Instructional Methods InformationPart 1Dr. Bob KizlikApril 14, 2014Instructional methods and teaching methods mean the same thing. Teaching strategies, for all practical purposes, means the same thing. Regardless of what we call such processes, they are primarily descriptions of the learning objective-oriented activities and flow of information between teachers and students. Although some may argue otherwise, to split hairs over whether such methods are meaningfully different adds nothing to the process of learning to be a teacher. Direct and indirect instruction are two main categories that many educators find useful for classifying teaching methods, but it is, as you will see, a bit more complicated than placing all instruction into two categories. Any instructional method a teacher uses has advantages, disadvantages, and requires some preliminary preparation.Often times, a particular teaching method will naturally flow into another, all within the same lesson, and excellent teachers have developed the skills to make the process seamless to the students. Which instructional method is "right" for a particular lesson depends on many things, and among them are the age and developmental level of the students, what the students already know, and what they need to know to succeed with the lesson, the subject-matter content, the objective of the lesson, the available people, time, space and material resources, and the physical setting. Another, more difficult problem is to select an instructional method that best fits one's particular teaching style and the lesson-situation. There is no one "right" method for teaching a particular lesson, but there are some criteria that pertain to each that can help a teacher make the best decision possible. The following teaching or instructional methods relate to the instruction part of the ADPRIMA Instruction System. The methods are not listed in a preferred sequence, no hierarchy of putative superiority of method is intended, and obviously, not all are appropriate for all grades and subject matter content areas.Perhaps I should also confess a bias about learning, regardless of the instructional method employed by the teacher. The bias is that I firmly believe that the most meaningful learning for any student is that which results from the learner constructing his own knowledge and meaning from the subject matter content. This approach is commonly referred to a constructivism. There is a wealth of information available on the Internet about constructivism. Just enter it into Bing or Google to see what I mean.

Cooperative LearningAdvantagesHelps foster mutual responsibilitySupported by research as an effective techniqueStudents learn to be patient, less critical and more compassionateDisadvantagesSome students don't work well this wayLoners find it hard to share answersAggressive students try to take overBright students tend to act superiorPreparationDecide what skills or knowledge are to be learnedRequires some time to prepare students to learn how to work in groups

BrainstormingAdvantagesListening Listening exercise that allows creative thinking for new ideasEncourages full participation because all ideas are equally recordedDraws on group's knowledge and experienceSpirit of cooperation is createdOne idea can spark off other ideasDisadvantagesCan be unfocusedNeeds to be limited to 5 - 7 minutesStudents may have difficulty getting away from known realityIf not managed well, criticism and negative evaluation may occurValue to students depends in part on their maturityPreparationTeacher selects issueTeacher must be ready to intervene when the process is hopelessly bogged down

Direct TeachingAdvantagesVery specific learning targetsStudents are told reasons why content is important - helps to clarify lesson objectiveRelatively easy to measure student gainsGood for teaching specific facts and basic skillsIs a widely accepted instructional methodDisadvantagesCan stifle teacher creativityRequires well-organized content preparation and good oral communication skillsSteps must be followed in prescribed orderMay not be effective for higher-order thinking skills, depending on the knowledge base and skill of the teacherPreparationContent must be organized in advanceTeacher should have information about student prerequisites for the lesson

LectureAdvantagesFactual material is presented in a direct, logical mannerMay provide experiences that inspire - useful for large groupsMost efficient way to convey teacher spoken informationDisadvantagesProficient oral skills are necessaryAudience is often passiveLearning is difficult to determine as the lecture progressesCommunication is one-wayNot appropriate for children below grade 4PreparationThere should be a clear introduction and summaryEffectiveness is related to time and scope of contentIs always audience specific; often includes examples, anecdotes

Lecture with DiscussionAdvantagesInvolves students, at least after the lectureStudents can question, clarify and challengeLecture can be interspersed with discussion or breaks as the content and time permitDisadvantagesTime constraints may affect discussion opportunitiesEffectiveness is connected to appropriate questions and discussion; often requires teacher to "shift gears" quicklyPreparationTeacher should be prepared to allow questions during lecture, as appropriateTeacher should also anticipate difficult questions and prepare appropriate responses in advance

