cOMMON Problems in the Classroom...

Teaching English as a foreign language is a challenging, yet rewarding career choice. As an ESL (English as a Second Language) teacher, you must learn to constantly adapt to your students needs. Many times, this means dealing with a variety of problems in the classroom, many of which are all too common occurrences. A good ESL teacher must be able to recognize these common problems, and work to find solutions. Even a small tweak in your teaching methods can help to create a more productive and casual environment for both you and your students. The following will outline 10 of the most common classroom problems faced when teaching English as foreign language, and just how to solve them.

Some common problems in classroom..:-

1. Students become overly dependent on teacher

Many times, students will automatically look to the teacher for correct answers instead of trying themselves. If the teacher obliges them with the answer each time, it can become a detrimental problem. Instead, focus on giving positive encouragement to students. This will help to make students more comfortable and more willing to answer (even if incorrectly).

2. Persistent use of first-language

When teaching English as a foreign language, this is possibly the most common problem. As an ESL teacher, it's important to encourage students to use English, and only English. However, if students begin conversing in their first language, move closer to the student. Ask them direct questions like "do you have a question?" Another idea is to establish a set of class rules and develop a penalty system for when they use their first-language. For example: if a student is caught using their first-language three times, have them recite a poem in front of the class (in English). Remember, for the 1-2 hours they are in English class, it must be English only.

3. Students unclear what do to, or do the wrong thing

This happens far too often when teaching English as a foreign language. The fact is, it's often the fault of the teacher. If your instructions to an assignment yield looks of confusion and soft whispers among students, don't worry, there is a solution. In order to avoid this problem, it's important to make sure your instruction are clear. Use gestures, mime, and short concise sentences. Speak clear and strong. Most importantly, use models and examples of the activity. You can use pictures, miming, gestures etc. to model the entire activity exactly how you want the students to do it.

4. Students are bored, inattentive, or unmotivated

Many times, it is the teachers fault that class is boring. Fortunately, with proper planning, this problem can be solved. Choose a juicy theme to the lesson; one that the students can relate to and one you know they will enjoy. This will automaticaly give them some motivation and interest. Get to know your students and identify their interests and needs, then design your course accordingly.

5.Students are unprepared

The last thing you want as an ESL teacher is for students to drop out simply because they felt lost and/or unprepared. Concentrate on a more shared learning experience. Make sure students are all on the same page before moving onto a new topic by concept checking multiple times, and encouraging individual participation.

SUGGESTOPEDIA...

Suggestopedia is a language teaching method developed by the Bulgarian psychologist, Georgi Lozanov (see picture on the right.) Like Community Language Learning and the Silent Way Method, Suggestopedia is an innovative method that promises great effective language learning results. Lozanov claimed that by using this method one can teach languages approximately three to five times as quickly as conventional methods.

The name of Suggestopedia is from the words “suggestion” and “pedagogy.” It is a set of learning recommendations derived from Suggestology, which Lozanov describes as “a science … concerned with systematic study of the nonrational and/or nonconscience influences” that human beings are constantly responding to.  The method also draws from insights from yoga and the Soviet psychology. From yoga it draws the importance of relaxation of mind for maximum retention of material. From Soviet psychology Lozanov  took the idea that

“all sudents can be taught a given subject matter at the same level of skill.” Jack C. Richards and Theodore S. Rodgers (1986)

The main features of suggestopedia are:

• The use of music to relax learners.
• The furniture, decoration and the arrangement of the classroom.
• Teacher’s authority. The teacher plays a central  role and he/she is the source of all information.

In the classroom

The arrangements and the physical  atmosphere in the classroom are paramount for making sure that the students feel comfortable and confident. The use of various techniques including art and music, are used by the trained teachers. In the beginning, the lesson based on Suggestopedia used to consist of three phases : deciphering, concert session (memorization séance), and elaboration.  Later, it has developed into four phases as lots of experiments were done: introduction, concert session, elaboration, and production(cfLozanov’s siteweb).

