My teaching approach
Introduction
English is everywhere. No matter
what you do or what your area of knowledge is, you will find English.
Newspapers, books, radio, TV, movies and obviously Internet. In fact, in the
last twenty-five to thirty years the situation has changed drastically. In our
everyday lifes, we no longer work, study or do leisure activities with one only
language, but we are often prompted to normally use two to three languages. It
goes without saying, English is usually among these. The emergence of Internet and
the general use of new technologies has meant English to become one of the most
used languages worldwide. For example, half of the homepages of the most
visited sites on the Internet are in English. This fact, and the increase of
the use of English in businesses, in commerce and in culture in general has
lead not only to widely spread the knowledge in English but the fact that the
learners of English as a Second Language (ESL) improve enormously their general
English reading comprehension, their speaking and their receptive skills.
Within this framework, however, the
immersion is not always the same for all ESL students. The students’ cultural
and educational background and the exposure to the English-speaking culture may
vary a lot among them and thus will vary the teachers’ techniques and approach.
Techniques
It is often said that ESL students are
better taught by native language speakers that are only fluent in English so
that students would only speak in English in the classroom to communicate among
themselves and with the teacher. However, and specially students of elemental
English and in the very early stages of their learning process feel more
confortable when speaking in their native language than in a language they barely
know. In this sense, I believe grammar teaching and language rules are better
and faster taught when they are explained in the students native language.
This method in which the teacher
forces students to only speak English in the classroom is known as the natural
method or the direct mehod and it is opposite to the traditional school methods
which are basically based in following a coursebook. The direct method focuses
specially on improving the communicative skills of the students by making them
interact among themselves and with the teacher in English. Despite this, as a
teacher, I think this is only useful for students in the intermediate and
higher levels and when the teacher has to deal with small groups. As a teacher,
I wouldn’t use this method when teaching beginners or large groups of students.
In some cases the teacher may not know the students’ native language. This
assumption of only speaking English in the classroom may hinder the learning
process at a very beginner level as some grammar rules can be faster taught in
the students native language. Also, knowing a third language can be very useful
when teaching ESL students as English can be compared to other languages when
it comes to explaining rules and sentence structures. This method also known as
the grammar translation method (GTM) or the comparative grammar method it is a
traditional method and it analyses the inter-lingual differences between the
source and the target language. This approach is only useful to some extent
when teaching beginners, and I think it can highly contribute to the students’
learning process. Thus, romance languages can be very useful when teaching
beginners. Also considering the fact of its Latin, French and German roots. This
approach, based on the grammar translation method is based more on semantics
and on the written language rather than on the oral communication. However,
using a method only based on comparing other languages to English would be very
limited. In my experience in teaching I have used the direct method to teach English
for specific purposes, i.e. technical and business English, to beginners,
one-to-one teaching but I always got to the point where students native
language or a third language was key to explain the sentence structure or the basic
grammar rules.
The use of
phrases
Another important strategy when
teaching English is to make students practice common phrases until they feel totally
comfortable with those phrases. Teaching and repeating English phrasal verbs,
idioms, questions and greetings, can be much more effective than reading a
coursebook or doing exercises. This technique based on oral communication also
allows the possibility that the student focuses more on the pronunciation. It is
important when teaching to first focus on the most useful and common phrases,
so that students are able to start having conversations in the class right
away. It is very important to choose which sort of phrases, words and idioms are
better to use first in the classroom environment.
Purpose
Another aspect I would like to emphasize
is the importance of the curiosity or the motivation of the students in the
classroom. The reasons for learning ESL may vary a lot among students. The
interest for learning English may be for business purposes, studying abroad,
passing an exam like the GMAT, the IELTS or the TOEFL, getting a job,
travelling and getting to know people from other countries or maybe they are
adolescents and it is in the syllabus of the high school. However, and despite
the fact that some students have a natural curiosity for learning, it is the
job of the teacher to awaken in every activity the motivation and their thirst
for knowledge of the students. Some people say good teachers are just born and
not made but I think good and effective teachers are those who have a good
knowledge of the subject, have an open-minded attitude towards different types
of backgrounds and personalities and teach with passion. Life experience is
also crucial, in order to be able to adapt the lesson to the students specific needs.
Method:
In my experience it is very
important in the early stages of the learning process to create a comfortable
atmosphere, to engage students in an active learning process. In school, English
is often taught with traditional teaching methods, i.e. reading grammar books out
aloud and doing specific coursebook excercises. This method it is very spread
in primary and secondary school syllabuses but not that spread for teaching
adults, for small groups or for teaching English for specific purposes.
How do I structure
my class:
- Quick
questions (5 min.)
- Structure (15
min.)
- Vocabulary (10
min.)
- Topic (10
min.)
- Activity based
on arts or music (5 min.)
- Wrap up (5
min.)
This structure is applicable for small
groups and for intermediate and higher levels. Structure, vocabulary and wrap
up would be used for beginners.
The Oxbridge
Method
In Oxbridge I have learned how
important it is the communicative approach, to encourage students to develop
their skills by expressing themselves in their own words. By doing so, they learn
how sentences are build. Instead of giving the answers, the teacher has to
bring the answers out of the student. This technique can be applied in
differents ways. But, for example, we can use cards or images or introduce a
topic. So, students can make their comments on the specific topic. Another way
of applying this method is making students speak about themselves. Another
technique I have learned with the Oxbridge teaching system it is the importance
of building rapport with the students. For example, encouraging class
discussion, showing interest in the students or helping them pay more attention
in class. Creating rapport with the students makes them more receptive and motivate
them. Another very important aspect I have learned is that if students have fun
and enjoy in class, they learn better. In this point, it is very important to
try to connect with the students, learn about their hobbies and interests, ie.
know the students profile and make jokes. So, if you have fun in the classroom
you remember better what has been taught. Having said that, I believe, however,
that some grammar activities following coursebooks can be of great help.
In Oxbridge I also learned how
important it is to observe and plan a lesson, to program every section and
schedule a specific time for each unit. Also to lay emphasis on summarizing at
the end of each classroom, the ‘wrap up’. The Oxbridge method is a very example
based method and it focuses on the oral communication and active learning. It
is a modern approach based on the principle, if you learn how to speak, you will
learn how to write.
Among the teaching activities I have
learned the importance of the use of active games, roll-plays, games like
scrabble or cards to introducing a topic. In my experience as a teacher, I have
proofread students university texts. At the same time, the subject of the texts
helped me to introduce topics in the class. Students of ESP learned English in
class and they were able to read texts in their own fields. Usually, I used to begin
with focusing on general English in the first lessons, and on later lessons I
focused on ESP with respect to their specialty. Instead handing out worksheets it
was much more effective that students focused mainly on a specific topic.
In Oxbridge I also have learned new
techniques by observing teachers. This feature of the classes to have the
opportunity to meet other teachers and learn about their approaches to teaching
it helped me a lot to approach the profession.
Finally, I think that it is very
important to first focus on the students needs and then develop a syllabus
according to their particular goals. Using as much material as possible but at
the same time making it simple.