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TEACHING ENGLISH

METHODS
(AND A LITTLE MADNESS)
THE 4 PS

• PREPARE
• PRACTICE
• PRODUCE
• PERSONALIZE
CLASSROOM “MUST HAVES”

LAUGHTER --- BE AN ACTOR!


ENGLISH EVERYWHERE……….
STUDENT CENTERED TEACHING
A VERB/REFERENT FOCUS
A PERSONAL FOCUS
CLASSROOM “MUST HAVES”

ENGLISH EVERYWHERE……….
CLASSROOM “MUST HAVES”

STUDENT CENTERED TEACHING


CLASSROOM “MUST HAVES”

A VERB/REFERENT FOCUS

STUDENTS LEARNING ENGLISH IN


NON-ENGLISH SPEAKING COUNTRIES
NEED TO LEARN ENGLISH THEY WILL
MOST LIKELY USE! VOCABULARY SHOULD
BE LEARNED IN CONTEXT.
FLASHCARD FISH

DID YOU PICK UP ______S AT __ ______?


CLASSROOM “MUST HAVES”

A PERSONAL FOCUS

STUDENTS NEED TO TALK ABOUT WHAT


IS IMPORTANT TO THEM, ABOUT THEIR
LIVES, THEIR HOPES, THEIR FEARS.

LEARN YOUR STUDENTS NAMES!


Prepare: Warm up activities

• First word, FINISH IT


• Word chains
• Language response (GREEN/RED CARD)
• Touch and Do (Total Physical Response)
• Watchcasay?
• Rhyme Time
• Set Songs
WHAT’S THE FIRST WORD YOU
THINK OF WHEN I SAY
_____________________?
Wordchain

APPLEARNOLDESTORMAYBEGINTONI
CELYOGHURTERRIBLENDEREMEMBER
RIESUMMERRYCHRISTMASSAGELESS
UREND.
Language Response

HAVE YOU EVER _______?

YES, I HAVE. NO, I HAVEN’T.

MAYBE. I’M NOT SURE.


Touch and Do
Whatchasay?
Rhyme Time
{1.} HE’S GOT THE WHOLE WORLD

{2.} IN HIS HANDS


{TOGETHER} HE’S GOT THE WHOLE
WORLD IN HIS HANDS.

{1.} HE’S GOT _________ AND_________.


{2.} IN HIS HANDS
{TOGETHER} HE’S GOT THE WHOLE
WORLD IN HIS HANDS.
PRACTICE
Blank Dialogues
Flashcard Fish
 Liar Liar Pants On Fire
 Bingo
Surveys
WordFinds well done
 Battleship
Take a Guess
 Bragging
Blank Dialogues
A) Would you please help me _________?

B) Sorry, I can’t.

A) Why? How come?

B) I have a ___________ache.

A ) Oh, I see. Sure. No problem.


FLASHCARD FISH

DID YOU PUT ____S IN THE FRUIT SALAD?


Liar! Liar! Pants on Fire!

A) I Wish I had an espresso machine.

A) I Wish I could play the accordion.

B) I Wish I were more muscular.


PRODUCE

• Bookmaking
• Role Playing
• Directed Drawing
• Interviews, Presentations
• Tell us about……
• When did you last……..?
CO-TEACHING

“WHEN ONE TEACHES


TWO LEARN.”
WHAT IS CO-TEACHING
• The most commonly accepted
definition of co-teaching has been
offered up as “when two or more
professionals jointly deliver
substantive instruction to a
diverse, or blended group of
students in a single physical
space” (Cook and Friend, 1995).
• It is two teachers using their
own skills to the best of their
abilities within the classroom.
Each teacher has strengths
and should instruct in a way
that best suits their strengths.
• “I have a good friend (co-teacher)
and we share all the time. She
rocks at assessment I rock at
presentation. We meld our
lessons and constantly trade
information and lesson plans.
What comes out in the end is
great lessons and great
assessment.”
The Benefits of Co-teaching
• better student to teacher ratio and more
individual attention (especially helpful to lower
level students.).
• a wider use of instructional techniques, to better
student learning
• more and better critical, planning and reflective
practices by teachers
• social skills improvement / better classroom
management
• a more “community” oriented classroom
• increased score results
OTHER BENEFITS

• Teacher training in-house. The Korean


English Teacher betters their own
language skills while teaching.
• Both teachers develop new instructional
techniques while teaching and sharing.
They are more open and grow more
open towards risk taking and creativity, a
valuable instructional technique in a
language classroom.
• New teachers can be given guidance and
mentoring. This is particularly the case in
the ETIS program where many NESTs
have little practical teaching experience.
• NESTs are less alone and through a
nurturing co-teaching relationship, have a
better chance of successfully adapting and
being a “happy” teacher in a foreign
culture.

