Post Method Teaching

Summary

The 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.