Study Aids for ELT Students - Teaching Methodologies.pptx

This source is for English Language Teaching students as study aids. This brief and concise presentation includes a brief and concise introduction to English Language Teaching Methodologies with external sources.

1. Study Aids for ELT Students - Teaching Methodologies By Mustafa Kemal Menteşoğulları (M.A)

2. Chapter 1: Introduction to Teaching Methods Teaching methods constitute our pathway to follow on one hand. Nevertheless, they differ significantly from other teaching components. They distinguish themselves from lesson plans, curricula, syllabi, and so on. Their distinctiveness becomes apparent in comparison to other educational elements. Teaching methods stand as unique constituents of instruction, outlining the approach to imparting particular skills like grammar. They serve as singular building blocks in education, detailing the methodology for conveying specific abilities, such as grammar. An example of this is utilizing literature to instruct grammar, but this approach necessitates additional considerations. For instance, employing literature as a tool to teach grammar highlights the need for supplementary factors to be taken into account. To elaborate, certain guidelines must be observed. These could involve directing students to engage in the following steps: Assign them to read a designated literary work, such as a short story.

3. Chapter 1: Introduction to Teaching Methods Encourage them to identify and emphasize particular sentences or words. Guide them in analyzing these selections to recognize distinct grammatical structures. As an example, prompt them to scrutinize highlighted words pertaining to past tense, encompassing both forms of verb 2. Teaching methodologies follow a distinct progression: beginning with an educational curriculum, and subsequently, comprehensive lesson plans. Importantly, the educational curriculum encompasses all facets, encompassing learning objectives and assessment outcomes. This integration of a curriculum naturally involves the development of lesson plans that encompass methodologies and evaluations. Furthermore, the assessment process should be seamlessly woven into the fabric of the curriculum. Employing a specific method necessitates the incorporation of numerous strategies for effective implementation. These strategies serve to enhance your metacognitive skills, enabling you to continually assess the program's efficacy and make necessary adjustments. As an illustration, it's important to recognize that the Bloom's Learning Taxonomy* serves as a crucial framework for comprehending learners' requirements in a progressive manner. It's essential to bear in mind that both teaching and learning follow a systematic and metacognitive educational trajectory, necessitating ongoing testing and assessment.

4. Chapter 2: Brainstorming Ideas Within this tale, I found myself seeking the time from my acquaintance, Clark. This led to a response I hadn't anticipated. Clark's reply, "Don't you know it was already broken?" carried an undertone of frustration directed at me, leaving me puzzled by the exchange. My attempt to gain clarity by asking "Hey man, what is the matter with you? I have just asked you a question," was met with continued silence and evident offense on his part. Subsequent to a short period of quiet, our interaction evolved into childlike disagreements, marked by our mutual exasperation. Interestingly, I had prior knowledge that his timepiece had ceased functioning, a piece of information he himself was cognizant of. The watch held sentimental value, as it was gifted by his spouse several years prior; however, a car accident rendered it inoperable. In this narrative, the central inquiry emerges: How can Clark's friend navigate the argument and reestablish harmony in their relationship?

5. Chapter 2: Brainstorming Ideas The friend, indeed, never refers to Clark's watch. Regardless of the circumstance, Clark isn't obligated to consult his watch to provide a response about the time, is he? There are various approaches he could take. For instance, he might glance at his mobile phone to offer a reply. Alternatively, he could explore alternative methods. And, of course, he could simply state, "I don't know." As we can see, there are multiple avenues Clark could take in responding to the question. What are your thoughts on this situation? I'm eager to hear your perspectives, dear students. Have you ever wondered why I devised such a scenario in the first place? What could be the reason behind it? How does this narrative connect with teaching methodologies? Does everything appear coherent and logical to you? Prior to responding to these inquiries, I encourage you to carefully consider them twice over. Using a teaching method isn't a fictional or implied process. It's straightforward and direct. You're required to work diligently, execute your lesson plans flawlessly, and employ effective communication, namely your negotiation abilities, to address any challenges that arise during your teaching sessions. The challenges, whether yours or your students', should stem solely from errors rather than mistakes. By the way, do you recall the distinction between making a mistake and an error as per our earlier discussions?

6. Chapter 2: Brainstorming Ideas Certainly, here's my answer: Errors are bound to occur naturally, stemming from our inherent weaknesses, which we must acknowledge. On the other hand, making mistakes is a conscious act, distinct from committing errors. While errors are an inevitable aspect of learning, mistakes should not become a recurring pattern, especially if you are a professional educator or a student. Making mistakes becomes detrimental when it turns into a habit. However, it's important to note that timely intervention can rectify these mistakes, given that we are all humans and prone to them.

