TEACHERS OF ENGLISH CONFERENCE ON REGIONAL NETWORKING
Sponsored by the Regional English Language Office
US Embassy Dakar
January 25-26, 2010
Dakar, Senegal
A conference on regional networking for English Teachers Association took place in Dakar (Senegal) from January 25 to January 26, 2010. Nine countries including Senegal, Cameroon, Togo, Mali, Guinea, Mauritania, Cape Verde, Burkina Faso and Niger were represented at this conference.
THEMES
The main theme of the conference was: Setting up and running Teachers’ Associations and Regional Chapters/Challenges and Solutions. However various sub themes have been presented and discussed through workshops. These sub themes included:
• Local Efforts: Background Information about English Language Teaching in the Country/History of Teacher Support Groups in the Region.
After the opening word by RELO Alice Murray and RELO Assistant Khalil Ndiaye,
TESOL President Mark Algren and ATES President Moussa Diouf, the representatives of the different countries were invited to briefly present background information about English Language Teaching in their respective countries and also their associations. This was a good opportunity to learn about ELT in other countries and how teachers had run their associations so far.
• Sharing Our Stories: Successfully Creating Teachers’ Associations
ATES: The Senegalese Experience (Rama Dieng and Abèse Sow)
CAMELTA: The Cameroonian Experience (Mrs. Nnam-Mbi Ndong and Mr. Eric Ngea Ntam)
The Senegalese teachers’ association ATES and the Cameroonian one CAMELTA were the most experienced and successful organizations of the conference. That’s why their representatives were asked to tell about their success stories and share their experience with other T.A the most of which are at a beginning stage. We learned from these presentations that ATES has around 700 members, while CAMELTA has 1900 members. Both of the organizations are TESOL and AITEFL affiliates. CAMELTA is particularly well organized with chapters in all the 10 regions of Cameroon each of which is running its own newsletter.
• Linking Associations with Local/National Authorities
(Ndèye Marie Guèye Fall, CAMELTA reps and others)
During this workshop co-monitored by ATES and CAMELTA members, participants learned how to cope with paperwork as to get recognition by competent authorities of their countries. We discovered that apart from CAMELTA and ATES only SNELT (Society of Niger English Language Teachers) are legally recognized.
• Guidelines for Capacity Building and Creating Regional Chapters
This part of the conference was particularly important for us because creating regional chapters of SNELT is one of the main objectives of our Association.
• Networking at Regional/National Levels
(CAMELTA reps and ATES: Ndeye Marie Gueye Fall)
Networking is vital for teachers’ association, it help them to exchange and share experience. CAMELTA and ATES have a long experience of interaction with each other and with some international teachers’ associations. They shared with the participants their experience as to show the importance of networking and what can be achieved through it.
• How to Become a TESOL Affiliate (Mark Algren)
This was one of the most important presentations of the conference. Mr Algren, President of TESOL Inc. explained fully the requirements and the procedure to follow in order to become a TESOL Affiliate.
• Action Plan: TESOL Boston African Panel Discussion
Three members including two Cameroonians and a Cape Verdian, will represent Africa at the TESOL Convention in March 2010 at Boston. The Dakar Conference participants were asked to discuss on the topic of the African Panel presentation.
General observation
Dakar Conference has been a very formative workshop for us. We learned a lot on how to better our association and how to make it more visible nationwide and even internationally. We are going to use what we learned to make SNELT achieve its objective. Hopefully the networking between associations that we set in Dakar will be a reality.
Kanda & Moudy
Friday, February 4, 2011
Thursday, February 3, 2011
ENGLISH LANGUAGE TEACHING IN NIGER
A brief description of the schooling system in Niger
The present State of Niger is the emanation of the French colonial will. It is quite normal that it inherited French schooling system. In Niger, children go to school at the age of 6 to7. After six years of Primary education, they reach middle school and spend four more years before entering secondary school. After three years of secondary school, students go either to University or vocational training school.
English is a compulsory subject right from the first level of middle school (students aged 12) up to the last level of secondary school (students aged 19). Nowadays English is taught even in some private elementary schools.
English teaching materials
Up to 1992, the main manual used in middle school was English for French Speaking Africa (Mills Edition) under the supervision of the British Council. After this period, Niger has opted for the exclusive use of American English, hence the introduction of the new manual “EFTS” English for the Sahel written by a team of Nigeriens ELT professionals and American Consultants. The four levels of middle schools have their students’ books and teachers’ manuals. In High schools, teachers still use manuals like “Today’s English”, “English Africa” “go for English” and recently a manual by Nigeriens called “English for Teminale Classes”. In 2007 a team of Nigeriens and American consultants under the supervision of Peace Corps Niger and a grant from the RELO undertook the revision of EFTS 6e and 5e level books.
A few changes in English teaching!