1. Introduction: The teacher teaches the material in “a playful manner” instead of analyzing lexis and grammar of the text in a directive manner.
2. Concert session (active and passive): in the active session, the teacher reads with special  intonantion as selected music is played. Occasionally, the students read the text together with the teacher, and listen only to the music as the teacher pauses in particular moments. The passive session is done more calmly.
3. Elaboration: The students sing classical songs and play games while “the teacher acts more like a consultant
4. Production: The students spontaneously speak and interact in the target language without interruption or correction.

Criticism:

Suggestopedia has been criticised for a number of reasons:

• It is not  a practical method as teachers face the problem of the availability of music and comfortable chairs.
• Lozanov refers in a number of occasions to the importance of memorization, excluding any reference to comprehension and creative problem solving. In fact language is not only about the power of the mind to memeorize. It’s about understanding, interacting and producing novel utterences in different unpredictable situations.

Advantages

In spite of all these disadvantages, some tenets of Suggestopedia have been accepted and adapted by teachers worldwide.

• Through Suggetopedia we learn to trust the power of the mind.
• We also learn that delibrately induced states of relaxation can be valuable at times in the classroom.
• We can also benefit from the use of music to get students sit back and relax.

These are some of the  contributions of Suggestopedia that teachers may weigh and adapt to different situations.

SOURCE : http://myenglishpages.com/blog/suggestopedia

Need to buy a GOOD English Dictionary?

An English dictionary is the most important thing you will need when learning in English. A good dictionary will help you learn hundreds of new words, improve your pronunciation and grammar.

When you think of a dictionary, you usually think of a bilingual dictionary. For example, an English-German dictionary or a French-English dictionary. There is also another kind of dictionary: an English-English (monolingual) dictionary.

Such a dictionary is written only in English. English words are nottranslated, but they are defined or explained in English. For example, if you look up the word criticize in an English-English dictionary, you will read something like this:

to criticize = to say negative things about; to talk about the mistakes of

Why English-English dictionaries are better than bilingual dictionaries:

English definitions are real English phrases with grammar and words. If you read them regularly, you will automatically memorize the grammar and words.

English definitions let you learn more. You will often look up a word because it was part of the definition for another word.

There are two kinds of English-English dictionaries: Dictionaries for learners and dictionaries for native speakers. Dictionaries for native speakers are used by Americans, Britons, etc. to look up very difficult words, such as tintinnabulation. Dictionaries for learners are used by people who are learning English as a second language.

Dictionaries for native speakers usually have more words than dictionaries for learners, but the definitions are complicated, and there are fewer example sentences. Therefore your first dictionary should be a dictionary for learners. Later, you will need other dictionaries — for example, a dictionary of phrasal verbs and a big dictionary for native speakers.

Other things to look for in a dictionary:

Simple definitions. The definitions should be easy to understand. If something can be simple, it should be simple. See example of a simple dictionary definition.

Useful definitions. If possible, the definitions should tell you how to use the word. Generally, longer definitions are better, because they give more information. See example of a useful dictionary definition.

Both British and American English. Your dictionary should have both British and American words. Also, both British and Americanpronunciation should be given, because both are used in today's world.

Phrasal verbs and idioms. There are special dictionaries for these, but every English dictionary should have the most common phrasal verbs and idioms.
Pictures. Sometimes you can understand a picture better than a definition. See this example.

How many and how big is the dictionary?

It is a good idea to have at least two dictionaries: a large one (aboutthis size) to use at home, and a small (pocket) one to carry with you. For example, you can bring your small dictionary to English classes.

It is an even better idea to have at least two large dictionaries. What for? Well, it's about example sentences. Two example sentences are better than one; four are better than two. With more examples, you have a more complete picture of how a word is used and you can express more in English yourself.

All Work and NO PLAY!!!

Finding a balance between work, play, and other activities isn't easy. Different people will give you very different advice. Some people say you should be spending eighty or ninety percent of your waking hours working on your thesis. Others think that this is unrealistic and unhealthy, and that it's important for your mental and physical health to have other active interests.

If you have a family, you will have to balance your priorities even more carefully. Graduate school isn't worth risking your personal relationships over; be sure that you save time and energy to focus on the people who matter to you.

