Teaching skills 4
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The document provides information about an English teaching skills program, including its aims and some common teaching skills. It discusses 10 teaching skills - warm up, questioning, reinforcement, class management, using aids, feedback, closure, motivation, attention gaining devices, and follow up. For each skill, it provides definitions, examples, and purposes. The document aims to help trainees recognize and apply various teaching skills in the classroom by the end of the program.
Teaching skills 4
- 1. Ministry of Education Directorate of Education (Holy Capital) East Center English Department slli kS g n hc ae T A y b der a per P i
- 3. Do you see the reality or the truth?
- 5. :PREPARED BY ABDULRAHMAN GADAH
- 6. :The main aims of this program By the end of this program, trainees :should be able to .Recognize some of the teaching skills- 1 .Apply teaching skills in the classroom- 2
- 7. Dear colleagues, working with your friends name some of the common .teaching skills
- 8. :Teaching Skills 1. Warm-up 2. Questioning 3. Reinforcement 4. Class Management 5. Using Aids 6. Feedback 7. Closure 8. Motivation 9. Attention-gaining devices 10. Follow up
- 9. Warm-up. 1 • The purpose of a warm-up is to help students get in the mood for class. • A warm-up may be necessary to "wake them up" make them happy to be there, or to set the tone for what will follow
- 10. Some warm-up activities 1. You may start with a review. • The review often leads into the current lesson. • In such cases, the review serves as a warm-up also. • The review connects the current lesson with the previous lessons
- 11. Some warm-up activities 2. A warm-up may take many forms: It can be a question, or a story. It might involve showing the class a picture and drawing them into a discussion. 3. You may check the homework. 4. You may correct the common mistakes.
- 12. (2 ) • (11) • (1) • (12) • (13) • (3 ) • • • (5 ) (9 ) • (16) • (14) (8 ) • • (4 ) • (7 ) • (10) (15) • • (6 )
- 13. Posing questions. 2 What are the purposes of posing ?questions They are used for checking learning, .seeking opinion, or checking vocabulary
- 14. ?What are the types of questions 1. Yes/no questions 2. Short answer questions. 3. Open-ended questions. 4. Probing questions. 5. Rephrase questions.
- 15. Ask open-ended questions By posing questions that require more • than a yes/no response, you encourage . the student to start thinking ? Where do you think we should start. 1 What are the steps involved in working this . 2 ? problem ? What is the definition. 3
- 16. Ask probing questions • Probing questions follow up on a student's contribution. 1. What will happen if what you said is true? 2. What made you think that? 3. What is the opposite of this position? • "You're correct. The answer to this question is false. What would be needed to make it true
- 17. Rephrase questions • Try repeating your question in a slightly different manner. – Reword your original question. – Break your original question into smaller parts. – Change the inflection in your voice when repeating the original question.
- 18. Don’t Even Think About Failing !
- 19. Reinforcement .3 • What is meant by reinforcement? Reinforcement means rewarding the positive behavior immediately • Kinds of reinforcement: o Verbal Reinforcement o Nonverbal reinforcement
- 20. Examples of Verbal Reinforcement • "I knew you could do it" • "Good job!" • "I like the way you do that!" • "Wow! I'm very proud of you!" • "That's another one you got right!" • "See how much you've improved!" • "This looks better than the last time." • "You're doing much better!" • "You are really becoming an expert at this!"
- 21. Examples of Nonverbal Reinforcement 1. Smile at the student. 2. Pat the student on the shoulder. 3. Wink at the student. 4. Laugh with the student. 5. Give assistance when asked. 6. Nod your head. 7. Give the thumbs up sign.
- 22. What are the reasons for utilizing ?reinforcement 1. Provides clear feedback on correct responses 2. Provides immediate feedback 3. Redirects incorrect responses through questions in a positive manner 4. Praises learner for working independently 5. Supports and encourages learner throughout learning process
- 23. Happy hearts and happy faces, Happy play in grassy places- That was how, in ancient ages, Children grew to kings and sages.
- 24. Class Management. 4 Class management refers to the organization of the classroom in order to create the most effective learning environment. Two factors determine class management: 1. Teacher’s behavior 2. Classroom environment
- 25. Teacher’s Behavior Teacher should be aware of the following points: 1. Professionalism 2. Eye contact 3. Gestures & facial expressions 4. Position and movement 5. Voice volume 6. Teacher talk & student talk 7. Attention distribution
- 26. Classroom Environment 1. Lit & airy room 2. Seating 3. Instruction giving 4. Checking attendance 5. Monitoring 6. Student nomination
- 28. Teaching Aids. 5 Why use teaching aids? Teaching aids are useful to: 1. reinforce what you are saying, 2. ensure that your point is understood, 3. signal what is important/essential, 4. enable students to visualize or experience something that is impractical to see or do in real life, 5. engage students’ other senses in the learning process, 6. facilitate different learning styles.
