Professional Documents
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Students may have learning difficulties for a variety of reasons, some intrinsic to the
child (e.g., below-average mental ability; attention deficits; hearing or vision problems;
learning disability), but others are due to outside influences including inappropriate
school curriculum or methods of teaching (Westwood, 2008a). While teachers have very
limited control over most of the intrinsic influences on learning, they do have control
over what is taught and the manner in which it is taught. In the same way that it is
necessary to adapt the curriculum, methods and classroom organization to meet the
needs of gifted and talented students, it is also necessary to make some modifications for
students with difficulties. It is generally not necessary to seek totally different or
special methods for these students because the answer mainly lies in using existing
instructional approaches with greater intensity and precision. Ellis (2005, p. 3) remarks
that
teaching practices for those with learning difficulties need to be considered in the
context of the generally effective pedagogy.
Several writers have surveyed the research evidence to discover which methods work
most effectively for students with learning problems (e.g., Carnine, Dixon & Silbert,
1998; Forness, Kavale, Blum & Lloyd, 1997; Swanson, 2000). The consensus of
opinion indicates that these students learn best, particularly in academic subjects, when
the teaching approach, in the beginning stages, is carefully structured and provides
abundant opportunities for successful practice and application. Direct instructional
methods, together with training in cognitive strategy use, have consistently proved to be
the most effect approach. Swanson (2000, p. 23) concludes:
The current position is that in most of the basic academic subjects the preferred model is
a balanced program comprising direct teaching of essential skills combined with the
more functional, motivating and creative elements of whole language and whole maths.
Ellis (2005, p. 46) concludes: Best practice is now recognised by classroom
practitioners as the applying of a combination of instructional approaches which best fit
the students being taught. Best practice also suggests that accommodations and
modifications to curriculum content (differentiation) are needed to address the range of
ability found in todays classrooms (e.g., Fahsl, 2007; Tomlinson, 1996, 2003).
Reference: Westwood, Peter (2008). What teachers need to know about teaching
methods. Camberwell: ACER Press.
Learning to Learn
'Learning to learn' is one of the most important objectives for all learning teaching
contexts for all ages. In our fast moving world, it is simply impossible for learners to
acquire all the knowledge and skills they need while they are at school. It is the school's
responsibility to teach learners how to learn, i.e. to equip them with strategies that they
can use outside school. This process needs to start as early as possible, preferably at the
beginning of schooling. Various aspects of 'learning to learn' can be introduced into the
day-to-day practice of any language classroom without changing many of the usual
classroom practices. This chapter will discuss explicitly some opportunities that teachers
of English for young learners can take to promote principles of 'learning to learn'. Most
of the suggested techniques and ideas can be adapted to all types of contexts and can
work in large classes as well as mixed ability classes.
Developing social and affective strategies and raising awareness about language
learning
Activities for younger children
This aspect of 'learning to learn' can be the foundation for all children. In terms of the
affective factors, all teachers of children are concerned with issues such as building
confidence and raising self-esteem. Without these and a positive learning environment
full of encouragement, it is impossible to achieve the goals related to fostering positive
attitudes. The younger the children are, the more important these considerations become.
The teacher can be an important role model, displaying positive, cheerful behaviour and
friendliness at all times. This is particularly important because younger children see the
teacher as a source of motivation. (See more about this in Chapter 4.) All teachers can
foster children's self-esteem by emphasizing what children can do rather than what they
can't do. Asking children's opinions about the English lessons and their own progress are
fundamental parts of building self-reliance and awareness. Gaining experience in
expressing their opinions is a good foundation for self-assessment. Children's simple
reflection notes about their progress should focus on what has been achieved rather than
where the gaps are. Evaluation sheets should always be phrased in a positive way such
as:
I can sing a song.
I can tell a story.
I can talk about my family/friend.
I can write a postcard.
I can
Teachers should provide positive reinforcement, and use plenty of praise when
commenting on children's work and performance in English. They can also show their
appreciation by displaying children's work on the wall or by giving feedback to
individuals. It is important for teachers to encourage children to express their feelings
and to listen to those who have something important to say before the lesson begins.
Young children are often much more affected by events at home than older ones.
Teachers of very young children might find it useful to listen to children talking about
falls, lost pets, or the birth of a baby brother or sister. The fact that the teacher knows
about their concerns will give young children a sense of security.