English was taught five hours a week in 6e and 5e levels, four Hours in 4e and 3e up to 2008. But from 2009, the time allotted to this subject has been reduced in 6e and 5e level. Now it is taught 4 hours a week in all levels of middle school. In high school there has also been some modifications as far as English teaching is concerned but it is rather regarding the grading of examinations. In arts oriented classes like Seconde A, to Terminale A English is now scored over 60 points, while it used to be scored over 80. Similarly in Science oriented classes like Seconde C to Terminale C and D where English which used to be scored over 60 is now scored over 40.
Teachers of English: initial and in-service training
After independence, English was taught generally by English speaking expatriates (Ghana, Peace Corps volunteers…). Now almost all English teachers are Nigeriens graduates of the Teacher training School (Ecole Normale Superieur) or the English Department of the University of Niamey. However with the advent of Voluntary and contract based teachers, one frequently comes across unqualified English teacher who have not received any training but simply studied other subjects (Computer science, management...) in neighboring English speaking countries.
To compensate for the lack of training, English teachers are offered in-service training by the ELP of the American Cultural Center in collaboration with the English branch of the National Pedagogic Inspectorate. The ELP offers also E-Learning to some teachers through ECA with various American Universities. The in-service training is repeated during vacation to make it possible for inner country teachers who happen to be in Niamey for vacation, to take advantage of it. The training team also goes to surrounding places to deliver the same training sessions. In schools, Pedagogic Units (UPs) are regularly held by teachers in order to exchange best practices, mentor new teachers and discuss teaching strategies and schedules. UPs are group of teachers of the same subject in a school who gather to work on their subject teaching. Teachers are also visited regularly by teacher trainers (Itinerant English teachers Advisers and inspectors) who observe them and provide them with good advice as far as their job is concerned. There is also a library at the American Cultural Center where teachers go not only to check out materials, but also to use the computer internet access for their research. In the inner country, American Corners provide the same service to teachers of English.
The present State of Niger is the emanation of the French colonial will. It is quite normal that it inherited French schooling system. In Niger, children go to school at the age of 6 to7. After six years of Primary education, they reach middle school and spend four more years before entering secondary school. After three years of secondary school, students go either to University or vocational training school.
English is a compulsory subject right from the first level of middle school (students aged 12) up to the last level of secondary school (students aged 19). Nowadays English is taught even in some private elementary schools.
English teaching materials
Up to 1992, the main manual used in middle school was English for French Speaking Africa (Mills Edition) under the supervision of the British Council. After this period, Niger has opted for the exclusive use of American English, hence the introduction of the new manual “EFTS” English for the Sahel written by a team of Nigeriens ELT professionals and American Consultants. The four levels of middle schools have their students’ books and teachers’ manuals. In High schools, teachers still use manuals like “Today’s English”, “English Africa” “go for English” and recently a manual by Nigeriens called “English for Teminale Classes”. In 2007 a team of Nigeriens and American consultants under the supervision of Peace Corps Niger and a grant from the RELO undertook the revision of EFTS 6e and 5e level books.
A few changes in English teaching!
English was taught five hours a week in 6e and 5e levels, four Hours in 4e and 3e up to 2008. But from 2009, the time allotted to this subject has been reduced in 6e and 5e level. Now it is taught 4 hours a week in all levels of middle school. In high school there has also been some modifications as far as English teaching is concerned but it is rather regarding the grading of examinations. In arts oriented classes like Seconde A, to Terminale A English is now scored over 60 points, while it used to be scored over 80. Similarly in Science oriented classes like Seconde C to Terminale C and D where English which used to be scored over 60 is now scored over 40.
Teachers of English: initial and in-service training
After independence, English was taught generally by English speaking expatriates (Ghana, Peace Corps volunteers…). Now almost all English teachers are Nigeriens graduates of the Teacher training School (Ecole Normale Superieur) or the English Department of the University of Niamey. However with the advent of Voluntary and contract based teachers, one frequently comes across unqualified English teacher who have not received any training but simply studied other subjects (Computer science, management...) in neighboring English speaking countries.
To compensate for the lack of training, English teachers are offered in-service training by the ELP of the American Cultural Center in collaboration with the English branch of the National Pedagogic Inspectorate. The ELP offers also E-Learning to some teachers through ECA with various American Universities. The in-service training is repeated during vacation to make it possible for inner country teachers who happen to be in Niamey for vacation, to take advantage of it. The training team also goes to surrounding places to deliver the same training sessions. In schools, Pedagogic Units (UPs) are regularly held by teachers in order to exchange best practices, mentor new teachers and discuss teaching strategies and schedules. UPs are group of teachers of the same subject in a school who gather to work on their subject teaching. Teachers are also visited regularly by teacher trainers (Itinerant English teachers Advisers and inspectors) who observe them and provide them with good advice as far as their job is concerned. There is also a library at the American Cultural Center where teachers go not only to check out materials, but also to use the computer internet access for their research. In the inner country, American Corners provide the same service to teachers of English.