Multimedia (computer, Internet, CD, DVD, film)AdvantagesEntertaining way of introducing content and raising issuesInternet content easily updatedUsually keeps group's attentionCost effective way to obtain and disseminate contentMay provide opportunities for independent student investigation in a wide range of topicsDisadvantagesCan raise too many issues to have a focused discussionDistractions happen all too easilyStudents working independently can easily lose focus of lesson topicMost effective when followed by discussionDiscussion may not have full participationPreparationTeacher must formulate rules and communicate them to studentsNeed to obtain and set up equipmentComputing skills required for some applicationsMost effective when teacher prepares for discussion after the presentation or activity

Role PlayingAdvantagesIntroduces problem situation dramaticallyProvides opportunity for students to assume roles of others and thus appreciate another point of viewAllows for exploration of solutionsProvides opportunity to practice skillsDisadvantagesSome students may be too self-consciousNot appropriate for large groupsCan be time consuming to set up and executePreparationTeacher has to define problem situation and roles clearlyTeacher must give very clear instructionsTeacher must have back up activities in case of problems

GamesAdvantagesStudents are usually interested in and challenged by games Can provide opportunities for team member building skillsFeedback is usually easy to provide and is quickWhen used in direct relationship to a lesson objective, can provide a stimulating experience for all

DisadvantagesCan create in-group/out-group feelings Can demotivate those who are not competitive by nature Can create feelings of inadequacy in those not as skilled or forceful Can discourage creativity if the format is very rigid and the focus is strongly on winningPreparationChoose relevant games at an appropriate level that can be reasonably expected to achieve the learning objectives Introduce the game and make the objectives clear Give clear and thorough directions Create a friendly versus cut-throat mentality; do not put down losers or allow others to do so Do not take sides or show partiality Keep a handle on things

About Different Teaching Methods in a Classroom

Different teachers use different approaches when it comes to educating a classroom full of students. Many variables come into play when educators determine the most effective teaching strategy to employ, such as the age group and skill levels of the students. It is also important to consider the fact that not all students learn in the same way or at the same pace. Because of this, teachers may need to employ several teaching methods that support the learning needs of individual students. Finding the best teaching methods and strategies to encourage learning and create a comfortable educational setting is essential when preparing children for their academic careers.

Read more : http://www.ehow.com/list_6325869_primary-school-teaching-methods.html

Other People Are Reading Effective Teaching Methods for Teachers Example of Effective Teaching Methods 1. Arts and Crafts Teachers of young students, such as preschoolers, kindergartners and first and second graders, may choose arts and crafts as an effective teaching method. Younger students are stimulated by creative activities that give them something to focus on. Arts and crafts can be used as a vehicle for teaching educational lessons on such topics as basic geography, science and math.Guest Speakers Teachers bring in guest speakers to help students engage in course material and learn through stimulation. Guest speakers, such as fire fighters or doctors, can give students a presentation on the important areas in their fields. It is even more engaging for students if guest speakers bring show-and-tell items with them or ask the class for volunteers to participate in an activity with the speaker. Sponsored Links Protect School Computers. Cable Locks, Mac Mini Mounts, More. Education Pricing, Save Up To 40%.tryten.com/education/ Lectures Many educators use a lecture teaching method, especially as grade levels advance. A lecture is simply a technique where the teacher talks to the students and the students are receptive to the information provided. In this type of classroom arrangement, students are required to pay close attention to the teacher's lecture and take notes on the important points in case there is a pop quiz at the end of the lecture.Group Discussions A group discussion, with the instructor leading the discussion, is an effective learning environment for students because it allows them to engage in a dialogue with other students. In this methodology, teachers prepare prompt questions that start off the conversations. Teachers can use group discussions for any type of class, such as history, language arts and science.Role Playing Role-playing requires students to act out particular scenes of something being learned, such as a historical moment in time or an act from a theatrical play or book. This teaching style is fun and exciting because it gives students a chance to get up from their seats and partake in the physical act of drama. Role playing activities are most effective for younger students, but they can still be fun for middle and high schoolers.Experiments Experiments are an effective way for students to learn for themselves. In this teaching method, educators provide students with information that they need and instructions for conducting an experiment. The process of experimenting allows students to discover things on their own, and then formulate conclusions. This hands-on approach can be helpful for those students who learn best through physical application.Sponsored Links

Read more : http://www.ehow.com/info_7923568_different-teaching-methods-classroom.html

