teaching as communication

7/30/2019 teaching as communication

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teachingas communicationPAGBUGSAY 25: The How of Teaching23rd of june 2012, saturday at three in the afternoon

xu adc campus

sigrid joy talampas | XU Pathways STREAMS alum 2006


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{why we do what we do}

STREAMS (Supplementary Training to Reinforce Education of

the Academically-Gifted But Marginalized Students) XavierUniversity Pathways to Higher Education Youth Group (XUPYG)is an organization in Xavier University that aims to extendacademic help to financially underprivileged butacademically-gifted public high school students in an effort to

increase their chances in being accepted to a good universityor college. It also aims to incite the spirit of volunteerism andsocial responsibility to its members and the surroundingschool community. The members of STREAMS XUPYGconsiders education reform as the focus of its organizational

purpose and operation.


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{why we do what we do in 7 points}

STREAMS volunteers are here because

an organization to extend academic help

(public high school students) in an effort to increase theirchances in being accepted to a good university or college.

Reinforce Education of the Academically-Gifted But

Marginalized Students considers education reform as the focus of its organizational

purpose and operation.

It also aims to incite the spirit of volunteerism, and

social responsibility to its members and the surroundingschool community.


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{areas we teach}

enrichment classes:

English

Mathematics

Biology

Chemistry

Physics

Computer

training seminars &

development workshops:

Self-confidence

Personality development

Leadership skills


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Activity 1

What influences teaching?

In 5 minutes, list down all the things youcan think of that indirectly or directly

influence what a teacher does in class.

You may work with your seatmate/s.


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Can control vs Cant control

Beliefs about language/

theoretical learning and

teaching

Teaching preferences

Proficiency in the

language or subject

Students motivation

Students backgrounds

Number of students

Duration of classes

Facilities

Students learning

preferences

course curriculum

Teacher training

opportunities


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IMPORTANT POINTS:* Effective teaching is supported if constraints

are considered.

* The STREAMS courses:

1. Attempt to address the lack of preparedness

for college life.

2. Are encouraged to use the communicative

language teaching approach.


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What do you believe is the best way

to learn / teach your subject?

1) Its okay for the teacher to practice grammar /focus on theory most of the time because this willimprove students English / subject proficiency.

2) The classroom should have a competitive

atmosphere so students will be motivated to try tooutdo each other.

3) Children do not learn in the same way and at thesame pace.

4) Learning is not limited to school; it can happenanywhere.

5) We learn language by speaking it, or a skill bydoing it often.


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BELIEFS > influence ACTIONS

Problem

Theres little learning IF

students teachers

beliefs beliefs

Communicative Language Teaching (CLT)


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1) Make YOUR OWN beliefs about language or

skilllearning EXPLICT.

2) Help students become AWARE OF andEVALUATE their own beliefs.

3) Help them UNDERSTAND how effective a

CLT approach to learning is.4) ENCOURAGE students to use the

language/skills often.

To encourage teachers and students

to do CLT, there is a NEED for teachers to:


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{what makes a STREAMS tutor}

INGREDIENTS:

a lot of Heart

a dash of OC-ness

a fixed focus

loads of communicative capacity in the ff:

giving instructions, setting up foundations,

illustrating examples, processing learning,

providing feedback, managing spirit,

keeping the class together.

Think about a skill or a lesson you learned

well. How did that happen? What was the

process like?

Or of a teacher you liked -- the one who made

difficult stuff easy, and interesting.


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{teaching as a principle}

Cognitive principles

Related mainly to mental and intellectual functions.

Principle 1:Automaticity

Principle 2: Meaningful learning

"Meaningful learning will lead toward better long-term

retention than rote learning" (Brown, 1994, p. 57)


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Principle 3: The anticipation of reward;

Extrinsic motivation

"Human being are universally driven to act, or

"behave," by the anticipation of some sort of reward-

tangible or intangible, short term or long term-that will

ensue as a result of the behavior" (Brown , 1994, p. 58)


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Principle 4: Intrinsic motivation

"The most powerful rewards are those that are

intrinsically motivated within the learner. Because the

behavior stems from needs, wants, or desires within

oneself, the behavior itself is self-rewarding; therefore,

no externally administered reward is necessary"

(Brown, 1994, p. 59)


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Principle 5: Strategic investment

"Successful mastery of the second language will be due

to a large extent to a learner's own personal

"investment" of time, effort, and attention to the

second language in the form of an individualized

battery of strategies for comprehending and producing

the language" (Brown, 1994, p. 60)


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Affective principles

Principles characterized by a large proportion of

emotional involvement.

Principle 6: Language Ego

"As human beings learn to use a second language, they

also develop a new mode of thinking, feeling, and

acting-a second identity. The new "language ego,"

intertwined with second language, can easily create

within the learner a sense of fragility, a defensiveness,and a raising of inhibitions" (Brown, 1994, p. 61)


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Principle 7: Self-Confidence

"Learners' belief that they indeed are fully capable of

accomplishing a task is at least partially a factor in their

eventual success in attaining the task" (Brown, 1994, p.

62)


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Principle 8: Risk-Taking

"Successful language learners, in their realistic

appraisal of themselves as vulnerable beings yet

capable of accomplishing tasks, must be willing to

become "gamblers" in the game of language, to

attempt to produce and to interpret language that is abit beyond their absolute certainty" (Brown, 1994, p.

63)


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Principles characterized by a large proportion ofemotional involvement.

Principle 9: The language-Culture* connection

"Whenever you teach a language, you also teach a

complex system of cultural customs, values, and ways

of thinking, feeling, and acting" (Brown, 1994, p. 64)

(*Language Registerper subject matter)


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Linguistic principles

Principle 10: The native language effect

"The native language of learners exerts a strong

influence on the acquisition of the target language

system. While that native system will exercise both

facilitating and interfering effects on the production

and comprehension of the new language, the

interfering effects are likely to be the salient" (Brown,

1994, p. 66)


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Principle 11: Interlanguage

"Second language learners tend to go through a

systematic or quasi-systematic developmental process

as they progress to full competence in the target

language. Successful interlanguage development is

partially a result of utilizing feedback from others"

(Brown, 1994, p. 67)


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Principle 12: Communicative Competence

"Given that communicative competence is the goal of

a language classroom, instruction needs to point

toward all its components: organizational, pragmatic,strategic, and psychomotor.

Communicative goals are best achieved by giving due

attention to language use and not just usage, to

fluency and not just accuracy, to authentic languageand contexts, and to students' eventual need to apply

classroom learning to previously unrehearsed contexts

in the real world" (Brown, 1994, p. 69)

*** end of Browns Principles***


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re: English | http://www.bbc.co.uk/worldservice/learningenglish/
http://www.bbc.co.uk/worldservice/learningenglish/http://www.bbc.co.uk/worldservice/learningenglish/


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re: Mathematics |Biology|Chemistry|Physics|Computer

http://www.khanacademy.org/
http://www.khanacademy.org/http://www.khanacademy.org/


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re: Self-confidence | http://www.mindtools.com/selfconf.html
http://www.mindtools.com/selfconf.htmlhttp://www.mindtools.com/selfconf.html


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{food for thought}

"Learning is finding out what we already know.Doing is demonstrating that you know it.

Teaching is reminding others that they know

just as well as you.

You are all learners, doers, and teachers."

-- Richard Bach

thanks! any questions?

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teaching as communication