• Students are given the example of


teachers/two cultures sharing and
accepting. They are modeled “English in
use” and view through their two co-
teachers, language as “alive” and useful.
STYLES OF CO-TEACHING
Bauwens and Hourcade (1991)

1. One teach, one support--One person


assumes primary instructional responsibility
while the other adult assists students with work,
monitors behavior, and corrects assignments.
(This approach is most successful when it is
used on an occasional basis in conjunction with
the other approaches.)
2. Station teaching--Curricular content is divided
into two parts. One person teaches the first part
to half the students and the other professional
presents the second part to the other half. The
two student groups then switch.
• 3. Parallel teaching--Students are divided into
heterogeneous groups in which each student has more
opportunity to participate in discussions. Different types
of presentations are structured to accommodate the
various student learning styles.

• 4. Alternative teaching--Students are divided into two


groups, and one person instructs one group while the
other person pre-teaches the other group for the lesson
to follow or re-teaches material using alternative
methods.

• 5. Team teaching--Both professionals share leadership


and are equally engaged in instructional activities. They
might role play, stage debates, or model note-taking
strategies. (Friend & Bursuck, 1999, pp. 82-85)
RECOMMENDATIONS
SUGGESTIONS
• Promote and educate teachers and
schools about the value and benefits of
co-teaching. Teachers must know WHY
they are co-teaching.

• Hold mandatory workshops for co-


teachers. Especially prior to the school
year. Also social outings to foster their
relationship.
• Have all co-teachers complete a
questionnaire and discuss fully prior
to teaching together. Also, give
adequate scheduling and planning
time for weekly co-teaching
meetings.
• Educate teachers about the co-
teaching options they have. There
are many different kinds of co-
teaching.
• Korean co-teachers MUST be in the
classrooms with NESTs during
lessons.
• Allow for no more than 2 co-teachers
/ NEST. Preferably schools should
provide an English only classroom
and teachers shouldn’t have to travel
to other classrooms. An English
classroom should be like home......

• Create a process to chose the


appropriate people/teachers to be
co-teachers.
• Set up a dispute resolving
mechanism so that when a co-
teacher has a complaint, they have
somewhere to go. Also educate
teachers through workshops on how
to maintain a good co-teaching
relationship.
• Schedule so that co-teachers will be
with each other for the full
contracted year.
Co-teaching survey:
Seoul Metropolitan Office of Education

Native Speaking English Teachers


CHECK THE CORRECT ANSWER

1.I can easily read the nonverbal cues


of my co-teaching partner.

RARELY SOMETIMES USUALLY ALWAYS

2. I feel comfortable moving freely about the


space in the co-taught classroom.

RARELY SOMETIMES USUALLY ALWAYS


3. I understand the curriculum standards with
respect to the content area in the classroom.

RARELY SOMETIMES USUALLY ALWAYS

4. Both teachers in the classroom agree on the


goals of the classroom

RARELY SOMETIMES USUALLY ALWAYS


5. Planning can be spontaneous, with
changes occurring during the instructional
lesson

RARELY SOMETIMES USUALLY ALWAYS

6.I often present lessons in the co-taught


Class

RARELY SOMETIMES USUALLY ALWAYS


7.Classroom rules and routines have been
jointly developed.

RARELY SOMETIMES USUALLY ALWAYS

8. Many measures are used for grading


students.

RARELY SOMETIMES USUALLY ALWAYS


9.Humor is often used in the classroom.

RARELY SOMETIMES USUALLY ALWAYS

10. All materials are shared in the classroom.

RARELY SOMETIMES USUALLY ALWAYS


11. I am familiar with the methods and
materials needed to teach the curriculum.

RARELY SOMETIMES USUALLY ALWAYS

12. Modifications of goals for different level


students are incorporated into this class.

