¶ … Teach Group of Students Who Have Never Learned
English before, what would you do during the first three weeks? What would be the characteristics of the things you intended to teach? If your students made mistakes, what would you do? If they refused to talk, what would you do?
First impressions are important in establishing a good relationship between teachers and students. Foreign students often come to the classroom with many fears. (Cary, 2000) Therefore, it is very important that the teacher establish a friendly, enthusiastic atmosphere free of any negative vibes. (Samway, 1999) Even though the students are afraid, this can be eased by a friendly smile and pleasant small talk. This is especially important before giving any sort of assessment test, which should be given during the first class of the term as part of class orientation.
During the first three weeks, I would make an effort to understand my students and learn their motives for attending this class. Are they there because they really want to learn or do they just want to make their parents happy?
I would encourage my students to actively participate in class activities any way that they could. Newcomers can participate and show comprehension through pointing, nodding, drawing, acting out or simple responses.
I would teach the students basic study skills before I started giving lessons. Studying a foreign language...
I would help my students learn how to manage their time while practicing simple language lessons. As a foreign student, I prefer reading stories so I would take advantage of the special ESL readers to start the semester.
Initially, some of the characteristics of my teachings would include listening comprehension (such as teaching students to listen and not daydream), taking effective notes, recognizing patterns in language and
grammar, and pronunciation.
I would understand that students make mistakes as they learn and would encourage them just to try by showing patience and encouragement. I would resist the urge to keep correcting them as it may embarrass students and cause them to be less willing to make an effort. When I see that mistakes are made, I would model the proper responses.
If a student refused to participate, I would be patient and make extra effort to make him more comfortable in the classroom. When he finally did speak, I would encourage him.
2.Discuss the importance of environment on second
language acquisition. What kind of environment is essential for second language acquisition?
I would like to create a supportive classroom environment where students feel comfortable writing and sharing their ideas because I know that this environment is necessary…