SNELT Society of Niger English Language Teachers
In order to offer an environment conducive for exchange to English language teachers, an association called SNELT Society of Niger English Language Teachers has been created. SNELT was initiated by a group of teachers in 1992. It was officially and legally recognized on June 8th, 1992. The association has an office equipped with a computer and a library with very interesting materials on ELT. The Lycee Issa Korombe donated the office and the American Cultural Center provided the equipment. From the date of its creation up to 2001 SNELT did a tremendous work in terms of helping teachers to share their knowledge and experience and better themselves in their task. However, from 2001 to 2006 the association activities were suspended due mainly to the fact that most of the Board members were abroad to study. In 2007 a group of teachers decided to launch SNELT activities again and a new Board was elected. From this year to now SNELT has been carrying out its activities and struggling to reach its objectives. These objectives are basically: promoting English language in Niger and creating conducive environment for teachers to share information. These objectives will be reached through activities such as workshops for teachers, a newsletter, a blog, establishing local SNELT branches in all regions of the country, distributing teachers Forums magazines and any other document provided by the American Cultural Center, being part of a network of associations sharing the same objectives and becoming a TESOL affiliate. Not only teachers of English can be members of SNELT but it’s also open to former teachers, English teachers advisers and inspectors. The members can participate in all the activities of the association like visiting the library, using the Office’s computer to type their exams and other important documents, participating in the workshops etc.
SNELT runs on the contributions of its members and funds raised from selling membership cards. We also receive donation from the American Cultural Center, the English teaching branch of the National Pedagogic Inspection, and individual book donations
SNELT runs on the contributions of its members and funds raised from selling membership cards. We also receive donation from the American Cultural Center, the English teaching branch of the National Pedagogic Inspection, and individual book donations
Tuesday, February 1, 2011
Workshop organized in Niamey by SNELT on December 30--31, 2010.
Workshop organized in Niamey by SNELT on December 30--31, 2010.
CLASSROOM MANAGEMENT presented by Grema Malam Mamadou- MA in education: Curriculum and instruction -- ELT ADVISOR
Good classroom management is the key to a successful class.
The following points will help you manage your class better and have an environment conducive to better learning for your students.
Set ground rules
The first day of class, set some rules:
Focused on discipline
attendance
Testing
Cheating
Homework
Class activities
Learn your students' names through name cards, table charts
While in class, you have to adopt a position that helps you direct activities.
Stand up when you are directing activities.
Sit down only in two occasions:
Students are doing an activity that for the moment does not involve you.
You are having a conversation or discussion with the class.
Remain standing in order to have a good control of the class.
For most activities, move around the class so that the students see you, in particular your mouth and eyes.
Keep your language to a minimum when students are doing an activity.
Once you have introduced an activity and made clear what is wanted, be prepared to keep quiet.
Don’t interrupt the students unnecessarily while they are doing an activity.
Do not dominate the discussions yourself.
Do not tell students what they have to say.
Do not use more language than is necessary to direct and control classroom activity.
Combine gestures and the imperative that both ensure clarity and lively pace.
Don’t be afraid of silence
Silence has a valuable role in language lessons: students need time to think, collect their thoughts, make notes, etc.
Do not break the students' concentrations while in activity: reading a text or explanation, completing an exercise, preparing a piece of work.
Constantly injecting ideas will make them sit back and expect you to do the work.
Try to have a balance between activity and quiet moments for reflection.
Pair /group work increase student talking time
Divide the group into pairs and make sure all students know their partners /role
Explain the activity and demonstrate it with one or more pairs.
Give them a time limit.
Go round, listen, and check that they are doing it.
Make it a habit.
A-B sharing
Be explicit
You have to structure classroom activities.
Plan in advance what is to be done and how it should be done.
Classroom instructions and explanations should be simple, precise, and explicit.
Do not create confusion in their mind.
Don’t ask “Do you understand?”
It is rare for students to admit that they do not understand because they may be asked what they do not understand.
Check understanding by asking specific questions about the lesson or explanation you have just given.
The questions should require short, linguistically simple answers.
If there is no answer, it is immediately apparent that nobody has understood.
Admit your ignorance
No teacher can know everything and there is no harm in students knowing this.
No matter how much you have studied English, taught it, you will still come across things you do not know.
Do not undermine the students' confidence in you by giving an answer that may later turn out to be false.
Tell them you will check and make sure you give the answer the next class.
Consult colleagues
Consult a colleague to find the answer to a question or individual difficulty.
Submit the problem to your pedagogic unit as teachers with different backgrounds have different insights and skills.
A trouble shared, is a trouble halved.
Practice coaching/mentoring
Consult students, but not frequently.
Are some of your lessons better than others? If you have answered yes, two more questions arise: Why? How do you know?
Ask the students: What activities in your English lessons do you particularly like/dislike?
What activities do you think we spend too much time/too little time? Etc.
Ask for improvement. Thus, they will feel involved in the teaching.
Class meetings/Appreciations and concerns
Divide the blackboard
The blackboard is a visual aid. So, it should be well organized.
One small section for listing new words and phrases.
Another small section for drawings, etc.
The large central section is used to present the main material of the lesson: grammatical examples, examples for exercises, etc.
