Tutor profile: Robert S.
How do Psychology-Based Strategies Help Students Learn?
1. A clear sense of progress & success A success file is a continually updated collection of work students are proud to have completed. A bright cheery personalized file provides ready evidence to help students internalize and remember their learning successes throughout the term. As time goes on, through the year success tends to breed success as students are engaged in tracking their learning victories. 2. Student choice The brain’s ‘reward circuit’ stimulates dopamine when students can choose and achieve a learning goal based upon their personal interests. A simple technique to introduce choice in learning projects is to let students choose how they want to prove their learning. Students may choose to make a video, post a blog, write an essay, tell a story, act out a scene, create a movie poster, sing a song, or create a poster. There are many that ways students can demonstrate what they have learned after completing a unit of study or reading a book. 3. Positive self-talk & growth mindset Emphasizing positive self-talk is important to help students develop an optimistic attitude about learning. Show students how to use positive self-talk by example. When showing students how to work out a challenging problem, consistently use language such as, “I know this will be hard, but I can do it!” This will help them to internalize a motivational, rather than a discouraging voice they might hear saying, “This just too hard—there’s no way I’ll get it right.” Shifting away from self-doubt and self-nagging, all students can learn to pay themselves a compliment for learning gains, no matter how small. 4. Modeling Through actions such as demonstrating enthusiasm for learning tasks, teachers’ model that learning can be rewarding and deserving of effort. This can be done by the teacher as a think-aloud or modeled by select students in small groups or role-playing exercises in front of the class, or even watched via an existing video from YouTube where someone demonstrated this kind of attitude in an ‘authentic’ situation. Of course, modeling skills and competencies–anything from phonetics to solving an algebraic equation–are also commonly modeled, often in a ‘show me, help me, let me’ gradual release of responsibility approach. ‘Showing someone how to do something’ is an age-old approach to teaching that, while seemingly lacking innovation, can sometimes be the simplest path towards learning for a student. 5. Mindfulness A teacher’s well-being is critical. Immense gratification can be found in moments when learning lights up a student’s face. Intentionally staying in the moment of those small, incremental successes, rather than thinking about other tasks and troublesome dilemmas, may help you stay attuned to what you love about teaching. Another of our simple strategies that teachers have found to be beneficial is to consistently be mindful of one thing that has worked well for you during each school day and have a short reflection on that prior to leaving school.
Subject: English as a Second Language
Why is Listening Important in teaching English as Second Language?
Listening is also important because it: - occupies a big chunk of the time we spend communicating in the language. Think about the times you spend listening to others speak or listening to songs, news, lectures, YouTube, etc. - recent advances in technology have served to raise the profile of the listening skill in language teaching. - provides input that can be very significant for second language acquisition in general and for the development of the speaking skill in particular. - promotes non-linear processing of language and encourages learners to develop "holistic" strategies to texts. As language teachers, we need to think of how we can incorporate listening into our teaching and provide opportunities both inside and outside the classroom for our students to be exposed to significant listening input. However, this represents a challenge as we shall see in the following section.
Multilingual classrooms are not easy to handle and sometimes it becomes very difficult for the English teachers to cope with the challenges, what practices enhance the academic endeavors of all students?
One of the most successful approaches to bilingual teaching and learning has been the purposeful and simultaneous use of two languages in the same classroom, a process that is referred to as translanguaging. The activities in this collection break new ground in being designed to enable teachers to constantly draw on and make use of students’ emergent bilingual skills. The activities are designed in a planned and purposeful way to encourage students draw on the most appropriate linguistic resources they have, allowing teachers to design intercultural and inclusive lessons that support English language learning but also draw on learners first languages and their community and family funds of knowledge.
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