Strategies of teaching english in multi-level classes contest Introduction

3.3. The effective techniques of teaching passive pupils

As a senior student of English Language Faculty, from the 6th of September till the 15th of November I underwent a three-month pedagogical practice at school №72 in Samarkand city. It was a great chance to put into practice all knowledge and skills that I have got during four years of study.

At the beginning I expected that the teaching process will not be so difficult, because I was confident in my knowledge of English. But contrary to my expectations I faced some challenges during the active practice. The first objective that I met was the variety in students' knowledge, characters and personalities. It was quite difficult to prepare teaching materials as my 4^th grade students had difficulties to fulfill the tasks that I prepared for them beforehand. I copied with this problem by taking a dictation and asking them to write an essay on theme "My family". By doing so I identified their level of English and decided what kind of activities to conduct with them. As a result I choose Elementary level for their classes.
The second challenge was the personalities of the students. Therefore, I tried to work with each student individually. I never made students change their places and hold them away from their friends. Instead of that I prepared some exercises for them specially that would draw their interest to the learning process and motivate them to work together.
The third problem that I faced was the lack of technical aids in the school. I wanted to show my students interesting videos or short movies, conduct listening activities, but there was no TV set, neither speakers. That is why I had to take my own laptop everyday to school and ask my students to bring speakers. I think that if school administration provides each classroom with this devices, not only the teachers of foreign language, but also teachers would have an opportunity to teach their students easily.
Yet I should say that the teacher taught me methodology of teaching, secrets and ways of educating children. In addition I observed English lessons of kindergarten. Our practice was not only about in the terms of English but also it included all subjects such as math, russian language and etc. . I acquired a great number of methods about teaching when I was at the lesson of math, russian language and music. Furthermore, I learnt a lot of pedagogical skills from teachers such as how to graph pupils attention and how to lead and run group and how to evoke their interests to a particular subjects. During my practice I conducted lesson in English for the 1^st and 4^th grades demo lessons. I had chosen one topic from their lesson plan and it was “How are you?” and “Can I have…?” for the lesson I prepared different hand-outs appropriated to the age of the children. I assisted in preparation of group teacher’s demo lesson named “Well-known descendants”. While I was practicing, I was introduced with official documents concerning to education youth in spirit of national in depends and I learned the plan of working with parents, the way of making not taking, preparing illustration materials, running class journals, giving feedback to group making class activities.
Engaging pupils remains one of the biggest challenges facing teachers today, with technology increasingly promoted as a way to solve this problem. Today’s younger generation has grown up surrounded by tech, both at home and in the classroom Interactive whiteboards being a main stay in all classrooms By incorporating real-world technology into lessons, teachers can uncover fresh ways to keep pupils engaged; adding extra value and relevance to lessons in a way that is both mentally stimulating and fun.
Pupils routinely use video and image sharing applications such as Instagram and YouTube and not simply as a passive form of entertainment, instead, they are a mode of communication. Therefore, when seeking to increase engagement, it makes sense for you to use visual mediums within your lessons, as teachers we need to engage a generation of digital natives and engage pupils in a more visual way.
Studies also demonstrate a link between visual clues, the memory process, and the recall of new knowledge, and there is substantial evidence indicating that video or image can inspire and engage when incorporated into student-centred learning activities and thus promoting active engagement.
Lesson hooks and visual stimulus.
Keeping pupils interested can be difficult, even for the most experienced of teachers. Never the less I will share some of the ways I have engaged pupils and how it has supported both in class progress and supported wider class engagement in my own classroom practice.
I have used something called a lesson hook, these are image linked to a learning question or perhaps a success criteria and these images can help pupils’ metacognition and deeper understanding of the learning question of learning outcome.
For example, using a high quality image (ImageQuest has over 3.5million for you to use) you can facilitate engaged learning. For example: if the learning outcome is to: Develop understanding of animals in their habitats. Show the pupils the below image or “lesson hook” and ask them to work in mixed ability pairs to discuss the hook…
BSIP \ Universal Images Group
Your lesson starter will not need wider differentiation because the pupils will differentiate for each other, through pupil talk.
A lesson hook can be scaffolded by using a range of higher a lower order questions such as; what do you know about this image, what would you like to know and how can you learn it?
This allows you to check for understanding and allow for a degree of summative assessment, and for the class to talk through their learning.
Student Engagement vs Student Achievement
Research has historically indicated a strong correlation between student engagement (typically defined as attention to the area of focus perhaps the learning question or outcome, active participation in learning, and time on task behaviours) and student achievement.
These correlations remain strong for all levels of instruction, across all subject areas, and for varying instructional activities. By using a lesson hooks at the start of the lesson this gives pupils a deeper understanding and connection to what they are learning.
Active Participation can facilitate pupil driven learning and give students a stake in the process.
Teachers make all the decisions about learning for students a lot of the time. They decide what students will learn, how they will learn, the pace at which they will learn, and the conditions under which they will learn. Teachers then decide whether students have learned it.
By using something as simple as an engaging image you can allow for pupil driven learning through the questioning at the start of the lesson, a simple yet effective approach to your practice
Active Engagement cannot just support starters but help scaffold main lesson task tasks. One-minute brainstorms are a great way to allow for pupils to share peer knowledge and perhaps deepen their own thought process. Facilitating interaction and collaborative learning, lets pupils play an active part in their studies, increasing the depth of student engagement.
Using video
Using videos to deepen understanding in mini plenary’s throughout a lesson can increase both deep curriculum strand understanding or LO accessibility, images can be better supported by videos in the classroom as this gives learning more relevance and pupils a deeper connection to the lesson
All of these methods can be translated to small group task too, or even to help support intervention teaching.
Would you like to know more?
Would you like to improve your digital resources in your school? Britannica School and Image Quest help to deliver increased engagement while facilitating effective teaching and dynamic learning, creating a collaborative learning environment.
Students’ forearms prop heavy heads and eye lids become fatigued and weighty. Information fills the room, but the restless audience remains impervious as attention is stolen by fleeting thoughts and boredom. If this is a common scene at your school, most likely the learning environment is passive.
Although a passive learning environment can accommodate large numbers of students, it is often an ineffective scholastic milieu. In contrast, an active learning environment should have the opposite effect on students. This way of teaching encourages creativity, self directed learning, mindfulness, interaction, discussion and multisensory ways of processing.