[محمد حسن ضبعون]

المشاركة الأصلية كتبت بواسطة e_a

لو سمحت انا فى جا جة ما سة الى نواتج التعلم لما دة اللغة الأنجليزية للمرحلة الأبتدا ئية انا متحول للتحقيق غدا علا ش هذا

In Education, there is nothing called “Mission Impossible”. However, teaching is not an easy job. The teacher needs to be informative and creative in the learning environment. As you know, the teacher is one of the most important elements at school. If teachers of English sit together to discuss difficulties in teaching English as a foreign language, they will not be far a way from the information you are going to read in the next few pages. I hope you will find the following information useful.

Spelling is Problematic
Spelling is not easy even for native speakers because of many reasons such as:
Pupils cannot read words spontaneously specially in the 1st and 2nd year intermediate.
.They do not know the correct pronunciation of some English words.
.Spelling and Pronunciation are not compatible in English.
.There are 26 letters in English that have 44 sounds.
Solutions:
There are some solutions that can help teachers enable their pupils to master words and their spellings. Let us mention some.
.Teachers should explain the correct rules of spelling.
.They should help pupils repeat and spell each new word 4 or 5 times chorally.
.They should help pupils read words correctly and spontaneously.
.Weekly dictation is beneficial in gaining the ability of the correct spelling.
.Dictionaries can be used in the secondary stage to reinforce spelling abilities.
Posters containing difficult words can be hanged on walls in front of pupils to look at them for a long period of time. They can be exchanged every week or two weeks.
.Teachers should diversify exercises for giving dictation.
Some Students Forget Their Homework.
.Accept excuses when youngsters come in without their homework.
.If it becomes a daily occurrence, look into the reasons.
.Make sure they understand exactly what you ask them to do for homework.
.Discuss with them in private the importance of doing homework.
.Reward with praise those who respond to your directions. The others will soon be seeking your praise too.
Some Pupils Do Not Appear Interested in English
.Plan lessons in which there is a great deal of variety. Devote the longest time in each lesson to oral practice activities. Subdivide these activities into four or five different types to avoid boredom.
.Ensure wide student participation. Let students formulate questions, prepare pictures or other instructional materials, give cues for oral activities, lead games and songs, dramatize conversations, or help prepare a student publication.
.Keep the pace of the lesson very brisk. Give the students the feeling that they are moving ahead all the time. When a student cannot answer a question, give the correct answer quickly or ask a more able student to give it. (Give a student a reasonable time to answer; then move on to someone else and come back to the first student a little later in the lesson).
.Don’t correct every mistake the students make. During the warm-up and motivation segments of the lesson especially, correct only those errors which impede understanding. Make a mental note of minor errors and give practice in their correction later in the hour or in a future lesson.
.Don’t strive for immediate mastery. Accept reasonable fluency and reason¬able accuracy (particularly of difficult sounds) since you will reintroduce all lan¬guage items many times during the course.
.Encourage your students by making it possible for them to enjoy many small successes frequently. Do this by announcing tests, differentiating assignments, and creating an audience situation when they have done supplementary outside reading or when they have learned the lines of poem or a play.
.Praise them- sensibly of course - but don’t wait for them to give a perfect response before you do so. If their response today (although still poor) is better than yesterday’s, it is reason enough for praise.
.Make it possible for them to talk, as quickly as possible, about the things they would talk about in their native tongue. Demonstrate that English is another mode of communication which permits them to say anything they can say in their language.
.Utilize the people or places in the community to reinforce the students’ knowledge of English while lending interest and variety to your lessons.
.Plan a little more than you think you can cover in an hour. Plan for the slow and for the gifted(daboon) .
.Be flexible in your planning. If something of interest happens in your school or community and if you can use the happening to reinforce or to teach language items or an aspect of the culture - or, just as important, to strengthen your rapport with your students- put aside the lesson you had planned and discuss the interesting occurrence.
Disruptive Behavior
You can follow these steps when having disruptive behaviors:
.Keep students busy.
.Make few and reasonable demands.
.Accept reasonable excuses.
.Excuse them from examinations when they have been absent.
.Praise them!
.Keep your expectations for them within their ability levels.
.Make sure they understand exactly what you expect of them.
.Don't ask for a choral response to a question unless you are specifically practicing that question and answer.
.Train students patiently to keep together in choral repetition.
.Don't raise your voice or continue to work when students are talking.
.Don't penalize the wrongdoers! Reward, with praise, those who are attentive.
DABOON
“The behavior and the attitude of the teacher is perhaps the most important factor in the classroom, and thus can have a major effect on discipline. We can make a list of things that teachers should probably not do if they want to avoid problems.
Don’t go to class unprepared.
Pupils automatically identify teachers who are not sure what to do in the classroom. The teacher has to appear well prepared and knowledgeable in his subject.
Don’t be inconsistent.
If the teacher allows pupils to come to class late without taking action one week, he cannot then chastise them for doing the same thing again the week after. In other words, Teachers have to be consistent about what code of conduct they are using; otherwise the students will lose respect of it.