Reference
Michael Lewis and Jimmie Hill (1985), practical techniques for language teaching, Commercial Color Press, London E7
GRAMMAR PRESENTATION METHODS: inductive, deductive and guided discovery methods adapted by Soumana Boureima Igodiame, MA in ESL and presented by Grema Malam Mamadou—MA in education: Curriculum and instruction --ELT Advisor
1. Deductive method
It relies on reasoning, analyzing, and comparing.
In the deductive classroom, the teacher gives a grammatical explanation or rules first, and then asks students to use the rules to do a set of exercises in order to understand the grammatical points.
From general to specific.
Steps for deductive method
Presentation: by example
Explanation:
the underlying grammar rules
native language terms
comparisons
Production: applying rules to produce sentences
Example 1
(How to teach the Present Continuous Tense)
1. Presentation (by example)
I am teaching English.
You are listening to the teacher.
She is talking to her classmates
2. Explanation
It is to express someone is doing something at the present time when the speaker speaks the words. And it generally lasts for a period of time.
And then the underlying forms and positions.
be (am/is/are)+—ing.
And more examples.
Comparisons: differences between it and general present.
• He studies hard.
• He is studying hard.
3. Production
(Making sentences as instructed with given prompts.)
Words: sing, swim, dance, etc.
Situations: …
Pictures or simple drawing…
3. Production
(Making sentences as instructed with given prompts.)
Words: sing, swim, dance, etc.
Situations: …
Pictures or simple drawing…
Example 2
POSSESSIVE PRONOUNS: MINE, YOURS, HIS, HERS, OURS, THEIRS
(a)
This book belongs to me.
It is my book.
It is mine. POSSESSIVE
ADJECTIVE POSSESSIVE
PRONOUN A possessive adjective is used in front of a noun:
my book.
My Mine
Your Yours A possessive pronoun is used alone, without a noun following it:
That book is mine.
(b)
That book belongs to you.
It is your book.
It is yours. Her Hers
His His
Our Ours INCORRECT:
That is mine book.
Their Theirs
Complete the sentences. Use object pronouns, possessive adjectives,
and possessive pronouns.
1. I own this book. 4. She owns this pen.
This book belongs to me This pen belongs to ___.
This is my book. This is ____ pen.
This book is mine. This pen is ____.
2. They own these books. 5. He owns that pen.
These books belong to __ That pen belongs to ____.
These are ___ books. That is ____ pen.
These books are ____. That pen is _____.
3. You own that book. 6. We own those books.
That book belongs to ___. Those books belong to __.
That is ___ book. Those are ____ books.
That book is ____. Those books are _____.
Disadvantages of DM
In an isolated way
On form
Mechanical practice
Frustrating for younger students
This is the man that owns the cat that kills the rat that lives in the house that Jack built.
Advantages of DM
Time saving (difficult and abstract grammar)
Successful with selected and motivated students and analytical learners
Good for examination
2. Inductive method
Provide with authentic language data
Induce learners to realize grammar rules without explicit explanation.
From specific to general
Steps for IM
Presentation is done by examples in contexts.
Induction
The rules are worked out by learners themselves.
Production is done with given visual aids or verbal prompts.
Example 3
What is the rule?
1. Look at the sentences:
He walks to school every day
We learn English from 8.00 to 10.00.
She works in an office on Market Street.
They eat lunch at noon.
It rains almost every day in June.
You speak English very well.
I like Jazz.
Elicit rules
2. There is a final s on the end of the verb only with certain subjects. What are they?
__I __you __ he __she __it __we __they
Use the rules!
3. Circle the right verb.
I drive/drives to work every morning.
We speak/speaks both mandarin and Sichuan dialect.
My cat sleep/sleeps all day.
He take/takes the bus home.
You watch/watches the news every night.
They travel/travels to Europe about once a year.
She drink/drinks coffee with her breakfast
Disadvantages of IM
Time-consuming
Lack in system
Highly-risky
(students may hypothesize the wrong rule, or their version of the rule may be either too broad or too narrow)
Difficult
Can’t apply to all grammar phenomena
Advantages of IM
More meaningful and memorable.
Students’ active participation and they are more motivated and attentive.
Greater self-reliance and autonomy
3. Guided discovery method
Induce the students to discover rules by themselves (similar to IM).
Teacher’s careful guide and assisting in process of discovering rules (different from IM).
Elicit rules (similar to IM) and teach them explicitly (different from IM).
Two key theoretical issues of guided discovery method
The role of explicit knowledge
Conscious knowledge
Discovery learning
Refers to learning that takes place when students engage in experiences and experiments from which they derive their own knowledge and meaning.
Steps for Guided discovery method
1. Presentation (with contextualized scenarios or examples illustrating a specific structure)
2. Discovery of rules and meanings (under teacher’s guiding)
3. Explicit teaching and learning of target structure.
Workshop organized in Niamey by SNELT on December 30--31, 2010.
Reading and learning strategies presented by Grema Malam Mamadou—MA in education: Curriculum and Instruction --ELT Advisor
INTRODUCTION
We have focused a lot on comprehension questions in our middle and high schools as far as reading is concerned. We should change our approach to reading in order to develop creativity and imagination in our students. We also have to work hard to integrate the four skills into most of our lessons.