Example of Effective Teaching Methods

Methods Successful educators combine many different methods of teaching to create a dynamic classroom where students will feel motivated to learn. Some of the most popular methods are positive reinforcement, independent learning, experiential learning, instructional grouping and lectures.Case Study A successful classroom will integrate all of these methods. As students study each subject, an effective teacher will look for ways to integrate these methods into a unified lesson plan so students will not only learn the subject material well but they will also "learn to learn."A fifth-grade class studying the Great Depression can provide an example of how to integrate several effective teaching methods into a successful lesson plan. Sponsored Links Referred Academic Journal Fast Review, Publishing & Printing International Journal(US Published)www.iiste.org Beginning the Lesson The teacher might begin the unit with a lesson, presenting the class with an overview of the period being studied as well as some general information about the realities of that era. He might then divide the class into groups (or allow the children to choose their own groupings) and assign each group an aspect of the period under study to research. Several ideas for groupings when studying The Great Depression might be politics of the times, the economic situation and how that came about, religious life of the era, how Immigration impacted the situation and scientific advances and changes.Independent Learning After each group presents its findings to the class, the teacher could hand out worksheets with questions for each student to answer through her own research. Books, maps, encyclopedias and Internet resources would be provided to allow the students to work independently on their sheets, with the students receiving grades based on their work at the end of the task.Experiential Learning As a final project, the students might be given a composite of a story describing the life of a typical American family during the period of the Great Depression. The story might include a summary of the dilemmas facing the family including coping with the breadwinner's job loss, inability to pay rent, search for basic essentials and struggle to weigh the needs of the children to go to school with the family's need for extra income. The students could work individually or in groups to come up with solutions that could enable the family to manage their resources and survive. The unit might end with a visit by a senior who lived through the Great Depression and could describe the era to the children.A competent educator should be aware of the various effective methods and techniques of teaching when preparing lesson plans and work to implement as many strategies as possible into the lesson to create a vibrant and dynamic lesson plan.Sponsored Links

Read more : http://www.ehow.com/way_5493944_example-effective-teaching-methods.html

Teaching Styles & Learning Styles in Elementary School

One of the biggest challenges for teachers in our educational system is accommodating the different learning styles of their varied students in a large-scale classroom environment. Different students respond to stimuli in different ways, so it is important for a teacher to be able to identify the types of learners in his classroom and move forward with lesson plans that can cater to different students. According to Learning Guide.org, there are three main learning styles: visual, auditory and tactile. The most important point to make when discussing learning styles in elementary classrooms is that children come to school with different skill levels and learning styles. The successful teacher will recognize and provide for these differences. Though most children use a combination of styles to learn, usually one or two are dominant. Lesson plans and daily activities need to create a learning environment where all can succeed according to their differences and abilities.

Children acquire information in many different ways. These learning styles can be grouped into four categories: visual, auditory, kinesthetic, and sociological learners. Teachers can present lessons using methods to reach each kind of learner, and can also help students become aware of their own learning styles so they can understand the best ways for them to study. 1. Visual Learners Students who are visual learners will do best when information is presented in a way that they can see it. To reach this type of learner, teachers can show children charts or graphs, or draw a picture that represents the lesson being taught. For example, when teaching about the water cycle the class could draw a picture of a pond to represent "evaporation," clouds to show "condensation," and raindrops for "precipitation." Using colors can also be helpful for visual learners, so teachers can use color-coding in their lessons. For instance, words on a word wall can be written with different colors depending on the part of speech they are (verbs in blue, nouns in red, and adjectives in yellow).Auditory Learners Some students learn best by hearing and listening to the information presented. These auditory learners will need to hear the lessons instead of only seeing or reading them. The traditional lecture format usually works well for these students. Auditory learners could learn about the water cycle by listening to the teacher explain the process of evaporation, condensation, and precipitation. They would also do well hearing the vocabulary words the teacher has put on the word wall and using them in a sentence. Sponsored Links Referred Academic Journal Fast Review, Publishing & Printing International Journal(US Published)www.iiste.org Kinesthetic Learners According to Family Education, most learners do well by touching, feeling, and experiencing the information they are learning. These students are called kinesthetic, or sometimes tactile, learners. They learn best by being active and involved in the lessons, participating in activities such as skits, science experiments, and using hands-on manipulatives. When learning about the water cycle, these students would retain the information best by acting it out. For example, the teacher could have students stand up slowly to demonstrate "evaporation," wave arms in the air showing "condensation," and then wiggle their fingers downward representing "precipitation." These kinesthetic learners could learn the word wall words by chanting the letters out loud while putting motions to them.Sociological Learners Some students learn best when working with their peers and participating in group activities. Teachers should use cooperative learning strategies when presenting new information that will allow this type of child, the sociological learner, to learn best. Teachers could allow students to talk to one another about what they have learned or teach each other what they know. The sociological learner could learn about the water cycle by engaging in a class play about how the water travels through the entire cycle. These students could learn their vocabulary words by talking to their peers about what they mean or spelling them together.

