Hi everybody,
I wanted to say something about grammar teaching. Our mentor teacher teaches the grammar topics in a very effective way that I really appreciate her. I always thought that teaching grammar inductively would be too difficult although I am sure that it would be effective. However, our mentor teacher manages it perfectly; she teaches inductively in a very simple and natural way and I begin to think that I can manage it, as well. She simply creates an environment where the students can only use that structure and she gives chance to every student to speak. Now I do not think that teaching grammar inductively would be that difficult. What do you think?
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9 comments:
Neşe, thanks for mentioning this issue, ı was also thinking that it would be difficult to implement an inductive method to teach grammar. but now ı believe that as far as you create the correct occasion it is not difficult to make students reach the formulas on their own. my opinion is that this will come through experience... this is what we lack:)
I also think that teaching inductively will be a bit challenging but I do not think it is impossible to convey the grammar points inductively. I believe that we should first provide a great amount of input related to target structures. In this way we can show the students in which situations they will need to use the particular target structure.
Hi, Nese,
I just wrote to Derya about my own approach to teaching grammar on her post about grammar. I guess there's no formula. I generally teach grammar very inductively, but the most important aspect of it is to make it relevant to students, letting them use language in a meaningful and contextualized way. Sometimes, just by giving a simple plain grammar explanation might help instead of battling to show a concept to students. However, in general, I truly believe in the power of letting students realize what we are talking about with the teacher's guidance. What do you think?
Cheers from a Brazilian educator in Key West, FL>
Yes, I totally agree with you on the relevance of it to students' lives and letting them use the language in a meaningful and contextualized way. Of course there is no formula and the only thing is to make the students involve in the process.
Right,Nese,
If you can motivate them with engaging tasks, then they will be hooked and totally involved in the learning process. Of course, not all of them will engage in the tasks in the same way due to their own learning styles. So, we also need to consider the aspect of variety to tap into those different styles.
Cok etkilendim.
Sibel hoca'yi ve tum ogrencilerini kutlarim.
Muthis guzel bir girisim.
JB
Dear All,
I've been reading your posts as much as I can.I think it is great to reflect on your practice teachig experience by means of this blog. ıt is good to stick together as a group. There is so much we can learn from one another. First, many thanks to Sibel, then to everyone who posted their ideas here.
First of all I am so happy to learn once again that you are all happily placed in your school.I am very happy to be your tutor and join in the enthusiastic discussion every week. So far so good, so let's all keep up the good work.
As for the teacher's highlighting the wrong language forms, it is allright as long as the teacher makes it clear that it is WRONG by crossing it over and erasing it. If it stays on the board for a while students may store it in their photographic memory and may remember it as a visual image, thus think that such a thing exists. It is also the students' level which helps the teacher decide whether s/he can use this as a technique, how often it could be used etc. I personally would erase the wrong form after making sure that everyone in the class saw it. Having said that let me make it clear that there is hardly one right way of doing things in classroom. Every classroom, every learning context is unique.And there are many decisions we as teachers need to make instantly. What works in one classroom may not work at all in another. As you gain more experience, this will make more sense to you.
Let me move on to the inductive teaching of grammar. I'm glad to learn that so far you've seen good examples of it. I think focusing on language forms in isolation is the most difficult thing to do both for the teacher and the learner. When Nese wrote how easy it was to teach grammar inductively, I thought 'of course it is, because it is mroe meaningful !' If you have been my student you'd probably remember the following statement, so here I go once again: Whatever you teach in your classroom make sure that you focus on meaning, which must me your primary concern at all times.
Nese, our photo is great and I agree with the rest of the group that you look perfect, smiling as usual. Thanks once again for taking it and sharing it with all of us. I showed it to my audience in TESOL as I was introducing our department in my presentation.
See the Hokey Pokey video Burhan posted, one of my favourites.
This has been a collective response to many of your posts. Now that I've a little spare time I want to make the most of it =).
See you on Wednesday and have a nice week-end !
Nurdan Gurbuz
Practicum Supervisor
Thank you very much dear Mr. Bear and Mrs. Gürbüz. Thanks a lot for reading our blogs and reflecting on them. Believe me it is so motivating for us to see that the things we do is taken seriously and appreciated by our honorable instructors like you.
Ok. I am convinced that I look good in our photo and I decided not to delete it for the time being :)) Thanks again and see you next week.
Dear Mrs. Gürbüz,
thanks for your comments, and contribution to us. ıt is nice to hear that you are pleased with our performance:)
Zelish
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