They have to provide clear directions to help drive this method . Students with learning challenges are less competent in understanding the language that is documented . Therefore, remedial tutors should give students capsular , precise and clear directions to avoid misunderstanding . The remedial teachers need to detail clearly the game plan of each learning activity. If required , they may ask students to recapitulate the steps of excercises so that every student may comprehend the instructions clearly.
In this regard, Mcough and Shaw (1995: 271 – 273) provide more detailed advice as follows: Evidence also tends to suggest that the questions a teacher asks in the classrooms can be extremely important in helping learners to develop their competence in the language. It is useful to observe if teachers put questions to learners systematically or randomly, how long they wait for a response, and the type of question asked, from that requiring a simple one-word reply to higher order Referentialquestions where learners can provide information which the teacher does not know. Similarly, in the case of feedback and correcting learners, we can observe how and when the teacher does this. Questions The Longman Dictionary of English language provides the following definition for a question: a command or interrogative expression used to elicit information or a
2.6 Theories of second language learning Any educational process has one central idea that is learning and there are certain principles of learning. To make any learning process more effective the learner should get the suitable atmosphere. Being a teacher one needs to understand the
PRINCIPLES AND PROCEDURES FOR OUTCOMES-BASED ASSESSMENT An educator should use different assessment styles and methods. Assessment should provide learners with many opportunities to show their abilities in the specific knowledge and skills they have learnt. The methods and styles of the assessment must be appropriate to the outcomes being tested. Assessment should focus on the abilities of specific skills and knowledge that need to be tested. If assessment is to be reliable it has to be planned, on-going and incorporated into teaching.
Therefore, teaching should plan and select the software carefully. For example, when selecting and sequencing the scaffolds, teacher can provide scaffolds at different times instead of providing them all at once. This can train the learners to decode the words independently and self-monitor which semiotic system is suitable for
Teaching and learning are active processes which go hand in hand each other. Teachers and learners are dependent one another. It is essential to realize that both the teachers and students should be informed of the crucial role of learning styles during the learning process, and it should not be neglected in the teaching of a foreign language. Language teachers’ awareness of differences in students’ learning can lead to more productive and effective lessons. Therefore, administering proper learning style preferences investigation before designing method English classroom is very important.
It is important to have an understanding of what language is, what learning is as well as what teaching is. Knowledge of how a student learned their native language can provide guidance on how the students’ will acquire their second language. Krashen and Terrell state that there is a “difference between learning and acquisition of language”. Learning is knowing about the language and is a formal knowledge process. The learner is conscious that the language is being taught.
A conceptual review of what has been understood as didactic materials is necessary because it allows rethinking common sense assumptions about the role and importance didactic materials have. In the case of traditional conceptions, teaching materials tend to be considered as instruments to access the target language. They are a means of dealing with grammar, syntax, phonetics, and cultural matters, among others. Conceiving teaching materials as instruments is an idea supported by theories related to input. "A teaching material is considered as anything which is used by teachers or learners to facilitate the learning of a language.
Explain why teachers should adopt “ differentiated instruction “ in class” The cornerstone of differentiation is active planning, the teacher plans instruction strategically to meet learners where they are and to offer multiple avenues through which they can acces, understand and apply learning. In differentiating lessons, teachers must take into account not only what they are teaching ( content) but also whom they are teaching (individual that is students). They need to know the varying readiness level , interests and learning profiles of each of their students and the design learning options to fit into these factors. Differentiated instruction means giving students choices about how to learn and how to demonstrate their learning. It is a way in which the teacher anticipates and responds to variety of student’s needs.