Task 1

Based on the book "Learning teaching" by Jim Scrivener:

1. How can we raise student awareness about how students can best learn and help them find  more ways of learning English more effectively and productively? Exemplify this through the lens of a student and a prospective ELT practitioner.

Answer: We as teachers have to make meaningful the knowledge for our learners, we must know not only their needs bust also their interests, learning styles, problems, difficulties, and differences because there are many types of pupils. That is why making them work in groups is an effective way in which students can raise awareness about how they can best learn English. However, a very important thing is that we must pay attention to who our students are, that means all the variety of reasons for needing English they have, personalities, beliefs, speeds of learning, previous experiences, skills, attituedes, abilities, etc. Also, we need to consider that all the students have differences; for that reason, it is necessary to find out our students' strenghts and weaknesses, levels, and how they work in every activity for making them feel comfortable and confident in classes. 

Another way is developing different creative dynamics because we have some learners who are visual and they need to watch a video or charts to learn, but there some others learners who can not learn without doing anything, they feel the need of doing something with their hands. I think that a very good way for our students learn English productively is to innovate our classes for making attractive the learning process. Moreover, teachers have to balance communication in classes for the students to have the opportunities for talking and sharing their opinions, also there shoul be a balance between the students' needs and the teachers' lesson plans. In adittion, it is important to make a very good use of feedback from learners to teachers and vice versa, that is teachers do not have to keep teaching and teaching; teachers should teach, then get feedback and finally, let the feedback affects what they do; remember that the only persistent thing is the change to innovate.

To sum up, I think that we as teachers have to provide our learners the activities and spaces in which they can learn through training that helps them to work on study skills such as the use of dictionaries, reference material, workbooks, Englishbooks, sources, etc.

For example, when a teacher is giving the instructions of an activity, he or she has to explain the process as well as content and procedure as many times as possible, so that the students can understand the activity.



2. How would you deal with error correction in your classroom (s)?


Answer: I would deal with error correction in my classes as part of the learning process in which  I learn from my students and they learn from me becase we do not know everything, also all of us are learning every single day from others and from ourselves as well. At the same time, the learning process is a circle that never ends. 

Consequently, students' errors are evidence that language learning is taking place and progress is being made. In other words, errors show us that our students are experimenting with the language, trying out their own ideas, taking risks, attempting to communicate, being responsible about their own learning, and using not only feedback from the teacher but also using sefl-correction, student-student correction and self-monitoring. On the whole, we as teachers must look for correction techniques that, rather than simply giving students the answer on a plate, help them to make their own corrections to discover for themselves. But it is necessary to know when is the appropriate moment to correct mistakes, for example when after an activity has finished is a good moment for the students to save any correction. furthermore, we can apply the useful correction technique: fingers in our classes if we want. It will help us.



 3. What seems to be more difficult: Teaching teens or teaching large classes? Reason your answer and think outside the box, please. Create a Venn Diagram as well.


Answer: For me, what seems to be more diffecult is teaching large classes, even if teaching teens and teaching large classes have advantages and disadvantages, I prefer to teach teenagers because in large classes I have to rearrange the seating; sometimes, I should move to a different classroom, I would feel worried about the noise. In fact, I prefer teaching teens than teaching large classes.

These are some links for you to check it out: 

Teaching children and teenagers

Teaching learning process