Generating Classroom Interactions Through Task-Based Materials
- Written by Dr. A. Joycilin Shermila
While producing materials the teacher/course designer has in mind certain objectives. He expects those materials to generate classroom interaction, which leads to the realization of those objectives. The expectations from the teaching materials in language classroom are multiple and complex as many variables in the form of teacher expectations and learner expectations interact. Therefore, in order to decide on the aims and objectives of the teaching materials one has to look at the target group, i.e., the learners and their needs. In other words, the nature of the material emerges from the analysis of the learner’s needs. As Breen says, “The classroom is the meeting place or point of interaction between the pre designed syllabus and individual leaner syllabuses. The interaction will generate the real syllabus-or the syllabus in action-which is jointly constructed by teacher and learners and learners together”. (Breen, 1984: 50)
Innovating classroom techniques to impart skills in Spoken English at elementary school level
- Written by Bhavani
This paper aims to tackle pedagogical inertia and free the teaching staff from the attitude of routines and make them use innovative classroom techniques at the elementary level.
Let there not be an emphasis on sentence writing
Writing of sentences, though euphemistically called simple sentences, from standard II itself is rather premature for a child of just six years. Writing of sentences in a sentence form is to bring in grammar through the back door. For a child with its mind only marginally developed nothing could be more frightening than instructing him in subtleties and nuances of grammar. It would, surely, scare away the child from the classroom and effectively kill his aptitude for learning English, with all its complexities and peculiarities.
TEACHING STRATEGIES FOR CHILDREN WITH LEARNING DIFFICULTIES
- Written by Rajni Bhagat and Sandhya Lal
Language is universally acquired by humans. Most children learn to spell and read and require very little help to do so, but some children have to work harder and longer than others at learning a language.
Dyslexia is a disorder of language. There can be a number of different manifestations and this difficulty is usually noticed by teachers by the time children start formal reading and writing. Students with Dyslexia, often need explicit instruction in phonemic awareness because they have difficulties in associating sounds with letters and sequencing the sound in words. Sometimes they may also have difficulty in auditory discrimination or in hearing the small differences between them.
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