Learning Strategy Training
a. Definition:
Learning strategy is the specific actions to make the students
better in learning a second language. It suggests that teachers should elicit
the problems of the students and try to develop a solution for them. Learning
Strategy Training is based on problems students encounter in the process of
learning target language. These problems are needed to be solved for an
effective learning.
b. Principlies:
· Teacher's job is not only to teach, but learning.
· Strategies should not be taught in isolation, but rahter as part
of the content-area or language curriculum.
· Help learner's to continue to learn after completing formal study
of the target language.
c.
Metacognitive Strategy:
Metacognitive
strategies refers to methods used to help students understand the way they
learn; in other words, it means processes designed for students to 'think'
about their 'thinking'.
Teachers who use metacognitive strategies can
positively impact students who have learning disabilities by helping them to
develop an appropriate plan for learning information, which can be memorized
and eventually routine. As students become aware of how they learn, they will
use these processes to efficiently acquire new information, and consequently,
become more of an independent thinker. Below are three metacognitive
strategies, which all include related resources, that can be implemented in the
classroom:
ü
Think-aloud
Great for reading comprehension and problem
solving. Think-alouds help students to consciously monitor and reflect upon
what they are learning. This strategy works well when teachers read a story or
problem out loud and periodically stop to verbalize their thoughts. This allows
students to follow the teacher's thinking process, which gives them the foundation
they need for creating their own strategies and processes that can be useful
for understanding what they are trying to comprehend.
ü Checklist, rubrics, and organizers
Great for solving word problems. These organizational tools
support students in the decision-making process because they serve as an aid
for planning and self-evaluation. Typically they ask what students know and
need to know to arrive at an answer, and emphasize the need to reread the
problem and self-check responses.
ü Explicit Teacher Modeling
Great for
math instruction. Explicit teacher modeling helps students understand what is
expected of them through a clear example/model of a skill or concept. When a
teacher provides a easy to follow procedure for solving a problem, students
have a memorable strategy to use for approaching a problem on their own.
d. Cognitive
Strategy:
Cognitive strategies are one type of learning strategy that
learners use in order to learn more successfully. These include repetition,
organising new language, summarising meaning, guessing meaning from context,
using imagery for memorisation. All of these strategies involve deliberate
manipulation of language to improve learning. Classifications of learning
strategies distinguish between cognitive strategies and two other types,
metacognitive strategies (organising learning), and social/ affective
strategies (which enable interaction).
Classroom
Management
a. Definition:
Classroom
Management is a teacher's plan for maintaining positive behavior, motivation,
and establishing guidelines/expectations for students. The purpose of classroom
menagement is to create an effective learning environment in which lessons
operate smoothly, disruptions are minimized and students can flourish.
b. Classroom
Rules:
1.
Speak English
Students and teacher always speak English in classroom.
2.
Bring the material
Always bring the material in class and explain abou the material
to the teacher.
3.
Raise your hands before your speak
Always raise hand if you ask or comment something.
4.
Listen to the teacher
Silent if teacher explain or say something and listen what the
teacher said.
5.
Do your homework
Always doing homework if teacher give homework.
6.
Say please and thank you
Always say please if you ask something and say thank you if you
find answer about your question.
c.
Tips for Teachers:
Start the year tough.
Many teachers make the mistake of starting the school
year with a poor discipline plan or without any classroom management plan at
all. It is so much easier to start tough and then lighten up, then to
start light and discipline more. At the beginning of the year, students
quickly assess the situation and realize what they will be allowed to get away
with. Starting the year tough will give you control and flexibility.
Be fair to all students.
Students are the first to recognize a teacher’s favorites or
biases. This is dangerous because it could lead to disruption if they sense
that a teacher has favorites. Treat all
without partiality and make sure all are included and engaged in class
material. Without fairness, knowing all
of the best teaching methods and strategies will be useless.
Be prepared for disruptions and don’t let them chase you.
Students often amplify their teacher’s reaction to disruptions—be
ready for them and be ready to calmly and quickly pick up where you left
off. Having a joke or interesting
comment ready to bring attention back to you will allow you to transition back
to the material. It is also good to be
prepared for emergencies.
Taking the time to structure your lessons and units around
specific objectives will keep students focused and prevent them from drifting
off topic. Organization permeates every facet of teaching and classroom life.
From knowing where classroom materials are located to understanding how you
want to plan lessons, organization can make the difference between a smooth or
rocky classroom.
Over plan.
Make sure you have plenty of activities to cover classroom
time. It is wise to have several go-to
activities to do if and when a lesson finishes early. It is sometimes the point of no return when
students realize they are done with planned activities.
Consider the best way to present lesson plans to students, whether
it’s through syllabus handouts, daily updates on your whiteboard, or through
using computer resources. By being organized, you and your students will look
back at year’s end and feel accomplished at everything that’s been done.
Be patient and keep practicing.
Don’t worry if things don’t go well right away…controlling your
classroom is learn-able but will always be a challenge with some students.
Whether you are teach a kindergarten class, at an elementary school,
middle school, or high school, it is best to “Expect the Unexpected” and
be ready for adversity!
d. Voice leves:
Ø Silence is Golden
Absolute silence. No one is
talking
Ø Spy Talk
Whispering, only 1 person can hear
you.
Ø Low Flow
Small group work, only the group
can hear you.
Ø Formal Normal
Normal conversation voice.
Ø Loud Crowd
Presenting voice. Everyone can
hear you.
Ø Out of Control
Playground voice, never used
inside.
