Silent way of teaching

1.2 Language is for self-expression.
The teacher can gain can gain valuable information from student feedback for example, he can learn what in work on next. Students learn how to accept responsibility for their own learning. Some learning takes palace natural we sleep. Students will naturally work on the day’s lesson then. The syllabus is composed of linguistic structures. The structures of the syllabus are not arranged in a linier fashion, but rather are constantly but rather are constantly being recycled. The skills of speaking, reading, and writing reinforce one another. Reviewing the principles Silent way has many principles. There are ten principles in Silent Way:
What are the goals of teacher who use the Silent Way?
The goals are help the students to use the language for self-expression, they can express their thoughts, perceptions and feelings. In addition, use Silent Way method, the teacher can develop the students independence appropriate with the students needed. What is the role of the teacher? What is the role of the student?
The role of the teacher: only a learner must be a teacher. The teacher can help the students about the lesson that is very needed by the students, focus on the perceptions of the students and also provide the exercises to insure their facility with their language. the teacher’ role is the one of neutral observer, neither elated by correct performance not discouraged by error. The role of the student is:
To make use of what they know, to free themselves of any obstacles that would interfere with giving their utmost attention to the learning task, and to actively engage in exploring the language. What are some characteristics of the learning process? The students study English through color chart. Relying on what the sounds the students already know from their knowledge in native language, in addition, the teacher lead the students to associate the sounds of target language with particular colors. After that the teacher can use the color-coded Fidel Chart to help the student learn the spellings and how to read and pronounce the words.
The students are focused on the structures of language by the teacher. The students are guided to produce the structure with the minimal spoken cues. The teacher help them to make pronunciations clearly. The student received a great deal of practice with a given target language stucture. The teacher asks the students’ responds and reactions to the material. This is very good for the teacher to provide the information and very good for the students because it can make the students have a good responsibility in learning process. What is the nature of student-teacher interaction? What is the nature of the student-student interaction?
Student-teacher interaction Although the teacher is silent in this method but actually the teacher is very active in this learning process. The teacher listening attentively to students’ speech, and silently working with them. The teacher just give clues to the student when the teacher should speak. Student-student interaction The student can learn about something with the students else and is therefore encouraged. How are the feeling of the students dealt with? When the students feeling interfere, the teacher tries to find ways to overcome them.
The students have the opportunity to express their feeling through feedback sessions at the end of the lessons. Teacher canhelpovercome the students’ problemsthatarehappeningin the learning process. How is language viewed? How is culture viewed? Language has own unique, since language is the expression of a particular group of people. Their culture are, as reflected in their own unique world view, is inseparable from their language. What areas of language are emphasized? What English skills are emphasized? The areas of language are more emphasize in pronounciation. Pronunciation is very important for the students because pronunciation produces the sounds. There is also focus on the structures of the language, although explicit grammar rules may never be supplied. The language skills are emphasize on reading comprehension and writing skill about what they have already produced orally. What is the role of the students’ native language?
Focus on the perceptions of the students without using translation. The students’ native language can be used to help the student to improve the students’ pronunciation and also during the feedback sessions. More important is native language can be exploited by the teacher of target language.
How is evaluation accomplished?
In learning process the teacher assesses the students in all the times. Teaching is subordinated to learning, the teacher should be responsive to immediate learning needs. The teacher ‘s silence frees him to attend to his students and to be aware of these needs. The teacher also does not praise or criticize student.
How does the teacher respond to student errors?
Errors in the process of learning are a natural thing that happens. Teacher uses student errors as a basis for deciding which one is necessary for students. The teacher works with the students in getting them to self-correct. Students are not thought to learn much, but student need to learn to listen to themselves and to compare their own production with their developing inner criteria.
Reviewing The Techniques and the Materials
Sound-Color Chart
The chart contains blocks of color, each one representing a sound in the target languange. The teacher, and letter the student, points to blocks of color on the chart to form syllables, word, and even sentences. In this way the teacher can introduce the stress pettern for word. The charts allows students to produce sound combination in target language without doing so through repition.

Teacher’s Silent

The teacher give just much necessary and then silent. Or the other tearcher sets up a situation, put a language structure in to circulation and then is silent.
Peer Correction
Student are encouranged to help another student when they is experiencing difficulty. It is important that any help be offered in acooperative manner not competitive one.
Rods
Rods can be used to provide visible actions or situations or any language structure, to introduce it, or enable student to practice using it. The rods trigger meaning: situation with the rods can be created in such a way that the meaning is made clear, then the language is connected to the meaning. The rods allows students to be creative and imaginative and the allow for action to accompany language.
Self-Correction Gestures
The teacher indicated that each of his fingers represented a word in a sentence and used this to located the trouble spot for the student.
Word Chart.
The teacher points to words on the wall charts,letter on the student read a loud the sentences they have spoken, the way the letter colored helps students with their pronounciation.
Fidel Charts
The teacher and letter the students points to the color-coded Fidel Charts in order that students associate the sounds of language with their spelling.

Which of the following is related to classroom management?

1. Adjusting language for the level of learners but keeping natural
2. Speaking slowly, clearly and loudly
3. Tolerance of useful noise (car, train, plane, wind) – offering rewards for lowering noise
4. To stand up or to sit down, that depends . . .
5. Answering questions related to the language point under discussion and no harm to answer briefly irrelevant questions or postpone answer
6. Nothing wrong in admitting ignorance sometimes if the question is irrelevant
7. Remembering all names is valuable: learners feel valued & respected, for pair work, getting some ss attention, giving answers and instructions
8. preparing learners for pair or group work: explaining benefits, gradual introduction, planning and organizing groups by the teacher, clear instruction
9. using the BB appropriately:
a. dividing BB into parts
b. write sideways
c. writing clearly, accurately & naturally
d. upper & lower case
10. careful pointing to learners
11. asking and then nominating learners
12. accepting collective answers sometimes
13. varying techniques to exert authority and stop activity
14. using gestures is a natural part of face-to-face communication especially with low level learners
15. activity instructions should be simple, clear and carefully planned. If necessary, they should be repeated.
16. Seating arrangements: If you keep your students in rows, and never change the seating arrangements, they will get bored!
Create simulated hardware store by placing realia items in various places around the classroom. Make sure students know where each item is. Practicing describing location of each.
Divide class into pairs. Use "tango seating" with one member facing front of classroom; the other facing toward back of room. Go to back of room. Show flashcards one at a time. Partner who can see them (the one facing backward), constructs a question accordingly.111.
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