In a discussion of teacher beliefs and intentions, Woods (1996)refers to 'hotspots' -that is, areas where a teacher's intentions or beliefs about ES/EF teaching don't fully match their actions. Do you have any such? Try using the following frameworks to make your own hot spot statements (you also need to provide further details about the issue that you raise):
a) I am pretty sure that ------ would be a good thing to try, but I haven't figured out how to work it into my teaching yet because----
b) I've read research which states that ----------- is beneficial, but I know I'm still doing ------ as--------.
c) I really believe in the value of --------------- and I'd like to incorporate it in the curriculum,but if I did so I'm afraid I'd lose my job/get into trouble/meet resistance from parents or students in that /in the sense that --------------
a) I am pretty sure that teaching specific speaking skills and daily language would be good thing to try, but I haven't figured out how to work it into my teaching yet because I did not have a chance like that before.
ReplyDeleteb) I've read research which states that implicit teaching is beneficial, but I know I'm still doing explicit one when the students need as I think this is last resort and I do not know what else to do.
c) I really believe in the value of outdoor activities and I'd like to incorporate it in the curriculum,but if I did so I'm afraid I'd lose my job/get into trouble/meet resistance from parents or students in that /in the sense that the parents only believe that the lesson can be done in class and teacher is the speaking one all the time.
a) I am pretty sure that giving some lessons accompanied with music which encourages the students would be a good thing to try, but I haven't figured out how to work it into my teaching yet because I haven’t tried yet in a class which will belong to me.
ReplyDeleteb) I've read research which states that giving unknown words within a context is beneficial, but I know I'm sometimes going on giving some words without context as I have to teach lots of words in a lesson, so I could not give the contexts of some.
c) I really believe in the value of implicit grammar teaching and I'd like to incorporate it in the curriculum, but if I did so I'm afraid I'd lose my job/get into trouble/meet resistance from parents or students in that /in the sense that they want their students to be successful in the English exams focusing on grammar, so they want their students to learn the exam-focused grammar.
a) I am pretty sure that using social networks for the purpose of teaching English would be a good thing to try, but I haven't figured out how to work it into my teaching yet because I haven’t seen an example of it yet.
ReplyDeleteb) I've read research which states that inductive grammar teaching is beneficial, but I know I sometimes do deductive grammar teaching as some students need it, too.
c) I really believe in the value of extensive reading and I'd like to incorporate it in the curriculum, but if I did so I'm afraid I'd meet resistance from parents or students in that it requires extra time after school in which students usually prefer playing computer games or studying for the other courses.
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ReplyDeletea) I am pretty sure that making use of drama in teaching specific language skills to students would be good thing to try, but I haven't figured out how to work it into my teaching yet because I did not have a chance to do that so far.
ReplyDeleteb) I have read research which states that teaching grammar inductively is more effective than teaching it deductively, but I know I am mostly using deductive methods because of the time limitation.
c) I really believe in the value of making students keep portfolios, but if I did so, I am afraid I would meet resistance from students and parents in that they are spending so much time on homework already.
a) I am pretty sure that inductive grammar teaching is a useful way because it can make students feel the happiness of reaching the information on themselves. However, it can be really hard to use it with students who are used to the deductive one. Therefore, I have always problems in using it in my teachings.
ReplyDeleteb) I've read research which states that reading aloud is a really beneficial way because it provides input for students as if they did a listening task. Also, it can be reading task for the ones who do the reading aloud. Although, it seems an old fashioned technique, the research emphasizes its benefits and so I am planning to get use of it from time to time.
c) I really believe in the value of using authentic materials especially in teaching listening, however I can’t make frequent use of it because mostly the students are not good enough in English to understand them. Therefore, I will take advantage of them when I have more advanced learners.
a) I am pretty sure that developing speaking skill via the online programs by speaking to the European students would be a good thing to try, but I haven't figured out how to work it into my teaching yet because there is time limitation and needs high technology in the school.
ReplyDeleteb) I've read research which states that inductive grammar teaching is beneficial, but I know I sometimes apply deductive grammar teaching as some students also need it.
c) I really believe in the value of the school trip and outdoor activities and I'd like to incorporate it in the curriculum, but if I did so I'm afraid I'd lose my job/get into trouble/meet resistance from parents or students in that /in the sense that they think the teacher is not teaching students; rather, she/he has just an enjoyable time.
a) I am pretty sure that preparing a lesson in great detail would be a good thing to try, but I haven't figured out how to work it into my teaching yet because it would take a lot of time and may not end up with economical outcomes- worksheets and extra books etc.
ReplyDeleteb) I've read research which states that giving homework is beneficial, but I know I'm not giving as I believe that students will not do it with great enthusiasm since it would be a pen and pencil one.
c) I really believe in the value of process project work and I'd like to incorporate it in the curriculum,but if I did so I'm afraid I'd lose my job/get into trouble/meet resistance from parents or students in that /in the sense that it would require new materials to buy and the marks given to these works- subjective in a way- would not satisfy neither the headmaster nor the parents.