Educational developmentEducational

Educational development
Educational development (learning how
to teach) is the next important aspect to teach
the NSs who have no teaching experience.
Confront this issue immediately by using the
information already stored in the NSs’ brains:
ask questions. Each NS has already gone
through at least 16 years of education—being
taught by different teachers with different
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teaching methodologies and learning through
different activities. Because these NSs have
many years’ experience being taught, you can
use their student experience to help them
become effective teachers.
Suppose the NSs will teach a speaking
class tomorrow. They have 50 minutes and
20 students at a beginner level. They probably
cannot fathom how they will have beginner
students speak for 50 minutes. Help the NSs
by asking them questions about their learning
experience at progressively deeper levels.
Ask them about their experience learn
-
ing foreign languages and the techniques
their teachers used. With which teacher did
they learn the best and why? Ask them to
remember a useful speaking activity they
participated in when they were first learning
a language. Which speaking activities did they
like? Which didn’t they like? Did they like
to do role plays? Which role plays did they
like and which didn’t they like? At the end of
which speaking activities did they feel they
had really learned something? Which activities
seemed to be a waste of time?
Question NSs to arrive at a way to teach
the input and conduct the speaking activ
-
ity. No matter what class they are teaching
(reading, writing, listening, speaking, or a
general English skills class), use this approach
to question them about their own experiences,
helping them turn good experiences into
their own teaching methods. This approach
requires a great amount of time from both
co-teachers, so the required time must be set
aside in each person’s schedule. It can easily
take two hours or more to prepare for one
50-minute beginner’s class. The Appendix lists
additional specific questions related to a writ
-
ing class and a speaking class that an NNS can
ask these NS co-teachers.
After you have led the NSs through these
questions, they will be better prepared, with
your guidance, to create individual lessons.
Remind them to take the culture of English in
your country into consideration and to create
learning objectives that follow the functions
of English in your country and meet the goals
for the semester.
Once the NS learns to analyze the creation
of each class in this way, his or her teaching
will improve. At the beginning of each lesson
preparation session, be sure to remind the NS
of how English is used or how the students
want to use English in your country. Return
-
ing for a moment to ABC, remember that, in
general, students there listen to popular music
in English, read advertising in English, and
may interact with tourists or expatriates. The
objective of each speaking class should reflect
those uses of English.
Using questions to help NSs teach
Let’s follow the questions in the Appendix
for NSs teaching in an ABC university. Let’s
also imagine that the speaking classes don’t
have individual lessons already created and
don’t have specific goals for the class, except
for the obvious one of getting the students
to speak English better. Below are imaginary
responses that an NS might give to a few of
the questions about studying French.
What can you do to make your class better
for both those students who like to speak
more and those who like to read more?
I suppose I should include both skills in the
speaking class then, but I can include reading
as a lead-up to a speaking activity—the
students can read for background knowledge
and then we can speak about that.
Tell me what you didn’t like about foreign
language classes you took.
The teacher paid too much attention
to grammar. Everything was grammar,
grammar, grammar. I wanted to put
everything together and just speak, but he
wouldn’t let us. When I teach, I want the
students to speak freely, but also correctly.
Maybe I can set up certain times in the
lesson for them to speak freely and other
times for me to correct their grammar.
List the speaking activities you remem
-
ber doing in language class. Which ones
helped you learn the language?
We had some great speaking exercises. For
example, for directions, we actually had
to hide an object for one of our classmates
and then tell him or her where to go to
find it. It was great when he or she followed
the directions correctly and found
the object. We also had to give short
presentations with slides or pictures on
topics such as our hometown, our favorite
summer activities, and our family.
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Which activities did not help you learn the
language?
I really didn’t like activities that made
us simply insert a noun or verb into a
