Ines Mansour

Ines Mansour TEFL certificate Ines  Mansour TEFL certificate

PROFILE


I was born in Oxford, England. I'm part of a big family who have had the experience of living in Cairo, Egypt for 3 years and are now in our fourth year in Spain. I love working with children and have had the experience of being a English conversation teacher for Spanish adults here in Avila, which I really enjoy and find very rewarding.


PROJECTS


I love languages, sports, art, event management, cooking and photography.


I moved to Avila 4 years ago and have been working in schools, as an English teacher. I completed the Jolly Phonics course last year and now teach phonics to young children in an academy.



My father owned various establishments in the hospitality sector which I got to be a part of and learnt a lot from a young age on what is expected in the world of work and customer service in particular. I have helped out on various events here in Avila; conferences, wedding, parties, and town events.


10 GCSEs Alevels: Spanish, French, Sociology National Diploma: Travel and Tourism MSA University, Cairo: Mass communication

My teaching approach

I started off with an explanation and analysis of certain teaching methods, to fully evaluate aspects that would make an effective new method. I’ve chosen to target my method towards children and teens as I feel I can relate to them easier and meet their needs. The goal is to teach a language through interactive activities in a fun environment.

The Grammar-Translation Method (GTM)
The Grammar Translation Method is one of the most common ways of learning a language, especially within schools. The skills and goals focused on primarily are reading and writing- rather than speaking/pronunciation and listening. The use of written tests, fill in the blank activities and analysis/comprehension of texts are widely used with the class.
Students have the chance to develop their English in a more academic way. A big part of this method is the translation of sentences/words between their native language and the target
language being learnt.  
Although this is the oldest method I do believe in its sheer effectively in most of the areas. It’s a well-structured method, with set rules and organization that enhances students’ ability in comprehending a different language. Having said that GTM lacks strongly in speaking/listening activities; which is a big disadvantage as students will be less prepared and unable to communicate effectively with their target language in real situations. Another positive factor is the form of teacher authority in a class room, someone who treats the students equally and is there for support, as well as providing plenty of information/answers requested. I would defiantly interpret activities used in GTM for my method. I think this would be better aimed at P3 and higher students.

The Direct (Berlitz) Method
The Direct Method focuses on vocabulary over grammar and completely restricts any form of L1 used or translation within the class. Thus, the teacher demonstrates, rather than translates or explains; pictures and objects are used to help students understand the meanings. Grammar rules are never taught directly.
Opportunities are given for students to use language in real contexts and pronunciation is valued from the very start. The structure is topic based – with the four skills practiced: reading, writing, speaking and listening. Exercises are based on what the student has practised orally first.
This method provides students with the opportunity to enhance in all the 4 aspects of learning a language. By not allowing the use of L1 within the class, student automatically benefits and get used to hearing, and understanding their target language. Through teacher demonstrations students have the chance to think and express what they see. As a result using the target language to communicate within the class. By practicing speaking before the other three aspects, students get to know the language and practice it before sitting down and trying to read/write etc. This will enhance their confidence and ability to read and write with the language knowledge collected through speaking. This method could be used with any level group as their orders in steps are spot on.

The Audio-Lingual Method
The Audio-Lingual Method is also an oral-based approach focussing on grammar patterns above vocabulary. It emphasizes vocabulary acquisition through exposure to its use in situation; it drills students in the use of grammatical sentence patterns. This method results in learners overcoming the habits of their native language and form the new habits required for their target language. The teacher presents the correct model of a sentence and the students have to repeat it. The teacher is expecting a particular response and not providing that will result in a student receiving negative feedback. Students should acquire the structural patterns; they will learn vocabulary afterward.
Speech is more basic to language than the written form. The ‘natural order’ of skill acquisition is: listening, speaking, reading, and writing. The oral/aural skills receive most of the attention.
By focusing on the ‘natural order’ students are in the position to fully benefit from this method. The object to overcome the habits of their native language before fully learning vocabulary is a smart idea as students are taught ‘how’ from the very beginning and can then easily apply it into context. This is a slightly different method and may discourage students from the beginning but with patience will learn to apply the rules and gain good results. I would use this method with P3 students; although they have basic vocabulary knowledge they are reading to fully develop sentences and would therefore benefit from overcoming native language habits before progressing further into the target language.