Don’t issue threats.
Teachers who threaten students with terrible punishments and then do not carry them out are doing both the class and themselves a disservice. Hopefully threats are not necessary, but it is absolutely fatal to say that an action is to be taken if it is not.
Don’t raise your voice.
One of the great mistakes of many teachers is to try to establish control by raising their voices and shouting.
Don’t give boring classes.
We know how important students find it that classes should be interesting. It seems true that perhaps the greatest single cause of discipline is boredom.
Don’t be unfair.
A teacher cannot allow himself to be unfair, either to the class as a whole or to individuals. Teachers should always try to avoid having favorites or picking on particular individuals.
Don’t have negative attitude to learning.
A teacher who does not really care and who is insensitive to the students’ reactions to what is happening in the classroom will lose the respect of his students.
Don’t break the discipline.
If part of the discipline is that the students should be in the classroom on time, then the teacher must arrive on time. If there is a ban on chewing gum, the teacher should not chew gum. If homework must be handed on time, it must be corrected promptly.
Pupils Face Some Pronunciation Difficulties
.Students should listen to new words before they produce them orally. The underlying educational principle is that perception and listening should precede production and speaking .
.The teacher should always give his students the correct pronunciation of new words because he is a model fully imitated by learners. This requires that the teacher has to check the pronunciation of most words, if not all. It is easier to teach afresh than to re-teach after wrong learning.
.The teacher has to pay attention to segmentation. This implies that he has to pronounce words correctly regarding their consonants, vowels and stress.
.The teacher has to pronounce sentences with their correct intonation and sentences stress and at a fairly normal speed.
.Good pronunciation should be aimed at whenever one is teaching other skills such as reading aloud, grammatical structures and, vocabulary.
.The teacher should call his students’ attention to silent letters while teaching new words by probably dotting them when demonstrated on the board. Such focusing is helpful in learning both pronunciation and spelling.
.The teacher has to emphasize words with problem sounds more than words devoid of such sounds. The former words require more repetition.
.The teacher has to design pronunciation drills that handle some common pronunciation difficulties especially those caused by new sounds not existing in the native language.
.The teacher may teach his students some regularities that control the relationship between writing and pronunciation, e.g.. the pattern of sold, hold and fold and the pattern of it, bit, and sit.
Pupils Face Difficulties in Writing Composition
.Ask your students to prepare the composition at home in order to express their own ideas correctly and easily.
Motivate the topic by creating a situation or using discussions, wall charts and guided words.
.Elicit ideas related to the topic. You can ask your students to express their own ideas orally. Choose the most suitable ideas and write them on the board in order to help students when doing their homework.
.Give your students enough help with functions, structures and vocabulary needed to express and expand each idea.
.Students should be given enough time to write an introductory paragraph in the classroom because there must be a model to follow.
.Your comments on their compositions had better be tactful, clear and constructive and it will be very useful if you do this work in the classroom.
.When correcting your pupils’ notebooks, you should pay attention to the major errors such as those in grammar, word order, spelling and punctuation.
Some Pupils Have Terrible Handwriting
.The teacher is a model fully imitated by the learners. Some teachers have unsuitable handwriting.
.Some students do not know how to use the pen (pencil) correctly.
.Some students are unable to form the correct shape of some letters and they find it difficult to distinguish in handwriting between some letters such as /w- m/, /n-u/ and so on.
.The teacher should remind his pupils of the rules of correct handwriting such as the following:
a.Beginning the sentence with a capital letter.
b.Leaving one-letter space between words.
c.Ending the sentence with a full stop.
d.Leaving two-letter space between sentences. …etc.
e.Some pupils develop incorrect ways when writing because of their teachers who do not train them well in the first and the second year intermediate.
.Students should be trained in the correct movement of the hand.
.Students should write on four-line notebooks.
.An ink pen shouldn’t be used in the beginning levels.
.Intensive work should be done on teaching the correct form of each letter.
.The teacher should display the best handwriting in front of other students.
.It will be very useful if teachers make competitions in handwriting in order to encourage those pupils who write beautifully.
Learning Vowel Letters is Difficult for Some Pupils.
.Revise vowel letters daily.
.Ask different individuals to write some letters on the board.
.Ask mistaken pupils to re-write the letters again.
.Repeat these steps when needed.
.Be very keen in using flash cards containing different letters.
6.Never forget the other letters.
Pupils Cannot Understand A Dialogue or A Reading Passage
.Show pictures.
.Dramatize the material,
.Explain in a simple language.
.You can translate in the mother tongue but this step should be your last solution.
Students Are Afraid to Speak in the Classroom.
.Start with choral repetition, followed by group repetition.
.Call on the more able or less timid students first.
.Be patient with really timid individuals.
.Praise them for any effort, no matter how slight.
.Try to avoid continuous looking at their faces when they speak.
.Use paired activities.