My expectations at the beginning of the semester for Introduction to Teaching English consisted of learning different teaching methods (for multiple areas such as speaking, writing, listening, vocabulary, grammar etc), or how to include every student considering individual conditions and qualifications. Moreover, I expected to learn how to increase participation and confidence using another language in combination to decreasing insecurity among students. Besides the fulfilment of these expectations, I took a closer look planning lessons in English and the standards of education teaching English as a second language as well. We not only learned how to teach the English language properly but also what a good teacher should bring into class considering different personality aspects and character traits of teachers and their different effects on students. Moreover, we were often asked about our opinions and to critically evaluate methods.
Table of Content
1. Introduction
2. The Good Teacher and the Good Student
2.1 The Role of a Teacher in a Modern EFL Classroom
2.2 The Perfect Language Teacher
3. Teaching Principles in the EFL Classroom - How Children Learn
4. General Aspects of Lesson Planning - Creative Language Teaching
5. Developing Speaking Skills - Lesson Plan on Speaking Skills
6. Developing Listening and/or Listening-Viewing Skills - Post-Viewing Activities
7. Developing Writing Skills - Fostering Writing Skills In The EFL Classroom
8. Developing Reading Skills
9. Teaching Vocabulary - Thornbury's Principles
10. Teaching Grammar - The Curriculum and Educational Standards
11. Developing Intercultural Communicative Competence - How can it be developed in class?
12. Reflection
13. Works Cited
1. Introduction
Consisting of North American Culture Studies and Introduction to Teaching English, this portfolio demonstrates new perspectives of American values and their culture I have acquired this semester as a university student, in addition to different teaching methods and facets of teaching that acquire much attention.
My expectations at the beginning of the semester for Introduction to Teaching English consisted of learning different teaching methods (for multiple areas such as speaking, writing, listening, vocabulary, grammar etc), or how to include every student considering individual conditions and qualifications. Moreover, I expected to learn how to increase participation and confidence using another language in combination to decreasing insecurity among students. Besides the fulfilment of these expectations, I took a closer look planning lessons in English and the standards of education teaching English as a second language as well. We not only learned how to teach the English language properly but also what a good teacher should bring into class considering different personality aspects and character traits of teachers and their different effects on students. Moreover, we were often asked about our opinions and to critically evaluate methods.
In North American Culture Studies I was involved in many aspects of cultural specific questions such as ‘’Can you see any connections between these problems that the settlers had with their government and American values/beliefs/standpoints(harder to attack), today?’’, ‘’Why is the separation of powers and the system of checks and balances good when the US has a president like Trump?’’, ‘’In the US there is a ‘hands-on’, practical approach to primary and secondary education. Can you explain this and how this is in line with American values?’’ These questions demonstrate that we covered various aspects such as politics, education, and religion. However, we discussed topics such as environmental standards and the history of American values and traditions as well. This wide range of topics provided great imparting of cultural knowledge leading to a greater understanding of how American beliefs.
2. The Good Teacher and the Good Student
2.1 The Role of a Teacher in a Modern EFL Classroom
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2.2 The Perfect Language Teacher
A ‘perfect’ teacher does not exist - Why?
Many models and books describe a 'perfect' language teacher. However, a perfect teacher does not exist due to the simple reason that each person is different in various aspects, therefore it is impossible for one teacher to be ‘perfect’ for numerous students. In a classroom, every teacher and student has a different pace, background, motivation, different interests, perceptions, available resources etc.
Nevertheless, there are some facets which form a good teacher, even considering mentioned divergences.
1. Awareness - A good teacher has to be aware of the multiple identities in his or her classroom, and that his or her students have different learning processes. The teacher has to be able to respond properly to them. Additionally, they need to have sufficient motivation and willingness to consider this, and not neglect them using the same teaching strategies for most students.
2. Empathy - Considering the learner’s perspective and situation ensures a greater understanding, more developed methods for teachers and students, and a better relationship between them.