7. Chapter 3 - Dealing with Issues In a language classroom, there is a teacher and thirty students present. It's worth noting that the lesson has already begun, with only a standard whiteboard available for use. Unfortunately, some of the students are being disruptive by talking during the lesson. The teacher is making efforts to address this issue and manages to silence the talking students. However, these students continue to interrupt the lesson multiple times. At the conclusion of the class, the teacher decides to send these disruptive students to the principal's office for disciplinary action. Inside the room, there is an atmosphere of silence. While the Principal is visibly frustrated, the students are apprehensive about the potential consequences they might face from the Disciplinary Committee.

8. Chapter 3 - Dealing with Issues Nonetheless, a dialogue takes place among those in the room. In this dialogue, the principal inquires about the reasons behind their actions, essentially asking for their side of the story in their defense. Subsequently, the students assert that they had valid reasons for their behavior. Their explanation leaves the principal perplexed, prompting him to ask for further clarification about these valid excuses. During this conversation, the students express strong complaints about the teacher in a direct and serious manner. In response, the Principal summons the teacher to his office. As the teacher enters, he is both puzzled and somewhat embarrassed. Following this, the students elaborate on their grievances against the teacher. They contend that the teacher is ineffective at conveying the lesson properly. Additionally, they claim that their eagerness to learn English is met with obstacles. In contrast, the teacher disputes their claims, asserting that the students are misbehaving, troublesome, and unmotivated. He further states that he adheres to the curriculum outlined by the Ministry of Education.

9. Chapter 3 - Dealing with Issues Given the scenario, it's a matter of perspective as to who is right? a) the teacher, b) the students, c) the Ministry of Education. Regarding the classroom issue, I can share that the central challenge appears to stem from the curriculum that the teacher claims to be following, provided he is truthful. If the teacher's assertion holds true, does this implicate the Minister of Education? If your answer leans towards affirmative, can you be entirely certain about it? It's essential to acknowledge that criticism can be unending. However, criticism isn't always productive. It's important to recognize that investing time in criticism can often be counterproductive. In essence, it's more prudent to focus on finding solutions or alternatives for pending issues rather than engaging in disputes. To elaborate, addressing issues involves actively seeking solutions through the development of novel teaching methods, grounded in thorough research. Learning from shortcomings, even without excessive rumination, can be advantageous for everyone involved. It's vital to take into consideration learners' motivations and their enthusiasm for learning English. Assume responsibility for evaluating their willingness and motivation through diligent research.

10. Chapter 3 - Dealing with Issues Understanding the reasons behind their lack of willingness or motivation is crucial. If they are not willing or motivated, it could signify an issue with the curriculum. Consequently, learners may struggle to concentrate on the lesson, leading to potential disengagement. This cascades into boredom, particularly within the designated lesson time of 30 or 40 minutes, for instance. This is why students engage in conversations with peers during lessons – as a means to divert their attention from the distraction. Their chatting serves as an alternative engagement, albeit a counterproductive one. It's essential to remember that as adults, educators should approach situations maturely and maintain a sense of calm, without succumbing to frustration or tension. Taking initiative, connect with the Ministry of Education and express the need for changes and innovations in the curriculum. Advocate for their intervention, urging the implementation of alternative teaching methods through systematic and intelligent experimentation. Recognize that young individuals favor real-time, technology-driven learning environments. This entails exploring the creation of online/offline education methodologies enhanced by technology.

11. Chapter 3 - Dealing with Issues It's important to understand that rigid, traditional approaches to immersive English education may not always captivate learners. Young people often resist stringent rules. While classroom management and discipline remain essential for effective educational outcomes, bear in mind that imparting knowledge should remain the primary focus.

12. Chapter 4 - Research Factors for Teaching Methodologies Doing research facilitates (your decision making) either you use a certain teaching method, Or even you need to design a newer one, It impacts your knowledge about the classroom situations such as: Learners' needs, Problems, And their motivations. 

13. Chapter 5 - Useful Sources to Read (Optional) https://www.buffalo.edu/catt/develop/design/teaching-methods.html (University at Buffalo (UB) Office of Curriculum, Assessment and Teaching Transformation)  https://ctl.utexas.edu/instructional-strategies/teaching-methods (Teaching Methods [University of Texas Austin, Center for Teaching and Learning], Buskirk, 2023)  Teaching Learning Methods | SpringerLink (SPRINGER LINK, Teaching Learning Methods, Landoy, Popa, & Repanovici, 2019) Pedagogy - Diversifying Your Teaching Methods, Learning Activities, and Assignments | Center for Educational Innovation (umn.edu) (University for Minnesota, Center for Educational Innovation, Pedagogy - Diversifying Your Teaching Methods, Learning Activities, and Assignments