- 29. : We Learn and Retain • 10% of what we READ • 20% of what we HEAR • 30% of what we SEE • 50% of what we HEAR and SEE • Higher levels of retention can be achieved through active involvement in learning.
- 30. Feedback. 6 • What does feedback mean? Feedback involves providing learners with information about their responses. • Feedback can be positive, negative or neutral. • Feedback is almost considered external
- 31. Types of Feedback • Clarifying – restating instructions, making sure there is no confusion. • Interpretive – involves making observation of the team’s behavior. • Judgmental – involves drawing conclusion in form of value judgment. • Personal reaction – gives information about your personal feelings.
- 32. Lesson Closure. 7 Learning increases when lessons are concluded in a manner that helps students organize and remember the point of the lesson. Activities used to conclude a lesson are often referred to as "closure". Summarize. What the objectives were, and how they were learned.
- 33. How? Summarize the lesson objective and how this may link to subsequent lessons if appropriate. Have the students summarize what they heard. “Did they hear what you told them?”
- 34. Purposes of Closure • Draws attention to the end of the lesson, • Helps students organize their learning, • Reinforces the major points of the lesson, • Allows students to practice what is learned, and • Provides opportunity for feedback and review.
- 35. Closing activities • Summarize the high points of the lesson, • Ask students to summarize certain points in the lesson, • Ask questions of students about the lesson, • Allow students to ask questions about the lesson, • Have activities that are directly related to the lesson, and • Connect the lesson with previous activities and provide information about what will come next.
- 36. Sample Statements Used to Provide Closure • "Before moving on, let's review the main points that we've already covered." • "John, could you please summarize what we've talked about up to this point?" • "Joan, what were the main points we discussed today?" • "Does anyone have questions about what we've gone over today?"
- 37. Closing your lesson Give examples for closing your lesson. “OK, that’s all for now”. “Right. We’ve no time for anything else -don’t do any more- we don’t have any time today”. “OK – just one more time before going out for a short break”. “OK now stop! We haven’t enough time to finish the exercise”. “OK – just one more time – and then that’s it” “OK, pick up all your things – and put the books in your bags”. “That’s all for today. On Monday, there will be more” “OK it’s break time”.
- 38. Motivation. 8 Model of Motivation: (ARCS) 1. Attention 2. Relevance 3. Confidence 4. Satisfaction
- 39. Attention: 1. Incongruity and Conflict: Use contradictions, play "devil’s advocate" 2. Concreteness: Use visual representations, anecdotes and biographies 3. Variability: Change—tone of voice, movements, instructional format, media, layout & design of instructional material, and interaction patterns 4. Humor: Use puns, humorous analogies & anecdotes, and jokes (w/moderation) 5. Inquiry: Use problem-solving activities and constructive practices 6. Participation: Use games, simulations, role-playing, etc.
- 40. Relevance: 1. Experience: a. Tell learners how new learning will use existing skills b. Use analogies to relate current learning to prior experience c. Relate to learner interests 1. Present Worth: Explicitly state the current value of instruction 2. Future Usefulness: Relate instruction to future goals (have students participate in this) 3. Need Matching: Give students the opportunity to achieve, exercising responsibility, authority, and influence 4. Modeling: Use enthusiasm, peer-modeling, etc. 5. Choice: (student choice)
- 41. Confidence: 1. Learning Requirements: Advise students of requirements (goals & objectives). 2. Difficulty: Sequence activities in increasing difficulty w/continual but reasonable challenge. 3. Expectations: Use metacognition to forecast outcomes based upon effort; set realistic goals. 4. Attributions: Encourage students to internalize locus of control by attributing success to themselves. 5. Self-Confidence: Foster using confidence strategies.
- 42. Satisfaction 1. Natural Consequences: Allow students to use newly acquired skills in realistic, successful settings 2. Unexpected Rewards: Include student expectation of extrinsic reward (for boring tasks) or use a surprise reward 3. Positive Outcomes: Provide feedback—praise, personal attention, motivation—immediately 4. Avoidance of Negative Influences: Don’t use threats, surveillance practices and total external evaluation 5. Scheduling: Repeat reinforcement at fluctuating, non-predictable intervals
- 43. 9. Attention-gaining Attention spans are short. Here is the 'Wake em Up' way to keep the audience with you. After you have created your talk, go through it and make sure that every 2-4 minutes you use some kind of attention gaining device. You could increase your voice inflection, show a visual, hold up a prop, move around the room, tell a story, throw out a one liner, write on a flip chart, show a picture of your kids if you want to. Just make sure that no more than a few minutes goes by between attention gaining devices. The audience won't know you are using a technique on them, but at the end they will say. Wow! That time sure went by fast!
- 44. Follow-up. 10 • Provide for use of the information or skill to aid retention and/or transfer • How? Provide an assignment or activity that will have the students apply what they just learned.
- 45. Teaching Tips • Tell them • Show them • Help them • Watch them try • Tell them again • Leave them alone
- 46. Proverb • tell me , I forget • show me , I remember • involve me , I understand
- 47. THANK YOU