1. K.W.L (Ogle, 1986)
Literacy objective
• To activate the students’ prior knowledge related to a topic to prepare them to read a text that gives them more details about the topic.
Example: Geography
K W L
The surface is 498,000 square miles.
Two third of the country is desert.
It has only three months of rainy season.
2. Anticipation Guide (Herber, 1978): topic: decrease in the quality of education in Niger
Literacy objective
• To have the students discuss the reasons why an issue prevails and have them make some suggestions on how to improve the situation.
• The students work in groups to outline their proposals after they have read the text.
• They come up with a letter that could be sent to the minister of education to voice their concerns.
Example questions
Put a check mark next to the statement you believe to be true.
a. The lack of teaching materials in your classes hinders your success. ---------------
b. You cannot study at night because there is no electricity in your classroom. --------------
b. All the teachers do not have good working conditions. ------------------
c. You need some computers connected to the Internet to do some research. --------------
3. Opinionnaire/Questionnaire(Reasoner, 1976)
Literacy objective:
• To examine students’ attitudes and experiences related to selected issues.
• To enable students to interact with their classmates as they interview them.
• Students read the text to reinforce their attitudes and experiences about the topic.
Example questions for an interview on democracy
• a. What do you know about the system of government in Niger before 1990? ----------------
• b. Democracy started in Niger in 1990. How did we get democracy? -------------------
• c. What impact did it have on people’s life? ---------------------
• d. Now, the president has been overthrown in a coup. What do you think about the future of democracy? ---------------
Students work in small groups to share and compare their responses, and then write a summary.
5. Cloze exercise
• Literacy objective:
- to have students recall the content of a text that that they have already read in class.
- It helps students to think and engage in writing activities.
Example: HIV/AIDS
Cure, mosquito bite, rash and diarrhea, hand shake, sexual intercourse, muscles and joint pain, mother to baby
• The main way of transmission of HIV/AIDS is --------------- -----------------. It is not transmitted by------------ -------------- or ------------- ---------------, but it can be transmitted from-------------- -------- ----------. Some of its symptoms are ----------------- and-------------------. It has no-------------yet
6. Knowledge rating scale (Blachowics, 1986)
Literacy objective:
To find out many words from the upcoming text that the students are going to read. Their prior knowledge of the words will facilitate their understanding of the text.
• Example: Desertification
Words Know it well Have heard about it No clue
Drought
Tree felling
Overgrazing
Tree nursery
Reclaim land
sensitization
7. Think, Predict, Read and Connect (TPRC) (Ruddell, 2005)
Literacy objective: to help students develop their general knowledge before, during and after reading. They think about the topic, predict what will be in the text, read it and then make connections with their own lives.
Connect: I once had 40c of fever after I slept outside my mosquito net. I was immediately rushed to hospital where I spent three days, etc.
Topic: Malaria
Tell the students the topic of the lesson. Divide the class into groups. Have them think (T) about what they know about malaria.
Think Predict
I know that mosquitoes cause malaria.
Mosquitoes breed in dormant waters.
It kills many children under 5.
8. Possible sentences (Moore &Moore, 2004)
Literacy objective:
• To have students anticipate the meaning of a passage before they begin reading.
• To have students use their prior knowledge to make sentences based on key words selected from the passage in order to predict the meaning of their upcoming reading assignment.
• As they read the text, they can determine the accuracy of their predictions about the selected key words.
Procedure
• Select 10 to 15 words related to the reading assignment that help students understand the text selection. Be sure to choose words familiar/unfamiliar to students.
• Ask students to select at least two words from the list and write one sentence that may occur in the passage.
• Ask them to read their sentences.
• Ask them to read the text silently and see the accuracy of their sentences.
• Conduct a discussion as each sentence is evaluated.
• Ask them to replace the incorrect ones.
9. Anticipation/Reaction Guide
Literacy objective
Write “yes” in the blank preceding the statement if you agree or “no” if you disagree. Do the same after you read the text. Be prepared to discuss your response.
Example: Keita project
Before reading After reading
1.----------- Repetitive droughts have hindered development. ---------------
2.----------- The Keita project was launched to reclaim land. ----------------
3------------- No reforestation trenches were dug on the hillsides. ---------------
10. Jigsaw
Literacy objective
• To have the students reconstruct a text.
• To have the students work cooperatively.
How to proceed
• Cut the text into five sections (A-E).
• Divide the class into groups of five and give each student within the group one section of the text.
• Each student reads their section and summarizes the content for the other students.
• The students reconstruct the text following its original order.
11. Dictogloss
Literacy objective
• To develop students’ listening skills
• To develop students’ ability to reconstruct a text
Procedure:
• Pick a small text
• Tell the students that you will read a text.
• Ask them to listen carefully without taking notes.
• Read the text and then ask them to write everything they remember.
• Let them work in pair/group to reconstruct the text.
• You can also write up a series of questions on the board and tell them that the answers will help them reconstruct the text.
