Teaching Approaches and Methodology

Difficulties
Lesson Planning Approach
Alternatives to Translation
Non-verbal Communicative
Teaching
Teacher as Counselor
Suggestions for Good
Communication
Different Learner Styles

There are many theories and methodologies ranging from, for

example, Total Physical Response to the Silent Approach, which have
been used to teach students a second language. However, we shall
just focus on one particular methodology.

Difficulties

First of all, we should outline some of the typical difficulties that are
experienced. It is often problematic for both JTEs and ALTs to
effectively team-teach together.

There are a number of reasons for this, namely:

Communicative and cultural language barrier: the JTE and ALT
have difficulty understanding each other's intended actions and
ideas.
In some cases, fear, reluctance or apathy towards team-teaching
by either ALT and/or JTE.
Underutilization of the ALT in lessons due to the reasons stated
above.
Lack of awareness of the differing student learner styles that
exist in the classroom.
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Suggested Lesson Planning Approach

A very simple yet effective method of teaching is achieved by using
the ARC approach. (as outlined by Jim Scrivener 'Learning Teaching'
(1990)). Information on ARC teaching methodology and Jim
Scrivener. The lesson is essentially divided into 3 clear stages.

Clarification & Focus stage- e.g. Teacher/ALT demonstrates, explains,

illustrates, pre-teaches the necessary new vocabulary, grammar etc. in
order for the students to do the first exercise.
Restrictive Exercise stage- Ss do an exercise as stipulated by the
T/ALT to practice grammar structure and form, increase their English
accuracy and test and demonstrate their ability on a given language
point.
Authentic Exercise stage-Ss do an exercise that involves
communication with language fluency practice which can be used and
directly relates to- real- life and is meaningful. Such activities are
normally enjoyable as they are flexible and allow the students to
decide what to do/say for themselves.

A typical lesson might run something like this: CRCAC

From Learning Teaching by Jim Scrivener, Longman p.134

Authentic Use Restrictive Use Clarification &

For: For: Focus:
Meaning Form I show you
Communications Practice I tell you
Fluency Accuracy I help you find out
Real-life Testing You find out for
Pleasure Display yourself

For a lesson to be 'balanced' you need to have all of the 3 stages

above. Without them, both the lesson staging and the learning process
are not complete. This also makes it difficult to determine how well
your students have learnt and understood what you both have been
trying to teach them.
Consider these rhetorical questions:

How can a student know what they are supposed to practice if

they haven't been shown what to do? How can a student do an
exercise if they cannot understand the grammar structures or
vocabulary that you want them to practice during the exercise?

All of the above problems should be addressed in each Clarification &

FocusStage of the lesson.

How can a student openly communicate with another student

using newly taught English if they have not had the chance to
practice the new structures beforehand?

Such a topic should be addressed in the Restrictive Exercise stage of

the lesson.

Why would a student be interested in practicing English

structures and being tested on a grammar point if they didn't
know how such phrases, vocabulary etc. could be used
effectively in real-life situations in English speaking
countries? i.e. Students need to have a Reason and a Purpose to
their learning English in order for it to be interesting.

The above point should be addressed in the Authentic activity stage

of the lesson.

Each stage is as essential as the next in the whole lesson staging

process. Every step is inter-linked and relies upon the preceding part
to facilitate student learning. Thus an authentic activity (i.e. one used
to demonstrate either a student's fluency or raise awareness of real-
life/authentic language through use) is as important as the Clarification
and Focus (illustration/explanation) and Restrictive (practice) stages
during the lesson.

Clarify what students need to do by telling/showing/helping them and

lastly allow them to find out for themselves.

By 'bringing the language to life'- using real-life scenarios

etc.(authentic material/activities)- you are providing the students with
an interactive, meaningful context for learning English. Such
knowledge has a real, specific purpose and can be used directly
thereafter in a real-life situation in countries where English is spoken.
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Alternatives to Translation

It is often better to explain the meaning of words by using alternatives

to translating into Japanese. The following are suggested methods:

1) Using Pictures
This works well for nouns and adjectives. You can draw or use a
picture source from a book, the internet etc. to demonstrate the word.

2) Using Gestures
Gestures work well for verbs, adjectives, prepositions and a whole
range of grammar.

3) Using Easy English

Explain the meaning of the word using words that the students already
know.
Environment = the area around us. The trees, animals, rivers, air etc.
Voluntary = when you do something because you want to.

4) Using the Word in a Sentence/in Context

Write up a sentence in English, which uses the word, to convey its
meaning effectively. Students are surprisingly good at inferring or
deducing meaning from context.

Example: President = George Bush is the President of the USA.

Friendly= a friendly person always smiles and says hello.
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The Non-verbal Communicative Teaching Technique

Non-verbal Communicative Teaching requires that only English be used

in the classroom. Students learn the meanings of new words and
phrases through gestures, body language, and context. This technique
is widely considered to be the most effective means of introducing new
language concepts.
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Teacher as Counselor in the Classroom

It is important to empathize with your students. To do this requires

acceptance and a deeper understanding of your students. This is not
always easily achievable.

Acceptance should be unconditional. Accepting students

unconditionally is difficult yet achievable.
Empathic (deeper) understanding: It is better to accept a
student from his or her standpoint. This requires the teacher to
be adaptable and versatile in their relationships with students
and to modify their stance from student to student.
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Useful Suggestions for Good Communication in the Classroom

True communication is a two-way process.

Communication is mutual understanding.
True communication results in mutual influence.
The key to a good relationship is trust.
The purpose of teaching is learning: learning is changed
behavior.
Admittance of our ignorance is the entrance to our own
education.
Knowledge is more than information- it is conversion.
Careful listening involves patience, openness and a desire to
understand.
Communication lies more in feelings than in words.
Be aware of the dangers of comparing.
When you borrow strength, you build weakness.

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Different Learning Styles

Of course, all of the above is potentially useless if both the JTE and the
ALT have not considered using a range of activities to cater for the
various learning styles that exist in the classroom. Each of us has a
preferred method of learning and each of us responds and learns
better when that particular teaching or learning style is being
administered in the classroom:

Visual-Spatial Learner (ability to visualize objects and spatial

dimensions, and create internal pictures and images)
Verbal-Linguistic Learner (the ability to use words both orally
and written)
Logical-Mathematical Learner (the capacity for inductive and
deductive thinking and reasoning, as well as the use of numbers
and the recognition of abstract patterns)
Musical-Rhythmic Learner (ability to recognize tonal patterns
and sounds, as well as sensitivity to rhythms and beats)
Intrapersonal Learner (capacity to understand yourself and
act adaptively, spiritual inner state of being- self-reflection and
awareness)
Interpersonal Learner (quickly grasp and evaluate moods etc.
of others and have good capacity for person-to-person
communications and relationships)
Bodily-Kinesthetic Learner (use the body to express ideas and
feelings and have the ability to control physical motion)

Useful site with brief overview of different learner style preferences

and multiple intelligences

Also see Howard Gardner's Theory of Multiple Intelligences' and

DanielGoleman: 'Emotional Intelligence'
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Key
Student-focused lessons lessons where students are more active and
involved in the lessons and where the teacher takes a more passive
role.

Eliciting passive knowledge where the teacher draws out knowledge

from the students by asking questions. Knowledge that the student
has acquired over a period of time almost unconsciously and rarely
uses.

Article References:
Rivers W.M. The Psychologist and Foreign Language Teaching
(Appendix 1964)
Murgatroyd S. Counselling and Helping (Methuen 1985)