Teaching, Grammar, Vocabulary & Writing📖🤓

📖🤓 Teaching, Grammar, Vocabulary & Writing📖🤓

Hi, my dear readers this is our last blog of the registry, it has felt very long but with a lot of learning in between, Our blogs are almost over but I'll be back with more in 2 months so wait for me!! And today we have to any pictures and videos about the class... And I want to say that we missing only 2 weeks for finally with the semester...😓😔😖😕💔💙

The teaching of grammar and vocabulary is a complex but crucial process in the course of an educational and epistemological programme forlearning any language, especially English. It is all mandatory fora teacher of English to teach vocabulary and grammar so that the learner can develop the four basic skills of learning a language. In every teaching strategy, a method followed by a theory, objectives determination (general and specific), syllabus designing, curriculum scheduling, checklist assembling, material selecting, and lesson planning are marked as the mandatory steps to be taken by a teacher of English. In case of methods, generally four types of method i.e. Grammar Translation method, Directmethod, Audio-lingual method and Communicative Language Teaching method can be specified. Further, in case of teaching vocabulary, diverse methods particularly- keyword method, word map,restructuring reading materials, root analysis and so on can also be marked as necessary. While we come across syllabus designing, we find: Grammatical syllabus, Structural syllabus, Situational syllabus and Notional-functional syllabus. In case of materials we have textbooks, workbooks, reference books, teacher’s manual, supplementary materials, remedial materials and so on. After selection of materials, the selection of gradation comes including linear and cyclic gradation. The checklist is a kind of manual or work plan provided by the teacher to the students. As a whole, the checklist includes daily programme of topics selected in specific to be taught in a lecture or several lectures whereas a lesson plan is a detail discussion of the topic with the division of time scheduling for each and every class.

Grammar and vocabulary are the soul of any language, no doubt. Moreover, its teaching procedures could be interesting enough. It is universally acknowledged that the more words a learner learns, the more expertise hewill be, the more he will be able to use the language in diverse contexts. Thus, the teaching of grammar and vocabulary cannot be overlooked. But the style of teaching must be given foremost importance as most of the learner fail to learn grammar and vocabulary only because of monotonous and tedious resource less teaching styles.

―Language is a process of free creation; its laws and principles are fixed, but the manner in which the principles of generation are used is free and infinitely varied. Even the interpretation and use of words involves a process of free creation. 

Various methods of teaching vocabulary can be used by the teachers such as- pre-teaching vocabulary words, repeated exposure of words, key word methods, word maps, root analysis, incidental learning, context skills, and so on.One of the most effective methods of learning vocabulary is pre-teaching vocabulary words. It includes knowing unfamiliar words through reading experiences. The unfamiliar words are marked and then discussed in details. In short, this technique is called PTV. Another form of PTV is picture showing which is often done for teaching vocabulary to secondary students. Repeated exposure to words is another method where revision is done to renew the memory of word stocks. In this method, when new words are memorized, they are re-memorized after some period of time as revisions thus a cyclic order in maintained. The keyword method is a flexible one which has a variety of cooperative applications. Such as Giving alternative to remember unknown words such as ranidae(frog) for rand. Keywords have also been used to improve remember map locations. A word map is a visual director that promotes vocabulary development. Using a graphic organizer, students think about terms or concepts in several ways. Most word map organizers engage students in developing a definition, synonyms, antonyms, and a picture for a given vocabulary word or concept. Enhancing students' vocabulary is important to developing their reading comprehension. 

Examples:

Dear readers, wait for me at the end of this week for the next blog. And this week I do have photos and a video. See you next week, well you will read my blogs next week. Bye Bye...👋👋💋💓💁

Describing Teachers 📖🤓

📖🤓Describing Teachers📖🤓

Hi, my dear readers this is our last blog of the registry, it has felt very long but with a lot of learning in between, Our blogs are almost over but I'll be back with more in 2 months so wait for me!! And today we have to any pictures and videos about the class...

Teaching of Teacher's Method...

* The teacher as an organizer. 

It is important to remember that teachers always plan their lessons and reflect on them before, during, and after these have been developed. 

* Teacher’s role in the classroom

A. Controller ➡ Leading from the front.

B. Prompter ➡ When students forget something, such as the instructions of a task, the teacher is there to remind them.

C. Participant ➡ Taking an active role; for example, in a class discussion.

D. Resource ➡ When students ask the teacher’s help. For example, when they don’t know what the meaning of a word is.

E. Tutor ➡ When giving feedback about a large project. 

* Teachers as performers

Upon what they are doing, teachers vary their behavior. In other words, the activity that is being developed inside the classroom shapes the way teachers act. The following image illustrates this panorama:

* Rapport.

