Education of the republic of uzbekistan samarkand state institute of foreign languages the english faculty I

Conclusion

In the system of education, teaching-learning materials are regarded to be of utmost significance. When promoting enrichment of the overall system of education, it is essential to make improvements in teaching-learning materials. In all levels of education from pre-schools to universities, the educators need to pay adequate attention towards the implementation of teaching-learning materials. It is through the availability of proper teaching-learning materials that educational institutions can render an effective contribution in achieving the desired educational objectives and promoting effective growth and development of students. The major objectives of teaching-learning materials are to motivate learners, development of knowledge and skills among teachers, help in longer retention of information, facilitate holistic learning, help in organizing classroom teaching, promoting effective communication, facilitating change in attitudes, practical applications, making learning pleasurable and concept formation. These objectives can be achieved through the possession of adequate skills and abilities and efficacious implementation of teaching-learning materials.

The different types of teaching-learning materials are, audio and video TLMs, textbooks, maps, charts, posters, models, overhead projector, Power Point slides, computers and other reading materials. When the educators are making use of these teaching-learning materials, then it is vital for them to possess adequate skills and generate awareness in terms of which materials need to be made use of in imparting understanding of academic concepts among students, belonging to what grade levels and subjects. In the designing and development of teaching-learning materials, there are three major aspects that need to be taken into consideration. These are, collection, preparation and maintenance. The individuals, need to make use of proper materials and put into practice appropriate methods and strategies, when they are designing and developing the teaching-learning materials. When the individuals are not aware, then it is vital for them to attend workshops or training programs or seek ideas and suggestions from experts and professionals.

Furthermore, alternative material, according to the interviews, has mostly advantages and is appreciated and often preferred by the students. It was interesting that Alice’s students who mainly work with alternative material really highlight the positive aspects of this and do not appreciate coursebooks at all. Conrad’s and Conny’s students, who work with coursebooks and other m Joaterial approximately equally much, are more positive to coursebooks and think it is good to follow these. Two students even believe that they learn more with coursebooks than with alternative material, whereas one of Alice’s students is convinced that he learns more with alternative material. This might indicate that teachers’ attitudes towards teaching material influence their students’ attitudes, which was also suggested by Alice.

Moreover, there also seems to be a connection between the students’ grades and their attitudes towards teaching material. The students with higher grades were in general more positive to alternative material, whereas the students with lower grades preferred coursebooks or a combination of material. This is something that Alice points out in her interview; weaker students often favour coursebooks for various reasons. Lundahl also mentions this when he discusses students’ problems with alternative material. Concerning how the three teachers make alternative material, practise varies. Alice for example who mainly uses alternative material and also makes it herself, has many different sources, whereas the other two teachers mostly use books and movies. However, all teachers think it is very important to take advantage of different methods of working,that is to say having the students speak, listen, read and write for example. They also claim that they are democratic; for instance, they let their students evaluate regularly and welcome ideas of topics. Their students confirm this in their interviews. This points in the opposite direction of what Eriksson and Jacobsson observe about students’ limited influence on the choices of material used in the English classroom. We should of course keep in mind that this is a small study, the results of which cannot be generalized.

My choice of method, interviews, gave me plenty of information to work with; in fact sometimes it was difficult to decide what information to use in the essay and what information to leave out. Furthermore, by using interviews as a method, I received thorough information, which I do not believe would have been the case if I had used questionnaires.

This study focuses mainly on alternative teaching material, but it is important to point out that it is not normative. As illustrated by the quote in the introduction,there is no “best method”. Therefore it would also be interesting to look into how coursebooks are used (perhaps interviews with teachers who only use coursebooks) and structured these days. One could for example study how common it is for authentic texts to occur in coursebooks, inter-view students who use different coursebooks and ask them to evaluate their textbook and workbook. It would also be interesting to compare and analyse different course materials and interview authors of coursebooks.

Finally, it can be stated that to bring about developments in teaching-learning methods, the individuals need to work in integration and collaboration with others and conduct research to augment their skills and abilities.

Published materials are useful tools for busy teachers as they provide appropriately-leveled lessons and activities carefully crafted to provide optimum practice for students. However, most teachers feel the need to create their own materials for their classes at some time. This is something that you can do with time and some practice, and it doesn’t have to be time-consuming or require a lot of supplies. Whether you make copies of your teacher-made materials for students, use technology to project them, or even simply write them on the board, depends on your situation, but here are some tips to consider when creating your own materials

The biggest advantage of, and a reason for, creating your own materials is that you can use the context of your students and their personal lives and stories to make the materials memorable and meaningful to your students, so make your materials about your students and your community as much as possible.

Don’t make the exercise or activity too complicated and keep the directions brief and clear. Consider how much time you will spend on the activity for which you are developing the materials. If it takes too much time to set up or is too difficult, it may not be worth the time spent. Ask yourself how to get the maximum engagement from your students and the most practice in the simplest and most time-efficient way.

Finally, use your materials with your students. They probably won’t be perfect, but that’s OK. Make notes on what worked and what didn’t so you can adapt them if necessary for the next time. The more you create materials to fit your class and your students, the better you will become at it.