EXPERIENCE DESCRIPTION
Dedicating your entire life to teaching is a
conscious decision. You cannot enter the teaching profession by chance and then
decide to be a teacher. You need to have it in you to be an excellent teacher.
Likewise, leaders are born, they are not made.
I firmly believe that a family
background in terms of upbringing decides the entire course of your life.
Teaching is just like leadership. Good teachers are good at explaining things,
have a sense of humour, they must be organized in their professional and
teaching duties. At the same time, they are good managers of time, as they need
to use this resource wisely to be successful. Furthermore, if you do not
love people you cannot be named a real teacher. Even if you want to be a teacher
you cannot become a good one, you must be born one. Love for children,
an ability to communicate with them, understand and teach them – these are the
most important qualities of a perfect teacher.
I’m happy
to be a teacher, sharing my knowledge day by day, trying to find the key to the
hearts of all my students.
I’ve been
working at the problem ’’ The use of innovative educational technologies in the
implementation of differentiated approach in the process of teaching foreign language’’. I
plan learning materials in accordance with the socio-communicative role of
pupil taking into consideration his real life, interests and age psychological
features directed to the future.
The question of differentiated learning is very
important and popular nowadays. Finding effective ways of studying, the
development of cognitive interests and education of conscious attitude toward mastering the
knowledge of English language are very actual today too.
In modern
conditions the students have to realize that the knowledge of foreign language
is necessary, useful and promising. Organizing the educational process with the
foreign language, the teacher should consider individually-psychological
features of each student.
It’s common
knowledge that there aren’t the same things in the world, so there aren’t the
similar children. So the students should do only such tasks they are able to
do. Otherwise they won’t believe in their abilities and as the result they’ll
stop studying at all. So, the teacher
has to interest his students in what they are doing. He has to choose
the tasks according to students’ skills and abilities.
The main purpose
of studying a foreign language is the formation and the development of the communicative
culture of schoolchildren,
learning the practical development of foreign language.
The task of the teacher is to
create conditions for the practical implementation of languages for each pupil,
select from the following methods of learning such that would allow each pupil to
show his activity and creativity.The task of the
teacher is to activate the
dedicated student in
the process of learning a foreign language.
Modern teaching technologies, such as training in
collaboration, project methodology, the use of new information technologies,
Internet resources help to implement personal-oriented
approach in learning, provide individualization and differentiation of
education taking into account the abilities of children, their level of
knowledge.
Over time, teaching
methodologies have evolved based on the needs of the instructor and students,
as well as the availability of materials and technology. Two of these
methodologies, strategic teaching and differentiated instruction, focus on the learning
needs of the student. Both methodologies are useful in diverse teaching
settings.
It's no secret that classrooms consist of
vastly unique students, each with his own set of needs and considerations.
Since teachers aren't afforded much time for one-on-one instruction, they must
learn to differentiate their instruction. Differentiated instruction is the
process of customizing teaching toward the needs of the students. If you plan
lessons to accommodate varying levels of ability and learning styles, you will
be able to teach more effectively. Because
children have different interests and ability levels, using a differentiated
approach to learning can help more students succeed. Differentiated instruction
is instruction that takes into account how students learn and allows for
individual differences.
When implementing the
differentiated approach in the study of a foreign language teacher should
follow certain tips:
-
understand
your students' needs. This is a process of getting to know your students,
observing them as they work and questioning them about personal needs and preferences;
-
present
your lessons in ways that address multiple learning modalities. Provide visual,
auditory and tactile stimulation to your students as you teach. This helps to
address students' varying styles of learning;
-
оffer certain activities at a tiered
ability level. For example, during personal reading time, students could choose
books that are appropriate for their personal reading level;
-
сhallenge learners who learn at a faster
rate or a more complex level. You can do this by offering more complex work and
a greater volume of work;
-
рrovide extra help for students who need
it. You can do this through "buddy" activities in which higher-level
students assist students who are performing at a lower- level. You also can
provide help through after-school tutoring.
There are three main forms in organizing
differentiated learning:
1) open differentiation. It is expected dividing
children into 2 groups :
high-level (
group B ) and low-level ( group A);
2) half-open differentiation. Lies in the fact that the level of success
of individual students is taken into account at the
beginning of the year when you split the class into groups. In this case, the success of the students in each group
is equal, and the additional separation
on subgroups isn’t necessary;
3)
hidden
differentiation involves widespread use of handouts of two or three
levels of difficulties.
The teacher must creatively filter
materials for lessons under conditions of differentiated learning. They should not only be of varying complexity, but also have the same
theme, i.e. match program, calendar planning and tutorial. Selecting study material, the teacher should remember that the program provides training to four kinds of speech
activity- speaking, listening, reading and writing. According to each of these types
differentiated approach to learning has its specifics.