In essence, rapport means “the relationship that students have with the teacher and vice versa” (Harmer, 2007, p. 113). It is, somehow, a magical connection. The following characteristics help achieve successful interaction:

A. Recognizing students ➡ Students love it when their teachers know their names and try to understand their character and preferences. 

B. Listening to students ➡ Students respond very well to teachers who listen to them. 

C. Respecting students ➡ Especially at the moment of being corrected. Teachers who don’t react with anger do their best to see their students “in a positive light” (Harmer, 2007, p. 115).

D. Being even-handed ➡ Even though some teachers have “some students that they warm to more than others” (Harmer, 2007, p. 115), they should try to treat all students equally because not only does it help to establish and maintain rapport, but it is also a mark of professionalism. 

The duties and responsibilities of Teachers vary depending on the age and abilities of their students. Primary School Teachers typically have a heavier focus on social and formative skills, while Secondary and Postsecondary School Teachers focus on selecting and developing skills for specific career paths. Examples of their common duties and responsibilities include:

• Preparing lessons, units and projects to complete learning objectives.
• Establishing and communicating clear objectives for lessons, units and projects.
• Adapting teaching methods and materials to meet the interests and learning styles of students.
• Encouraging students to explore learning opportunities and career paths.
• Creating, assigning and grading various assessments for students, including tests, quizzes, essays and projects.
• Working with students one-on-one when they need extra help or attention.
• Tracking and evaluating student academic progress.
• Leading parent-teacher meetings.
• Maintaining positive relationships with students, parents, coworkers and supervisors.
• Managing student behavior.
• Creating a safe, respectful and inclusive classroom environment.
• Communicating regularly with parents.
• Helping students improve study methods and habits.
• Administering tests to evaluate students’ progress.

And at the same time we also recorded an audio where we mentioned things about our teachers, teaching anecdotes and whether or not we would like to be teachers in the future.

Here I leave you the link to the audio so you can hear about my memories with the high school and kindergarten teachers: https://voca.ro/1630s76oIM2w

Dear readers, wait for me at the end of this week for the next blog. And this week I do have photos and a video but it is short because the class was only 50 minutes and there was only a brief explanation about Describing Teachers. See you next week, well you will read my blogs next week.

Describing Learners📖📖

📖📖 Describing Learners📖📖 

Hi, my dear readers this is our last blog of the registry, it has felt very long but with a lot of learning in between, Our blogs are almost over but I'll be back with more in 2 months so wait for me!!

¡¡DESCRIBING LEARNERS!!

1) Young children

Up to the ages of nine or ten, they learn differently from older children, adolescents, and adults in the following ways: They respond to meaning even if they do not understand individual words. They often learn indirectly rather than directly – learning from everything around them rather thanonly focusing on the precise topic they are being taught. Their understanding comes not just from explanation, but also from what they see and hear also havea chance to touch and interact with. They find abstract concepts like grammar rules difficult to grasp. Generally display enthusiasm for learning and a curiosity about the world around them. They have a need for individual attention and approval from the teacher. They are keen to talk about themselves and respond well to learning that uses themselves and theirown lives as main topics in the classroom.     They have a limited attention span – easy to get bored unless the activities are appealing for them.

2)      Adolescents.

It is widely accepted that one of the key issues in adolescence, especially perhaps in the west, is the search for individual identity, and that this search provides the key challenge for this age group. There are a number of reasons why students - and teenage students in particular - may be disruptive in class. Apart from the need for self-esteem and the peer approval they may provoke from being disruptive,there are other factors too, such as the boredom they feel -not to mention problems they bring intoclass   from   outside   school.   However,   we   should   not   become   too   preoccupied   with   the   issue   ofdisruptive behaviour, for while we will all remember unsatisfactory classes, we will also look backwith pleasure on those groups and lessons which were successful.

3)      Adult learners.