One of the keys to balancing your life is to develop a schedule that's more or less consistent. You may decide that you will only work during the days, and that evenings are for your hobbies. Or you might decide that afternoons are for socializing and exercising, and work late at night.

Many graduate students hit the doldrums around the end of the second or beginning of the third year, when they're finishing up their coursework and trying to focus in on a thesis topic. Sometimes this process can take quite a while.

Try to find useful, enjoyable activities that can take your mind off of the thesis. If you schedule regular activities (rehearsals, tennis lessons), you will probably find it easier to avoid drifting aimlessly from day to day.

The Basics of Being a Student

No matter how you slice it, there are only 24 hours in a day. Good time-management requires:

1. Not taking on more than you can handle.

2. Reasonably estimating the time required to perform each of the tasks at hand.

3. Actually doing what needs to be done.

4. Prioritize your life: Doing well in school should be your top priority.

5. Study: There is no substitute.

6. Always attend class.

6. Do all of the homework and assigned reading.

7. Develop self-discipline.

8. Manage your time.

Make Me Strong Lyrics

I know I’m waiting
Waiting for something
Something to happen to me
But this waiting comes with
Trials and challenges
Nothing in life is free
I wish that somehow
You’d tell me out aloud
That on that day I’ll be ok
But we’ll never know cause
That’s not the way it works
Help me find my way

My Lord show me right from wrong
Give me light make me strong
I know the road is long
Make me strong
Sometimes it just gets too much
I feel that I’ve lost touch
I know the road is long
Make me strong

I know I’m waiting
Yearning for something
Something known only to me
This waiting comes with
Trials and challenges
Life is one mystery
I wish that somehow
You’d tell me out aloud
That on that day you’ll forgive me
But we’ll never know cause
That’s not the way it works
I beg for your mercy

My Lord show me right from wrong
Give me light make me strong
I know the road is long
Make me strong
Sometimes it just gets too much
I feel that I’ve lost touch
I know the road is long
Make me strong

Words: Sami Yusuf
Music: Sami Yusuf
Produced by Sami Yusuf

youtube : http://www.youtube.com/watch?
                                 v=tbB9VHlit5A&feature=player_embedded#!

10 R's to Apply if You Want to Succeed...

There are essentially 10 elements to the framework. In the description to follow, I’ll use the word “problem” but you may substitute it with “goal”, “challenge” or “objective” . These are all interchangeable and equally applicable in this context.

Here is how it works:

1. Realistic

If you’re anything like me and have read self-help books before, you’d find that sometimes when you finish one of these books, you’d feel like you can walk through fire and conquer the world. Whilst that’s not necessarily a bad thing, sometimes it can be a little dangerous. Unrealistic goals and expectations can lead to failure and disappointment.

This is why I’ve set being Realistic the most important element of the framework. It wraps the other elements and serves as a reminder that throughout the process, we have to be brutally honest with ourselves about what we are trying to do, whether it is attainable or not and what’s really involved.

2. Realise

The precursor to any change is Realising a change is required. For me, this is typically personified by the “Ah ha” moment. That is, the moment when something inside just clicks by magic and I realise there’s a problem and something needs to be done.

Based on my experience, this is really the first step in the whole process. If we don’t know whether a change is required or not, either nothing would change or something would change but not by choice or conscious effort. The net result of this is we’re left letting the Universe dictate our happiness.

3. Recognise

The Recognise step comes immediately after Realise. It is about identifying what the problem is truly about and whether there are any parallels we can draw from based on our past experiences and circumstances. I find problems are seldom completely unique. If I were to break a problem down, there are always similarities with other things I’ve done before. Recognise is the step in which we try to figure out what the problem is about and whether we’ve solved similar things before.

4. Reframe

Sometimes, our initial assessment of a problem can be incorrect. Often, I find this is because the problem is poorly defined. Reframing is the feedback step which allows us to restate the problem in a different way and in doing so perhaps Realise and Recognise the problem as something else entirely. This can sometimes cast a problem in a different light and present a solution which may otherwise not be obvious.

