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Teaching Across Age Level

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by

Alghifari Nurfakhrizal

on 20 November 2013

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Transcript of Teaching Across Age Level

Teaching Across Age Level
To choose techniques lesson organization and supporting materials in teaching ESL, teachers have to considerate:

1. Learner variable of age
2. Learner variable of language proficiency
3. Several complex Variable
Learner Variable of Age
1. Intellectual Development.
Children (up to the age about
eleven
)
Have limitations in learning complicated materials
, in learning ESL, they cannot grasp the metalanguage we use to describe and explain linguistic concepts.
Some rules of thumb for the classroom:
Don''t explain grammar using terms like "present progressive".
Avoid abstract terms
Some grammatical concepts are introduced by showing students certain patterns and examples.
More difficult concept / patterns require more repetition without boring students.
I. Teaching Children
Five practical approaches to teaching children:

2. Attention Span.
Children have short attention span when they have to deal with difficult, boring, and useless materials. So, make the class interesting, lively, and fun.
3. Sensory Input.
Children need to have all five series stimulated by using physical activities, audiovisual aids and sensory aids.
4. Affective Factors.
Children are sensitive of what other people think about them. Therefore, teachers need to overcome such potential barriers to learning by building students self-esteem, eliciting as much oral participation as possible, making students comfortable when they make mistakes.
5. Authentic, Meaningful Language.
Children are focused on what this new language can actually be used for here and now. So, language needs to be firmly context-embedded.
II. Teaching Adults
Differences between adults and children:
1. Adults are more able to handle abstract rules and concepts, but too much concepts can be deadly too.
2. Adults have longer attention span but making the activity shorts and interesting are still needed.
3. Variation of sensory input is not really needed.
4. The fragility of egos may not be quite as critical as children.
5. Adults have more developed abstract thinking ability.
Do's and Don'ts
Do's:
Show respect to them by not underestimating their intelligence
Give the students as many opportunities to make choices about what they will do in class.
Don'ts:
Threat them like a child and don't discipline adults in the same way as children.
III. Teaching Teens
Teens are in between childhood and adulthood, therefore a very special set of consideration applies to teaching them:
1. Some sophisticated intellectual processing is increasingly possible to the teenagers.
2. Attention spans are lengthening but with many diversions in teenagers' life, their attention spans can be shortened.
3. Sensory input are still important but not as much as children.
4. Considering that teenagers ego, self-image and self-esteem are at their pinnacle, the teachers should keep the self-esteem in its pinnacle by:
Avoiding their embarrassment
Affirming their talents and strengts
Allowing their mistakes and errors
Encouraging small group work
Reducing competition between classmates
5. Teenagers are becoming increasingly adultlike but don't still bore them with overanalysis.
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