Post Method Teaching

mike heath

21 Apr 201704:14

Summary

TLDRThe video script discusses the concept of post-methodological teaching in language education. It emphasizes that there is no one-size-fits-all approach and encourages teachers to adapt their methods to the unique needs of their students and context. Teachers Ali and Theresa share their experiences, highlighting the importance of student-centered teaching and the challenges of applying communicative language teaching in different cultural settings. The script promotes flexibility, practicality, and the exploration of various teaching methods to achieve learning goals.

Takeaways

📝 The video script discusses the importance of adapting teaching methods to the specific needs of students and contexts, rather than adhering to a single 'best method'.
🎯 The concept of 'post-methodological' teaching is introduced, which emphasizes flexibility and the selection of the most appropriate teaching methods for a given situation.
👨‍🏫 The teacher in the script initially struggles with a lack of focus and ineffective teaching methods, highlighting the need for methodological adaptability.
📚 The script mentions three guiding principles for post-methodological teaching: particularity, practicality, and possibility, which encourage a student-centered approach.
🌐 Particularity stresses the uniqueness of each teaching context, including students, learning goals, and the environment.
🛠️ Practicality involves balancing professional theory with what works in the classroom, questioning the applicability of methods like Community Language Teaching (CLT).
🚀 Possibility encourages teachers to explore and try new methods to help students achieve their learning objectives.
🗣️ The script contrasts the effectiveness of the communicative language approach with traditional methods, showing that the former can be more engaging for students.
🏫 Cultural considerations are important in determining the best teaching methods, as illustrated by the need for gender-separated groups in one teacher's context.
👥 Student participation and motivation are significantly affected by the teaching approach, with communicative methods often fostering a more active learning environment.
🌟 The overarching message is that teachers should be focused on their students' needs and learning goals, adapting their teaching methods accordingly.

Q & A

What is the activity that the teacher in the script is initiating with the students?
-The teacher is initiating a recitation activity, asking the students to write down and recite the famous 'To be or not to be' soliloquy from Shakespeare's Hamlet.
What does the teacher emphasize about the best method for teaching?
-The teacher emphasizes that there is no single best method for teaching, but rather, the best method should be selected based on the students, the context, and the learning goals.
What are the three guiding principles for post-methodological thinking mentioned in the script?
-The three guiding principles are particularity, which acknowledges the uniqueness of students, context, and learning goals; practicality, which balances professional theory with practical application; and possibility, which encourages exploring and trying new methods.
Why does the teacher from Indonesia allow the use of the first language in certain teaching contexts?
-The teacher allows the use of the first language to reduce Bahasa Indonesia when students are in groups or working in pairs to make them feel more comfortable and encouraged to participate.
What is the preferred teaching approach of the teacher from Libya?
-The teacher from Libya prefers the communicative language approach because it motivates and encourages students to participate more actively in group settings.
How does the teacher from Indonesia address cultural considerations in their teaching context?
-The teacher from Indonesia addresses cultural considerations by separating students into gender-based groups to avoid disruptions in the learning process.
What challenges does the communicative language approach face in the teacher's context in Libya?
-In the teacher's context in Libya, the communicative language approach faces challenges such as the need to consider cultural norms and possibly the reluctance of students to speak English when forced.
What does the script suggest about the importance of context in language teaching?
-The script suggests that context is crucial in language teaching, as it influences the selection of teaching methods, the use of first languages, and the organization of group activities.
How does the script illustrate the concept of post-methodological teaching?
-The script illustrates post-methodological teaching by showing teachers adapting their methods based on the needs of their students and the specific context in which they are teaching, rather than adhering to a single, universal method.
What is the role of student-centeredness in the script's discussion on teaching methodologies?
-Student-centeredness is central to the script's discussion, as it highlights the importance of tailoring teaching methods to meet the needs of the learners and to help them achieve their learning goals.
How does the script relate the concept of 'possibility' to teaching methodologies?
-The script relates 'possibility' to teaching methodologies by encouraging teachers to explore and try new methods that could potentially enhance their students' learning experiences and outcomes.

Outlines

00:00

📚 Post-Methodological Teaching Approach

The script discusses the concept of post-methodological teaching, emphasizing that there is no single 'best' method for teaching English. It suggests that teachers should adapt their teaching styles to the specific needs of their students and the context in which they teach. The video script also introduces three guiding principles: particularity, practicality, and possibility, which encourage teachers to be student-centered and to explore new teaching methods.