They can engage with abstract thought. They have a whole range of life experiences to draw on. They have expectations about the learning process, and may already have their own set patterns oflearning. Adults tend, on the whole, to be more diciplined than some teenagers, and crucially, they are oftenprepared to struggle on despite boredom. They come into classrooms with a rich range of experiences which allow teachers to use a wide rangeof activities with them. Unlike young children and teenagers, they often have a clear understanding of why they are learningand what they want to get out of it.However, adults are never entirely problem-free learners, and have a number of  characteristics which cansometimes make learning and teaching problematic:    they can be critical of teaching methods, they  may  have   experienced   failure   or   criticism at school which   makes them  anxious and under-confident about learning a language.

My dear readers, wait for me at the end of this week for the next blog. If I didn't show you photos of the class, it's because last week I didn't have classes, but you'll see that this week you will have them.

Midterm Register n°2 and Final Exposition´s Week📖💁

Midterm Register n°2 and Final Exposition´s Week📖💁

Hello, my dear readers I'm back with a new blog, I know it took me a while to write you a new blog but I had a week full of exams, actually it was only 2 subjects but you understand me.

The first group to go through was Katia Torres, Katya Amaya and Daniela Cortez, explaining Existential Intelligence, where they made us reflect on what we are doing here, and what we are studying. And with different dynamics very fun, for example; We played in Kahoot!

Then the next group was Alisson Santana, Jennifer Díaz, Melvin Asael, and Herbert Eduardo, they explaining Verbal-Linguistic Intelligence, where they explained that´s intelligence is the ability to understand and reason using concepts framed in words more broadly, it is linked to problem solving, abstract reasoning and working memory.

And finally the next group was Nataly Flores, Fabiola Rivas, Madeline Montes, and Kevin Sorto, they explaining The Logical-Mathematical Intelligence, I tell them that they had a dynamic in which almost gave a heart attack to Orlando for so much disorder in which we played the spoon with the egg, and if they responded well in the problems they would be rewarded with a donut. I was given a donut without having participated and a toy egg. It is the ability to use numbers effectively, to recognize patterns and to reason adequately using logical-mathematical thinking. It is a type of formal intelligence according to Howard Gardner's classification, and is commonly manifested when working with abstract concepts or complex arguments.

Finally, on Thursday, we had the midterm register n°2, it was easy but I confused at the diagram, I didn´t remember who proposed VARK's intelligence neither the year.

And so, we will see the next week, and that´s it for this blog, love them my dear readers.

Exposition ll - Bodily Kinesthetic Intelligence, Interpersonal Intelligence, Intrapersonal Intelligence and Naturalistic Intellingece🤸🤐🙇🌱

Bodily Kinesthetic Intelligence🤸, Interpersonal Intelligence🤐
Intrapersonal Intelligence🙇 and Naturalistic Intelligence🌱

Hello my dear readers, here I am with a new blog of the week and to start I want to tell you that we started with exhibitions about The Multiple Intelligence...

Bodily Kinesthetic Intelligence🤸

It began with the group of Alisson, Iliana, And Génesis explaining about Bodily Kinesthetic Intelligence, They did a dynamic with the song left and right to motivate us to move and dance, shout and sing. By the way, I leave the link to the video here so that you can also dance just like we did in class. https://www.youtube.com/watch?v=riicsTE2TzQ.

This presentation by my classmates was very fun, the truth is that it made me realize that I am not athletic at all.

Then, in groups we worked on acting out a movie, in which the group I was in had Harry Potter, I'm sorry I don't have a video about that but I have about the other groups that made Titanic, and Sherk 2.

Interpersonal Intelligence🤐

Then the group of Xóchitl, Cindy, Eneyda Madeline, and Sara Noemí continued, they explained the Interpersonal Intelligence, they started by choosing other classmates and put an emoji of feelings, the rest of the class had to mime for them to guess what emoji they had in their heads, then Cindy asked them when they felt angry, happy, sad, falling in love, and dizzy?

Intrapersonal Intelligence🙇

Then followed the group of Emmanuel, Kimberly and William, who explained about Intrapersonal Intelligence. 

They gave us a few minutes of meditation, then we played the sinking ship, which finally made us form 3 groups, I worked with Regina, Misael, Irene, Soad, Taís, Alisson Canales, Genesis and Iliana, we played the emotion Sadness, our 3 jurors were Lic. Orlando, Kimberly and Josué, we had to present any situation and say something Sad, the other groups had Happiness, and Rage.

I don't want to brag but we won the prize for the best presentation of Sadness, I ended the class happy to have candy even though I don't like it very much but I won candy.

