TEACHING TECHNIQUE

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.