Big book is an effective tool for young children. Moreover to introduce a lesson it will help to read a story relate in a topic, so young children will show interest and they will engage in the classroom. As a result, it will help the teacher to carry the lesson without any difficulty. Big book is one of the wonderful visual aid for children to use in the class room. It is important to our children in educational life.
Designing more laboratories with computer and internet access is a useful approach to help students and teacher to reach the authentic materials. School libraries should be equipped with plenty of English books, magazines, stories to help students familiar with these kinds of materials. When used properly with the above-discussed techniques and approaches, authentic materials and videos are beneficial to teachers and learners of English language not in listening lesson only, but also in other skills of English
The use of active learning in the classroom not only increase students’ engagement but also helps those students who struggles in the learning. Every part of active learning can engage students actively in the class. Through active learning, students gets to move, talk, discuss, argue, ask questions and reflect on what is been learned thereby engaging the students actively in the classroom. 2.4.7 Enjoy Learning Another benefit of active learning in the classroom is that it can make learning fun. By engaging students’ we can show them how much fun learning and particularly science can be.
According to numerous scholars (Jiang, 2008, Kou, 2008, Chan & Lin, 2000, Robinson, 1960, & Zheng, 2008) playing games in the classroom is beneficial for students involved in learning a language since games can reinforce learners` motivation, proficiency, communication skills, and self-confidence. Games also decrease students stress towards learning English and give them a chance to learn English in a more comfortable and lower stressed environment. Based on Skinner's theory, games can be considered as a prize that is provided by teachers in order to motivate students to go forward (Pound, 2005). If students come to know that they are going to play a game after learning a particular subject, for example, grammar structure or vocabulary, they participate in educational activities and apply things they recently learned with a greater enthusiasm (Ying, Hui, &Paul2011). Moreover the importance of playing games is also supported by Piaget's theory due its contribution to the improvement in creativity, communication, and problem-solving that occur subconsciously in process of playing games (Slevin, 2006).
Teachers are learning how to teach with emerging technologies (tablets, iPads, Smart Boards, digital cameras, computers), while students are using advanced technology to shape how they learn. Students prefer technology because they believe that it makes learning more interesting and fun. They especially like laptops and tablets. Subjects that students deem challenging or boring can become more interesting with virtual lessons, through a video, or when using a tablet. Technology trains students for the Future.
Reflection Paper 1 About the explicit curriculum Vs implicit curriculum In order to clarify about preferring of explicit curriculum or implicit curriculum, the learners must be understood how both curriculums works as a field of education. Teachers designing their curriculum must consider how the environment of the classroom will impact students. A student will learn from what is taught in a class and from how that class is taught. That student will also take lessons from how her/his class and school are organized. These are the concepts of explicit and implicit curriculum, and they help educators think about the different ways students learn so they can design more effective methods of teaching.
In school’s children come from an array of backgrounds and each has its own impact on students. As an educator it is important to expose children to different cultures and ethnicities students may not be aware of. Teachers need to celebrate and cherish differences. “Children learn by observing the differences and similarities among people” as well as absorbing the spoken messages that adults share in their life. One curriculum that some schools follow is known as an Anti-Bias Curriculum.
By using games, children imagination and creativity are enhanced as they get the opportunity to interact with the world that surrounds them and have they possibility to realize what the objects are really like, and how they feel. Additionally, Rixon (1997) claims that through playing games, children can review, and remember vocabulary in an enjoyable way. And same as Pound (2005), Rixon alleges that games are useful strategies that can strengthen children's motivation; yet teacher should take the time in finding and creating games that are suitable for their students to help them learn while playing. Similarly. Zheng (2008) states that games enable students to achieve their their learning goals since games provide them with relaxing and amusing learning environments that boost children’s motivation and confidence.
The use of flipped learning has the potential to be an effective method of instruction that can possibly bring about better learning outcomes. Early pioneers of the Flipped Classroom model, Bergmann and Sams, used the online material mostly to review and reinforce classroom lessons during flipped learning and the classroom becomes the place to work through problems, advanced concepts, and engages in collaborative learning (Tucker, 2012). During flipped learning, students would view video lectures or animations to help them learn new concepts and complete their assignments at their own place. This allows teachers design activities for students to engage in active learning so that they can apply their concepts learnt and engage in discussions in the classroom. Active learning can include discussion, student-created content, independent problem solving, inquiry-based learning, and project-based learning (Bergmann, Overmyer, & Wilie, 2012).
As Bendaji (2007) states there are different types of role-play. For example there are dramatic plays, story dramatization and socio drama, seminar style presentations, debates and interviews. It is teacher who choose one of these according to the background and level of the learners, so the activities must be relevant to the learners ' needs. Using role-plays in classroom brings variety to the lesson and removes the shackles of routine. It exposes the students to speaking about everything which improves their speaking skills.