12. ReQuest (Manzo, 1969)
Literacy objective:
• Students ask their own questions about what they are reading
• While reading, they monitor their understanding of the text and have better comprehension
Procedure
• Select a text containing new challenging ideas.
• Read the 1st paragraph aloud, ask and answer questions about the passage.
• Ask them to read the next section to ask you questions and you answer.
• Ask them to read the next section and you will ask them some questions about the section and they answer them.
• Continue until the entire text is read
13. Journal/Free writing
Literacy objective
• To give students the opportunity to express their own thoughts/opinions in a non threatening way
• It serves as a warm up and continuous way to develop writing skills
Procedure
• Inspired by teacher prompts or students selected topics.
• Present a general format to follow
• Free writing: give the students 10-15 minutes to write a paragraph or 2 based on a topic and let some of them read their paragraphs.
CLASSROOM MANAGEMENT presented by Grema Malam Mamadou- MA in education: Curriculum and instruction -- ELT ADVISOR
Good classroom management is the key to a successful class.
The following points will help you manage your class better and have an environment conducive to better learning for your students.
Set ground rules
The first day of class, set some rules:
Focused on discipline
attendance
Testing
Cheating
Homework
Class activities
Learn your students' names through name cards, table charts
While in class, you have to adopt a position that helps you direct activities.
Stand up when you are directing activities.
Sit down only in two occasions:
Students are doing an activity that for the moment does not involve you.
You are having a conversation or discussion with the class.
Remain standing in order to have a good control of the class.
For most activities, move around the class so that the students see you, in particular your mouth and eyes.
Keep your language to a minimum when students are doing an activity.
Once you have introduced an activity and made clear what is wanted, be prepared to keep quiet.
Don’t interrupt the students unnecessarily while they are doing an activity.
Do not dominate the discussions yourself.
Do not tell students what they have to say.
Do not use more language than is necessary to direct and control classroom activity.
Combine gestures and the imperative that both ensure clarity and lively pace.
Don’t be afraid of silence
Silence has a valuable role in language lessons: students need time to think, collect their thoughts, make notes, etc.
Do not break the students' concentrations while in activity: reading a text or explanation, completing an exercise, preparing a piece of work.
Constantly injecting ideas will make them sit back and expect you to do the work.
Try to have a balance between activity and quiet moments for reflection.
Pair /group work increase student talking time
Divide the group into pairs and make sure all students know their partners /role
Explain the activity and demonstrate it with one or more pairs.
Give them a time limit.
Go round, listen, and check that they are doing it.
Make it a habit.
A-B sharing
Be explicit
You have to structure classroom activities.
Plan in advance what is to be done and how it should be done.
Classroom instructions and explanations should be simple, precise, and explicit.
Do not create confusion in their mind.
Don’t ask “Do you understand?”
It is rare for students to admit that they do not understand because they may be asked what they do not understand.
Check understanding by asking specific questions about the lesson or explanation you have just given.
The questions should require short, linguistically simple answers.
If there is no answer, it is immediately apparent that nobody has understood.
Admit your ignorance
No teacher can know everything and there is no harm in students knowing this.
No matter how much you have studied English, taught it, you will still come across things you do not know.
Do not undermine the students' confidence in you by giving an answer that may later turn out to be false.
Tell them you will check and make sure you give the answer the next class.
Consult colleagues
Consult a colleague to find the answer to a question or individual difficulty.
Submit the problem to your pedagogic unit as teachers with different backgrounds have different insights and skills.
A trouble shared, is a trouble halved.
Practice coaching/mentoring
Consult students, but not frequently.
Are some of your lessons better than others? If you have answered yes, two more questions arise: Why? How do you know?
Ask the students: What activities in your English lessons do you particularly like/dislike?
What activities do you think we spend too much time/too little time? Etc.
Ask for improvement. Thus, they will feel involved in the teaching.
Class meetings/Appreciations and concerns
Divide the blackboard
The blackboard is a visual aid. So, it should be well organized.
One small section for listing new words and phrases.
Another small section for drawings, etc.
The large central section is used to present the main material of the lesson: grammatical examples, examples for exercises, etc.
Reference
Michael Lewis and Jimmie Hill (1985), practical techniques for language teaching, Commercial Color Press, London E7
GRAMMAR PRESENTATION METHODS: inductive, deductive and guided discovery methods adapted by Soumana Boureima Igodiame, MA in ESL and presented by Grema Malam Mamadou—MA in education: Curriculum and instruction --ELT Advisor
1. Deductive method
It relies on reasoning, analyzing, and comparing.
In the deductive classroom, the teacher gives a grammatical explanation or rules first, and then asks students to use the rules to do a set of exercises in order to understand the grammatical points.
From general to specific.
Steps for deductive method
Presentation: by example
Explanation:
the underlying grammar rules
native language terms
comparisons
Production: applying rules to produce sentences
Example 1
(How to teach the Present Continuous Tense)
1. Presentation (by example)
I am teaching English.
You are listening to the teacher.
