TEACHING APPROACHES/STRATEGIES AND INSTRUCTIONAL PRACTICES Over the years‚ schools have always been concerned with how to come up with effective teaching-learning experiences for the learners. In an attempt to attain this goal‚ the teacher is expected to possess a thorough knowledge of the criteria of good teaching and the mastery of the subject matter to be taught and a broad knowledge of various teaching approaches/strategies of teaching. With some charges of emphasis on educational goals
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Teaching is important to me because it is not a job it is a profession that has so many facets to it. The ability to present content in a way that demonstrates its importance and hone life skills all at the same time is why I teach. I teach because I am the product of public school education‚ I had amazing teachers and still can remember how much fun learning in class can be; how those conversations and lessons remained with me until adulthood. If I could make the same kind of impact daily I could
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change and it is also hard to understand and make a correction of the wrong pronunciation made by the pupils themselves. A consideration of learners’ pronunciation errors and of how can this be successful communication is a useful basis on which to assess why it is important to deal with pronunciation in the classroom. When a learner says‚ for example‚ soap in a situation‚ such as a restaraunt where they should have said soup‚ the inaccurate production of a phoneme can lead to misunderstanding
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Name Instructor Course Date “The intent to live‚ Achieving your true potential as an actor”‚ By Larry Moss The book is referred to as intent to live because most of the great actors who perform the acting seem not to be acting but living. This is depicted on how they portray their act; very real from the eyes of the audience. Larry moss has described these instances in this book on how the actors can achieve this level of acting by sharing out the techniques he has developed for over thirty
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INTRODUCTION TO MICRO-TEACHING AND ITS NEED STRUCTURE 1. Introduction 2. Objectives 3. Defining Teaching 4. Status of Teacher Training Before Micro-teaching 5. Concept of Micro-teaching 1. Steps of Micro-teaching 2. Micro-teaching Cycle 3. Rationale of Micro-teaching Procedure 4. Phases of Micro-teaching 6. Analysis of Teaching 1. Identification of Teaching Skills 1.7 Core Teaching Skills 1.7.1 Teaching Skills and Their Specification
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Introduction: The Nature of Teaching The nature of teaching has been conceptualized and explained n countless ways‚ one conceptualized is that teaching is the act of providing activities that facilitate learning‚ another view runs likes this”Teaching is something that takes place only when learning does. No matter what the teacher is doing in her classes‚ if the student are not learning something significant‚ she is not teaching‚ when the student fails‚ the teacher fails more. Quite similar to
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“Distance Teaching” in the UK: the way it works and the success the students achieve” In our days practically every person has a chance to get higher education. Even those people who can’t abandon their jobs or schedules in order to get to a university campus on a regular basis have such an opportunity as distant learning. They can become a student of one of such educational institutions as the Open University in the United Kingdom. The Open University is the only University in the UK which is dedicated
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Teaching Listening Listening is the language modality that is used most frequently. It has been estimated that adults spend almost half their communication time listening‚ and students may receive as much as 90% of their in-school information through listening to instructors and to one another. Often‚ however‚ language learners do not recognize the level of effort that goes into developing listening ability. Far from passively receiving and recording aural input‚ listeners actively involve themselves
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******** Your tutors obviously have a dual role‚ as trainers (in which role we try to help you reach your full potential) and as assessors‚ (which means we have to objectively assess your performance). This means that as the course progresses‚ we need to give you more autonomy so that you can show us what you are capable of. But don’t worry; we will always help you out if you need it. You will be assessed on three points: Teaching Practice You will be given a grade after your first lesson: At standard
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Guidance on the national occupational standards for supporting teaching and learning in schools National occupational standards for supporting teaching and learning in schools: unit titles and their elements The national occupational standards for supporting teaching and learning in schools (STL NOS) can be found on the national database of national occupational standards (www.ukstandards.org) or downloaded from the TDA website at www.tda.gov.uk/stlnosunits. Unit title Elements STL1
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