RARELY SOMETIMES USUALLY ALWAYS


13. Planning for classes is the shared
responsibility of both teachers.

RARELY SOMETIMES USUALLY ALWAYS

14. The "chalk" passes freely between the


two teachers.

RARELY SOMETIMES USUALLY ALWAYS


15. A variety of classroom management
techniquesis used to enhance the learning
of all students.

RARELY SOMETIMES USUALLY ALWAYS

16.Communication is open and honest.

RARELY SOMETIMES USUALLY ALWAYS


17. There is fluid (changing) positioning of
teachers in the classroom

RARELY SOMETIMES USUALLY ALWAYS

18. I feel confident in my knowledge of the


curriculum content

RARELY SOMETIMES USUALLY ALWAYS


19. The administration encourages and supports
both teachers and co-teaching.

RARELY SOMETIMES USUALLY ALWAYS

20. Both teachers share curriculum resources;


audio-video, books, tests, blackline masters

RARELY SOMETIMES USUALLY ALWAYS


21. Students accept both teachers as equal
partners in the learning process

RARELY SOMETIMES USUALLY ALWAYS

22. Time is allotted (or found) for common


planning.

RARELY SOMETIMES USUALLY ALWAYS


23. Behavior management is the shared
responsibility of both teachers.

RARELY SOMETIMES USUALLY ALWAYS

24 I feel happy about my relationship with my


co-teacher.

RARELY SOMETIMES USUALLY ALWAYS


25. We hold meetings and give honest feedback
about lessons

RARELY SOMETIMES USUALLY ALWAYS


GET YOUR SCORE!

RARELY = 1

SOMETIMES = 2

USUALLY = 3

ALWAYS= 4

TOTAL = ?
HOW GOOD IS YOUR
CO-TEACHING RELATIONSHIP?

< 50 = a poor co-teaching relationship

50 – 75 = a satisfactory (but in need of


improvement) co-teaching relationship

76 – 100 = a very healthy co-teaching


relationship
Discuss afterwards with your
co-teaching partner. What
differences did you see?

How can you improve those


parts of your relationship?
Sharing Hopes, Attitudes, Responsibilities, and Expectations

{ SHARE }

Directions: Take a few minutes to individually complete this worksheet.


Be honest in your responses. After completing it individually, share the
responses with your co-teaching partner by taking turns reading the
responses. Do not use this time to comment on your partner's
responses—merely read. After reading through the responses, take a
moment or two to jot down any thoughts you have regarding what
your partner has said. Then, come back together and begin to share
reactions to the responses.

Your goal is to (a) Agree, (b) Compromise,


or (c) Agree to
Disagree.
1. Right now, the main hope I
have regarding this co-teaching
situation is: _______________.

2. My attitude/philosophy of
teaching students with disabilities
in a general education classroom is:
_______________________.
3. I would like to have the
following responsibilities in a
co-taught classroom:
________________________.

4. I would like my co-teacher


to have the following
responsibilities:
________________________.
5. The biggest problem I
expect to have in co-
teaching is:
___________________.

5a. I think we can overcome


this obstacle by:
______________________.
6. I have the following
expectations regarding
_______in the classroom:
(a) discipline
__________________________
________________________
(b) class work
__________________________
________________________
(c)Materials
____________________.

(d)homework
__________________________
__________________________
__.
(e) planning
__________________________
__________________________
___.
(f) modifications for
individual
students_________________
_________________.
(g) grading
_________________________
_______________________.
(h) noise level
_________________________
________________________.
(i) cooperative learning
_______________________
(j) giving/receiving
feedback
_________________________
____________________.
(k) parental contact
_________________________
_______________________.
(l) classroom
appearance/seating
_________________________
_________________.
(m) other important
expectations I have
_________________________
___________.
Note:

Modified from Co-Teaching in the Inclusive


Classroom: Working Together to Help All
Your Students Find Success (Grades 6-12;
p.36-37, by W. W. Murawski, 2003,
Medina, WA: Institute for Educational
Development.
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www.ddd.batcave.net

“one teaches, two learn.”