Naturalistic Intelligence🌱

Finally on Thursday the group of Stefany, Nayeli, Soad and Marcela Taís, they explained Naturalistic Intelligence and made us see that in El Salvador we rarely recycle to improve the environment sadly it is our reality, also they put images on the desk and they had some cans and we had to guess in which canister went each image that had touched us if it was for recycling paper, glass, plastic, etc..

Finally we had some games in Kahoot, in which I didn't win a single candy, I always came in 7th place with my solitary group because I was alone and I was the group that was called Descendants and I lost.

My dear readers, this is all for this week, see you next week, wait for me with new blogs and don't stop reading them. Have a great weekend. Bye bye.

Exposition ll - Logical/Mathematical, Visual-Spatial, Verbal-Linguistic, and Musical👀✨👌🤓

 Logical/Mathematical, Visual-Spatial, Verbal-Linguistic, and Musical👀✨👌🤓

Hello my dear readers, here I am with a new blog of the week and to start I want to tell you that we started with exhibitions about The Multiple Intelligence...

It began with the group of Regina, Irene and Misael explaining about Verbal-Linguistic, in which a dynamic was carried out putting Genesis, Marvin and Stefany as candidates for presidents and the entire classroom was going to vote, they had each topic to convince us that they were fit to be president. In which Stefany was the winner.👏👏👏👑👑

Then it was our turn to pass, Fatima, Pedro and I explained about The Logical/Mathematical Intelligence, testing our classmates with their mental agility to find the answer to each math and logic solution.

The next group to pass was the group of Mireya, Marvin, Elsy and Alejandra. They explained to us about Musical Intelligences, making us guess songs, and in the lyrics of the song identify the Phrasal Verbs, Past tenses, Present perfect, and other grammatical structures and syntax used in each song. It was a very fun and interesting dynamic.

The last group was Andrea, Mariam, Enrique, and Saul, they explained to us about The Visual-Spatial, they had too many dynamics where they showed us a story where we then had to identify what the monster used, how many there were, etc. Then they had us put together figures by just telling us the word and we had to identify how to put the figure together, and finally we played pictionary, each group had a representative who was going to draw and the rest of the group had to identify the word.

My dear readers, this is all for this week, see you next week, wait for me with new blogs and don't stop reading them. Have a great weekend. Bye bye.

Different Models for Learning Styles - Multiple Intelligences📚🤓

📚🤓Different Models for Learning Styles - Multiple Intelligences📚🤓

Hello, here again with a new blog of the week for my dear readers. 

This time I will tell you that we had a brief summary about the Different Models for Learning Styles, where we concluded this topic and we will start with the week of expositions but I will tell you about that until next week, meanwhile I leave you some information about this topic, and some pictures and videos of what we saw in the class.

Different Learning Styles?

It is often recognized that there are differences in the ways individuals learn. Even at a very young age, a child will prefer certain subjects and teachers over others. They may be excited at their performance on a math assignment, but spend their time in history class doodling. Alternatively, a child may be an enthusiastic art student under the guidance of one teacher, and then lose interest when that teacher is replaced. These are the consequences of a child’s unique learning style.

In the classroom, teachers will notice that students vary remarkably in the pace and manner by which they pick up new ideas and information. This same concept carries into the workplace, where employers notice that employees learn and perform better under different conditions. Conversely, each teacher has their own preferred method of teaching. Each teacher has their particular style and then so does each learner. Problems can occur when teachers and learners don’t match.

I want to share about David Kolb's opinion on Learning Styles.

“Learning is the process whereby knowledge is created through the transformation of experience.” – David A. Kolb

David A. Kolb’s model is outlined his book “Experiential Learning”, published in 1984. In this book, Kolb speaks of a four-stage cycle of learning as well as four independent learning styles. According to Kolb, all four stages of the learning cycle will be engaged in a complete learning process. The four stages are described below.

1. Concrete Experience – This occurs when a new experience, or a reinterpretation of an existing experience, is encountered.
2. Reflective Observation – This occurs when the experience is reviewed or reflected upon, with the goal of achieving a consistent understanding.
3. Abstract Conceptualization – This occurs when a new idea or concept arises from reflection.
4. Active Experimentation – This occurs when new ideas are applied to the world and the results are observed.

David Kolb’s four learning styles are built upon this four-stage learning cycle.  An individual will naturally prefer one of these styles over the others. This preference is influenced by social and educational environments as well as cognitive structures. Although everyone will occasionally need the stimulus of all four of these learning styles, it is useful to know your personal orientation.

See you next week my dear readers stay tuned for upcoming blogs.