HOW WILL I ATTEND TO THE INDIVIDUAL LEARNING STYLE NEEDS OF STUDENTS, BOTH INSTRUCTIONALLY AND PERSONALLY?

First, we must be aware that our learners may be at different stages in their lives, tastes, perceptions, attitudes, knowledge, experience, ability, and intelligence. Since they have many differences, they may also have different needs. Learning styles let us know our students personally because we will find that some of them are activist, theorists, reflectors, or pragmatics.

Instructionally, we have to try to provide the tools for our students to achieve their goals. We attend the individual learning styles when we provide them everything to learn taking into account their differences. Choosing appropriate methods and variety of them is vital in constructing positive, useful sessions when learning actually takes place. Moreover, we have to select the methods and approaches according to what we are trying to teach. The selection of learning resources is also important. Planning our lessons may also help us to recognize our learner’s needs.

HOW WILL I SEE GROWTH IN THE LEARNERS ACCORDING TO THEIR STATED NEEDS/GOALS, AS WELL AS MY COURSE GOALS?

In this point assessment and evaluation are really important.

First, we need to know the difference between them.

Assessment is all about checking our students’ progress and achievements.

Evaluation is to do with making judgments about how well our course, our lesson, and our teaching are going.

To measure our students’ growth, we need to assess them. We can use formative, summative, and continuous assessment. This kind of assessments may help us know if our students achieve their goals.

On the other hand, we have evaluation that is much harder than assessment. With evaluation, we have to make judgments about our own work as a tutor. To evaluate our own performance, we have to imagine that we are observing someone else teach. However, we can use other kinds of evaluation such as formal evaluation that is to ask for some kind of feedback from our students at the end of the course, or we can simply ask our students to write down what they feel about the course. The level of attendance at our course and the level of dropout are two ways in which we can judge how successful the course has been.

 HOW DO I USE THE LEARNERS EXPERIENCES WITHIN THE INSTRUCTION?

Learner’s experiences may help us know what they expect from the course. They may want to change something because it did not work well before. And, they also help us while planning our lessons because we may know what worked for them before. We may find that there are some things learners would like to change. To sum up, learners experiences may help us to improve our teaching.

WHAT IS THE IMPACT OF STRATEGIES-BASED INSTRUCTIONS ON TEACHING ENGLISH AS A FOREING LANGUAGE?

SBI are really important on teaching English as a foreign language. They are the strategies we use to teach. We are in an era of communicative, interactive, learner-centered teaching, and our mission is to enable students to become independent of classroom.  This is what we called automacity. It means students can be in charge of their learning, they can be also the ones who want to be able to create their own ways to learn. Moreover SBI help us to make a distinction between styles and strategies. While styles are related to personality or to cognition, strategies, on the other hand, are specific methods of approaching a problem or task. Strategies vary widely within an individual, but styles are more constant and predictable. SBI help us to encourage self-awareness in students through different ways.  To put into practice SBI, we need to know some interactive principles to bring interaction to the classroom. And the most important thing is put into practice autonomy in your students. We need to know that there are different techniques and they are according to cognate styles. However, we need to be careful while choosing the strategies. We need to choose the strategies for success. This means that they have to connect words with real-life images, they have to find out the word for something, and they have to have English practices.

 

HOW IS ORDER SET UP AND KEPT IN LEARNING ENVIRONMENTS?

Order may refer to:

• An arrangement of items in sequence

• The result of enumeration of a set of items

Order in the classroom means o good a good environment. And we need to know that when we have a good environment, learning takes place. But, how can we order our classrooms? This something we need to learn.

To start we need:

 

 

 The classroom neat, clean, and orderly in appearance

 

Chalkboards erased or neat

The classroom free from external noises, etc.

  The desks should be arranged according to the group, space, and purpose of the activity.

 

It’s really important to try to be neat and orderly in our chalkboard or whiteboard because a messy, confusing chalkboard or whiteboard drives students crazy.

 Order not only means to arrange the classroom correctly, it may also take place with different things such as the lesson plan, discipline, etc.

However, we don't have to be afraid to make changes at any time because we may find that certain aspects of our classroom set-up aren't working quite the best way. Briefly, we have to introduce the changes to our students. This happens frequently with our lesson plans. Sometimes, we have to change some things because you may find that something else is working better.

 

LEARNING TO TEACH, LEARNING TO LISTEN

WHY DOES DANAH ZOHAR CALL DIALOGUE A QUANTUM PROCESS?

Danah Zohar calls dialogue a quantum process the means of doing quantum thinking .since the universe is seen via quantum as energy, dialogue can be seen as to improve the learning process. Dialogue not only helps us to improve the learning process but it also helps us to select or design what we have to teach. It means that through dialogue we can even know the students’ needs. As he theory of quantum physics offers a radically new perception of the universe and our role in it, dialogue offers a new perception of the learning process because it helps us know that our is not just to teach but also to listen to our students.

To begin, maintain, and nurture the dialogue, we need to put into practice the twelve principles:

1-Needs assessment: in this principle, it is important the participation of the learners in naming what is to be learned.

2-Safety: it means to provide a good environment for students and also to respect learners as decision makers of their own learning.

3-Sound relationship: this means an open communication between teachers and students.

4-Sequence and reinforcement.

5-Praxis: it is action with reflection. This means tat students may reflect on what they learn by doing.

6-Respect for learners as decision makers: this means that the dialogue of learning is between two adults: the teacher and the learner; therefore, adults decide what occurs for them in the learning event.

7- Ideas, feelings, and actions: they are also called cognitive, affective, and psychomotor aspects of learning.

8-Immediacy: it means that learners need to see the usefulness of new learning: skills, knowledge, or attitudes they are working to acquire.

9-Clear roles: it means to recognize the role of the teacher and the student in the dialogue.

10-Teamwork:  it provides a quality of safety.

11-Engagement of the learners in what they are learning.

12-Accountability: what was proposed to be taught must be taught; what was meant to be learned must be learned; the skills intended to be gained must be visible in all the learners; the attitudes taught must be seen; the knowledge conveyed must be manifest in adult learners’ language and reasoning.

All of these principles are related to each other and also important to develop the dialogue as a quantum process.