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Teachers Diploma Course Nov. 24, 2010

Self Reflection: Learning strategies

By

Omar Machado

My experience as both student and teacher is that a number of learning strategies

need to be promoted by the guiding teacher as well as by oneself. Being recognized two

types of learning strategies, the first are strategies for planning how to learn, and

secondly the strategies for learning.

Among the strategies for planning we can count:

Advance Organization. This is having in mind what you want to learn. For instance

by knowing that we want to improve pronunciation the student might want to find what

the different sound are (vowels, consonants, intonation, etc.)

One of the most known but at the same time difficult strategies is learning to direct

ones attention and avoiding at a maximum divergence.

It is important to practice selective attention, being this he capacity of studying what

is useful by representing an advantage or tool for short-term goals.

Even as teachers we want to encourage production, it is very important to

understand that all students have different capabilities and confidence to participate,

for what it is recommendable sometimes accept a delayed production when speaking in

order for the students to build vocabulary, grammar, pronunciation and listening.

As an exercise for ourselves we need to practice self-evaluation and self-

reinforcement making sure that we have already learned what we have to and give

ourselves a present as a reward for getting things done.

7/30/2019 Self Reflection- Learning strategies.pdf

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Teachers Diploma Course Nov. 24, 2010

It is important to try to work with other people for comparing ideas, criticize and enrich

opinions and therefore have thoughts in more detail that you can do alone.

As for the learning strategies themselves we have thinking, speaking, writing, reading,

listening, grammar and vocabulary building strategies.

These strategies cover all the basic abilities a student needs to improve so that the

second language can be acquired. They need to focus also on the conditions that will

elicit the behavior wanted form the class or an individual student.

The relevance of the teachers guidance is even more important than the same teaching

itself as a promoter of learning autonomy and motivation in and outside the classroom.

Students appreciate when they can match the possible benefits of learning with their

own interests and once having these they can find different motivations down the road.

Bibliography:

Harmer, J. (2006). The practice of English language teaching (8th edition, pp. 335-350).

Longman.