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Principles for teaching

what to take into account when teaching

mariela navarrete

on 24 April 2012

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Transcript of Principles for teaching

3. rapid movement from a few bits of language to an unlimited automatic mode of processing forms Just give me 100 recipes for my Monday classes
I just want to know what to do when I get into the classroom Teaching by principles this won't give you the ability
to comprehend when to use a
technique 12 PRINCIPLES AFFECTIVE LINGUISTIC I. Automaticity automatic processing with peripheral attention 'forms' stay only in the periphery of attention children make this transition faster than adults adults tend to analyse, control their language focusing on bits too much before storing them in their 'hard disk' cognitive 1. subconscius absorption through meaningful use 2. focus on purpose, not on forms excesive concern on rules tends to impede this graduation to automaticity II. Meaningful learning meaning as oppossed to 'rote' learning (Ausubel, 1963) ML :better long-term retention than rote learning but they say that: phonemes, rhythm, stress, and intonation, can indeed be taught effectively through pattern repetition (ALM) appeal to learners' interests, career goals
link new knowledge to students' existing one.
avoid the disadvantages of rote learning too much grammar explanation
too many abstract principles and theories
techiques which are so mechanical, etc. III The anticipation of reward most powerful factor in directing ones' behaviour Human beings are driven to behave by the anticipation of a reward: tangible or untangible, short term or long term SHORTCOMES learners can become dependent on short-term rewards habit of looking to teachers and others
just for the sake of rewards their internal development
might be damaged POSITIVE ASPECTS Praise and encouragement for students' confidence practice praise and support among students short-term rewards may help a low-motivation class be enthusiastic, low energy is contagious lead your learners into long-term rewards IV Intrinsic Motivation most powerful rewards are those intrinsically motivated within the learner. No need for short-term ones. V Strategic Investment before, the T delivered;
now, the interest is on the learner's process and strategies to learn. suceessful mastery of L2 will depend largely on the learner's own personal investment Important Factors:

1. importance of recognizing and dealing with the wide variety of learning styles and strategies learners bring into the classroom
Teachers should:

- prepare a variety of activities to provide learners with different types of learning styles with a wide range of different techniques,for visual, auditory,etc. learners in order to reach a maximun number of students.

-provide as much attention as they can to each individual. large proportion of emotional involvement VI Language Ego when learning a L2, Ls develop a new way of thinking , feeling and acting which can create within the learners a sense of fragility. teachers should:
display a supportive attitude towards his students X. The Native language Effect VII Self-Confidence I can do it!
Learners' belief that they indeed are fully capable of accomplishing a task is at least partially a factor in their eventual sucess in attaining the task. (Brown, 2002) VIII Risk-Taking learners taking risks in attempting to use language-both productively and receptively. ready to try their newly acquired language Successful language learners, must be willing to become 'gamblers' in the game of language this leads to long-term retention: HOW? 1. CREATE AN ATMOSPHERE TO TRY OUT LANGUAGE
4. RESPOND TO STUDENTS' RISKY ATTEMPTS WITH POSITIVE AFFIRMATION, APPRAISING THEM IX The Language -Culture Connection Whenever you teach a language, you also teach a complex system of cultural customs, values, and ways of thinking, feeling, and acting. Tips:
-discuss cross-cultural differences
-cultural connotations, esp. sociolinguistic aspects of language most of the time, the native language interferes with the learning of a L2.
The native language exerts a strong influence in the acquisition of the second L. Second L ls tend to go through a systematic or quasi-systematic developmental process as they progress to full competence in the TL It is called to the combination of the following components:(Bachman1990, Canale & Swain1980)

organizational competence (grammar and discourse)
pragmatic competence (functional & sociolinguistic)
strategic competence
psychomotor skills (pronunciation) XII. Communicative Competence XI. Interlanguage 2. the need for attention to each separate individual in the classroom .

Which of these would you embrace for your practice as a teacher and why? Write shortly about it THE END
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