She is talking to her classmates
2. Explanation
It is to express someone is doing something at the present time when the speaker speaks the words. And it generally lasts for a period of time.
And then the underlying forms and positions.
be (am/is/are)+—ing.
And more examples.
Comparisons: differences between it and general present.
• He studies hard.
• He is studying hard.
3. Production
(Making sentences as instructed with given prompts.)
Words: sing, swim, dance, etc.
Situations: …
Pictures or simple drawing…
3. Production
(Making sentences as instructed with given prompts.)
Words: sing, swim, dance, etc.
Situations: …
Pictures or simple drawing…
Example 2
POSSESSIVE PRONOUNS: MINE, YOURS, HIS, HERS, OURS, THEIRS
(a)
This book belongs to me.
It is my book.
It is mine. POSSESSIVE
ADJECTIVE POSSESSIVE
PRONOUN A possessive adjective is used in front of a noun:
my book.
My Mine
Your Yours A possessive pronoun is used alone, without a noun following it:
That book is mine.
(b)
That book belongs to you.
It is your book.
It is yours. Her Hers
His His
Our Ours INCORRECT:
That is mine book.
Their Theirs
Complete the sentences. Use object pronouns, possessive adjectives,
and possessive pronouns.
1. I own this book. 4. She owns this pen.
This book belongs to me This pen belongs to ___.
This is my book. This is ____ pen.
This book is mine. This pen is ____.
2. They own these books. 5. He owns that pen.
These books belong to __ That pen belongs to ____.
These are ___ books. That is ____ pen.
These books are ____. That pen is _____.
3. You own that book. 6. We own those books.
That book belongs to ___. Those books belong to __.
That is ___ book. Those are ____ books.
That book is ____. Those books are _____.
Disadvantages of DM
In an isolated way
On form
Mechanical practice
Frustrating for younger students
This is the man that owns the cat that kills the rat that lives in the house that Jack built.
Advantages of DM
Time saving (difficult and abstract grammar)
Successful with selected and motivated students and analytical learners
Good for examination
2. Inductive method
Provide with authentic language data
Induce learners to realize grammar rules without explicit explanation.
From specific to general
Steps for IM
Presentation is done by examples in contexts.
Induction
The rules are worked out by learners themselves.
Production is done with given visual aids or verbal prompts.
Example 3
What is the rule?
1. Look at the sentences:
He walks to school every day
We learn English from 8.00 to 10.00.
She works in an office on Market Street.
They eat lunch at noon.
It rains almost every day in June.
You speak English very well.
I like Jazz.
Elicit rules
2. There is a final s on the end of the verb only with certain subjects. What are they?
__I __you __ he __she __it __we __they
Use the rules!
3. Circle the right verb.
I drive/drives to work every morning.
We speak/speaks both mandarin and Sichuan dialect.
My cat sleep/sleeps all day.
He take/takes the bus home.
You watch/watches the news every night.
They travel/travels to Europe about once a year.
She drink/drinks coffee with her breakfast
Disadvantages of IM
Time-consuming
Lack in system
Highly-risky
(students may hypothesize the wrong rule, or their version of the rule may be either too broad or too narrow)
Difficult
Can’t apply to all grammar phenomena
Advantages of IM
More meaningful and memorable.
Students’ active participation and they are more motivated and attentive.
Greater self-reliance and autonomy
3. Guided discovery method
Induce the students to discover rules by themselves (similar to IM).
Teacher’s careful guide and assisting in process of discovering rules (different from IM).
Elicit rules (similar to IM) and teach them explicitly (different from IM).
Two key theoretical issues of guided discovery method
The role of explicit knowledge
Conscious knowledge
Discovery learning
Refers to learning that takes place when students engage in experiences and experiments from which they derive their own knowledge and meaning.
Steps for Guided discovery method
1. Presentation (with contextualized scenarios or examples illustrating a specific structure)
2. Discovery of rules and meanings (under teacher’s guiding)
3. Explicit teaching and learning of target structure.
Workshop organized in Niamey by SNELT on December 30--31, 2010.
Reading and learning strategies presented by Grema Malam Mamadou—MA in education: Curriculum and Instruction --ELT Advisor
INTRODUCTION
We have focused a lot on comprehension questions in our middle and high schools as far as reading is concerned. We should change our approach to reading in order to develop creativity and imagination in our students. We also have to work hard to integrate the four skills into most of our lessons.
1. K.W.L (Ogle, 1986)
Literacy objective
• To activate the students’ prior knowledge related to a topic to prepare them to read a text that gives them more details about the topic.
Example: Geography
K W L
The surface is 498,000 square miles.
Two third of the country is desert.
It has only three months of rainy season.
2. Anticipation Guide (Herber, 1978): topic: decrease in the quality of education in Niger
Literacy objective
• To have the students discuss the reasons why an issue prevails and have them make some suggestions on how to improve the situation.
• The students work in groups to outline their proposals after they have read the text.
• They come up with a letter that could be sent to the minister of education to voice their concerns.
