Bilingual Education & Web Technologies Consultancy
Monday, October 30, 2006
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9 comments:
Marisol Taipe Mayhuire
said...
Goog afternoon Mr.Salas my name is Marisol Taipe and I was assigned question N°9:
WHY DID T ENCOURAGE Ss' QUESTIONS? WHY DID SHE QUICKLY MOVE ON TO NEXT STEP?
Answer:T encourage Ss to make questions due to the fact that it's really important to have Ss talking about the topic or picture that's been working on. In that way Ss will grasp better the lesson and also it also creates interest in what's been learning. On the other hand,when a T asks Ss to make questions some of them will make questions that are not related to the picture or even they could make funny questions that will get the other Ss distracted that's why the T moves quicly on to next step.
Good night Mr. Salas Hi Colleages. My name is Govana Vidaurre, and this is my question. Question nº28 : When should T circulate like this and when is it wiser not to do so, allowing Ss to be less inhibited? How much input should T give at this point? As teachers we must monitor the group work conducted by the students, it also implies that we must do it in a cautious manner so that students do not feel uncomfortable to express their ideas. if there are any corrections we should make them at the end, when the whole idea is expressed.
Good evening Mr Salas, my name is Lilian Valdivia Marcovich, and I was assigned question #22 22.- What teaching principles justify this sort of sharing and comparing? What affective and linguistic purposes did it serve? When the teacher calls out different pairs to say their responses aloud, he intended to do comprehension checks, which would show him the students' production with the language given. At the same time, students will benefit from their peers since they were able to hear different responses, which will give them more insight on the use of the adverbs. Also,they were required to explain their answers. This teaching technique enables the students to learn to support their ideas. All in all, This technique helped the students to lower affective filter due to the fact that they felt their answers were heard by their peers. In addition, they were able to use the language with some elaboration techniques.
Hello , Mr Salas, my name is Miguel Angel Airaldi, and I was assigned question 1. Why the small talk(vs just getting staight to the lesson)? What teaching principle justifies such an opening? How long should the chatter continue? We should all be aware of the importance of this teaching principle: WARM UP. We know that this opening will help us break that ice we can have at the beginning of each class.Moreover, by doing this, the teacher of this observed class could have an overview on the students' mood for learning that particular class. However, this activity cannot take longer than 5 to 6 minutes; otherwise, we may lose the focus on the new language we will teach
Nice talking to you and every one in this electronic site! Mr.Salas my name is Oscar Terreros Lazo. I was assigned question N°10: Again. T chose a deductive mode of dealing with vocabulary. Why? What are the advantages of encouraging students to attempt definitions?
ANSWER: In the approach to language teaching giving by the number-ten reflection. In the passage which contains this specific experience, the T lets SS deal with discovering the new words since it causes effort from SS to guess meaning. In this way, SS are going to activate their "previous knowledge" in some cases in order to guess meaning. Besides, they are going to share meaning among SS who really know the answers so that Ss who do not know the new words can get the benefit from their classmates. As well, SS who ignore the answer of some words can make an effort that is beneficial for SS have positive effort about trying guess the meaning without being discouraged in the attempt. Obviously, not getting the meaning of two words should not be discouraging to SS because T handles the situation to make this part of the class less heart-breaking if SS do not get the answers for these two new words. One main benefit I can see is the following. This procedure in class helps SS promote "critical thinking" while they are reading the text again to try to discover the meaning of these new words. This could derive from "critical reading" so that SS react critically to what they have read relating to the content of the reading material to their own personal background. Consequently, a "language + 1" experience is received by SS with the help of the teacher. In the end, when SS do not discover the words “politely” and “sense of humor,” T helps SS. A possible drawback represents the hesitation that some students can have. Indeed, SS can get frustrated since they do not discover the meaning. And frustration can increase their "learning barriers." However, since T manages the situation in such a way that students, apparently, do not feel frustrated, T lowers the affective filter.
my name is Katherine Soncco Almonacid, i was assigned question nº 6:
IS THIS TOO SOON FOR PAIR WORK? BEFORE THE PAIR WORK,WHY DID T MODEL QUESTIONS AND RESPONSES? WAS THAT SUFFICIENT FOR ALL STUDENTS,EVEN THOSE WITH LOWER THAN AVERAGE PROFICIENCY? IF SOME OF THE PAIRS ARE SILENT,WHAT SHOULD T DO? IF ONLY ONE PERSON IN A PAIR IS TALKING,IS THAT OKAY? IF NOT, HOW CAN T GET BOTH PARTNERS TO TALK? WHAT IF THEY TALK TO EACH OTHER IN THEIR NATIVE LANGUAGE?
I think is not too soon for making pair work because Ss have to put in practice what they are learning as soon as possible. Always,before any activity in groups or individual,T models what Ss have to do, as an example because Ss need to feel themselves sure about the steos they have to follow. In my opinion, working in pairs with one shy student and another talkative is one of the best ways to integrate Ss, exchanging their points of views.
9 comments:
Goog afternoon Mr.Salas my name is Marisol Taipe and I was assigned question N°9:
WHY DID T ENCOURAGE Ss' QUESTIONS? WHY DID SHE QUICKLY MOVE ON TO NEXT STEP?
