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Shir Malka

 

1. Most of the time, teachers feed their students with everything, so they don't have to think and activate their brains. They just need to copy and not think. I liked the method that lets the students be more creative and have a place to express themselves and take initiative. Let them jump into the water and also make mistakes, and by that, let them believe in themselves, and feel they can do it and not just the teacher.

 

2. I liked the writers' way of thinking about teaching. I liked that they divided it into thoughts and actions and how they manage to change one of them while teaching.

 

Question: Can you give more examples of teachers who implement the methods in the field and how it was for them?

Shir Guetta

I believe that a good teacher must give positive feedback to the students and encourage them. Although reading the introduction of the book, made me doubt my approach.

When a teacher gives positive feedback all the time, the students believe that they are doing something extraordinary, and their learning is dependent on the teacher's judgment skills. I think that a good teacher must find the balance, and give good feedback only when the students really do something extraordinary.

 

2) I related to the statement that when the teacher teaches with excitement, there is a high possibility that the students' motivation to learn would be high, and they will see the lesson as a great opportunity for them to learn. I noticed that whenever I speak about something that I love or believe in, people listen to me carefully and they are usually interested. BUT When I speak about something that I'm not excited about, people feel it and they are usually not interested in whatever I want to say… excitement is viral.

 

My question is- How can we keep the balance and not give good feedback to the students all the time, but keep their self-esteem high?

Yael Z.

 

1. My first insight was about the silent method. It really made me think. are we spoon-feeding the students at times? I do believe like written in the text "only the learner can do the learning" but I also believe there needs to be a combination between positive feedback and letting the student understand and decide if his/her answer is right if wrong.

 

2. My second insight is not to "dramatize" students accomplishments because it gives them the feeling it is very difficult and out of the ordinary. sometimes when I teach at work I tell them that we are going to learn something a bit complicated and I always regret it. it prepares them for the worse and I think think its very much the same problem and what I mentioned above.

 

3. I would like to know, how all of these theories are supposed to fit into a 35 student classroom where every student need personal attention and learns in their own way. I could see implementing some of these methods in class but not with so many students.

1. I know that there is a veriaty of teaching methods for the language but I didn't think there be so much!

we need to take into consideration the student's ability to learn the new language and the new techniques they can use to fully understand it.

 

my question is what should I do if I have students in the same class that learn differently like 4 different groups and only one teacher.

Omer Bentora

 

Insights:

1. We need to examine out thoughts, actions (and intentions), and to see if they are corresponding to one another. If not, we should figure out why and change according to our understanding. It's important to have a method to help us link thoughts and actions in a coherent way.

 

2. We should consider the factors that affect language teaching: like the fact that there are more bilinguals, and I would like to add that English is way more accessible nowadays then it one was (through internet, Netflix, and so on).

 

3. I loved the doubting and believing game, and I think that the reading clarified to me that's important to be thoughtful with our philosophies teaching a language, and about our actions… to always try and learn more.

 

Questions:

I would like to get the answers for these questions in general (to see what is my attitude), and particularly while examining the methods:

What are the teacher and the students' roles?

How are language and culture viewed?

What is the role of students' native language?

Edan Mizrahi

 

The first insight that comes into my mind is that those methods are a way for us to build out beliefs in the way we teach. They should help us build out a “teacher’s personality” and guide us through the way. Those methods guide us as teachers until we find how we want to teach.

 

The second insight is that those methods cooperate altogether. There is no better one or worse one. So we should work with all of them in harmony until we find our best way to teach in class as teachers.

 

Question: how do the methods align with today’s teaching and the use of technology in class?

Yuval Nissan

 

1.

*The article's first insight that pops out is how fundamental it is for teachers to question themselves at every level and stage. A teacher must know when to stop, whether there is an understanding among the pupils, whether we as teachers enjoy the teaching process, how well we manage to pique our students' attention, whether the technique is effective in all aspects, and so on. As teachers, we are constantly subjected to change and readjustment within a short period of time and under tremendous stress. As a result, we must always be conscious of ourselves and our surroundings (the class and the pupils).

 

*Another thing I learned from the article is how important it is to be authentic to oneself as a teacher. There are numerous teaching strategies for conveying various types of material. Afterward, as teachers, we must rely on our judgment to determine what is best for us and the pupils we educate. Every child is unique, as are we. And, in order to teach for a long time and with high success rates, we must be true to our inner selves.

 

2. A question I'd want to pose is what is the ideal technique, in terms of teacher collaboration, to arrive at optimal teaching methods for students. Should there be a set of guidelines that all teachers follow? Perhaps the focus is on a database that any teacher can access and utilize as he/she sees fit.

Ido Lidor

 

Insights from reading:

1. from the chapters I had read all the teaching methods are important to teach a language if it is a direct method or how to teach grammar in a way that students can actually learn effectively.

 

2. the part about the methods with all the different activities gone me to start thinking about any future plan of activities that needs the methods to be conveyed in them.

 

question: through all the material the question that has arisen is how should I complement all these different methods and which should I use for the focus of my lessons or should even mix and match different methods in a single lesson.

Yuval Morad

Insights:

1. I see that although there are many methods and techniques, it all comes down to our teaching abilities and personality. For example, heather took one method but forgot to put her thoughts into consideration. There needs to be a collaboration between the written methods and the teacher's thoughts combined.

2. In continuation to what I just wrote, there is no best method because a good teacher/technique is not measured only by the book. It depends on the students in the class, just like the different learning styles that the teachers experience also. For example, some teachers will prefer to use a method that focuses on communication. Still, there is a possibility that the class is not there yet in terms of difficulty in speaking, and then the method won't be effective enough.

Question:

How can I combine the methods and my teaching ability for a good result?

Lishay Arbiv -

 

- I think what they said about the new teacher in the second part was what I am feeling currently; there is this cloud of uncertainness around my teaching methods, and around what I'm choosing to do in my classes. I want my students to engage and "initiate," but I just don't know how to do it. Although, further in the reading, I am starting to think about all the things that I have been doing, especially when they gave, on page 4, an alternative for using the same materials with completely opposite results. This is my main goal in the next couple of weeks we have left: how can I change how I view materials and their uses.

 

- What Diane Larsen said under the title "Doubting game and believing game," made me think about some things I heard from lecturers or other teachers in my life. I do think I often criticize and question what is being said to me, but not in an educational way, rather in a "my way must be the best way." Because every class is unique, each class must have its own way of thinking, and this can be extremely taxing on a teacher to constantly think about, but it is very important to remember and be aware of.

 

Q: Can I still stay true to what I believe in, but still use methods that I do not believe in that are good to my class?

Eyal Brown

 

Insights:

1.Methods are "closed sets" of rules that aim to help us bridge the gap between our thoughts, intentions, hopes, and our actual actions.

 

2.I should be cognizant of my biases and preformed notions when reading about new teaching methods, as humans tend to dismiss things that challenge their beliefs quickly without first considering them deeply.

 

Question:

How liberally can I mix and match methods? Should I be more worried about my students getting whiplash and losing focus if I switch around too much, or about them becoming bored and uninvolved if I stick to one for too long?

 

 

Teaching Methods (Micro teaching) - Introductory reading (pages 1-10):

Post 2 insights you have from the introductory chapter and add your name on the sticky note!

 

Write a question you would like to get answers to, from the reading.

Merav

Teaching Methodologies