Example questions
Put a check mark next to the statement you believe to be true.
a. The lack of teaching materials in your classes hinders your success. ---------------
b. You cannot study at night because there is no electricity in your classroom. --------------
b. All the teachers do not have good working conditions. ------------------
c. You need some computers connected to the Internet to do some research. --------------
3. Opinionnaire/Questionnaire(Reasoner, 1976)
Literacy objective:
• To examine students’ attitudes and experiences related to selected issues.
• To enable students to interact with their classmates as they interview them.
• Students read the text to reinforce their attitudes and experiences about the topic.
Example questions for an interview on democracy
• a. What do you know about the system of government in Niger before 1990? ----------------
• b. Democracy started in Niger in 1990. How did we get democracy? -------------------
• c. What impact did it have on people’s life? ---------------------
• d. Now, the president has been overthrown in a coup. What do you think about the future of democracy? ---------------
Students work in small groups to share and compare their responses, and then write a summary.
5. Cloze exercise
• Literacy objective:
- to have students recall the content of a text that that they have already read in class.
- It helps students to think and engage in writing activities.
Example: HIV/AIDS
Cure, mosquito bite, rash and diarrhea, hand shake, sexual intercourse, muscles and joint pain, mother to baby
• The main way of transmission of HIV/AIDS is --------------- -----------------. It is not transmitted by------------ -------------- or ------------- ---------------, but it can be transmitted from-------------- -------- ----------. Some of its symptoms are ----------------- and-------------------. It has no-------------yet
6. Knowledge rating scale (Blachowics, 1986)
Literacy objective:
To find out many words from the upcoming text that the students are going to read. Their prior knowledge of the words will facilitate their understanding of the text.
• Example: Desertification
Words Know it well Have heard about it No clue
Drought
Tree felling
Overgrazing
Tree nursery
Reclaim land
sensitization
7. Think, Predict, Read and Connect (TPRC) (Ruddell, 2005)
Literacy objective: to help students develop their general knowledge before, during and after reading. They think about the topic, predict what will be in the text, read it and then make connections with their own lives.
Connect: I once had 40c of fever after I slept outside my mosquito net. I was immediately rushed to hospital where I spent three days, etc.
Topic: Malaria
Tell the students the topic of the lesson. Divide the class into groups. Have them think (T) about what they know about malaria.
Think Predict
I know that mosquitoes cause malaria.
Mosquitoes breed in dormant waters.
It kills many children under 5.
8. Possible sentences (Moore &Moore, 2004)
Literacy objective:
• To have students anticipate the meaning of a passage before they begin reading.
• To have students use their prior knowledge to make sentences based on key words selected from the passage in order to predict the meaning of their upcoming reading assignment.
• As they read the text, they can determine the accuracy of their predictions about the selected key words.
Procedure
• Select 10 to 15 words related to the reading assignment that help students understand the text selection. Be sure to choose words familiar/unfamiliar to students.
• Ask students to select at least two words from the list and write one sentence that may occur in the passage.
• Ask them to read their sentences.
• Ask them to read the text silently and see the accuracy of their sentences.
• Conduct a discussion as each sentence is evaluated.
• Ask them to replace the incorrect ones.
9. Anticipation/Reaction Guide
Literacy objective
Write “yes” in the blank preceding the statement if you agree or “no” if you disagree. Do the same after you read the text. Be prepared to discuss your response.
Example: Keita project
Before reading After reading
1.----------- Repetitive droughts have hindered development. ---------------
2.----------- The Keita project was launched to reclaim land. ----------------
3------------- No reforestation trenches were dug on the hillsides. ---------------
10. Jigsaw
Literacy objective
• To have the students reconstruct a text.
• To have the students work cooperatively.
How to proceed
• Cut the text into five sections (A-E).
• Divide the class into groups of five and give each student within the group one section of the text.
• Each student reads their section and summarizes the content for the other students.
• The students reconstruct the text following its original order.
11. Dictogloss
Literacy objective
• To develop students’ listening skills
• To develop students’ ability to reconstruct a text
Procedure:
• Pick a small text
• Tell the students that you will read a text.
• Ask them to listen carefully without taking notes.
• Read the text and then ask them to write everything they remember.
• Let them work in pair/group to reconstruct the text.
• You can also write up a series of questions on the board and tell them that the answers will help them reconstruct the text.
12. ReQuest (Manzo, 1969)
Literacy objective:
• Students ask their own questions about what they are reading
• While reading, they monitor their understanding of the text and have better comprehension
Procedure
• Select a text containing new challenging ideas.
• Read the 1st paragraph aloud, ask and answer questions about the passage.
• Ask them to read the next section to ask you questions and you answer.
• Ask them to read the next section and you will ask them some questions about the section and they answer them.
• Continue until the entire text is read
13. Journal/Free writing
Literacy objective
• To give students the opportunity to express their own thoughts/opinions in a non threatening way
• It serves as a warm up and continuous way to develop writing skills
Procedure
• Inspired by teacher prompts or students selected topics.
• Present a general format to follow
• Free writing: give the students 10-15 minutes to write a paragraph or 2 based on a topic and let some of them read their paragraphs.
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