sentence that was already created. There
wasn’t any excitement in that. We also
did some role plays, but they were role
plays of situations that I would never
find myself in.
A sample lesson
Based on the answers above, the NS cre
-
ated the following lesson for students who
were working on directional phrases.
Learning Objectives:
1. Students will be able to follow the spo
-
ken directions of the teacher on a map
of a pretend town in order to discover
where the teacher is.
2. Students will be able to give spo
-
ken directions to the class following a
made-up map so that the listeners end
up in the place the speaker intended.
3. After the lesson, students will be able
to write out directions to a present or
an object (such as a pencil, a card with
a compliment written on it, a small
animal or doll) hidden in the school
building for another student to follow
in order to find the present.
A spoken summary of the lesson is as
follows:
Because some students like to read rather
than speak, I will start the class with a para
-
graph of directions written on the board, next
to a map of a town I will draw. The paragraph
will include the directional phrases students have
been studying and will tell students my location
in that town. When they come into class, the
students will read the paragraph at their own
pace. After a few minutes and after I have taken
attendance, the students can tell me where I am
on the map. After that, we will review the direc
-
tions orally so that students can hear what they
just read. I will ask certain students to lead me
orally through the directions so that everyone can
understand the answer.
I will then ask students to follow new direc
-
tions that I say. Afterwards, I will ask students to
take five minutes to think of directions to a place
on the map that they choose. I will ask certain
students to come to the front and give the class
their directions, seeing if the listeners end up in
the same place as the speaker intended.
Finally, because each student knows different
vocabulary, I will ask each student to draw his
or her own map of a town, choose a place, and
make notes about how to give directions to that
place. The students will then pair off to quiz
their partners about their maps and see if their
directions are understandable.
In the next speaking class, the students will
bring a small present or object to school and hide
it. In class, the students will write directions to
their hidden objects, and I will review them in
the first half of the class. In the second half, I will
hand out the directions to different students, who
will go to find the objects.
Creating learning objectives
Based on what they learned about the cul
-
ture of English in your country and what they
learned during the interview process, the NSs
are ready to create learning objectives for their
first class. Let’s go back to ABC for another
example. Remember the functions of English
in ABC? University students will use academic
English to read research. They might also give
presentations in English. And they are sur
-
rounded by English in popular culture, adver
-
tisements, and foreigner interactions.
Given that knowledge, the NS might decide
to create a learning objective that the students,
after the class, will be able to greet a foreigner
on the street (informally) and greet a celebrated
professor at a conference (formally). Class time
will be dedicated to teaching the students to
use English in these two situations, and in
order to help those who read better than speak,
the teacher can write down a few dialogues for
the students to follow initially.
Because English songs play on the radio in
ABC, another class learning objective might
be to sing a popular English song. The lesson
could start with students being given written
lyrics with every fourth word missing. The
students then read the lyrics, guess the missing
words, and afterwards listen to the song to see
if their guesses are correct. After that, they can
practice singing the song.
Another learning objective might be that
at the end of class, students will be able to
introduce themselves and their research inter
-
est to classmates. The teacher can begin teach
-
ing toward this objective by having small talk
before class starts. For example, the teacher
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can casually ask some students what they are
researching, how it is going, and whether it is
interesting or not.
When the NSs have the knowledge
required to create appropriate learning objec
-
tives, the activities in the lesson will help the
students learn appropriate uses of English in
their context.
Teacher support groups
In addition to one-on-one sessions with
the NSs even before classes begin, the NNS
co-teacher can arrange a teacher support
group to meet throughout the semester or
year, not only for the benefit of the NSs, but
also for the benefit of NNS beginner teachers.
The co-teacher can encourage several teachers
to volunteer to form a teac