3. Listening - A significant part of empathy is the act of active listening. Listening and paying attention to individual difficulties, talents, interests etc. helps to prepare individual tasks and feedback, which is important for proper individual learning processes.
4. Constant language integration - A good teacher integrates language input and output as much as [The illustration was removed by possible without overwhelming his or her lhe for copyright reasons.] students. One method is to avoid the use of (Blueringmedia ‘’A sketch of a simple teacher’’) language aspects which are constantly over students’ current level. Instead the use of some simple tasks in between more advanced tasks is profitable.
5. Intercultural communicative competence - Especially for a language teacher, culture and communication have a significant role in the classroom. Both aspects are main parts of an appropriate use of language: without knowledge and awareness about traditions of culture and communication, a successful communication will not be possible; many aspects could lead to misunderstandings.
6. Organization - Without being organized and well-structured, a teacher will not be able to fully concentrate on the tasks he or she gives to his or her students. A good overview over all the aspects and details concerning his or her students and materials that could affect learning processes would be impossible.
7. Atmosphere - A comfortable atmosphere motivates students to participate in class, it makes them curious and reduces anxiety and stress speaking in front of class members.
8. Patience - Not all students are able to work in the same speed, therefore good teachers must be patient with slower students and must not pressure them. Instead they should show acceptance.
9. Respect - When teachers do not respect their students, they can not expect to be truly respected. A teacher has to be a commendable and non-judgemental. Moreover, a teacher should address behaviour that is disrespectful.
10. Creativity - For diversified, motivational, and inspirational lessons a teacher should be and stay creative.
3. Teaching Principles In The EFL Classroom - How Children Learn
The following table demonstrates how children acquire knowledge, especially languages. That being the case, they represent principles of teaching a language, aspects every language teacher has to consider continuously. This table is based on ‘’How Children Learn’’ by Stella Vosniadou.
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4. General aspects of lesson planning - Creative Language Teaching
As Rausch (2020, slide 3) points out during class, one of the general principles of English Teaching is to ‘’find creative ideas’’ for active participation of students and motivation for speaking English. Following general principles support the creation of a classroom filled with creativity.
Avoiding excessive routine
Although routines prevent difficulties and ensure plans teachers and students can easily follow and mentally prepare for, new and spontaneous tasks can increase interest participating in class. Too much routine decreases the amount of students’ attention because they can predict all coming tasks. Therefore, general routines are helpful and supportive, however, this routine should be interrupted occasionally. Physical tasks change the routine most. As a result of physical movement, students leave the state of passive listening and have to actively engage with other students. Moreover, they will be able to remember these distinguishable tasks more vividly. Other possible facets are games: games such as hangman or guessing an object that is drawn by students, stimulate students’ positive feelings towards language learning.
Let students decide
A successful technique that rises inspiration and motivation, is letting students choose or create a task that they find interesting. Being able to decide tasks or topics and therefore influence lesson plans, makes lessons more relevant for them; lessons are adjusted to individual conditions. Teachers can provide multiple tasks students can choose from or present interchangeable topics. Furthermore, teachers can give students ten minutes at the end of a lesson and allow them to create tasks for the next lesson, when they know what topics will be covered next time. Then, the teacher can choose the most useful and creative tasks that will enrich the lesson.
Include and appreciate art
Plays, music, drawings, poems, or dances and more are commonly seen as the most creative acts of art. Including these as tasks in the classroom can not only raise interest and motivation once more, but the physical results (paintings, songs, poems etc.) also can be used to decorate the classroom. Arduous created timelines about American history, posters, poems, or fictional diary entries can be hung up on walls; dices with different grammar rules on each side can be placed on windowsills. Seeing the great results in the classroom makes students feel proud and they will remember the content more vividly. Moreover, they can be looked at in various situations to repeat the content once more.
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- Citar trabajo
- Stefanie Gerrits (Autor), 2020, About "Introduction to Teaching English" by Monika Rausch. Portfolio, Múnich, GRIN Verlag, https://www.grin.com/document/1294381
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