The Silent Way

The Silent Way is very different in comparison to other methods. It focuses on students inner criteria’ for correctness and therefore the teacher is silent for the entire lesson.
If students are simply given answers, rather than being allowed to self-correct, they will not retain them. The teachers silence allows him/her to closely observe the students’ behaviour and encourages group cooperation. In this method praise and criticism is not applied as

 The teacher’s actions can interfere with students’ developing their own criteria. There is no fixed, linear, structural syllabus.

I really like the originality of this method and believe in the results. The fact students are able to self-correct is very beneficial, they will remember the rules and examples they’ve used to explain certain aspects in class. The teacher’s job is passive and therefore requires commitment and attention from each and every student. Thus, more attentive. Although teacher silence is beneficial in many ways I do believe students are at a slight disadvantage since teachers can make classes very engaging and fun through the way they express lessons etc. Having said that, it’s a very well-studied method with great results! I would use ‘teacher silence’ in certain classes/ activities within my method as it’s a great way for students to truly develop and believe in their knowledge or the target language.

 

Suggestopedia

Suggestopedia has been developed to help students eliminate the feeling that they cannot be successful or the negative association they may have toward studying. As a result will help them overcome the barriers to learning. Lessons are taught in a cheerful environment, students are relaxed and confident, making it easier to learn.

Indirect positive suggestions should be integrated into the learning situation to enhance students’ self-confidence and to convince them that success is obtainable. Native language translation is used to make the meaning of the dialog clear.
This is very beneficial method in which students can fully develop and gain a lot of confidence when it comes to using their target language. A fun environment gets students excited to learn and enhances attentiveness within lessons. The structure is not fully set but by passing the step into self -confidence students can achieve their goals in learning their target language. I think lower levels such as P1 and 2 will fully benefit from this method, as they are just starting off and need the boost of confidence. I would use this method a lot with children and teens as ‘fun’ is a big attraction/ chance from other classes.

 

 

Total Physical Response

This method is based on the coordination of language and physical movement. The teacher gives instructions to the students in the target language, and students respond with body actions. The method is an example of the comprehension approach to language teaching- where listening is a key factor. Grammar is not taught explicitly, but is induced from the language input. This is a fun method in which students are more eager to learn and is an effective way to teach.
This method is an ideal way to entertain students in their learning process. By body demonstration responses, students need to pay full attention to the teacher in order to participate. The concentration on listening is very important and a key factor in learning/understanding a language. I would certainly use this method a lot!

Communicative approach

This is an approach that emphasizes interaction as both the means and the ultimate goal of learning a language. Students practice with authentic materials in small groups. It gives priority to meanings and rules of use rather than to grammar and rules of structure.
This is a perfect way to start off learning a language especially in terms of beginners and those wishing to develop further with their speaking. The method is effective and allows students to develop and become confident with communication in their target language. It is also a more comfortable way of learner as students aren’t required to memorize, and study excessively. This method is all about practice, practice, practice.

 

 

The Callan Method

It claims to be a variety of the natural approach, giving priority to the conversation, listening skills and memory through a practical approach. The objectives are that student’s gain confidence in speaking from the very beginning and get rid of their fear of speaking. Students practice pronunciation and communication. The teacher asks direct questions which students must repeat and then repeat the response. It’s a very fast paste method but an effective one.

With repetition, and exposure to a lot of the language, students grasp the sense of pronunciation from the very beginning and are able to participate and practice the language constantly within the class. Although they don’t respond spontaneously, they learn sentences and typical responses. This method is very effective and drills information into students. I would use this method in sections of a class, as I think children and teens may find it slightly stressful. But the use of repeating the teacher’s example is a good idea!

