
ReplyDeleteby Yomara Perez
The technique of Dramatization, which I had the opportunity to present, is definately a teaching technique that makes a class more interesting and helps improve students learning. Through the use of this specific technique the learning styles are addressed because some students work as guides for the slower learners and motivate them to participate by engaging themselves in conversations carried out in the target language. By studying all the different techniques we learned and review methods that can help make our students teaching and learning experiences more memorable.
ReplyDeleteI didn't get to present my technique to the class, and part of me is glad I didn't. They probably would've fallen asleep. But I will write this blog entry based on my students' reaction to my technique, since they were my recent "victims" :)
ReplyDeleteThere are many teaching techniques out there and which one you choose depends on what you are teaching and how you want to teach it. I chose the direct method because I just used it recently with my 4th graders to teach word families. At the moment the walls of my classroom are covered with 731 index cards with groups of word families. I put them up as we read and studied and practiced each group. Then to test them, I prepared a sheet with a table of 70 words that they had to read in a minute or less. And a chart with a list of paired words where the student had to read the words and tell if they rhymed or not. Long story short, they enjoyed it. We practiced and practiced the words, and most of them were excited and nervous about reading the words in a minute or less, but they did very well. My other groups walk into my classroom and are fascinated by the words all over the walls. And you can hear them reading the words too. So I guess this technique had a positive reaction.
The Critical Thinking Question Method in the Department of Education is based upon the wh words how and why. The method tries to stimulate an environment for the students to generate and answer questions on a subject. It also attempts to create an atmosphere where the students can produce a debate. This situation will make the students to produce and state their point of views in a topic. Of course, this is no easy task even with adults. In my case, I sense my demo-class went well. I believe the reactions where more receptive toward the actual story. The discussion took a course in the direction on the legends we have heard. I have to confess the students in my classes react almost the same way, and a different opportunity appears. Questions were redirected to the students’ experiences. What have you hear? Why you think the story is that way? What do you think is fact? What do you think is myth? How you feel about the story? The Critical Thinking Question Method is a valuable instrument for educators.
ReplyDeleteJorge
BLOG POST #2
ReplyDeleteTEACHING TECHNIQUES
My hands-on activity was based on repetition and oral routines.
Activity One: The objective was for students to work in groups analyze or brainstorm vocabulary words provided, come up with what they think would be the definition, and last but not least repeat each vocabulary word aloud. If definition was not quite accurate teacher would intervene.
Activity two: A handout with images within an image; the student had to listen to the teacher as she/he indicated what color a specific animal in the image had to be colored. The student had to color as many as he/she could find. The teacher would only say it once so student had to listen carefully.
Activity three: Have students stand in five lines, teacher would say something in the ear of the first student. This student would then turn around and say it in the ear of the next student. This process would go on till the last student receives the message then this student would say it aloud.
Activity four: For lower grades song Simon Says and have them repeat it. Simon says put your hands on your head, and so on….
Comments from my colleges as to the activities were very up lifting, one comment was something like “no wonder you are an English teacher”, another comment in relation to one of the activities was “I am going to use this activity with my students” Professors’ comment was “I could be used in lower grades for a stronger student base” these are not the exact words, but something to that sort. These comments are taken from my colleges as constructive criticism, we are constantly learning on a day to day base. We learn from our students and our students learn from us. Your classes can be as active or passive; it’s all of what you make of them. I am well aware that it is not easy!
Anna Rodriguez
a.rodz21@yahoo.com
My presentation was on Songs and Games. After presenting my activity and based on my peers reaction it was good. They gave me positive feedback. Based on the content of my presentation I believe it lacked information about the importance, background and recent research findings of this activity.
ReplyDeleteI didn't get the chance to present my technique which was role play but I used it with my students. They really enjoyed it because they got in groups and created costumes related to the topic using construction paper, colored paper and poster boards. They dressed up like little dwarves and did their role play. They want me to make one about the Grinch so I guess I'll have to get creative so I can enjoy my students talking in English. Jissette O. Lopez
ReplyDeleteBy the reaction of the students (teachers) in class, I think my students will enjoy this cooperative learning technique. Besides being relevant to real life situation it will give each student the opportunity to express itself. It is easy to incorporate; you might use it at the beginning of a class or at the end of a class. The difference between this technique and just placing students to work in pairs is that with Think-Pair-Share, we provide the students with the answering sheet. Here each student answers what’s on their mind, depending on the questions or topic. Students are more willing to participate since they don't feel the peer pressure involved in responding in front of the whole class. This allows all the students to participate, instead of having individual students answer questions when called on. By doing this we will promote student retention and learning of the material presented during class, give students practice in developing critical-thinking skills, and assess how well the class is learning that day.
ReplyDeleteLuis Colon
As an English teacher, I have often been amazed at how effective drama is to capture the attention of the students in the ESL classroom. Drama activities would sometimes have surprising and unexpected results. ESL professionals need to use this medium more because the artificial world of the classroom can be transformed into a quasi-real language situation and provides an endless amount of opportunities for student’s personal growth. We cannot only teach grammar and phonetics with drama but also it has the power to transform the actors as well as the audience. We shouldn’t underestimate this powerful teaching tool to reach our students.
ReplyDeleteAs an ESL teacher of both levels, one of the teaching techniques more neglected. Therefore, the teaching technique I would like to focus on is a The Listening Assessment Technique. This technique uses a written paper with drawings or listening comprehension questions on something read. If it's kindergarten to third grade, the written paper has drawings and the teacher gives commands to the students to be performed. For example, make a circle around the dog and color the bone yellow. That command will be worthy of 4 points (1 for the circle, 1 for coloring the bone, 1 for using the proper color "yellow" and 1 for selecting the proper picture. They will have a picture of a dog with a bone, a rat with a hat and monkey with banana). This allow us as teachers to assess the students' listening skills and vocabulary acquisition. Another example for higher grades can be reading a short dialogue or story no more that five to six lines and ask the students to answer The 5W questions about the dialogue or story. These are short simple listening assessments exercises that can help develop and prepare the students for the Listening Standards of the PPAA.
ReplyDelete