ผลลัพธ์ (ไทย) 1:

พัฒนาศึกษาพัฒนาทางการศึกษา (เรียนรู้วิธีสอน) เป็นด้านสำคัญถัดไปสอนNSs ที่ไม่มีประสบการณ์สอนเผชิญปัญหานี้ทันทีโดยการข้อมูลที่เก็บอยู่ในสมองของ NSs แล้ว:ถามคำถาม NS ละไปผ่านการศึกษาอย่างน้อย 16 ปีซึ่งกำลังสอน โดยครูผู้สอนแตกต่างกันพร้อม 8 2 0 1 4N u m b e r2|L E n g ฉัน s hTh e c ฉัน n gF o คุณ mสอนหลักสูตร และการเรียนรู้ผ่านกิจกรรมต่าง ๆ เพราะ NSs เหล่านี้ได้การเรียนการสอน คุณสามารถประสบการณ์หลายปีใช้ประสบการณ์ของนักเรียนเพื่อช่วยให้พวกเขาเป็น ครูที่มีประสิทธิภาพสมมติว่า NSs จะสอนการพูดเรียนวันพรุ่งนี้ มี 50 นาที และโรงเรียนระดับขั้นพื้นฐาน 20 พวกเขาคงไม่เข้าใจว่าพวกเขาจะเริ่มต้นนักเรียนพูด 50 นาที ช่วย NSsโดยการถามคำถามเกี่ยวกับการเรียนรู้พบที่ระดับความก้าวหน้าลึกถามพวกเขาเกี่ยวกับประสบการณ์เรียนรู้-กำลังภาษาต่างประเทศและเทคนิคต่าง ๆครูผู้ใช้ กับครูที่ไม่ได้พวกเขาเรียนรู้ดีที่สุด และทำไม ขอให้กิจกรรมการพูดที่มีประโยชน์อย่าลืมพวกเขาเข้าร่วมเมื่อพวกเขาได้เรียนรู้ก่อนภาษา กิจกรรมที่พูดได้ว่าเช่น พวกเขาไม่ต้องการ พวกเขาชอบหรือไม่การเล่นบทบาทอย่างไร บทบาทที่เล่นได้นั้นเช่น และที่ไม่เหมือนหรือไม่ เมื่อสิ้นสุดกิจกรรมที่พูดไม่ได้พวกเขารู้สึกว่าพวกเขามีจริงรู้ได้อย่างไร กิจกรรมใดดูเหมือนจะ ทำให้เสียเวลาNSs ถามถึงวิธีการสอนที่การป้อนข้อมูลและการปฏิบัติ activ พูด-ity ไม่ว่าระดับใดที่จะสอน(อ่าน เขียน ฟัง พูด หรือทักษะภาษาอังกฤษทั่วไปเรียน), ใช้วิธีการนี้คำถามพวกเขาเกี่ยวกับประสบการณ์ของตนเองช่วยให้พวกเขาเปิดประสบการณ์ดีเป็นวิธีการสอนตนเอง วิธีการนี้ต้องการจำนวนมากของเวลาจากทั้งสองครูร่วม ดังนั้นต้องตั้งเวลาจำเป็นกันในกำหนดการของแต่ละคน ได้อย่างง่ายดายใช้เวลาสองชั่วโมงขึ้นไปทำอย่างใดอย่างหนึ่ง50 นาทีเริ่มต้นคลา รายการภาคผนวกเพิ่มเติมคำถามเฉพาะที่เกี่ยวข้องกับการ writ-กำลังเรียนและเรียนพูดที่ NNS สามารถขอให้ครูเหล่านี้ร่วม NSหลังจากที่คุณได้นำ NSs ผ่านเหล่านี้คำถาม พวกเขาจะดีกว่า เตรียมไว้ด้วยสิ่ง การสร้างบทเรียนละกันเตือนให้นำวัฒนธรรมของภาษาอังกฤษประเทศพิจารณา และสร้างวัตถุประสงค์การเรียนรู้ตามภาษาอังกฤษในประเทศของคุณ และบรรลุเป้าหมายสำหรับภาคนี้เมื่อ NS รู้วิเคราะห์สร้างของแต่ละชั้นด้วยวิธีนี้ เขาหรือเธอสอนจะปรับปรุง ที่จุดเริ่มต้นของแต่ละบทเรียนการเตรียมงาน เพื่อเตือนการ NSวิธีการใช้ภาษาอังกฤษ หรือว่านักเรียนต้องใช้ภาษาอังกฤษในประเทศของคุณ เที่ยวกลับ-กำลังช่วงการ ABC จำไว้ว่า ในนักเรียนทั่วไป มีฟังเพลงอ่านโฆษณาภาษาอังกฤษ ภาษาอังกฤษ และmay interact with tourists or expatriates. Theobjective of each speaking class should reflectthose uses of English.Using questions to help NSs teachLet’s follow the questions in the Appendixfor NSs teaching in an ABC university. Let’salso imagine that the speaking classes don’thave individual lessons already created anddon’t have specific goals for the class, exceptfor the obvious one of getting the studentsto speak English better. Below are imaginaryresponses that an NS might give to a few ofthe questions about studying French.What can you do to make your class betterfor both those students who like to speakmore and those who like to read more?I suppose I should include both skills in thespeaking class then, but I can include readingas a lead-up to a speaking activity—thestudents can read for background knowledgeand then we can speak about that.Tell me what you didn’t like about foreignlanguage classes you took.The teacher paid too much attentionto grammar. Everything was grammar,grammar, grammar. I wanted to puteverything together and just speak, but hewouldn’t let us. When I teach, I want thestudents to speak freely, but also correctly.Maybe I can set up certain times in thelesson for them to speak freely and othertimes for me to correct their grammar.List the speaking activities you remem-ber doing in language class. Which oneshelped you learn the language?We had some great speaking exercises. Forexample, for directions, we actually hadto hide an object for one of our classmatesand then tell him or her where to go tofind it. It was great when he or she followedthe directions correctly and foundthe object. We also had to give shortpresentations with slides or pictures ontopics such as our hometown, our favoritesummer activities, and our family. E n g l i s hTe a c h i n gF o r u m|N u m b e r2 2 0 1 49Which activities did not help you learn thelanguage?I really didn’t like activities that madeus simply insert a noun or verb into asentence that was already created. Therewasn’t any excitement in that. We alsodid some role plays, but they were roleplays of situations that I would neverfind myself in.A sample lessonBased on the answers above, the NS cre-ated the following lesson for students whowere working on directional phrases.Learning Objectives:1. Students will be able to follow the spo-ken directions of the teacher on a mapof a pretend town in order to discoverwhere the teacher is.2. Students will be able to give spo-ken directions to the class following amade-up map so that the listeners endup in the place the speaker intended.3. After the lesson, students will be ableto write out directions to a present oran object (such as a pencil, a card witha compliment written on it, a smallanimal or doll) hidden in the schoolbuilding for another student to followin order to find the present.A spoken summary of the lesson is asfollows:Because some students like to read ratherthan speak, I will start the class with a para-graph of directions written on the board, nextto a map of a town I will draw. The paragraphwill include the directional phrases students havebeen studying and will tell students my locationin that town. When they come into class, thestudents will read the paragraph at their ownpace. After a few minutes and after I have takenattendance, the students can tell me where I amon the map. After that, we will review the direc-tions orally so that students can hear what theyjust read. I will ask certain students to lead meorally through the directions so that everyone canunderstand the answer.I will then ask students to follow new direc-tions that I say. Afterwards, I will ask students totake five minutes to think of directions to a placeon the map that they choose. I will ask certainstudents to come to the front and give the classtheir directions, seeing if the listeners end up inthe same place as the speaker intended.Finally, because each student knows differentvocabulary, I will ask each student to draw hisor her own map of a town, choose a place, andmake notes about how to give directions to thatplace. The students will then pair off to quiztheir partners about their maps and see if theirdirections are understandable.In the next speaking class, the students willbring a small present or object to school and hide
it. In class, the students will write directions to
their hidden objects, and I will review them in
the first half of the class. In the second half, I will
hand out the directions to different students, who
will go to find the objects.
Creating learning objectives
Based on what they learned about the cul
-
ture of English in your country and what they
learned during the interview process, the NSs
are ready to create learning objectives for their
first class. Let’s go back to ABC for another
example. Remember the functions of English
in ABC? University students will use academic
English to read research. They might also give
presentations in English. And they are sur
-
rounded by English in popular culture, adver
-
tisements, and foreigner interactions.
Given that knowledge, the NS might decide
to create a learning objective that the students,
after the class, will be able to greet a foreigner
on the street (informally) and greet a celebrated
professor at a conference (formally). Class time
will be dedicated to teaching the students to
use English in these two situations, and in
order to help those who read better than speak,
the teacher can write down a few dialogues for
the students to follow initially.
Because English songs play on the radio in
ABC, another class learning objective might
be to sing a popular English song. The lesson
could start with students being given written
lyrics with every fourth word missing. The
students then read the lyrics, guess the missing
words, and afterwards listen to the song to see
if their guesses are correct. After that, they can
practice singing the song.
Another learning objective might be that
at the end of class, students will be able to
introduce themselves and their research inter
-
est to classmates. The teacher can begin teach
-
ing toward this objective by having small talk
before class starts. For example, the teacher
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can casually ask some students what they are
researching, how it is going, and whether it is
interesting or not.
When the NSs have the knowledge
required to create appropriate learning objec
-
tives, the activities in the lesson will help the
students learn appropriate uses of English in
their context.
Teacher support groups
In addition to one-on-one sessions with
the NSs even before classes begin, the NNS
co-teacher can arrange a teacher support
group to meet throughout the semester or
year, not only for the benefit of the NSs, but
also for the benefit of NNS beginner teachers.
The co-teacher can encourage several teachers
to volunteer to form a teac

ผลลัพธ์ (ไทย) 3:

การศึกษาการพัฒนาการพัฒนาการศึกษา ( เรียนรู้
สอน ) เป็นสำคัญต่อไป ด้านการสอน
NSS ที่ไม่มีประสบการณ์การสอน .
เผชิญหน้ากับปัญหานี้ได้ทันที โดยใช้
ข้อมูลแล้วเก็บไว้ในสมอง NSS ' :
ถาม แต่ละชนิดได้แล้ว
ผ่านอย่างน้อย 16 ปีของการศึกษาการสอนโดยครูผู้สอนที่แตกต่างกันแตกต่างกัน

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วิธีการสอนและการเรียนรู้ผ่านกิจกรรมที่แตกต่างกัน . เพราะเหล่านี้ NSS มี
หลายปีประสบการณ์การสอน คุณสามารถใช้ประสบการณ์นักศึกษา

ครูของพวกเขาเพื่อช่วยให้พวกเขากลายเป็นที่มีประสิทธิภาพ .
ว่า NSS จะสอนการพูด
ชั้นเรียนพรุ่งนี้ พวกเขามี 50 นาที
20 นักเรียนที่เริ่มต้นระดับ พวกเขาอาจ