 

 

The Ease- tastic Approach
My method is targeted at children and teens – through the analysis of existing teaching methods I have extracted aspects/activities from certain ones that I believe my target audience will fully benefit from.  ‘Ease-tastic’ will aim to enhance student’s vocabulary and ability to communicate orally as well as listening comprehension. Then once at a confident level will introduce reading and writing activities. Grammar will be gradually introduced in a similar approach to the Oxbridge system. Exposure to both receptive and productive skills is key, as students will become linguistics with all four skills in their pocket.
Teacher’s attitude:
The class entertainer and friendly personnel. Although the target audience does need some form of authority – respect will be created through confidence and likeability factor.
At the same time professionalism is key, students will be treated equally and given equal opportunities to part take in activities. Praise is very important in the age groups, but without patronisation/ excessiveness. Teacher must also be highly prepared with a range of fun activities and oral exercises. In terms of methodology I would draw from the teacher attitude in the Oxbridge method.
Materials used:

There would be a range, in order to keep students engaged and facilitate their different needs and preferable ways of learning.
>The class room is bright and colourful, with a friendly atmosphere to enhance the experience within the class and attract students. A seating plan may be used for larger groups of students but circle chair arrangements are key to provide a sense of communication and class participation.
> White board would be used in class for certain explanations or instructions for activities as certain students like to see things written down, to refer back to if in doubt etc. It is also a good tool for activities such as ‘slam the board’ – which consists of a one on one competition to ‘slam’ the word (weather in translation form or synonyms or explanations) requested by the teacher/other students.
> Games such as ‘charades’ and role plays, debates, and opinion cards would be used for communicative purpose. These are very engaging activities that provide students with the chance to fully express themselves and use the language they know.
> The ‘Total Physical Response’ is an excellent way to teach children. Engage them and test their comprehension through body actions.
>Objects, such as a bean bag may be used by the teacher to pass to student who is going to respond to a question.  This small gesture engages students and gives them something to do while applying communication skills in front of other peers. Therefore can often act as a calming mechanism.
> Songs and video clips in target language will be used to focus on listening and comprehension. As well as a form to start of lessons in a fun/humours way. ‘Song of the week’ would give students the chance to listen and get used to words in the target language as well as then breaking down the lyrics/ definitions within the week. A potential activity could be ‘making up a song’ in groups with a certain theme the teacher has provided.
Videos would be relevant to the age groups and show things of interest/humour and popular programs. Showing them in the target language first and then in the native language. Allowing students to suggest/explain what’s happening etc., by picking up on certain words and body language etc.  A great song for learning is ‘head shoulders knees a toes’ a fun song that involves moving around for the student.
> The repetition exercise (Callan method) will be used to practice pronunciation and confidence when speaking in class as students all together will loudly repeat. Each student will then get the chance to speak individually, coming up with a sentence of their choice while the rest repeat loudly.
>For reading and writing practice, activities such as matching, and fill in the blanks will be used.  They will include a lot of pictures (for younger ages) and interesting layouts for all, plus colour! There is a big difference in the attention students pay to colourful things.
>In terms of corrections, the teacher will choose the appropriate time and necessity to do so as correction can discourage a student. Obvious mistakes will be address in a polite, sly manner in certain activities. Smaller mistakes will be jotted down and addressed later/ waited for the student to later on self-correct.  
Analysis of student’s difficulties and reason for learning:
By using a small proportion of the ‘silent method’ the teacher at certain points of the class or on certain days can use this method and concentrate on observing the students and allowing them to self-correct while communicating and working together with their class mates.
Syllabus plan:
As previously stated will firstly focus on oral communication and vocabulary. Secondly, listening and comprehension, through various activities.  Grammar is not explicitly explained, but used in examples throughout activities. Topics and vocabulary are the main concentrations. Each lesson/week has a plan, target vocabulary and topic of concentration.

In conclusion the ‘Ease-tastic’ method focusses on engaging students, with various activities and unexpected teaching methods from the very begging. The objective for my target audience is to LOVE the class and the process of learning a new language. The main skill developed is speaking and listening. With reading and writing developed later on.
Although the method is not yet concrete, I believe it would truly work on children and teens – especially within a school environment.




Barcelona, Madrid, Avila

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