Teaching Method Suggessted by Zarghoona Kakar Assignment

Teaching Method Suggessted by Zarghoona Kakar Assignment Words: 2171

Idealistic Teaching Method Theory: Idealism Idealism is a philosophical theory; it has been taken from a Greek Philosopher Plato. Plato was an Idealist. He was the earliest most important Greek Philosopher and educational thinker. Plato thinks education as a key for a society and he stress on education. He wants to identify the skills of the children and give them proper education for those particular skills which they have so they could be become a suitable member of the society and fulfill their duty in society.

Plato want to a search for intelligent and gifted children in the whole society, Plat’s don’t belief that talent along to a limited class therefore he stress on education for all so the talented children get the chance to shine. He wanted everything should be perfect. It is a futurist theory. According to this approach teaching/learning should be perfect without blemishes. Perfect learning nears there should be development of four skills of learning; 1) Listening 2) Speaking 3) Reading 4) writing A person will be good leaner if he/she is sufficient in four skills of learning any language of the world.

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According to this theory a person would be considered a good earner of second language if he/she can listens/comprehend, speak, read, and write well. Let’s observe the class where this method has been used. The class is conducted in Plato University “Wisconsin”. There are fourteen students in class. Their native language is Greek. Which was before target language but it has no more importance, now English language has developed. And it is used in every field of life so that is why they want to learn English. The class meets for two hours, one day a week for three weeks.

Classroom environment The environment of class is very pleasant. Everything is present regarding learning. There are charts, pictures, tape recorder, books etc. The class is very wide and nimble. Teacher is very friendly. The teacher first introduces the method to students and also warns them that they can commit mistakes before learning but they should be careful after learning. They should be ideal learners. The teacher tells the students to speak in target language and they should ask question in target language. Mother tongue is not allowed during class.

Syllabus Design The teacher also tells the student that they will divide their course according to four Skills In tenure weeks. Horst week; teeny wall Touts on listening Ana rearing s 2nd week; speaking skill 3rd week; writing skill First Week Procedure: When we enter the classroom, it is poetry class; the teacher is reciting a poem. By the title “SOMETHING MY PAST DIDN’T SEE” It written by an anonymous writer. It very inspirational and interesting poem the students are listening very considerately. The teacher says to the students, to listen attentively.

The teacher recites the poem loudly three times more and then plays the same poem by tape recorder. Poem SOMETHING MY PAST DIDN’T SEE. Looking into the future meeting my past didn’t see. The outcome of my experience has allowed God to transform me. Longing to be alive for within I was dead. Darkness was my company and each day I dread. Walking with a lost soul Understanding nothing at hand I once had a goal My dreams turned to sand. Seeking the face of comfort To captivate my distressed mind. Can’t give up on life Hope, I must find.

Lockheed FCC routing code Thank God I found hope In the midst of the dark Now that I’m blessed with life and has allowed God to transform me. I’m excited about the future something my past didn’t see Author: Anonymous SOMETHING MY PAST DIDN’T SEE. The teacher asks students that, “if they understand the poem”? When he makes sure that the students have understood the poem rhythmically, the teacher then tells the students about poetic devices like Rhyme, Meter, Rhyme scheme, figures of speeches etc. Then the students have given activity to search figures of speech.

Some of the students easily find personification like “mind” is personified as “captive”,”darkness”etc. The students tell the teacher that not much figures of speech are used in this poem. The teacher is satisfied that his students understood each and every thing. The teacher gives home work for the next week. They should learn the poem by heart and prepare them self to recite loudly without paper. And their voices would be record in tape recorder. 2nd week When the 2nd week we enter in the class. The class is totally changed from the first class. It looks more pleasant and friendly.

There is tape recorder in the classroom. The teacher first greets the students and asks their preparation. All the students reply positively. The teacher first calls the students to practice the poem before recording. The teacher encourages the students that poetry is fun. One of the students comes on stage and recites loudly the poem. The student’s voice is not much attractive because there is no intonation in his voice and there is no rhyme scheme in his recitation. The teacher first encourages him that your voice is good rater Tanat nee tells Nils maltase Ana tries to Aviva ten maltase.

Nils tale teacher himself recites the poem with student. Teacher tries this practice three or four times more. The teacher instructs the students to learn perfectly before recording the poem. He does this practice by each and every student. He once again plays the mom by tape and the students listen attentively. When the students satisfied that they can recite well, they start recording their voices one by one and after that they listened to their voices. One of the students Mica says “my recitation in recording is not satisfactory’ the teacher once again gives him chance to record his voice.