ConclusionWhen making lesson plans, keep in mind that each student in your classroom has a different style for comprehending information. To teach effectively, you must also teach repetitively using a variety of methods. Lectures are a popular method of teaching, but they are often overused and leave majority of students disadvantaged. Lectures work well for students who learn best through auditory instruction. When you give a lecture, be sure to prepare an outline and focus on only five or so points per class. Also present your information visually for other students by preparing graphs, charts, props or demonstrations.

Read more : http://www.ehow.com/list_5804058_effective-teaching-strategies-classroom.html

Effective Teaching Strategies: Six Keys to Classroom ExcellenceWhat are makes an effective teacher? This particular list of teaching characteristics appears in an excellent book that is all but unknown in the states, Learning to Teach in Higher Education, by noted scholar Paul Ramsden. In the case of what makes teaching effective, he writes, a great deal is known about the characteristics of effective university teaching. It is undoubtedly a complicated matter; there is no indication of one best way, but our understanding of its essential nature is both broad and deep. (p. 88-89). He organizes that essential knowledge into these six principles, unique for the way he relates them to students experiences.1: Interest and explanation When our interest is aroused in something, whether it is an academic subject or a hobby, we enjoy working hard at it. We come to feel that we can in some way own it and use it to make sense of the world around us. (p. 98). Coupled with the need to establish the relevance of content, instructors need to craft explanations that enable students to understand the material. This involves knowing what students understand and then forging connections between what is known and what is new.2: Concern and respect for students and student learning Ramsden starts with the negative about which he is assertive and unequivocal. Truly awful teaching in higher education is most often revealed by a sheer lack of interest in and compassion for students and student learning. It repeatedly displays the classic symptom of making a subject seem more demanding than it actually is. Some people may get pleasure from this kind of masquerade. They are teaching very badly if they do. Good teaching is nothing to do with making things hard. It is nothing to do with frightening students. It is everything to do with benevolence and humility; it always tries to help students feel that a subject can be mastered; it encourages them to try things out for themselves and succeed at something quickly. (p. 98)3: Appropriate assessment and feedback This principle involves using a variety of assessment techniques and allowing students to demonstrate their mastery of the material in different ways. It avoids those assessment methods that encourage students to memorize and regurgitate. It recognizes the power of feedback to motivate more effort to learn.

For more teaching strategies, download Effective Strategies for Improving College Teaching and Learning. This FREE report features 11 articles pulled from the pages of The Teaching Professor. Download your copy now

4: Clear goals and intellectual challenge Effective teachers set high standards for students. They also articulate clear goals. Students should know up front what they will learn and what they will be expected to do with what they know.5: Independence, control and active engagement Good teaching fosters [a] sense of student control over learning and interest in the subject matter. (p. 100). Good teachers create learning tasks appropriate to the students level of understanding. They also recognize the uniqueness of individual learners and avoid the temptation to impose mass production standards that treat all learners as if they were exactly the same. It is worth stressing that we know that students who experience teaching of the kind that permits control by the learner not only learn better, but that they enjoy learning more. (p. 102)6: Learning from students Effective teaching refuses to take its effect on students for granted. It sees the relation between teaching and learning as problematic, uncertain and relative. Good teaching is open to change: it involves constantly trying to find out what the effects of instruction are on learning, and modifying the instruction in the light of the evidence collected. (p. 102)- See more at: http://www.facultyfocus.com/articles/effective-teaching-strategies/effective-teaching-strategies-six-keys-to-classroom-excellence/#sthash.PaLxtUmm.dpuf

Some Effective Teaching Methods

The effective methods of teaching that do yield results are as follows:

It is important that the teacher sets goals for himself or herself and also for his or her students so that they aim and work towards that goal and when they fail to achieve to that goal the target they realize it before it is too late and work upon it.It is important that the teacher underlines the key concepts of a lesson or chapter so that the students learn to identify the main ideas that they need to understand and sieve the study material.It is important that the teacher establishes an interactive environment in the classroom so that the students can speak out and the teacher can also understand which concepts have been studied and understood well and which have not been.It is always better to give the students a little of the background of the topic that you are teaching so that they have better understanding.It is also advisable to revise the topic that you did in the previous class since revision makes things easier to remember and recollect.To make things easier and less time taking you can adopt the method the Questioning to revise the previously done things so that you can also assess their understanding.When teaching small kids it is better to take help of visual aids since pictures and images register in the kind better than words and lessons. So if you are trying to put in facts about a tiger it is better to teach the picture of a tiger and then tell the kids about it. For subjects like geography, physics and chemistry, show the kids things that you are teaching as far as possible. Take help of maps and pictures so that the knowledge that you are imparting does not seem vague for the students.After you are done with a certain topic divide the class into several groups where in each group there should be a mix of good and average students and grade them on team performance so that the average students copes up with the difficulties with the help of the better student.Besides all the classroom studies it is imperative to concentrate on the talent that the student has beyond classroom studies. There are some students who cannot assimilate the routine and inhibited classroom academics but on the other hand they respond well to experiments and demonstration.

Primary School Teaching Methods

1. Active Listening Use active listening as a teaching method to assist children who might not have the verbal skills needed to fully express themselves. Active listening is similar to sportscasting in that teachers describe activities and behaviors to children while they are performing the action. Active listening techniques also help during an exchange between students when feelings are not properly expressed. Not only does active listening assist with resolving conflict in the classroom, it aids in teaching by streaming directions and information to primary students.Constructive Feedback Offer positive feedback to help educate and direct primary school students. Constructive feedback offers students direct praise for a job well done. By incorporating constructive feedback methods into the classroom, teachers acknowledge children when they are on task or following directions. This feedback also encourages other children to follow the lead of the child receiving the praise. Peer Teaching Use children's trust and interest in each other as a teaching method. Peer teaching encourages children to help each other and work together. If one child is excelling in an area where another child is having difficulty, teaming the two for a joint project encourages them to learn from each other. Peer teaching can be accomplished with individual projects or through a long-term connection.Task Lists Working together encourages learning among children. Create job charts or classroom lists for daily items that need to be accomplished and allow the children to select who is in charge for the day and who will complete specific tasks on the list. Working together encourages classroom harmony and allows children to take turns being in charge of a task. This builds self-esteem and encourages communication.

Teaching Methods for PrimaryTeaching methods for primary grades should consist of hands-on strategies that will actively engage young children into learning. Student participation is needed in primary classrooms so that all children can learn. Children in primary grades should participate in lessons with other members of the classroom through open discussions and small group interactions.

1. Cooperative Learning Groups Pupils who are behind their peers have the opportunity to work with other students in cooperative learning groups. For this strategy, the teacher assigns a small number of students into groups. Each child is given a role in his group-- leader, recorder or presenter--and is given an assignment to complete. The students must interact with each other to perform their jobs and to complete the assignment. The teacher should take on the role of a facilitator and make sure that the groups are focused on the task given.Whole Classroom Instruction In whole classroom instruction, teachers present new topics to all members of the class. The students must then engage in an open discussion by providing questions and answers as well as sharing viewpoints. Teachers should use diagrams, charts and pictures to ensure that the class is focused and has a clear understanding of the material presented. After a new lesson is presented, students should complete a short assignment to demonstrate their level of understanding. Small Groups Teachers can assign children into small groups to complete lessons. The primary students should be grouped according to their academic levels. The small-group method enables teachers to have more interaction with their students and allows children to work on academics that are suitable for them. Students who need more time to work on a lesson will have the opportunity to do so. Also, students who are ahead of their peers can move to new material at a faster pace.Learning Centers Teachers can set up learning centers for primary students to reinforce skills. Learning centers may consist of a language center, technology center, writing center, reading area, math center and science center. Learning centers can focus on one main theme or they can incorporate several different ones.What Are the Primary Teaching Styles?There are five primary teaching styles that instructors often use to develop their own individual teaching styles. How these styles are used is typically based on the subject matter and the age and cognitive ability of the students. Although some instructors have a dominant primary style, most will mix elements of other styles to adapt to the classroom and students.