5. Respond

Although Respond is depicted as the next step which comes after Recognise, it doesn’t really occur until the problem is fully Realised, Recognised and Reframed (if necessary).

Respond is an action step. It is about taking the problem we have identified and working at the action items until the problem is resolved. I find using solutions I have applied to similar issues, keeping things positive and other great problem solving nuggets to be useful here.

6. Review

Have we actually resolved the issue? That’s a question we should always ask, even though it may seem obvious for simple problems. Review is the time we do this and it’s important because without it, we may never learn from our mistakes or know if our solution has done the job or not. If we aren’t satisfied for whatever reason, we will need to Repeat a few things.

7. Repeat

Repeat is the step which we follow if for whatever reason the solutions we have put in place does not meet all the requirements we have identified.

I find as I work on a problem, my initial assumptions can be incorrect. For these cases, I repeat the Recognise step to redefine and potentially reframe the problem. Sometimes also, I may need to re-execute and re-implement for no other reason than me making mistakes the first time through. For these cases, I simple Respond again.

8. Reflect

Reflection is similar to Review in the sense that we are comparing what we’ve done against what we have set out to do. Whilst Review is focused mainly on the problem itself, Reflect is about matching what we’ve done against our overall mission statement and goals in life.

I’ve always believed that life is too short to be doing things that are not congruent to our life’s goals. Reflection is the step in which we pause for a second to ask if we’re doing the right thing. If we aren’t perhaps we need to reassess our position and change.

While this isn’t a step we need to do all the time, I find it pays to do it occasionally simply because sometimes we can work in auto-pilot, get bogged down with the realities of life and forget what’s really important to us.

9. Reward

I described this step in the original post about the 5 steps to accomplishing your goals and I’ll briefly reiterate it here. If you have met all the requirements of the problem and are measuring well against your overall goals, then reward yourself. This is an important step because it helps to keep us motivated. As with the other steps, ensure your Rewards are Realistic!

10. Renew

The final element in the framework is Renew. Renew is essentially using the results of the work you have just done and the things you have just achieved as a motivator for new and more ambitious goals. Use it as a launching platform to set your sights to new things which may not have seem possible or Realistic before.

In conclusion

Life is a continuous process of discovery and learning. We only stop doing either of these when we die. At this very moment, you are discovering new things, experiencing interesting events, learning and growing constantly. For any given problem, challenge or goal, pause for a moment and identify which step you’re at. The great thing is you don’t have to start at the beginning of the flow. Just start applying the 10 R’s to Success based on where you’re at right now, irrespective of the problem.

I hope what I’ve written makes sense. I don’t think I’ve fleshed it out as well as I could have in this article. If you have any questions, feel free to leave a comment. If you can, please provide me with some input on what works and what doesn’t based on your own experiences, so I can incorporate your suggestions and improve the overall effectiveness of the framework for one and all.

taken from : http://www.davecheong.com/2007/02/05/10-rs-to-apply-if-you-want-to-succeed/

Flipping Fantastic by Jane Langford

‘Flipping Fantastic’ by Jane Langford is a story about twin brothers and their mother.Tristan is an outstanding, brilliant and a capable boy but James is shy, nervous and lacks confidence. Both of them are about to finish their primary education at Peter Hill Primary soon and plan to begin their new school term in two different schools.

Their mother decides to enrol James in Highfields and Tristan who is physically challenged and wheelchair bound, in a special school (Chesterlea Grange). Both brothers are confused over the thought of being separated as they have never been apart from each other. Since they rely on each other, the twins are concerned about how they are going to cope in their new school environment.

The mother wants the twins to be independent. She is confident that Tristan would be able to cope well at Chesterlea Grange. However, she worries about James and wonders how he is going to manage all alone at Highfields. Tristan changes his mind about Chesterlea Grange, in order to be with James. Besides that, the school is far away from home and he would only be able to see James once a week. On the other hand, James manages to persuade him by reminding him of all the facilities and activities in his new school that Tristan dreamt of.

Knowing James cannot cope himself alone, Tristan calls on their friend Kiara Jones to help James in Highfields. The twins at last realise that they have made the right decision and their new school environment is flipping fantastic.