TEFL certificate
PROFILE
PROJECTS
My teaching approach
MY TEACHING METHOD – The CABANOSHY Method
When thinking of teaching approaches for second language learning, we must consider and understand the many variables associated within. Macro skills are of significant importance we as teachers must all consider! It is true that all 4 skills; reading, writing, listening and speaking must be taken into account. I will be basing my teaching approach largely on listening and speaking as I believe social input ultimately plays a dominant role of learning. Without these skills learners would not be able achieve basic communication halting them from evolving to a more state of fluency.
Not only do these spoken macro skills help achieve the second language learner advance, but also paves way to increase their written language skills. Reading and writing will eventually fall into play as long as learners can understand what is being said and why. Imbedding their memory and retaining this knowledge only creates further language learning simpler. In short: vocabulary creates an easier set path to grammatics. Being somewhat similar to that of the Direct, or Berlitz method, my style is not so intimidating and bold, but does hold some aspects within. Mainly focussing on vocabulary and speaking.
We as teachers must recognise these macro skills as a critical way to learn, but must also acknowledge that affective factors play an immense role in the student ability to retain information. Throughout my method motivation and personality will influence my students significantly; as my approach is based predominantly on spoken skills. Activities with the added use of realia will help absorb students knowledge in an enjoyable way which in turn only encourages each peer to participate intrinsically. For my students with an associated introverted factor, these activities will benefit by encouraging them 'out of their shell' with active cooperation and fun!
My aim for students is to reach a level of fluency capable of communicating comfortably without any inclusion of anxiety. With the added repetition and emphasis on words and/or phrases not known or understood, I believe I can reach out and help those struggling at worst. My ambition is to inspire early to middle aged pupils on an intermediate level to return every lesson not because they have to, but because they want to! Personal grading will be substituted with an alternate method more rewarding for both peer and class; rather than acquiring negative results, class discussion will be put up to debate at the end of every lecture emphasising vocabulary for words not understood or phrases pronounced incorrectly. True grading will somewhat be focused more intensively towards the finalisation of a major topic studies over time; on the grounds that class discussion will ultimately advance each student equally as a whole. Lagged individuals have a chance to self-assess their failed progression giving them a chance to 'catch up' to the next. This type of grading will remain strictly confidential encouraging motive to the select persona to move forward and not let the class down.
Reflective teaching will play a vital role as daily evaluation by teacher and student is performed word by mouth as a group. Teacher diary, peer observation, lesson recording and student feedback are excellent tools for anyone wishing to adopt this method as it delivers a clearer set path to peer progression.
Each to their own, students all have select different reasons for learning English as a second language. Whether it be work related, social or solemnly for personal gain, the Cabanoshy method focuses on bringing students together to work cooperatively with great enthusiasm and work ethic. Group interaction activities such as games and debates bond students and gives them increased reason to return to every class. I believe knowledge is retained in a manner that can be related back to past experiences so long as learning is performed as a whole, and with a sense of enjoyment and fun!
Classes are structured for students to participate more openly with their fellow peers who are on the same level. Rather than beginning a class with the teachers introduction, an object will be used and passed around to announce each person to the classroom; (eg: a ball). A short verbal blurb is required by each which in turn constructs a level of English understanding of the student to the teacher. Students will be questioned on basics such as what they have done over the week/weekend, anything new learnt and with an expectation of everyone to join in with any necessary questions or similar experiences held. Anyone lacking, will be subject to furthermore attention from all. This in turn will also help excel anyone who is consumed by a lack of personality giving them a feeling of belonging. The needs and goals of my students can be summarised quickly during this short introduction phase. It will be the teachers role to record students progression singularly and as a whole; taking note of their vocabulary and grammar which in turn creates a smother path for class structure. Focusing on areas where knowledge has slipped or where struggle is evident, teachers can have a clearer view where effort is needed to be concentrated.
