This is a summary of the full first chapter of the book Learning Teaching, 3rd edition, by Scrivener. This chapter is part of the TEFL courses for the English teacher training study at the HAN.
Samenvatting hoofdstuk 4 van het boek Learning Teaching voor het vak TEFL
Samenvatting hoofdstuk 3 van het boek Learning Teaching voor het vak TEFL
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Hogeschool Arnhem en Nijmegen (HAN)
Lerarenopleiding 2e Graad Engels
TEFL 1e Jaar
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Tefl summary chapter 1
Learning teaching by Scrivener
Immersion= when a language student seems to ‘pick up’ a language just by living
and communicating in a place where the language is used.
Language learning will involve elements of all three ways: self-study, ‘picking it up’
and classroom work.
Traditional teaching is often characterised by the teacher spending quite a lot of time
using the board to explain things with occasional questions to or from the learners.
After that they will do some practice exercises.
It is important to remember that your choice of methodology is not simply a matter of
what you believe to be best, but it is also about what is appropriate in a particular
place with particular people.
‘jug and mug’ is the process by which traditional teaching is characterised. The
knowledge is being poured from one receptacle into an empty one.
Rapport is having a good understanding of someone and an ability to communicate
well with them, so you can create an effective learning environment.
Three core teacher characteristics to create an effective learning environment:
- respect (a positive and non-judgemental regard for another person.)
- empathy (being able to see things from the other person’s perspective.)
- authenticity ( being oneself without hiding behind job titles, roles or masks.) (the
most important one; to be yourself and not play a role.)
If a teacher has these three qualities:
- the relationships within the classroom are likely to be stronger and deeper, and
communication between people much more open and honest.
- the educational climate becomes positive, forward-looking and supportive.
- the learners are able to work with less fear of taking risks or facing challenges.
Gaie Houston: ‘the foundation of rapport is to learn yourself enough that you know
what style you have and when you are being truthful to yourself.
Rapport is something more substantial than a technique that you can mimic. It is not
something you do to other people. It is you and your moment-by-moment relationship
with other human beings. The three qualities are rooted at the level of your genuine
intentions.
Our attitude and intentions are what we need to work on in order to improve the
quality of our own relationship in the classroom and not learning new techniques.
Three kinds of teacher:
- the explainer: - know their subject very well, but have limited knowledge of teaching
methodology.
- relies mainly on ‘explaining’ as a way of conveying information.
, - students are mostly not being personally involved or challenged.
- the involver: - knows the subject matter that is being dealt with.
- familiar with teaching methodology.
- teacher tries to involve the students actively and puts a great deal of
effort into finding appropriate and interesting activities that will do
this, while retaining clear control over the classroom and what
happens in it.
- the enabler: - confident enough to share control with the learners, or perhaps to
hand it over to them entirely.
- decision made in the classroom may often be shared or negotiated.
- takes her lead from the students, seeing herself as someone whose
job is to create the conditions that enable the students to learn for
themselves.
- knows about the subject matter and about methodology.
- has an awareness of how individuals and groups are thinking and
feeling within her class.
three kinds of teacher Subject matter Methodology People
Explainer X
Involver X X
Enabler X X X
An experiential learning cycle (book LT pg. 19+20 for figure):
The process of learning often involves five steps:
1. Doing something.
2. Recalling what happened.
3. Reflecting on that.
4. Drawing conclusions from the reflection.
5. Using those conclusions to inform and prepare for future practical experience.
Information, feedback, guidance and support from other people may come in at any
of the five steps of the cycle, but the essential learning experience is in doing it
yourself.
People learn more by doing things themselves rather than by being told about them.
Learners are intelligent, fully functioning humans, not simply receptacles for passed-
on knowledge. Learning is not simply a one-dimensional intellectual activity, but
involves the whole person.
We make use of whatever knowledge and experience we already have in order to
help us learn and understand new things.
Knowledge of subject matter and methodology are, on their own, insufficient.
However, and aware teacher and sensitive teacher who respects and listens to her
students, and who concentrates on finding ways of enabling learning rather than on
performing as a teacher, goes a long way to creating conditions in which a great deal
of learning is likely to take place.
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