Answer:T encourage Ss to make questions due to the fact that it's really important to have Ss talking about the topic or picture that's been working on. In that way Ss will grasp better the lesson
and also it also creates interest in what's been learning.
On the other hand,when a T asks Ss to make questions some of them will make questions that are not related to the picture or even they could make funny questions that will get the other Ss distracted that's why the T moves quicly on to next step.
Good night Mr. Salas
Hi Colleages.
My name is Govana Vidaurre, and this is my question.
Question nº28 :
When should T circulate like this and when is it wiser not to do so, allowing Ss to be less inhibited? How much input should T give at this point?
As teachers we must monitor the group work conducted by the students, it also implies that we must do it in a cautious manner so that students do not feel uncomfortable to express their ideas. if there are any corrections we should make them at the end, when the whole idea is expressed.
Good evening Mr Salas, my name is Lilian Valdivia Marcovich, and I was assigned question #22
22.- What teaching principles justify this sort of sharing and comparing? What affective and linguistic purposes did it serve?
When the teacher calls out different pairs to say their responses aloud, he intended to do comprehension checks, which would show him the students' production with the language given. At the same time, students will benefit from their peers since they were able to hear different responses, which will give them more insight on the use of the adverbs.
Also,they were required to explain their answers. This teaching technique enables the students to learn to support their ideas.
All in all, This technique helped the students to lower affective filter due to the fact that they felt their answers were heard by their peers. In addition, they were able to use the language with some elaboration techniques.
Hello , Mr Salas, my name is Miguel Angel Airaldi, and I was assigned question 1.
Why the small talk(vs just getting staight to the lesson)? What teaching principle justifies such an opening? How long should the chatter continue?
We should all be aware of the importance of this teaching principle: WARM UP. We know that this opening will help us break that ice we can have at the beginning of each class.Moreover, by doing this, the teacher of this observed class could have an overview on the students' mood for learning that particular class.
However, this activity cannot take longer than 5 to 6 minutes; otherwise, we may lose the focus on the new language we will teach
Mr. Salas my questions is No 8
WHAT PURPOSE DO THE QUESTIONS ACCOMPLISH. ISN´T IT OBVIOUS WHO IS IN THE PICTURE AND WHAT IS SHE DOING.
They are mostly important for getting information from ss, because it´s mandatory to check students´ participation while dealing with the topic.
Nice talking to you and every one in this electronic site! Mr.Salas my name is Oscar Terreros Lazo. I was assigned question N°10:
Again. T chose a deductive mode of dealing with vocabulary. Why? What are the advantages of encouraging students to attempt definitions?
ANSWER: In the approach to language teaching giving by the number-ten reflection. In the passage which contains this specific experience, the T lets SS deal with discovering the new words since it causes effort from SS to guess meaning. In this way, SS are going to activate their "previous knowledge" in some cases in order to guess meaning. Besides, they are going to share meaning among SS who really know the answers so that Ss who do not know the new words can get the benefit from their classmates. As well, SS who ignore the answer of some words can make an effort that is beneficial for SS have positive effort about trying guess the meaning without being discouraged in the attempt. Obviously, not getting the meaning of two words should not be discouraging to SS because T handles the situation to make this part of the class less heart-breaking if SS do not get the answers for these two new words.
One main benefit I can see is the following. This procedure in class helps SS promote "critical thinking" while they are reading the text again to try to discover the meaning of these new words. This could derive from "critical reading" so that SS react critically to what they have read relating to the content of the reading material to their own personal background. Consequently, a "language + 1" experience is received by SS with the help of the teacher. In the end, when SS do not discover the words “politely” and “sense of humor,” T helps SS.
A possible drawback represents the hesitation that some students can have. Indeed, SS can get frustrated since they do not discover the meaning. And frustration can increase their "learning barriers." However, since T manages the situation in such a way that students, apparently, do not feel frustrated, T lowers the affective filter.
my name is Katherine Soncco Almonacid, i was assigned question nº 6:
IS THIS TOO SOON FOR PAIR WORK? BEFORE THE PAIR WORK,WHY DID T MODEL QUESTIONS AND RESPONSES? WAS THAT SUFFICIENT FOR ALL STUDENTS,EVEN THOSE WITH LOWER THAN AVERAGE PROFICIENCY? IF SOME OF THE PAIRS ARE SILENT,WHAT SHOULD T DO? IF ONLY ONE PERSON IN A PAIR IS TALKING,IS THAT OKAY? IF NOT, HOW CAN T GET BOTH PARTNERS TO TALK? WHAT IF THEY TALK TO EACH OTHER IN THEIR NATIVE LANGUAGE?
I think is not too soon for making pair work because Ss have to put in practice what they are learning as soon as possible.
Always,before any activity in groups or individual,T models what Ss have to do, as an example because Ss need to feel themselves sure about the steos they have to follow.
In my opinion, working in pairs with one shy student and another talkative is one of the best ways to integrate Ss, exchanging their points of views.
1. What ELT beliefs are you identified with ?
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