Expert/Command In the expert or command teaching style, the instructor is considered the expert by the students with the requisite knowledge and expertise. The instructor gives the information needed through a brief explanation followed by a demonstration. A short amount of time is spent on instruction with this teaching style, but it is often not sensitive to the students' individual needs. Expert teaching can also be confusing to some students because occasionally, the underlying methods used to find answers may be unclear.Formal Authority/Task Instructors who use the formal authority or task teaching style set up learning goals, expectations and rules for the students. This style focuses on the correct or established way of doing things and provides students with a structure from which they learn. This style is similar to the expert teaching style in that the instructor controls all or most of the decision-making. Although the expectations from the instructor are clearer, relying heavily on this teaching style alone requires a lot of preparation time for the teacher and tends to be inflexible to students' individual needs. Personal Model/Demonstrator Personal modeling or demonstrating requires the instructor to guide and direct students by showing how things are done then encouraging students to observe before copying the instructor. Although this style is useful in that it is clear, it can inhibit learning for some students if the instructor is not open to alternative methods of doing things.Facilitator/Guided Discovery The facilitator or discovery style of teaching guides and directs students through questions, suggestions and by encouraging students to make informed choices. The goal in this teaching style is to encourage initiative and personal responsibility. Instructors which use this teaching style work with students as a consultant, providing support as they learn. This style is flexible because the instructor is open to alternative options, but it can be time-consuming and is not ideal for large groups.

Delegator The delegator teaching style is focused on encouraging students to learn independently. Students that learn under this teaching style work alone on projects, either individually or in teams. The instructor does not guide or suggest but is available should the students need more instruction or information. Although this style is ideal for teaching students to be independent learners, students that lack the confidence to work on their own or ask questions may not respond well.

Effective Teaching in Primary SchoolsEffective teaching in primary school is easy to locate but difficult to quantify and describe adequately. It's usually easier to say "yes, that is an example effective teaching" than it is to identify exactly why the teacher is so effective. You can probably think back on your early education and identify at least one educator who was particularly memorable and who you learned a lot from. What was it that made that teacher so effective? The answer to that question involves effectiveness in many different aspects of teaching.

Quality of Instruction The central, most vital component of effective teaching is quality of instruction. Quality of instruction is a broad term that describes the way a teacher teaches. It refers to multiple components of teaching, including the extent of the teacher's knowledge of the subject, her teaching methods and even her charisma in the classroom. Without high-quality instruction, students cannot learn to their fullest potential. Offering students quality instruction in every subject is the most basic way to teach effectively.Active Learning The main goal of effective teaching in primary schools is student learning. One of the best ways to optimize student learning is by encouraging active learning in the classroom. Active learning refers to student engagement in the lesson. Passive learning is often characterized by lectures read straight from the book with minimal question-and-answer opportunities and minimal input required from students. One way to increase active learning time in the classroom is to require more input from students, including incorporating discussion time and preparing hands-on activities for students to complete.

Ensuring Student Success Effective teachers strive to make sure every student in their classroom fully understands the material taught in every lesson. If even one student doesn't understand a concept before the class moves on to the next lesson, it is the teacher's responsibility to find ways to help that student understand the information. Effective teachers adapt their teaching styles as necessary until each pupil in the class has a strong grasp on the material.Classroom Management Another integral component of effective teaching is classroom management. A hectic, loud, distracting classroom atmosphere is not conducive to student learning. Effective teachers maintain orderly, disciplined classrooms. However, students do not learn at their best under disciplinarian routines, either. Effective teachers strike a balance between the two, maintaining a relaxed and fun but organized and respectful classroom.

one of the teachers crucial tasks is to compare, analyze and evaluate the methods they use in order to motivate the students and to make the learning as effective as possible. As Kenneth T. Henson claims, usually the methods are better for some purpose, e.g. understanding, transfer, but there is no method simply the best for everything (Henson 2). I agree with the opinion of Michael J Wallace who believes that a central factor in the choice of methods is the learners needs and characters; something works for one person well, but the same method might not work at all for another person (Wallace 42).

One negative aspect that I can see is that the study of grammar is somewhat pushed to the side and pupils find it increasingly difficult to be aware of how a language works.

Students learn languages best by using them. If you have students constantly practicing their language skills by talking to each other, they will gain confidence and learn more quickly. The key is to create a safe environment, where it is ok to make mistakes. Kids will be embarrassed that they might say something wrong. I remind them that everyone in the room is a learner except me, and I am not going to laugh at them or ridicule them for making a mistake!

Works CitedWallace, Michael J. Training Foreign Language Teachers. Glasgow: CambridgeUniversity Press, 1991.

Internet or Online SourcesHenson, Kenneth T. Teaching Methods: History and Status. Teaching methods:Designs for learning. Vol.1, pp2-5, of Theory into Practice. vol. 19. 1980.Jstor. 5 Mar 2008.