Extracurricular activities are encouraged towards students lacking in improvement; because the Cabanoshy method is focused more on social learning in a style somewhat similar to that of the Berlitz method, students will concur to this homework 'technique' in order to keep balance equal throughout the class. Teachers must keep note which individual this is suited for as dominant students will not require this.
The Cabanoshy syllabus is constructed over a 2-month full time period from Monday – Thursday in a sociable classroom lecture. Because it is aimed more towards beginner to intermediate level students, depth of language intake isn’t addressed too critically. A Function based syllabus will be particularly focused on early throughout this method due to the expressive nature of conversation held. That is, primitive second language will be achieved through socialising by expressions such as primary ideas, purposes, notions, time and simple commands and gestures. Once basic understanding and communicative language has been achieved, structure-based syllabi will come into play. It is in my understanding through past experience that without the fundamental basics of word and simple conversation, students will not be able to move forward. Structure based syllabi ultimately helps students close the gap on more complex vocabulary and grammar with the already added background knowledge of the basics.
ESP (English Specific Purposes) will not be targeted throughout the Cabanoshy style! As language is taught to beginners and intermediate individuals, English will remain on a level universally understood. Fine detail will not be addressed for more complex wording as my aim is to educate students to a level where ESP can be adopted at the desired future they wish to pursue!
CABANOSHY Lesson Planning
INTRODUCTION (10-15 mins)
As students arrive to class, seating will be arranged in a circle sitting style all facing towards the teacher. An object will be passed around (e.g. a ball) from peer to peer in no necessary order. This excites students and builds a level of trust from whom they received the object from. Students are to give the class a quick summary of who they are, their goals, what they attended to over the week/weekend and anything new they learnt over the past week. Students listening are encouraged to participate and add to anything to what the speaker at the time is discussing. Teachers must take note on each individuals level of English and ultimately pair the less advanced students together with brighter students. This spreads out the classroom evenly and creates a sense of teamwork engaging the class to grow as a whole.
WARM UP (5 mins)
A quick discussion about the days topics are explained by the lecturer summarising the main points asking students randomly their thoughts and views on each. If classes are not new, then a quick revision from the previous lectures is attended but spoken verbally throughout each student; then the discussion for the day.
VOCABULARY (10 – 15 mins)
Emphasis on vocabulary and phrases are taught with responses required from the paired students. This helps the lesser student reach a higher level with increased speed due to the lack of class pressure; and students with lesser personality will slowly ease out of their hole.
ACTIVITY (10-15 mins)
Use of realia, mnemonic devices and/or articles introduced. Students work together to incorporate this and class discussion is put up to debate. Focus will be aimed at pronunciation. Rewards are handed out (a lolly, something sweet) to keep students alert and ready for the next exercise.
PRESENTATION (15-20 mins)
New material is introduced somewhat slightly above their learning grade, focusing on words they haven't learnt before and discussing throughout class. Activities are then assigned to each pair to work together which will be presented once finished to the class itself. This can be incorporated into a game of the teachers choice to keep things fun and interesting!
QUIZ – UNGRADED (10-15 mins)
An ungraded classroom quiz is attended focusing on the points discussed during the presentation earlier. This will indicate which individual will require extracurricular work to keep the classroom level even.
WRAP UP (10-15 mins)
Areas where students were lagging are emphasised and homework is distributed accordingly. Students must give feedback where they struggled most and where they felt they need more attention! This paves way for next day lesson planning keeping material interesting knowing what students want and need to learn.
Conclusively, the Cabanoshy method focuses on bringing students together engaging language learning at even speed with heightened motivation. As a result from social exercises, students with personality issues are encouraged in a second nature style forcing them to participate, resulting in a more comfortable learning environment. Learning will be aimed in a fun manner creating a 'want' to return to every class. A feeling of unity throughout class peers encourages students to keep up and little rewards for good ethic during lectures keeps students focused and attentive without the element of boredom.
