Many textbooks are based on procedures of the teaching-learning process, which obligates the teacher to base his/her discussions on the instructions or commands found only in the book. For this reason, learners tend to pay more attention to the ideas and vocabulary found in the book rather than what they can construct themselves. On the contrary, in a dialogic discourse, Dysthe (1993) points out that “authentic questions, uptake, and high-level evaluation are three essential elements.” This type of discourse encourages students to become more fluent through the use of many authentic questions that are open-ended and contain no pre-specified answer. “Uptake” means speakers have the right to make their own choices without coercion, pressure, fear or threat of punishment. Lastly, the “high-level evaluation” involves responding significantly more and with greater explanation than a monologic discourse permits.
Studies relating to English teaching have showed the need for teachers ' questioning, and emphasized how they are important to start communication and how they can help EFL learners to develop their competence in language. “In second language classrooms, where learners often do not have a great number of tools, your questions provide necessary stepping stones to communication” (Brown 1994: 165). Similar remarks have been made in favor of providing feedback, certainly to EFL learners. For example, “Such responsibility means that practically everything you say and do will be noticed” (Brown 1994: 28, and Nunan 1991: 195). 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.
While I see the benefits of students received specialized time to get instruction directed to meeting their specific needs, I wonder how this works in the everyday school setting. I had students in my class last semester get pulled out for special instruction in literacy, and it never failed that they missed something vital to their general education classroom. While they were getting support they need, they were also missing out on something else that was
An example of a widely used and generally effective- preventive strategy among teachers in primary education is that classroom rules are negotiated instead of imposed. Teachers, however also frequently use reactive strategies like punishing disruptive students (Rydell and Henricson: 2004; whereas it is unclear whether these strategies effectively change students behaviour. According to Van de Grift and Van de Wal: (2011) classroom management of student conduct are skills that teachers acquire and hone overtime. Effective teaching requires considerable skill in managing the myriad of tasks and situations that occur at the classroom each day. Skills such as effective classroom management are central to teaching and require that teachers understand in more than one way the psychological and developmental levels of their students.
Children around the world learn long division, public schools and private schools teach long division since it is part of school curriculum, and that long division is a more-efficient method when dealing with division problems in mathematics (Rogers. 2012). It is on this background that I figure out that there could be certain barriers that hinder learners to master and learn the standard algorithm of long division. 1.3 Statement of the problem Investigating barriers that prevent learners to understand and learn how to use the traditional algorithm will be very much important to be informative to learners on how to overcome them to be able to master and understand the concept. The investigation will help teachers to find the right and convenient approach to teach this particular standard algorithm of long division.
It makes use the important life things that necessitate communication, that is, the teacher sets up a scenario that students are seemingly to encounter in real world. The most of the scholars feel issue to write down one thing of their own, consistent with Harmer (2004), however it 's vital to create the habit of writing. In this regard Coombe (2009) is of the opinion that the teachers, directors and also the faculty ought to be responsible for developing the writing skills among the students. Graham (2003) expressed that there 's a substantial concern that students don 't develop the writing skills required for the college even. A frequent rationalization for this can be that the schools don 't do an honest job of teaching for this advanced ability.
An Investigation into the Reading Teaching Strategies of EFL Secondary School Teachers Presented By Ali Safar Ali Alshahrani Under the Supervision of: Dr. Ahmed Fathey Shoeib Assistant Professor of Applied Linguistics Al-Baha University 1437 H / 2015 Abstract This study is about reading teaching strategies of EFL/ESL secondary school teachers. The success of students in school is largely dependent upon the skill of the educator to teach. This, however, does not necessarily mean that teachers should always be held liable for all learning failures because the teaching methods used by the educators are methods, which they themselves learned in school. Yet what if some or most of the teaching strategies taught in school are not always effective? Teaching EFL/ESL reading can
In order to move into a global picture, one needs to learn the language. It is not a luxury anymore to have English as your repertoire but it is necessity in this era we are living in. However, the teachers and the learners of English in Malaysia where the students are not native speakers of English faced many obstacles in their teaching-learning process. The educators must possess an essential skills to be able to teach the students to express themselves using English in class as well as real life contexts. When we talk about teaching English, there are many elements and essentials that can be ventured and one of them is using literature to teach English Language.
It found that students’ past and present experiences of learn- ing to read and being a reader inﬂuenced their perceptions of what reading is and of what it means to teach reading. As a teacher educator, I am not able to give students long experience of seeing children becoming readers, but I am able to give them richer experiences of reading in personally and culturally rele- vant contexts. Calderhead and Sharrock (1997) identiﬁed the tensions they claimed existed then in the world of teacher education. They saw a world full of tensions: the ten- sion between theory and practice, content and process, gatekeeping and facilitating, personal and professional development, survival and reﬂection, support and chal- lenge and reproduction and innovation. It could be argued that in the ﬁrst decade of the twenty-ﬁrst century more tensions evolved: between centralised control and professional judgement and between holistic development and quantiﬁable measured standards.
Without risks and mistakes we would not learn anything, and thus teachers can teach foreign language through the medium of the target language itself. All of the four skills of listening, speaking, reading and writing must be involved in the foreign language classroom, but the biggest contribution is in the spoken interaction among pupils. Halliwell further proposes that teachers can leave pupils talking in pairs or groups. Doing so called information gap activities without fear that pupils will totally slip into their mother tongue. This example of the second form of real language use in the classroom contribute to the learning process by encouraging pupils to predict meaning Providing element of indirect meaning.