My teaching approach
Increasing globalization has created a large need for people in the workforce who can communicate in multiple languages. The uses of common languages are in areas such as trade, tourism, international relations, technology, media, and science. China has recently been putting enormous importance on foreign language learning, especially the English Language. As we discussed in class English is the third most spoken language. People now-a-days need English for there work. We went through Various teaching methods in class. They are all very different from one another and might suit different people. Here is a brief summary of a few of them.
Grammar Translation Method
Sometimes also known as the Classical Method, this is a traditional teaching technique that was used to teach Latin and Greek and was particularly in vogue during the 16th Century. The focus at this time was on the translation of texts, grammar, and rote learning of vocabulary. There was no emphasis on speaking and listening comprehension because Latin and Greek were taught more as academic subjects rather than a means of oral communication. This teaching method is still common in many countries and institutions around the world, and still appeals to those interested in languages from an intellectual or linguistic perspective. However, it does little to improve your ability to use the language for oral communication.
This approach, also known as the 'oral' or 'natural' method, originated around the 1900s as an alternative to the traditional grammatical translation method. At this time teachers were starting to experiment with teaching and educational models as previous techniques were failing to improve spoken communication. "The focus is on good pronunciation, with spontaneous use of the language, no translation, and little grammar analysis."
The Direct Method is based on the direct involvement of the student when speaking, and listening to, the foreign language in common everyday situations. Consequently, there is lots of oral interaction, spontaneous use of the language, no translation, and little if any analysis of grammar rules and syntax. The focus of the lessons is on good pronunciation, often introducing learners to phonetic symbols before they see standard writing examples.
The Direct Method continues to provoke interest and enthusiasm today, but it is not an easy methodology to use in a classroom situation. It requires small classes and high student motivation, and in the artificial environment of a classroom it is difficult to generate natural situations of understanding and guarantee sufficient practice for everyone. However, variants of this method have been developed where the teacher allows limited explanations in the student's native language and explains some grammar rules to correct common errors a student may make when speaking.
This method of Language Learning is also called the Aural-Oral Method. This method is said to result in rapid acquisition of speaking and listening skills. The audio-lingual method drills students in the use of grammatical sentence patterns. When this method was developed it was thought that the way to acquire the sentence patterns of the second language was through conditioning or helping learners to respond correctly to stimuli through shaping and reinforcement.
The Audio-lingual Method is based on the following principles:
Speaking and listening competence preceded reading and writing competence.
Use of German is highly discouraged in the classroom.
The development of language skills is a matter of habit formulation.
Students practice particular patterns of language through structured dialogue and drill until response is automatic.
Structured patterns in language are taught using repetitive drills.
The emphasis is on having students produce error free utterances.
This method of language learning supports kinaesthetic learning styles.
Only everyday vocabulary and sentences are taught. Concrete vocabulary is taught
In the Silent Way students are seen as bringing a vast amount of experience and knowledge with them to the classroom; namely, their first language. The teacher capitalizes on this knowledge when introducing new material, always building from the known to the unknown. The students begin their study of the language by studying its sound system. The sounds are associated to different colours using a sound-colour chart that is specific to the language being learned. The teacher first introduces sounds that are already present in the students' native language, and then progresses to sounds that are new to them. These sound-colour associations are later used to help the students with spelling, reading, and pronunciation. The Silent Way uses a structural syllabus. The teacher will typically introduce one new language structure at a time, and old structures are continuously reviewed and recycled. These structures are chosen for their propositional meaning, not for their communicative value. The teacher will set up learning situations for the students which focus their attention on each new structure. For example, the teacher might ask students to label a floor plan of a house in order to introduce the concepts of inside and outside. Once the language structures have been presented in this way, learners learn the grammar rules through a process of induction.
Gattegno saw the choice of which vocabulary to teach as vital to the language learning process. He advised teachers to concentrate on the most functional and versatile words, to help students build a functional vocabulary. Translation and rote repetition are avoided, and instead emphasis is placed on conveying meaning through students' perceptions, and through practicing the language in meaningful contexts. In the floor plan example, the plan itself negates the need for translation, and the teacher is able to give the students a lot of meaningful practice simply by pointing to different parts of the house The four skills of active listening, speaking, reading, and writing are worked on from the beginning stages, although students only learn to read something after they have learned to say it.
Suggestopedia is a teaching method developed by the Bulgarian psychotherapist Georgi Lozanov. The method has been used in different fields of studies but mostly in the field of foreign language learning. The Communicative approach is that it uses Baroque music (in the session phase of a lesson) and stresses a welcoming atmosphere and natural settings. A Suggestopedia lesson may have three phases: (1) Presession; (2) Session and (3) Postsession. This teaching method was developed in Bulgaria and uses relaxation techniques such as yoga exercises, classical music, soft lighting, and dramatization to help promote learning and enhance retention. It emphasizes the significance of the "affective" in learning
The Vaughan system method is basically the local masters in marketing and you might have often seen this agency over newspapers, in magazines and even on some TV programs. However they have a recent attainment of the Vaughn radio station which includes a number of Madrid amazing things at an excellent company. Additionally, the Vaughn Systems Method has and is helping several people grow their number of clients and give way to new Spanish people. In the year 2008, Richard Vaughan designed the first ever digital English idiom learning television channel in the country. This channel features round the clock broadcast of their unique teaching system. It was probably the first in history. There are more than 180 registered and printed in house educational pamphlets included in the Vaughn system method. These can be used by both the student and the teacher.
The Vaughn Systems Method is one of the best agencies for teaches to start working in Madrid. For this you don't need CELTA or TEFL course which means you can cut down on the start up expense while you also don't need any previous English teaching experience. It would surely be an added benefit for you to have some experience in business world. Furthermore if you have a dynamic and outgoing personality then you are surely in for this opportunity. In case you are an inexperienced teacher then the best way you can be a part of Vaughn system is the approach or method through which they use which is a variety of lingual and audio method.
Everyone’s approach to learning is very different. They will pick the method they think will best suit them. Which each system they achieve different goals, they all have a different way of teaching and approaches to teaching. Some of the methods come across very strict such as the Vaughn method and others are quite relaxing such as suggestopedia. They have different types of teaching but in the end of the day there goals are all the same as they just want the students to learn English, yes in very different ways.
In my opinion I don’t particularly like any of the methods above. The methods I like the most is the communicative method. The way you interact with the students and allow them to learn. Getting to know your students and having a good relationship with them. Having low TTT and STT. Allowing the student to feel confident in themselves, always them to leave class happy because in that class they learnt something. That is a great feeling any teacher could have.
Approaching a syllabus is different in all cases. You go about making it work for the individual and for you. If you start a new job, and are given a syllabus then you need to follow that maybe changes a few bit and pieces. If working for yourself then you need to make yourself a syllabus outlining what needs to be done, what the student needs to achieve.