Do’s and don’ts for teaching English students
ENGLISH is considered as one of the major subjects in school. As teachers welcome these students in their class, here are a few basic best practices that might help teachers go about their lessons for the whole academic year. It was researched and rvealized that consistently using these practices makes English teaching more efficient and effective. It was also discovered that it is important to include a few “worst” practices in the hope that they will not be repeated.
First practice is modeling. What should be done? Do model for students what they are expected to do or produce, especially for new skills or activities, by explaining and demonstrating the learning actions, sharing teacher’s thinking processes aloud, and showing good teacher and student work samples. Modeling promotes learning and motivation, as well as increasing student self-confidence – they will have a stronger belief that they can accomplish the learning task if they follow steps that were demonstrated. What should not be done? Don’t just tell students what to do and expect them to do it.
Second practice is on the rate of speech and wait time. What should be done? Do speak slowly and clearly, and provide students with enough time to formulate their responses, whether in speaking or in writing. After asking a question, wait for a few seconds before calling on someone to respond. This “wait time” provides all students with an opportunity to think and process, and gives them a needed period to formulate a response. What should not be done? Don’t speak too fast, and if a student tells the teacher they didn’t understand what they said, never, ever repeat the same thing in a louder voice.
Third practice is in giving instructions. What should be done? Do give verbal and written instructions – this practice can help all learners. In addition, it is far easier for a teacher to point to the board in response to the inevitable repeated question, “What are we supposed to do?” What should not be done? Don’t act surprised if students are lost when the teacher haven’t clearly written and explained step-by-step directions.
Last practice i s to check for understanding. What should be done? Do regularly check that students understand the l esson. After an explanation or lesson, a teacher could say, “Please put thumbs up, thumbs down, or sideways to let me know if this is clear, and it’s perfectly fine if you don’t understand or are unsure – I just need to know.” This last phrase is essential if teacher want students to respond honestly. Teachers can also have students quickly answer on a Post-it note that they place on their desks. The teacher can then quickly circulate to check responses. When teachers regularly check for understanding in the classroom, students become increasingly aware of monitoring their own understanding, which serves as a model of good study skills. It also helps ensure that students are learning, thinking, understanding, comprehending, and processing at high levels. What should not be done? Don’t simply ask, “Are there any questions?” This is not an effective way to gauge what all students are thinking. Waiting until the end of class to see what people write in their learning log is not going to provide timely feedback. Also, don’t assume that students understand because they are smiling and nodding their heads – sometimes they’re just being polite.