TEACH­ING ENGLISH THE EASY WAY

Sun.Star Pampanga - - PERSPECTIVE! -

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

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