Homework for april 12 – Venn Diagramm on a TEFL class comparison

Who should be the main actor in class? Student or teacher?

How do you explain vocabulary or integrate new vocabulary into your reading class?

What is the better way to organize your TEFL class, together with the students’ group?

According to the video on TEFLĀ  I saw on youtube one way is to have the teacher draw, paint and perform new, unknown vocabulary – which, indeed, is a method applied by many teachers, me included. But furthermore there can be variations on how long the teacher will be the only one to explain. As there is a class full of different individuals in front, around us: the students, we should make a profit from this fact and have them explain vocabulary in communicative, kinastetic or visual exercices. One possibility could be making students perform vocabulary in a statue or painting it themselves. The students could be grouped to investigate certain new vocabulary so that each group then after a few minutes could represent, in the way they chose, their investigated vocabulary patterns. Or it could also become a competition between two or three groups; for this the teacher could prepare a list of possible significations out of which the pupils afterwards, have to choose the right signification/synonym, so that it becomes a competitive game for them

Form lexical settings, word families, find the anthonyms, make a visual representation and so on.

VENN DIAGRAMM TO COMPARE A TEFL CLASS

The TEFL-video I used as basis for my comparison in the venn diagramm above you can find beneath the following link on youtube:

 

Following the second link I found a video I liked and appreciated much more than the first one, as it’s about playing games in TEFL to reinforce class contents and goals: http://www.youtube.com/watch?v=EtwDhKso2No. It’s main concern is getting students motivated by making them compete against each other to learn or better: repeat vocabulary concerning rooms in the house and its specific objects. It could as well be appropriate to play games like “I am packing my suitcase…” (otherwise known as “I’m going on a trip and I’m taking … with me.”) e.g.

I would perhaps just change one element: instead of being the teacher who’s giving pupils the words by whispering them to each one, this could be made by a student to be more student centered.

Recommendations:

Besides I would like to share with you the following links I found and that are of a main interest for me: The following articles are about project-oriented or project-based learning and the main part is students’ collaboration, students making their learning real and getting it connected to real world-experiences as well as making them be the teachers and, as explained below, the teacher being a guide and making students feel comfortable and worth it. Please just have a look at these links. I for myself feel just inspired and would love to realize teaching like they do without teaching.

http://blogs.kqed.org/mindshift/2014/03/what-keeps-students-them-motivated-to-learn/

http://blogs.kqed.org/mindshift/2013/01/what-project-based-learning-is-and-isnt/

http://blogs.kqed.org/mindshift/2011/12/life-in-a-21st-century-english-class/

http://www.symbaloo.com/

 

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