ESOL Classroom
The ESOL classroom is unique in that not only are you teaching language but in doing so you are covering a wide range of topics. Some of the strategies are use are:
Questions – this allows me to establish what the students already know and understand. I use open and closed questions. I am also able to target questions at less confident students. Questions are also key to plenary sessions as this helps me to assess learning.
Handouts and Gap Fills – I try to limit the use of these but find them useful to reinforce learning or as a quick assessment tool. These also allow students to take work away with them for reference.
Role play – this allows students to act out a scenario.
Mind maps – I use these with higher level students.
Activities – these are set as individual, paired or group work.
Realia – using real life things e.g. money, groceries or other items as opposed to images in the classroom. Students are able to make stronger links.
Discussion – whole class or smaller groups. This allows students to lead and enables me to observe and pick up on issues with understanding or speaking and listening.
Homework – a chance for students to engage in independent study. Also provides a means of assessment.
E-learning – using ICT in the classroom. On-line activities where students can use interactive software.
Visits – taking students outside of the college e.g. Houses of Parliament, Cambridge etc.
Identifying students’ learning styles will make delivering teaching more effective. I discovered my own learning styles using the Honey and Mumford (1992) questionnaire and it changed my approach to my own learning.
“…teachers teach as they were taught…finally they realise different people learn in different ways and a wider spectrum of teaching and learning approaches are needed and available.” (Cowley cited in Gravells (2012) pg. 31)
The Fleming model (2005) uses visual (seeing), aural (speaking and listening), read/write
Questions – this allows me to establish what the students already know and understand. I use open and closed questions. I am also able to target questions at less confident students. Questions are also key to plenary sessions as this helps me to assess learning.
Handouts and Gap Fills – I try to limit the use of these but find them useful to reinforce learning or as a quick assessment tool. These also allow students to take work away with them for reference.
Role play – this allows students to act out a scenario.
Mind maps – I use these with higher level students.
Activities – these are set as individual, paired or group work.
Realia – using real life things e.g. money, groceries or other items as opposed to images in the classroom. Students are able to make stronger links.
Discussion – whole class or smaller groups. This allows students to lead and enables me to observe and pick up on issues with understanding or speaking and listening.
Homework – a chance for students to engage in independent study. Also provides a means of assessment.
E-learning – using ICT in the classroom. On-line activities where students can use interactive software.
Visits – taking students outside of the college e.g. Houses of Parliament, Cambridge etc.
Identifying students’ learning styles will make delivering teaching more effective. I discovered my own learning styles using the Honey and Mumford (1992) questionnaire and it changed my approach to my own learning.
“…teachers teach as they were taught…finally they realise different people learn in different ways and a wider spectrum of teaching and learning approaches are needed and available.” (Cowley cited in Gravells (2012) pg. 31)
The Fleming model (2005) uses visual (seeing), aural (speaking and listening), read/write