TEACHING ENGLISH THE EASY WAY
NENITA G. SALAS Ed.D
Planning is undeniably one of the important functions of management. This was repeatedly pointed out even in the classical view of management. Undeniably, planning remains a critical function of school heads.
A new mind set and strategy in planning was introduced by the Department of Education through DepEd Order 44 S. 2015. The Enhanced School Improvement Plan integrated the Continuous Improvement Process to ensure that the different priority areas or PIAs are scientifically and collaboratively solved by teachers. The strategic steps of CIP allows a more creative approach in solving the PIAs. In addition, it provides greater avenues for teachers to interrelate and honed their interpersonal relationship as they solve school problems.
Integrating scientific approaches like CIP blended with collaborative effort is an evident proof of the strengthening of Professional learning Community. The PLC generates not only the creativity and ingenuity of teachers but their synergical commitment for the advantage of the school in general and the pupils in particular.
— oOo— The author is Principal I of Dela Paz Elementary School, Division of Pampanga
BERNADETTE L. LEJARDE
Dealing with English language learners with learning difficulties should be provided with instruction with appropriate content, concepts and skills. An English language learner experiencing difficulty with English reading skills and patterns should be first assessed as to what is the nature of difficulties.
Formal assessment data is the best way of doing it. For example, parents should be asked about whether the child had difficulties or delays learning to talk in the native language; about the educational history of both the child and the family, school attendance; and about any medical conditions, such as hearing or visual impairment, that may affect both language and literacy development.
In this way, the language teacher could be able to prepare and devise appropriate instructional materials to address the difficulty. Language teachers could emphasis on the following as forms of interventions, namely ; English vocabulary development and the use of visual aids, such as props, pictures, gestures, and facial expressions in order to help convey meaning; encouraging children to expand and elaborate their responses to help develop oral expression abilities; and structuring oral input based on the level of understanding that children have. Meaningful learning will only take place if the language of instruction brings meaningful and authentic communication between teachers and learners.
The language used matters most especially in dealing with situations which detail learners’ familiarity with the medium of instruction that is being used. Language teachers performed significant roles more than they seem to realize.
— oOo— The author is Teacher III at Betis High School