Post Method Teaching
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
- π 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'.
- π― The concept of 'post-methodological' teaching is introduced, which emphasizes flexibility and the selection of the most appropriate teaching methods for a given situation.
- π¨βπ« The teacher in the script initially struggles with a lack of focus and ineffective teaching methods, highlighting the need for methodological adaptability.
- π The script mentions three guiding principles for post-methodological teaching: particularity, practicality, and possibility, which encourage a student-centered approach.
- π Particularity stresses the uniqueness of each teaching context, including students, learning goals, and the environment.
- π οΈ Practicality involves balancing professional theory with what works in the classroom, questioning the applicability of methods like Community Language Teaching (CLT).
- π Possibility encourages teachers to explore and try new methods to help students achieve their learning objectives.
- π£οΈ The script contrasts the effectiveness of the communicative language approach with traditional methods, showing that the former can be more engaging for students.
- π« Cultural considerations are important in determining the best teaching methods, as illustrated by the need for gender-separated groups in one teacher's context.
- π₯ Student participation and motivation are significantly affected by the teaching approach, with communicative methods often fostering a more active learning environment.
- π 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
π 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.
π 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
π‘Hamlet
π‘Methodology
π‘Post-methodological thinking
π‘Particularity
π‘Practicality
π‘Possibility
π‘Communicative Language Approach
π‘Cultural Considerations
π‘Student-Centered
π‘Context
π‘Adult Learners
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.
Transcripts
hi guys today we're going to do so
interesting we're going to do a run
tation of Hamlet okay so pens are there
ready I want you to write this down okay
are you ready
so to be or not to be that is the
question whether it is nobler in the
mind to suffer the slings and arrows of
outrageous fortune or to take arms
against a sea of troubles and by
opposing them and them are you getting
this down yeah to die to Sleep No More
and by sleep to say we end
so in example we've just seen the
teacher clearly wasn't focused and one
of the students could do or what they
needed but which is the best method that
he could have used community of language
teaching grammar translation task based
learning
prabal discusses their fact that there
is no best method for teaching now he
doesn't mean that we can throw all of
the methodology out of the window no
well he means is we select the best
method and approaches for the students
were teaching in the context that we are
in that might sound obvious but all too
many ways take our beliefs our teaching
knowledge and mechanical routines
Widow's into the classroom there are
many reasons why a particular lesson
plan material approach method will work
really well in one context but not
another context to help teachers to
really get their mind around post
methodological thinking come over the
loo come this guy put together three
guiding principles for us to follow
the first is particularity that means we
have unique students in unique context
building unique learning goals in every
place that we teach the second is
practicality and this looks at the
attention between professional theory
against practical theory yes CLT might
be wonderful but does it work in my
classroom with my students the last
point is possibility and this is all
about exploring and being brave and
trying new methods which might help your
students reach their learning goals the
things they all have in common is that
they're very student-centered what do my
learners need in my context
Theresa and I teach adult learners in
intensive English program in Islamic
University in Indonesia hello I'm Ali
Carib I teach adults at the University
in Libya well I do allow my students to
use first language reduce bahasa
indonesia when they are in a group or
they are doing work in pairs in my
teaching context what what works best
for my students is the communicative
language approach because when i teach
my students in groups and i find them
more encouraged and motivated to
participate but when i teach them using
in traditional methods they feel
discouraged because they feel bored I
can't post my students to speak all the
time using English because when I force
them to use English they just get quiet
they just whisper to the to their peers
and do nothing there are some
limitations to the communicative
language approach in my context I need
to consider the culture in my context I
need to separate their make gender based
groups in order to avoid any disruption
in the learning process which is
different from what other teachers can
do in other contexts in other countries
so there we have it - teachers may come
in to very different conclusions about
what the best methodology is for their
own students but both very focused on
what their own students need and what
will help them reach their learning
goals that's what we need to take into
account in our own context on our own
teaching and how we should approach post
methodological teaching
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