LESSON 3:

PRINCIPLES OF TEACHING AND

LEARNING LANGUAGE

1. Begin with the end in mind

With the specific objective in mind , our lesson becomes more focused . We do not waste nor kill time for we are sure of what to teach , how to teach and what materials to use.

2. Encourage your student to personalize the learning goals

identified for them.

When students set their own personal targets, they will become more self-motivated

3. Motivation is essential in learning

Learning is an experience which occurs inside the learner and is activated by the learner.

4. Learning is in social activity

5. Teaching language is more effective and learning more

powerful when it is integrative

•Incorporate the four language art Listening Speaking Reading Writing

• Consider varied strategies for all multiple intelligences and learning styles.

• Apply interdisciplinary and multidisciplinary teaching.

•Connect your lessons to the life experiences of your students.

•Incorporate effective, research-based instructional strategies for teaching.

•Integrate values in your lessons.

6. A conducive learning atmosphere is a sine qua non

of the teaching-learning process

Gerald J. Pine and Peter J. Horne describe a facilitative learning

atmosphere as one that:

•Encourages people to be active.•Promotes and facilitates the individual’s

discovery of the personal meaning of ideas.•Emphasizes the uniquely personal and

subjective nature of learning.•Sees difference as good and desirable.

Gerald J. Pine and Peter J. Horne describe a facilitative learning

atmosphere as one that:•Consistently recognizes people’s right to

make mistakes.•Tolerates ambiguity•Looks at evaluation as a cooperative

process and emphasizes on self evaluation.

•Encourages openness of self rather than concealment of self.

Gerald J. Pine and Peter J. Horne describe a facilitative learning

atmosphere as one that:

•Encourages people to trust in themselves as well as in external sources

•Gives respect to people•Accept people for who they are•Permits confrontation with self and ideas

•In addition, a facilitative class atmosphere is created when language errors are handled

tactfully. Filipino and English are second language to almost all

students especially the latter. We expect errors in the learning

process. Correcting this errors tactlessly adversely affects the

learning atmosphere .

Hill’s advise is:

grammatical errors should never be overtly corrected nor it is always appropriate English usage. The best way to provide corrective feedback when grammar or pronunciations errors are made is simply to model the correct English without overtly calling attention to the error. Overtly correcting grammar or pronunciation can generate anxiety, which in turn can inhibit natural language acquisition.

He has a long hair.

Possible teacher’s response :

•“He has long hair”•“No article”•“I’m sorry, I didn’t understand”•“A long hair is just one single hair, like

you find in your soup. For the hair on your head you wouldn’t use an article ; you would say he has long hair.”

•“Oh, he has long hair ,has he?”

7. Learning is an active process in which learners uses sensory input and constructs meaning

out of it. Learning is not passive acceptance of

knowledge which exits ‘out there’ but that learning

involves the learner’s engaging with the world.

8. Learning is Reflective

9. The approach that allows for ‘mote time , more depth with fewer , more complex topic’ is

more desirable

10. Emphasize on self-evaluation

11. Make use of an integral performance assessment that

makes the connections between earning styles ,

intelligence, and the real world explicit in that way that is

useful to both students and teachers

12. Emphasize on real world application that favors

realistic performance over out-of-context drill items.

END

PREPARED BY:LIANE A. ARGENAL