The teacher cuts the previous recording. At that time Nicks voice is very impressive. The teacher is very happy with students. Their efforts are fruit full. When the students give a positive feedback to teacher of his efforts, the teacher gives them reward. The class has over. The teacher gives an assignment to students for next week to write whatever they want. They should write short stories, inspirational and funny poems, and poems about their childhood and school life. They have also given the home work to listen English songs, English conversations, stories, and news. Rd Week The third and last week when we enter in the class, we astonished when see that the students are fluently speaking in target language and they all came up with new invention. Every student has written something in English. One of students has written a poem. I have to write a poem but I really don’t know how. So maybe I’ll Just make a rhyme with something dumb, like cow. Okay, I’ll write about a cow, but that’s so commonplace. I think I’ll have to make her be… A cow from outer space! My cow will need a helmet and a space suit and a ship.

Of course, she’ll keep a blaster in the holster on her hip. I hope the teacher likes my tale: “Amazing Astor Cow. ” I Have to Write a Poem After reading the poem the teacher becomes very happy and he appreciates the student. Then another student has written a short story. It is very lesson able story. He shares this story with whole class. “The Grasshopper struggle for food” In a field one summer’s day a Grasshopper was hopping about, chirping and singing to its heart’s content. An Ant passed by, bearing along with great toil an ear of corn he was taking to the nest. Winy not come Ana can’t Witt me,” salsa ten Grasshopper, “Instead AT tolling Ana moiling in that way? ” “l am helping to lay up food for the winter,” said the Ant, “and recommend you to do the same. ” “Why bother about winter? ” said the Grasshopper; “We have got plenty of food at present. ” But the Ant went on its way and continued TTS toil. When the winter came the Grasshopper had no food and found itself dying of hunger – while it saw the ants distributing every day corn and grain from the stores they had collected in the summer.

Then the Grasshopper knew: It is best to prepare for days of need. Similarly all the students have shared some thing. Some students have shared poems; some have shared short stories while some students have written about their childhood life. The students discuss their activities with each other in group. The students ask the teacher the pronunciation of difficult rods and the teacher provides them correct pronunciation. At the end the teacher appreciated all the students and asks if they have still any difficulty in learning. All the students give satisfactory reply.

The teacher reassures them that they would be ideal learner of target language they work hard and continuous their work. The teacher advices them that they should listen English conversation, news, and songs. The teacher also says that they should read and write daily stories, poems, essays etc. The students should also try to speak in target language at home. Observations Principles In four skills of language learning, the first importance should be given to listening, because no one can speak foreign language until he/she has not listened attentively.

In four skills of can speak foreign language until he/she has not listened attentively. 1. The teacher is reciting the poem, and the students listen attentively. 2. The teacher is reciting the poem, and the students listen attentively. 2. The teacher recites the poem loudly three or more times and then play it by tape recorder. 3. The teacher recites the poem loudly three or more times and then play it by tape recorder. The first focusing is on listening, the teacher should make them understand. The first focusing is on listening, the teacher should make them understand.

The teacher wants that, the students should comprehend the poem. The teacher wants that, the students should comprehend the poem. 3. The teacher asks the students if they have understood the poem. 3. The teacher asks the students if they have understood the poem. The students should learn completely about something. I nee students snouts learn completely auto something. 4. The teacher tells the students about figures of speech. 4. The teacher tells the students about figures of speech. . The teacher gives homework to students for next week that the students should prepare themselves for recording their voices. . The teacher gives homework to students for next week that the students should prepare themselves for recording their voices. Errors are allowed before learning but after leaning mistake should be avoid. Errors are allowed before learning but after leaning mistake should be avoid. 6. The teacher says to students that first they should practice before recording. A student practices but fails. 6. The teacher says to students that first they should practice before recording. A student practices but fails. Students cannot perfect learner in one day. 7. The teacher encourages the students.

And the students record their poem. 7. The teacher encourages the students. And the students record their poem. Encouragement helps students to learn better. They after became success in recording their poem well. Encouragement helps students to learn better. They after became success in recording their poem well. 8. The teacher gives an assignment for next week to write something in target language 8. The teacher gives an assignment for next week to write something in argue language As this method is focus on four skills so it is the last skill to be focus on.

As this method is focus on four skills so it is the last skill to be focus on. One cannot be a successful leaner in one day. The students should have given time for learning. So the teacher has given time to students that are why they came with something creative. One cannot be a successful leaner in one day. The students should have given time for learning. So the teacher has given time to students that are why they came with something creative. 10. Next week students come with something new. Some students have written short stories and some have written poetry. 0. Next week students come with something new. Some students have written short stories and some have written poetry. Students learn more in group from discussion. 11. The students discuss their activities with each other in group. 11. The students Locus tenet actively welt can toner In group. Language is not one day practice; the students should use it in their daily routine. 12. The teacher advises them, that they should use language at home. 12. The teacher advises them, that they should use language at home. By Grandson Kara

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