Muscle Shoals, Alabama TESOL Online & Teaching English Jobs

Overview Unit 4 This unit will deal with materials used in the teaching process in the classroom Definition of Materials: means anything brought into the classroom for the purpose of teaching e.g. worksheets, flash card, games, etc. etc. Authentic materials: are those materials that have been produced for a real purpose and not for the classroom. Non-Authentic materials : are those materials that have been produced, either by an educational company or individual teachers for the specific purpose of being a teaching aid. Here there is a very fine line of truth as some materials can be in both camps. Advantages Authentic Materials •They are real e.g. A Football its real you can play with and describe a circle with it plus the cost factor also comes down. Or a crossword puzzles in a newspaper. •They more nearer to life so easily acceptable This will also be helpful to the teacher latter on. Non Authentic Materials. Before we go further we must ask ourselves a few questions 1.Are they appropriate for the language being taught? Choose the appropriate for Listening, Speaking, Reading, and writing. And what age group 2.How will they be used in the classroom? Will students work in pairs or groups , will they be used so that everybody is involved in the activity, will you get feedback from them, what will happen if the activity does work. 3.s the teacher capable of using them in the proper way? Students must be given a physical demonstration on the usage; teachers must elicit proper answers from students. Teachers must always try and check the understanding of the students Lesson Plan is a working document; look at page 7 in the unit. It’s the history of the class, what has been taught, location, time, language point to be covered, all what a substitute teacher might need if the proper teacher were to fall sick. The plan will further cover idea’s and most all give the teacher a proper time set on the time available for each stage of the lesson Engage, Study, Activate . Course books •Course books usually consist of a set of materials: •Student's book (for classroom use) •Workbook (for individual and supplementary work, class work, homework etc) Cassettes (for use in class and at home. •Teacher's book (gives a step-by-step guide as to how to teach the material in the student's book. Often also contain progress tests) In some cases a video (video activities to reinforce the material in the student's book) •Other published materials include – reading books graded to varying levels of students, test books, learner dictionaries, vocabulary flash Course book advantages •It is usually expected by the students.? •It provides a syllabus which is graded to a level suitable for the students? •It provides security for students and teachers alike? •It normally provides a balanced mix of grammar, vocabulary and skills work? •It offers continuity and progression? •The materials will have normally been tried and tested before publication? •It is usually attractive and appealing to the eye? •It continually practices language items previously introduced? •The teacher's book offers many good ideas for the inexperienced teacher? Course book disadvantages •It does not always fit the specific needs and interests of all the class members •The students may not like the book and might be reluctant to use it •Exclusive use of a course book can become very predictable and boring for the students •It can make teachers lazy, and stop them from being creative and searching for •activities and materials which will motivate and interest their students •A course book is almost always a compromise •Most course books on the market are designed for use by all nationalities and may not •cover in enough depth language problems specific to the nationality of students that you are teaching •Teachers rarely get to choose the course book and many can be out dated and unattractive to your students est use of course books Ifyou have the choice of course book, look at a range that could be used for your group. •Which is the most suitable? •Do not use the course book for the whole lesson •When planning your lessons think about which items will motivate your students, and which need to be supplemented/adapted/replaced. •Think about how much time will be needed for each task and create a balanced lesson. •Explore ways to match the book to the needs of the students? •Approach the book critically: Read the teacher's book, but also do your own research into the language, and look for difficulties not highlighted by the authors •Don't base all lessons around the course book. Look at what your particular students need too. •Don't regard the course book as the solution to everything. Try out new ideas and vary your activities. 1.) Omit. Teachers may decide to omit certain lessons from the course book if they are not beneficial or relevant to their students. Care is needed though, because if the teacher omits too much, then the students might wonder why they bought the book in the first place 2.) Replace. Instead of omitting unsuitable material the teacher may choose to replace it with similar, but more appropriate material. 3.) Supplement. At times the teacher might want to add extra material to the course book to reinforce a language point, or to extend the students' engagement with the language. 4.) Adapt. This is where the teacher will use the same basic materials but in his/her own way and style. Use of the Internet. This has become a big advantage to both teachers and students. Referencing can be the the problem there is so much to choose from. Further to this is the cost factor so be very careful which sites are choosen especially the ones which are for free. Classroom Management plays a very important role in the process of learning, this must be got right from the beginning of the course or the teacher will always be on the back foot of the class room. Teachers must be friendly but also lay down the law when it is required. There are a number of ways this can be done Voice, gesture, eye contact, grouping students, using their names, classroom arrangement, teacher position, giving attention, monitoring and feedback, giving clear and concise instructions and knowing your students . Teachers who run into problems should avoid the following things •Not giving students respect •Having favourite’s •Shouting as a first response to bad behaviour •Making threats and not carrying them through •Not being seen to be fair •Lack of interest in students •Poor preparation •Bluffing about knowledge •Being over-friendly before getting to know the students •Changing the class rules continuously Discipline is a very big part of teaching so all things considered the teacher should be fair at all times. If matters get out of hand then let the Administration of the institute you are teaching handle the disciplinary action.