As for me, I prefer to
practice open differentiation and sometimes hidden one.
Education in Ukraine now acquires new traits : using informational technologies
encourages the review of traditional
forms and methods of teaching English. At my lessons I actively use the creation and protection of projects with the help of presentations. For their project works students use the
program MS Office Power Point. It’s very interesting to watch the students’
development , looking through their presentations. For every kid it’s a good
opportunity to show his thoughts,
interests and skills.
The use of multimedia presentations
promotes the intensification of
attention of the whole class, saving training time, developing the students’ creativity.
As
the result we achieve the main teaching
aim – educating personality capable to develop in the conditions of modern society.
Now consider how differentiation is used when teaching speaking. The main task of the teacher in this area – to teach children to express
themselves on the proposed topic, expressing his attitude to it in the form of dialogical or monological speech. The characteristic feature of learning speaking is an approximation to natural communication.
Look at some examples of differentiated
tasks for teaching speaking learning the topic ’’Family
relatioship’’ in the 11th form.
Group A:
1) Choose the words on the topic : to obey, to listen to
music, an adolescent, an artist, to allow, to swim, to blame, to write , etc.
2) Make up the word maps using the following words:
Friendly, polite boring, nervous, lazy, quiet, rude, sensitive, tidy,
responsible, talkative.etc.
Good features
Bad features
3) Ask and answer the questions about your friend’s
family relationship. Use the following expressions: to get on well , to talk
back to smb, to obey one’s parents, to keep promises.
e.g. - Do you get on well with
your parents?
- Not always.
4) Complete the dialogue.
- Do you always obey your parents?
- ……………
- Do you think you are a good child to your parents?
- …………
- What do you like about your parents?
- …………
- What do you dislike ?
Group B:
1) Make up sentences using the following words and
word-combinations:
-
Staying out late
-
Conflicts between
children and parents
-
To be interested in
one’s problems
-
To listen to one’s
problems
-
To be grounded
-
To be violent etc.
2) Read the following dialogue and make up your own one.
3) Speak about your family relationship
4) Ask as many questions as you can to get more
information about your friend’s family relationship.
5) Make up your own project ’’ My family relationship’’.
In the 8th form learning the topic ’’ Great Britain. London
’’, I suggest the following tasks
Group A:
1) Divide the words into two groups
The West End The East End
fine museums, big factories, high buildings, short streets, workers,
bank and offices…
2) Complete the sentences.
1.
London is the capital
of…
2.
It is situated on the
river…
3.
London consists of…
4.
The West End is…
3) Answer the questions.
1.
What is the capital
of Great Britain?
2.
Is London a big city?
3.
How many parts does
London consist of?
4.
What is the City?
4) Guess what part
of London is it?
It’s the richest part . there are a lot of cinemas, theatres, libraries
here. Etc.
Group B:
1)
Agree or disagree.
1.
London is situated on
the both banks of the river Mississippi.
2.
Trafalgar Square is
the central square in London.
3.
London is well-known
by its sights.
4.
The Westminster Abbey
is one of the most famous churches in Great Britain.
2)
Read the following
dialogue , make up and act out your own one using the map of London.
-
Excuse me, can you
tell me the way to Trafalgar Square?
-
Let me see. We are in
front of Covent Garden . There are two ways to get there, walking or going by
the metro. Which do you prefer?
-
I’d like to walk. I’m
in London for the first time and would like to see as much as possible.
-
Then cross….
3)
Speak about London.
Imagine you’ve just returned from
the capital of Great Britain, share your impressions with your friends.
4)
Make up your own
booklet about London.
Differentiated approach can also
be used in the process of teaching reading.
Suggested tasks for different
groups:
Group
A:
1. Match true or false sentences.
2. Find in the text the English equivalents of the
following word-combinations or sentences.
3. Find in the text the description of something ( the
house, the place, one’s appearance etc.)
4. Guess who is this ( the teacher says several sentences
describing one of the heroes, the students have to guess)
Group B:
1.
Complete the
sentences.
2.
Answer the questions.
3.
Find in the text some grammar materials (
irregular verbs, past forms of the verbs etc.)
4.
Retell the story
according to the plan
I’ve just read the story…
It’s about…
The main problem is…
The main heroes are…
The fact is that…
I enjoy ( don’t like ) this story
because…
It teaches me…
The main characters teach me….
5.
Characterize the main
heroes.
6.
Write the summary to
the text.
In conclusion I want to add that differentiation training is the integral part in the whole process of making
the situation of success at the lessons of foreign languages. And we can say
that we’ve achieved our purpose in this process when the student finds his work
at the lesson successful.
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