🌏 Cultural and Contextual Considerations in Teaching

This paragraph highlights the importance of considering cultural and contextual factors when selecting teaching methods. It presents the experiences of two teachers, Ali Carib from Libya and an unnamed teacher from Indonesia, who discuss the effectiveness of the communicative language approach in their respective teaching environments. The teachers share their challenges and strategies, such as allowing the use of the first language and separating gender-based groups, to accommodate cultural norms and enhance learning outcomes.

Mindmap

Keywords

💡Hamlet

Hamlet is a tragedy by William Shakespeare, often interpreted as a contemplation on life and death. In the script, it is used as an example of a classic text that the teacher is teaching, illustrating the application of language teaching methods in a classroom setting. The famous soliloquy 'To be or not to be' is recited to demonstrate the teacher's approach to engaging students with the material.

💡Methodology

In education, methodology refers to the approaches and strategies used by educators to facilitate learning. The script discusses the idea that there is no single best method for teaching, emphasizing the need for educators to select methods that best fit their students' needs and the context in which they are teaching.

💡Post-methodological thinking

This concept refers to a shift away from rigid adherence to a single teaching method and towards a more flexible, context-sensitive approach. The script mentions this as a way for teachers to adapt their teaching to the unique needs of their students and the learning environment, suggesting that the best method is the one that works in a specific context.

💡Particularity

Particularity is one of the three guiding principles mentioned in the script for post-methodological thinking. It underscores the importance of recognizing the unique characteristics of students, the context, and learning goals in every teaching situation, advocating for tailored teaching approaches.

💡Practicality

Practicality is another guiding principle that emphasizes the balance between professional theory and what is actually feasible in the classroom. The script uses this term to highlight the importance of applying teaching methods that work effectively with the specific group of students and the resources available.

💡Possibility

Possibility is the third guiding principle for post-methodological thinking, encouraging teachers to explore and try new teaching methods. The script suggests that being open to different approaches can help students achieve their learning goals and can lead to more innovative and effective teaching practices.

💡Communicative Language Approach

This is a teaching method that focuses on interaction and communication as the primary means of language acquisition. In the script, one of the teachers finds this approach effective for encouraging participation and motivation among adult learners in their group settings, as opposed to traditional methods that may lead to boredom.

💡Cultural Considerations

The script mentions the importance of considering cultural factors when selecting teaching methods. For example, in some contexts, it may be necessary to separate students by gender to avoid disruptions, which is a cultural consideration that affects the choice of teaching methodology.

💡Student-Centered

A student-centered approach is highlighted in the script as a common thread among effective teaching methodologies. It involves focusing on the needs and goals of the learners, rather than strictly adhering to a predefined method, ensuring that the teaching is tailored to the students' context.

💡Context

Context is a critical factor in the script's discussion of teaching methods. It refers to the specific circumstances in which teaching and learning occur, including the students' backgrounds, the cultural environment, and the learning objectives. The script emphasizes adapting teaching methods to suit the context to achieve the best learning outcomes.

💡Adult Learners

Adult learners are the target audience in the script for the teachers' experiences and reflections on teaching methods. The script discusses how different approaches may be more or less effective for adult learners, who may have different motivations, experiences, and learning styles compared to younger students.

Highlights

Introduction to the concept of post-methodological teaching.

Discussion on the lack of a 'one-size-fits-all' teaching method.

Emphasis on selecting the best teaching method for the specific context.

Introduction of the three guiding principles for post-methodological thinking.

Explanation of 'Particularity' as a guiding principle.

Definition and importance of 'Practicality' in teaching methodology.

Encouragement to explore and try new teaching methods under 'Possibility'.

The common thread of student-centeredness in teaching approaches.

Ali Carib's introduction and teaching context in Libya.

Use of first language in Ali's teaching context to enhance participation.

The effectiveness of the communicative language approach in Ali's classroom.

Challenges of forcing English-only policy leading to student silence.

Cultural considerations and gender-based grouping in teaching.

Different conclusions on best methodologies based on student needs.

Importance of focusing on students' needs and learning goals.

The necessity of adapting teaching to the context and students.