Kingdom of Bahrain - Ministry of Education - The English Language Unit (Basic Education)

English Messages A Monthly Newsletter by and for teachers in Bahrain

February 2012 Year 1 Issue 2

We all know that all our students are different. They all

have different needs, different learning styles and differ-ent interests. Besides, our students come from different social and even cultural backgrounds that have great effects on their personality, their understanding of life and even their attitudes towards schools and teachers. This definitely forces us to re-think and re-assess our teaching practices if we believe that our main task is to teach the students we have in class - with all the differ-ences they carry with them. Actually, I am sure that most teachers have at some point applied some differentiated techniques and proce-dures to give their students equal opportunities to learn, grow and excel. However, I know that some of us still have some unanswered questions regarding differentia-

tion.

In this article I’m not going to trace back the origins of this educational trend, I’m rather going to be very practi-cal and provide you with clear answers relating to how

we can differentiate our teaching.

Teachers should strive to differentiate the content, the performance tasks, instructional activities and the as-

sessment tools# For more, go to page four (04)

“As with clothing, so with lessons: One size does not fit all”

You read in our second issue

• Qualities of Effective Teachers Page 3

• Differentiation techniques Page 4

• Tips to motivate students Page 5

• Authentic Materials Page 6

• A free alphabet poster Page 7

• Teachers’ Corner: Destination Italy Page 8

English Messages

Kingdom of Bahrain

Ministry of Education

The English Language Unit (Basic Education)

How do students perceive effective teachers? In

a book by James H. Strong, the author compiled research findings on the qualities of effective teach-ers. Some of these, which we thought might be of interest to you, are described below.

• Research indicates that children want to be

nurtured, and they value teachers who are

kind, gentle, and encouraging. Particularly

for elementary students, gentleness in a

teacher is a sign of caring and an important

element in perceived effectiveness. (p.14)

• Effective teachers consistently emphasize

their love for children as one key element of

their success. Teachers who create a sup-

portive and warm classroom climate tend to

be more effective with all students. (p.15)

• The effective teacher truly believes that all

students can learn-it is not just a slogan.

These teachers also believe that they must

know their students, their subject, and

themselves, while continuing to account for

the fact that students learn differently.

Through differentiation of instruction, effec-

tive teachers reach their students& (p. 19)

• Effective teachers stress the importance of

higher mental processes, such as problem-

solving techniques, analytical thinking skills

and creativity. These skills enable students

to relate their learning to real life situations

and incorporate concepts into their long-term

memory. (p. 44)

• Effective teachers continually demonstrate re-

spect and understanding, along with fairness

regarding race, cultural background, and gen-

der&the students expect teachers not to allow

ethnicity to affect their treatment or expecta-

tions of students. (p.16)

Now that you know how students in other countries see their effective teachers, are you interested in knowing whether our students describe effective teachers similarly? You may share the results with us in the next issue of English Messages. To learn more about other qualities, please refer to the book below.

Reference:

Qualities of Effective Teachers, by James H.

Stronge,2002, Association for Supervision and

Curriculum Development (ASCD), USA

Qualities of Effective Teachers

English Messages

Page 3

Differentiating ContentDifferentiating ContentDifferentiating ContentDifferentiating Content

One way to differentiate is to provide different con-tent to meet the varying needs of students. There-fore, the resources we need to teach any informa-tion should be carefully and strategically se-

lected .This is implemented by:

� Using different genres of resources (Audios, vid-

eos, realia, visuals, written texts#)

� Levelling/Adapting materials in terms of length,

difficulty, complexity and familiarity.

� Using a variety of teaching materials that take into consideration students’ interests, preferences,

age, sex, culture and needs.

� providing choice as it is often reported that stu-dents enjoy working on materials they enjoy and

prefer.

Differentiating Performance TasksDifferentiating Performance TasksDifferentiating Performance TasksDifferentiating Performance Tasks Students demonstrate their knowledge in many dif-ferent ways. Provide various opportunities and choices for learners to show what they know. For example, students can choose how to demonstrate their knowledge by writing an article, giving an oral report, or engaging in a role-play. As well as that, encouraging them to work, interact and explore in different cooperative settings will certainly brush up their performance as they gain more knowledge, autonomy and confidence.

Differentiating Instructional StrategiesDifferentiating Instructional StrategiesDifferentiating Instructional StrategiesDifferentiating Instructional Strategies

When teachers vary their teaching strategies and activities, for example, in terms of difficulty and complexity, more students learn the targeted con-tent and develop the necessary skills. Instead of asking w/h questions, teachers could provide weaker students with multiple choice questions or gap-filling activities as they are less challenging than direct questions. Besides, varying the number of words students have to write in a productive task could also be considered as good differentiating strategy. In addition to that, varying the time needed to finish those tasks by considering stu-dents’ weaknesses and strengths will help them

develop steadily and more confidently.

Page 4

English Messages

Differentiating Assessment ToolsDifferentiating Assessment ToolsDifferentiating Assessment ToolsDifferentiating Assessment Tools

It is the responsibility of the teacher to continuously try to know who he/she is teaching. it is important to as-sess knowledge and interests before, during and after the teaching process. This assessment could be done through diagnostic tests, face-to-face interviews, meet-ings with parents, previous school records, classroom observation, formative tests or summative exams. Un-derstanding what students know, desire and prefer is essential to planning high-quality learning experiences and ensure that “no child is left behind.” Just remem-ber that “as in clothing, one size doesn’t fit all,” so in classrooms, too, be sure that one way is not the only

way.

“Our task is to provide an education for the

kinds of kids we have, not the kinds of kids

we used to have, or want to have, or the kids

that exist in our dreams.”

