TEACHING TECHNIQUE
Teaching technique is carry out a
method. It’s implementational, meaning that a technique is something that
actually takes place in language teaching or learning in the classroom. A
technique is a single activity that comes from a procedure. Naturally, various
methods employ various techniques.
There
are some example of techniques in teaching process, such as :
a)
Repeat and Re-phrase
The repeat
and re-phrase technique is effective in classrooms because a student may know
various vocabulary words and now know the ones that the teacher is using. By
using this technique the teacher exposes the student to new vocabulary that can
be associated with the old to acquire a meaning. The student gets benefitted by
both the repetition, as the source of learning new vocabulary, and the use of
old vocabulary to form a re-phrased question in order to acquire a new and
better understanding of the English language.
This
technique can be used during oral instruction given to the class or an
individual student. It can also be applied during question and answer time in
class, and is optimal for such a use as it provides students with an
opportunity to better understand the question and answer it without help. This
promotes the level of learning, understanding, and self-confidence in students.
The repeat
and re-phrase strategy is used in the classroom to promote, achieve, or ensure,
understanding of a given topic, standard, or question. For example: if a
student doesn't understand the question "what is the meaning of an
adjective?" Then the teacher can respond by either repeating, and/or if
understanding is still not reached, re-phrasing the question to promote the
student's application of knowledge. The question could be re-phrased as:
"What does an adjective do?" This also helps with future questions as
the student will better understand the meaning of the posed question.
Additionally,
the repeat and re-phrase can be used to question for understanding by
re-phrasing a sentence to check if the student properly understood the meaning
of a particular word or concept. For example: "The girl avoided the water”
-is for used to teach the vocabulary term "avoid."
Questioning
for understanding could be phrased as: "If she avoided the water, then she
isn't wet." The teacher can ask whether this is correct or not and the
students can better understand what the term means and its uses.
b) Music and
Jazz Chant activities
Music
and jazz chant activities are effective in the classroom because it is easy for
music to get stuck in ones head. The music and jazz chant activities can be
used during memorization activities. As a means of participation to learn new
words or short concepts. Remembering lists, rules, and the like. This is a
fantastic way to memorize the alphabet, periodic table, states, countries, etc
The expected outcome is that students will more easily remember large amounts
of important information. Students will be involved in the introduction of new
material in a fun and interesting way .
c) Visual
Aides, Realia, Maps, Pictures, Multimedia
Visual
aides, realia, maps, pictures, multimedia: Visual aides and the like are
effective in that they can provide students with a better grasp of the concept
than any other word. "This is the object that matches the word." No
matter what level the student is, they can understand the relationship between
the two and easily grasp the new word or concept It is easy for a language class
to become dull with repetition and writing. But, by implementing the use of
various visual and audio aides the class can remain focused, but also
entertained.
d) Cooperative
Groups, Peer Coaching
This
technique optimizes personalized student learning time as each student can get
personalized attention even if it is not given by the teacher. This is also
helpful when the teacher is not supposes to be the focus of activities and
instead can move from table to table and help as needed. It creates a community
setting and gets students into helping each other and learning from each other.
Cooperative groups work because there are many ways to break students into
groups that allow them personally catered lessons on their level.
Placing
students in cooperative groups or using peer coaching is especially helpful in
an ELL classroom where students are or can be at mixed levels of learning
English. When this is the case it is best to place them in groups that are
chosen by the teacher in a manner that places higher level students with lower
level ones. In this way the higher level student is learning, practicing, and
perfecting techniques through teaching; and the lower level student is
acquiring new knowledge and receiving help from a peer. This can also be used
to place higher level students together to work on an assignment while the
lower level students stay with the teacher to learn new information. In this
way the teacher is able is optimize learning by provide new information to both
levels without actually having to make one or the other sit through information
that is either below or above their learning level.
The learning
outcome of this strategy is that students are able to take in more information
at one time while developing relationships and community amongst themselves.
Additionally, by using this technique students will learn from each other. Many
times, youths are more prone to hear out their peers over adults. Naturally,
this caters to those thoughts and allows students to take in the needed
knowledge, but in a way that is more entertaining. Working in groups also
provides the teacher with many new lesson options to keep the classroom
engaging and motivating.
e) Pre-instruction
Activities (Semantic Webbing, Graphic Organizers, KWL charts)
Pre-instruction
activities are generally effective because they provide an easy break-into new
information. Additionally, they provide the students with notes, or something
to look back on to relate the new information with the old so that the concept
is easier to grasp. For instance, a chart may compare new materials with old
thus drawing a line between to the two that the student can follow. These
activities also draw the student into the new concept to keep them motivated
and interested in what is being taught.
The preinstruction
technique could be applied in the introduction of a new concept or idea; or it
can be applied to the planning of a project or paper that will be written by
the student. Additionally, the teacher can use this technique to give
instructions or notes on a topic that the student will later research and/or
develop alone. From this technique, the learning outcome is that the students
will acquire important information that will help during the new unit of study
or planning of a project that will require a lot of independent work. This is
optimal to create a means of providing information that the students can later
apply to other work in that lesson or unit.
f)
Listening Game as a Fun
Technique
Kids
in their age have a lot of energy to move. As a creative teacher it is better
for you to benefit their energy to acquire English. One of the technique can be
applied is by using listening game. This game actually appropriates for the
kids to gain a new vocabulary or simple sentence construction. It can work in
small or even large class.
g) Telling
a Story as an Interesting Technique
As
a teacher, telling a story for kids is an interesting technique. It is because
in their age, listening to a story is an interesting activity. With powerful
teaching, the teacher can influence the kids to be the ones he or she wants to.
There are some benefits the kids can take from storytelling. First, after
having a storytelling the kids can differ some things whether they are good or
even bad. Second, sometimes storytelling can improve the kids imagination of
the things covered inside. At the last but not the least, storytelling often
leads how the kids get their destiny.