By Mr. Emad Abdulla Al-Sediri

Curriculum Specialist

“As with clothing, so with lessons: One size does not fit all”

Page 5

Year 1 Issue 2

Fundamental aspects we have to considerFundamental aspects we have to considerFundamental aspects we have to considerFundamental aspects we have to consider Student motivation is influenced by both internal and

external factors that can start, sustain, intensify, or

discourage behavior (Reeve, 1996). Internal factors

include the individual characteristics or dispositions

that students bring to their learning, such as their in-

terests, responsibility for learning, effort, values and

perceived ability (Ainley, 2004). It is also important to

understand the external factors, which schools can

affect--the variables in learning conditions and envi-

ronment that trigger, support, or change student moti-

vation. Certain types of schooling practices may pro-

mote or hinder motivation, such as features of the

classrooms, peer groups, tasks, and instructional

practices (Ainley, 2004). Herein the teacher’s role

emerges as one of the most fundamental factors

which not only helps motivate learners, but also reach

the optimal motivation degrees which could be ever

targeted.

What should be done to motivate learners?What should be done to motivate learners?What should be done to motivate learners?What should be done to motivate learners? • Give frequent, early, positive feedback that sup-

ports students' beliefs that they can do well.

• Ensure opportunities for students' success by as-

signing tasks that are neither too easy nor too dif-

ficult.

• Help students find personal meaning and value in

the material.

• Create an atmosphere that is open and positive.

• Help students feel that they are valued members

of a learning community.

Incorporating instructional behaviors to motivate Incorporating instructional behaviors to motivate Incorporating instructional behaviors to motivate Incorporating instructional behaviors to motivate studentsstudentsstudentsstudents First, hold high but realistic expectations for your students. Research has shown that a

teacher's expectations have a powerful effect on a student's performance. If you act as though you ex-pect your students to be motivated, hardworking, and interested in the course, they are more likely to be so. Set realistic expectations for students when you make assignments, give presentations, conduct discussions, and grade examinations. Second, help students set achievable goals for themselves. Failure to attain unrealistic goals can

disappoint and frustrate students. Encourage stu-dents to focus on their on-going improvement, not just on their grade on any test or assignment. Help students evaluate their progress by encouraging them to critique their own work, analyze their strengths, and work on their weaknesses. Third, tell students what they need to do to suc-ceed in your course. Don't let your students strug-

gle to figure out what is expected of them. Reassure students that they can do well in your course, and tell them exactly what they must do to succeed. Fourth, strengthen students' self-motivation. Avoid messages that reinforce your power as an instructor. Instead of saying, "I require," "you must," or "you should," stress "I think you will find. . . " or "I will be interested in your reaction." (Source: Low-man, 1990) Fifth, be enthusiastic about your subject. A

teacher's enthusiasm is a crucial factor in student motivation. If you become bored or apathetic, stu-dents will too.

FAMOUS SAYINGS

1- “A master can tell you what he expects of you. A

teacher, though, awakens your own expectations.”

Patricia Neal

2-“Really great people make you feel that you, too,

can become great.” Mark Twain By Mr. Imad Mansoor Belaanes

Religious Institute , Al-Jufair, Manama

General tips on how to motivate students

If we would

like our stu-

dents to de-

velop and be

able to use lan-

guage more autonomously and

effectively, we have to expose

them to as many authentic mate-

rials as possible. Authentic texts

are “…real-life texts, not written

for pedagogic purposes” (Wallace

1992:145)

They are therefore written by

and for native speakers. Such

texts contain what so many lin-

guists call “real” language.

They are “…materials that have

been produced to fulfill some so-

cial purpose in the language com-

munity.” (Peacock (1997) .

The language in non-authentic

texts, however, is often artificial

and far away from being realistic.

It lacks in consistency and often

fails to convey messages or ideas

authentically.

Where can you find authentic texts?

The sources of authentic materials

that can be used in the classroom

are infinite, but the most common

ones are newspapers, magazines,

TV programs, movies, songs and

literature. One of the most useful is

the Internet where everything is con-

tinuously updated.

Remember to use authentic materials

while teaching and even for testing

purposes. The more you expose your

students to authentic materials such

as reading texts, listening passages

and TV films, the more likely they

are to learn that language and be

able to master it.

Authenticity" is all about being real. Genuine, not an imitation

Page 6

English Messages

“The sources of authentic materials are infinite”

“Classroom activities should parallel the

‘real world’ as closely as possible. Since

language is a tool of communication, meth-

ods and materials should concentrate on

the message and not the medium.

The purposes of reading should be the

same in class as they are in real life.”

Clarke and Silbertstein (1977:51)

Page 7

Year 1 Issue 2

1- Put the verbs in brackets in the right tense.

Last year we (go)###.. to Italy for our holidays. First, we (travel)###.. to Rome. We (spend)#####.. three days there. We went to the Italian National Museum, the Coliseum and the old markets. They (be)####. all wonderful. After Rome, we (take)######.. the train down to Naples. From there we went to Pompei where we (visit)#####.. the famous Roman city that was destroyed by a volcano. It was amazing. Then, we (pick)####. up a car and drove around to the South of Italy for a week. Finally, we (get)##### the train back to Rome and flew back home.

2- Now read and answer the following questions

Why did they go to Italy? ################## How long did they stay in Rome? ################## Where did they go in Rome? ################## How did they go to Naples? ################## What happened to the Roman city? ##################

Kingdom of Bahrain

Ministry of Education Directorate of Curricula English Language Unit

(Basic Education)

curriculabh@yahoo.com

Tel +973 17 27 86 16

Fax +973 17 24 34 72

Editorial Team

Dr. Nawal Al-Khaja

Mr. Emad Al-Sediri

“Without inspiration the best powers of the mind re-

main dormant. There is a fuel in us which needs to be ignited with sparks.” Johann Gottfried Von Herder

English Messages